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VIDBE-Q Volume 63 Issue 2
Conclusion
The staff and students of both schools revealed common challenges in providing
ECC instruction, but they also shared strategies that proved useful in their schools.
Further research is necessary to document the presence of these barriers and facilitators
in other educational settings, but while that research is in progress, practitioners may find
some of the shared strategies useful for increasing the quality of ECC instruction they
provide to children with visual impairments.
References
Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including
those with additional disabilities. RE:View, 28, 25-32.
Hatlen, P. (2004, Spring). The impact of literacy on the expanded core curriculum.
SEE/HEAR, 9(2). Retrieved from
http://www.tsbvi.edu/seehear/spring04/spring04.pdf
Lohmeier, K., Blankenship, K., & Hatlen, P. (2009). Expanded core curriculum: 12 years
later. Journal of Visual Impairment & Blindness, 103, 103-112.
McMahon, E. (2014). The role of specialized schools for students with visual
impairments in the continuum of placement options: The right help, at the right
time, in the right place. Journal of Visual Impairment & Blindness, 108, 449-459.
Wolffe, K. E., Sacks, S. Z., Corn, A. L., Erin, J. N., Huebner, K. M., & Lewis, S. (2002).
Teachers of students with visual impairments: What are they teaching? Journal
of Visual Impairment & Blindness, 96, 293-304.
