VIDBE-Q Volume 67 Issue 3
The camp development work began in the winter of 2019 and brought
together teachers of the visually impaired, teachers of the Deaf/Hard of hearing,
orientation and mobility specialists, district administrators, and community
partners. Planning for the intended summer camp experiences took place at two
weekend retreats at a local state park lodge. The diverse experiences of the grant
team allowed for very collaborative and productive planning sessions. During the
first retreat in early December, the University faculty and Co-PIs for the grant,
familiarized the ESY
2
grant team with the project goals and deliverables. The grant
team spent time getting to know each other and brainstorming ideas for the overall
framework of the camp and camp focus and developed a parent survey to gather
preliminary information from parents regarding their needs and expectations for
camp. Survey data would be used at the 2
nd
retreat to help design the camp to meet
parent and student needs. The team decided to focus on the ECC with a theme of
the Olympics because the camp was planned for the summer of 2020, coinciding
with the Summer Olympics. The team was excited to be able to design a camp
focused on the expanded core curriculum for children with low incidence sensory
disabilities.
The ECC includes important areas of instruction that go above and beyond
the core curricular areas and is an essential part of a well-rounded education for
these students. Children who are blind/visually impaired, Deaf/hard of hearing or
