Division on Visual Impairments

VIDBE-Q 65.4 Fall 2020

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/1303315

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Page 10 of 58

VIDBE-Q Volume 65 Issue 4 Sandra Lewis, Ed.D. Florida State University slewis@fsu.edu The Expanded Core Curriculum (ECC) first originated in the mind of Dr. Philip Hatlen, one of the keenest—and most articulate—observers of the impact of visual impairment on learning who ever lived. Early in his career, Dr. Hatlen was an enthusiastic advocate for the inclusion of children with significant visual impairment in local school programs. He often spoke with pride of his role during this exciting time, when he and other pioneers of inclusion believed that the educational needs of children who were blind were no different than those of their sighted peers. They supported the notion that the primary roles of teachers of students with visual impairments (TVIs) were to teach braille to students who needed it, provide materials, and support students' acquisition of knowledge through tutoring (Hatlen, 1990). That passion for inclusion was tested by an unanticipated phenomenon that occurred in the 1960s and 1970s. The children whose education Dr. Hatlen had 100 Years in the Making: Appropriate Services to Students with Visual Impairments

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