Expanded Core Curriculum
The Expanded Core Curriculum (ECC) is the body of knowledge and skills that are needed by students with visual impairments due to their unique disability-specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC should be used as a framework for assessing students, planning individual goals and providing instruction. — American Foundation for the Blind
Expanded Core Curriculum for Students With Visual Impairments
There are nine Expanded Core Curriculum areas which include:
- Assistive Technology: can include electronic equipment such as switches, mobile devices, and portable notetakers; computer access such as magnification software, screen readers, and keyboarding; and low-tech devices such as an abacus, a brailler, Active Learning materials and equipment (e.g., Little Room®), and optical devices.
- Compensatory Skills: include skills necessary for accessing the core curriculum including concept development; communication modes; organization and study skills; access to print materials; and the use of braille/Nemeth, tactile graphics, object and/or tactile symbols, sign language, and audio materials.
- Career Education: information about jobs, assuming responsibility, punctuality, and staying on task.
- Recreation and Leisure: have opportunities to explore, experience, and choose physical and leisure-time activities, both organized and individual.
- Orientation and Mobility: enables students of all ages and motor abilities to be oriented to their surroundings and to move as independently and safely as possible, learn about themselves and their environments and incorporate skills such as basic body image, spatial relationships, and purposeful movement.
- Sensory Efficiency: includes learning to use vision, hearing, touch, smell, and taste efficiently; addresses the development of the proprioceptive, kinesthetic, and vestibular systems.
- Social Skills: awareness of body language, gestures, facial expressions, and personal space and learning about interpersonal relationships, self-control, and human sexuality.
- Self-Determination: includes choice-making, decision-making, problem solving, personal advocacy, assertiveness, and goal setting.
- Independent Living (Activities of Daily Living): the tasks and functions people perform in daily life to increase their independence and contribute to the family structure and include personal hygiene, eating skills, food preparation, time and money management, clothing care, and household tasks.
Program Planning Menu
Materials and Activities Planning Sheet
Can Active Learning Be Used for General Education Instruction?
Developing an IEP to Reflect Active Learning
From Assessment to IEP to Instruction
In 2007, the Iowa Department of Education formed a workgroup to create The Expanded Core Curriculum for Students Who Are Deaf or Hard of Hearing. This document that defines specialized instruction for students who are deaf and hard of hearing was finalized in August 2010 and is available at https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Deaf-and-Hard-of-Hearing.aspx.
- Audiology: Understanding hearing loss, amplification management, and environmental management.
- Career Education: Career exploration and planning, occupational skills training, soft skills training, job seeking skills and money management. For the youth who are deaf they must also learn critical skills in arranging accommodations at the work site, learn how to use an interpreter in an interview and work setting.
- Communication: Auditory skills development, ASL development, speech development, receptive communication, and expressive communication.
- Family Education: Understanding hearing loss, amplification, family and child interactions, communication strategies, education/transition, and resources and technology
- Functional Skills for Educational Success: Concept development, comprehension, and study and organization
- Self-Determination and Advocacy: Self-determination, community advocacy, community resources and supports, cultural awareness, and using interpreters and transliterators.
- Social-Emotional Skills: Self-awareness (personal qualities), self-management, support networks, personal responsibility, decision making, social awareness, social interaction including conversation skills, and conflict resolution.
- Technology: Skills necessary to access technology.
The Functional Scheme assessment tool can be very useful in evaluating or assessing skills related to the Expanded Core Curriculum. Below is a chart showing which parts of the Functional Scheme might be useful in evaluation for the Expanded Core Curriculum and to help guide the development of goals and objectives for the ECC.
|General Area of Knowledge||Expanded Core Curriculum Area||Functional Scheme|
|Self-concept, emotional skills|
|Fine, gross motor skills (especially use of hands, arms, legs, feet, mouth and body awareness)|
|Foundational concepts related to all subject areas – object properties (size, shape, density, temperature, flexibility, color, weight, height, texture), functions|
|Receptive, expressive communication (speech, signs, symbols, print, braille, pictures, drawing), literacy, writing|
|Audition – recognize, identify, localize sounds|
|Tactile exploration (including oral motor) and use of tactile sense|
|Vision – perceive, locate, identify and track objects, people|
|Oral motor (related to speech and eating)|
|Life Skills (related to being able to live independently)|