The Core Curriculum for Blind and Visually Impaired Children and Youths

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This powerpoint presentation by Terry Maggiore was given at the 2005 ADVISOR workshop.

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  • Outstanding presentation. Really clear along with helpful
    Sharika
    http://winkhealth.com http://financewink.com
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  • The Core Curriculum for Blind and Visually Impaired Children and Youths

    1. 1. The Core Curriculum for Blind and Visually Impaired Children and Youths <ul><li>The Existing Core Curriculum </li></ul><ul><li>The Expanded Core Curriculum </li></ul><ul><li>Includes notes from Cyral Miller, Director of Outreach, Texas School for the Blind and Visually Impaired </li></ul>
    2. 2. The Existing Core Curriculum <ul><li>English language arts, other languages, to the extent possible </li></ul><ul><li>mathematics science </li></ul><ul><li>health, physical education </li></ul><ul><li>fine arts </li></ul><ul><li>social studies </li></ul><ul><li>economics, business education </li></ul><ul><li>vocational education </li></ul><ul><li>history </li></ul>
    3. 3. The Expanded Core Curriculum <ul><li>compensatory or functional academic skills, including communication modes </li></ul><ul><li>orientation and mobility </li></ul><ul><li>social interaction skills </li></ul><ul><li>independent living skills </li></ul><ul><li>recreation and leisure skills </li></ul><ul><li>career education </li></ul><ul><li>use of assistive technology </li></ul><ul><li>visual efficiency skills </li></ul>
    4. 4. Compensatory or functional academic skills, including communication modes <ul><li>Compensatory skills (example: Braille; listening skills; handwriting skills; abacus) </li></ul><ul><li>Functional skills (example: functional daily activities, choice-making and autonomy) </li></ul>
    5. 5. Orientation and Mobility
    6. 6. Social Interaction Skills
    7. 7. Independent Living Skills
    8. 8. Recreation and Leisure Skills
    9. 9. Career Education <ul><li>Leadership roles through which they learn to make independent decisions and to take charge of their lives. </li></ul><ul><li>They must learn to define their own work values, explore a variety of interests, and discover their own potential. </li></ul>
    10. 10. Technology Can Be a Great Equalizer. <ul><li>Assistive technology for students who use Braille or with low vision differs. </li></ul><ul><li>Can be low or high-tech. </li></ul><ul><li>Depend on students needs. </li></ul>
    11. 11. Technology Can Be a Great Equalizer. <ul><li>Should assist students in meeting curriculum goals. </li></ul><ul><li>Assessment should be in the environment the student will use the technology. </li></ul><ul><li>Assessment must show improved access to the curriculum. </li></ul><ul><li>www.setbc.org </li></ul>
    12. 12. Visual Efficiency Skills <ul><li>Development of Vision </li></ul><ul><li>Functional Vision Evaluation </li></ul><ul><li>Learning Media Assessment </li></ul><ul><li>Visual Environment Adaptations </li></ul><ul><li>Visual Efficiency Skills Training </li></ul><ul><ul><li>Instructional Aids/Materials </li></ul></ul><ul><ul><li>Instructional Strategies </li></ul></ul><ul><ul><li>Low Vision Device Training </li></ul></ul>
    13. 13. Finding the Time Facilitate Parent Participation <ul><li>See parents as child’s mentors/teachers </li></ul><ul><li>Keep an OPEN MIND and HEART </li></ul><ul><li>Consider parents’ individuality/diversity </li></ul><ul><li>Consider parent’s perspective </li></ul><ul><li>Give information to the parents through various means and modes </li></ul>
    14. 14. Finding the Time Facilitate Parent Participation <ul><li>Give parent’s information </li></ul><ul><li>“ Don’t just tell me to do it, explain how.” </li></ul><ul><li>“ Taking classes made me feel better, like I know something.” </li></ul><ul><li>“ Parents need resources too!” </li></ul><ul><li>“ You have no idea how good it made me feel when you asked me to help teach the mom of the new VI child at the school.” </li></ul>

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