VIDBE-Q Volume 65 Issue 4
This issue begins with historical background from Dr. Sandra Lewis, who
was mentored by and worked closely with Dr. Philip Hatlen. Dr. Hatlen was
among the first to articulate the need for a dedicated, disability-specific curriculum,
later formalized as the ECC. Dr. Lewis' article gives context to our current quest to
provide appropriate education for all children with visual impairments and defines
the actions we need to take in the near future to ensure Dr. Hatlen's vision is
realized in the generation to come.
The middle of this issue features stories from teacher-leaders who
ceaselessly integrate ECC instruction into their work as direct service providers
and supervisors. I have personally learned much from each of them, and I hope you
will too. Christina von Reyn shares how she sets up supportive learning
environments in which students learn math and science while also expanding their
ECC skills. Sue Glaser shares details of an innovative summer project in which she
helped deliver remote and ECC-focused summer enrichment for students. Next,
Julia Hedrick describes strategies she uses both to purposefully integrate and
embrace incidental learning of ECC skills into orientation and mobility instruction.
The final teacher, Allison Conway, shares how she supports the integration of ECC
skills beyond her lessons, back into the classrooms and the homes of children with
visual impairments.
