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unique needs related to their visual impairment when developing
IEPs.
Arguing that the words, "disability-specific curriculum" implied
that the development of these skills was not equal to the core
curriculum, Hatlen (1996) introduced the phrase, "expanded core
curriculum" (ECC), and defined this curriculum as comprising skills
in the following areas: (a) compensatory or functional academic
skills, including communication modes; (b) orientation and mobility
skills; (c) social interaction skills, (d) independent living skills; (e)
recreation and leisure skills; (f) career education; (g) technology;
and (h) visual efficiency.
With the publication of the revised edition of the National Agenda
(Huebner, Merk-Adam, Stryker, & Wolffe, 2004), the ECC was
further defined to include:
• Compensatory skills, such as communication modes
• Orientation and mobility skills
• Social interaction skills
• Independent living skills
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