The term expanded core curriculum (ECC) is used to define concepts
and skills that often require specialized instruction with students who
are blind or visually impaired in order to compensate for decreased
opportunities to learn incidentally by observing others. In addition to
the general education core curriculum that all students are taught,
students with visual impairments, starting at 
birth, also need
instruction in the ECC. The ECC areas include (A) needs that result from
the visual impairment that enable the student "to be involved in and
make progress in the general education curriculum"; and (B) other
educational needs that result from the child's disability" as required
by IDEA (34 CFR 300.320 (a)(2)(A)(B)).
Nine Areas of the ECC
Assistive Technology
Assistive technology is an umbrella term that includes assistive and
adaptive tools as well as instructional services that can enhance
communication, access, and learning. It 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 (e.g., Little Room®), and optical devices.
Career Education
Career education will provide students with visual impairments of all
ages the opportunity to learn through hands-on experiences about jobs
that they may not otherwise be aware of without the ability to observe
people working. They also learn work-related skills such as assuming
responsibility, punctuality, and staying on task. Career education
provides opportunities for students to explore and discover strengths
and interests and plan for transition to adult life.
Compensatory Skills
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.
Independent Living Skills
Independent living skills include the tasks and functions people
perform in daily life to increase their independence and contribute to
the family structure. These skills include personal hygiene, eating
skills, food preparation, time and money management, clothing care, and
household tasks. People with vision typically learn such daily routines
through observation, whereas individuals with visual impairments often
need systematic instruction and frequent practice in these daily tasks.
Orientation and Mobility (O&M)
O&M instruction enables students of all ages and motor abilities
to be oriented to their surroundings and to move as independently and
safely as possible. Students learn about themselves and their
environments, including home, school, and community. O&M lessons
incorporate skills ranging from basic body image, spatial relationships,
and purposeful movement to cane usage, travel in the community, and use
of public transportation. Having O&M skills enables students to
acquire independence to the greatest extent possible, based on their
individual needs and abilities.
Recreation and Leisure
Being unable to observe others reduces awareness of recreation and
leisure options. Instruction in recreation and leisure skills will
ensure that students with visual impairments will have opportunities to
explore, experience, and choose physical and leisure-time activities,
both organized and individual, that they enjoy. This instruction should
focus on the development of life-long skills.
Self-Determination
Self-determination includes choice-making, decision-making, problem
solving, personal advocacy, assertiveness, and goal setting. Students
with visual impairments often have fewer opportunities to develop and
practice the specific skills that lead to self-determination. Students
who know and value who they are and who have self-determination skills
become effective advocates for themselves and therefore have more
control over their lives.
Sensory Efficiency
Sensory efficiency includes instruction in the use of vision,
hearing, touch, smell, and taste. It also addresses the development of
the proprioceptive, kinesthetic, and vestibular systems. Learning to use
their senses efficiently, including the use of optical devices, will
enable students with visual impairments to access and participate in
activities in school, home, and community environments.
Social Interaction Skills
Social interaction skills include awareness of body language,
gestures, facial expressions, and personal space. Instruction also
includes learning about interpersonal relationships, self-control, and
human sexuality. Almost all social skills are learned by visually
observing other people. Instruction in social interaction skills in
school, work, and recreational settings is crucial. Having appropriate
social skills can often mean the difference between social isolation and
a fulfilling life as an adult.
For additional information on the ECC, refer to: