of knowledge and skills that provides such a
framework for unique disability-specific instruction
in skill areas.
Consider, for example, a student who is
visually impaired that receives explicit instruction
in grooming and other self-care connected to the
independent living skills component of the ECC.
At the same time, this learner is also provided
with opportunities to explore his/her strengths and
interests while being trained in the use of nonver-
bal communication as well as the physical, social,
and personal aspects of sexuality. Each area of
the ECC is integrated into this student's daily ex-
periences. Bringing together all of the skills
learned in the ECC can enable the individual who
is blind or has low vision to function well and
completely in the general community and facili-
tate the development of many desirable traits.
Table 1 shows how each instructional area of the
ECC can relate to particular human mate selec-
tion criteria. There are numerous ways ECC-
specific instruction can enhance desirable traits
such as leadership, employability, and physical
attractiveness. The exact match between areas of
the ECC and particular human mate selection cri-
teria varies based on individual characteristics.
We present some of the most fundamental asso-
ciations between ECC instruction and human
mate selection criteria in Table 1.
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