VIDBE-Q 2025 Volume 70 Issue 4
Alignment of Student Outcomes with ECC Areas and Components
2. I have the fitness and
endurance to complete everyday
tasks and responsibilities without
quickly getting tired.
Independent Living Skills
Recreation & Leisure
Sensory Efficiency
Health, fitness & sports,
physical activity,
organization, personal
hygiene, body concepts,
visual/auditory/tactile
function
3. I can actively participate in a
variety of movement and fitness
activities, making choices that
keep me engaged and healthy.
Recreation & Leisure
Self-Determination
Social Interaction Skills
Physical activity, health,
fitness & sports, play, team &
spectator sports, self-
knowledge, capacity to make
informed choices, cooperative
skills
4. I understand my vision needs
and accommodations, and I know
how to advocate for the support I
need to stay active and involved.
Self-Determination
Use of Assistive Technology
Social Interaction Skills
Self-advocacy &
empowerment, assertiveness
skills, awareness of personal
rights, communication, access
to information
5. I can design, carry out, and
adjust a personal plan for lifelong
physical activity as a young
adult.
Self-Determination
Independent Living Skills
Career Education
Recreation & Leisure
Problem solving & goal
setting, self-regulated & self-
directed behavior,
organization, career
exploration, leisure activities
& hobbies
A key instructional strategy is the partnership principle, where teachers and
students work together using both a competency scale and a self-rating scale. The
competency scale outlines observable benchmarks for developing stamina,
exploring movement options, advocating for personal needs, and creating
personalized fitness plans. For instance, when working on stamina for daily life
and commuting, students' progress from "Emerging" (often needing breaks and
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