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VIDBE-Q Volume 63 Issue 2
Incomprehensive focus. Instruction in all nine of the areas of the ECC was
observed during the instructional day at both schools, though personnel in each school
prioritized different ECC areas. In the dorm, social and independent living skills were
emphasized, though little crossover was apparent between the instructional and
residential units. Both groups appeared to be teaching the same skills but with different
methods. Staff cited past occurrences of teacher push-in instruction after school in the
dorm as instructive for the residential staff and useful for student learning.
Solutions
Expertise of schools for the blind. Staff of both schools were proud of their
resources, facilities, and unique skills to provide education for children with complex
learning needs and perceived their schools as excellent places to educate children with
visual impairments. Because the schools were small and personnel were aware of their
students' unique learning needs, personnel and instructional programming could remain
flexible to the changing needs of students, providing instruction before, during, and after
the school day.
Importance of school-wide "buy in." Perhaps the most critical and variable
element in each school was ECC buy in. All personnel acknowledged support and
commitment for the ECC, though perceived responsibility for instruction varied by
individual. Administrative buy in proved essential because it allowed for the allocation of
personnel and instructional time in the ECC, though the practical challenges of
implementing ECC instruction remained. In one school, the administration actively
advocated for dedicated ECC instructional time and shared plans to more fully integrate
ECC and academic instruction in the future.
