;
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impairments that identified the following seven areas as
representing the potential unique educational needs associated with
severe visual impairment: concept development and academic
needs, communication needs, social/emotional needs (including
socialization, psychological implications, affective education,
recreation, and sex education), sensory/motor needs, orientation
and mobility needs, daily living skills needs, and career and
vocational needs. Assessment and instruction of students in these
seven areas were considered to be critical to providing appropriate
services to them. Hatlen and Curry (1987) and Curry and Hatlen
(1988) further described the significance of assessment and
instruction in these areas and in 1989, Hazekamp and Huebner
published a national version of the California guidelines, thereby
introducing the concept of a disability-specific curriculum related to
the unique learning styles of children with visual impairments to
professionals across the country.
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