The focus of the instruction may shift. Rather than providing tutoring services, the VI professional may instead increase instruction in how to access the general curriculum using, for example, low-vision devices. Or instruction may occur more often out of the classroom, off the campus and into the community for vocational programming. The VI professional may be present in classrooms and learning environments not visited previously, such as the home economics class, work programs, or home. Collaboration may also happen with community programs, such as Girl Scouts or various hobby-related groups, such as horseback riding or sports programs.
Many states have access to summer and holiday programs through a variety of sources. These may include camps, such as those sponsored by:. For many districts, moving to an ECC-based program may be a big change and may require more than 1 year to complete. Here are a few tips for supporting this change:. Below is a listing of many ECC resources. This is just a partial listing intended to provide basic information. At this writing, resources for the ECC are being developed at a faster and faster rate.
It would be impossible to develop a representational listing for the future. A listing of resources sorted according to ECC domain. Included within each domain is a short listing of assessments, curricula, and resources. The VI professionals in your district should be helpful in finding the information listed. A table that provides an overview of areas to be addressed, services, and individuals responsible.
The original scale provided a point scale. For expediency, a 9-point scale is also offered. In the shortened scales, the quarter-point options have been removed. This is a separate document to be linked within the toolbox.
This database is an annotated listing of nearly 1, resources and is sorted according to domain e. In addition to the standard ECC domains, other domains regarding various student characteristics e.
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The RECC includes links to other websites, information developed by parents and VI professionals, resources that are free, and resources that can be purchased. It includes information in the following areas:. A limited listing of useful features of this guide include:. The resource guide includes information in the following basic areas:. This is a very short list and limited to those resources that provide information on all the ECC domains.
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Innumerable publications that focus on specific domains are also available. Evaluation of students with visual impairments is a complex, multifaceted process of gathering information using appropriate tools and techniques. Informal evaluation should be considered an essential supplement to the use of formal measures and published instruments.
To determine curricular focus and plan effective instructional programming for students, the staff must know a student's levels of functioning in all areas of academic and nonacademic need.
Evals is a five-part set that includes:. Blankenship, K. The Essential Assessments Rubric. The E. Rubric: Essential Assessments for children who are blind or visually impaired.rikonn.biz/wp-content/2020-11-15/come-copiare-la-rubrica-da-nokia-a-iphone-7-plus.php
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Householter, C. Transition to Employment and Community Life. Journal of Visual Impairments and Blindness. Gaylen Pugh, Project Director. Sapp, W. Jump to top of the page. Quick access menu Main content - accesskey 1 Main menu - accesskey 2 Side menu - accesskey 3 Footer. Toolbox Mobile.
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Decrease font size. Increase font size reset. Reset font size to default smaller. Layout width: Liquid Full Liquid Full. Main content. Alert message Hide this message. Chapter Expanded Core Curriculum. KC Dignan, PhD Introduction Each disability requires that a broad set of disability-specific skills and abilities be addressed. The expanded core curriculum provides opportunities for equality for the blind and visually impaired; to NOT teach it is to deny this basic human right. Those were the lowest priorities for my teachers when I was in school. Carley, an adult with a visual impairment in a speech to the International Council for Education of People with Visual Impairments.
Every parent wants their child to have meaningful social relationships. It is critical to a satisfying life and success in a job. Figure 2. The von der Heyden Pavilion at Night. The Perkins Renovation Project is far more than an expansion of the library's space—it signals a complete reconsideration of the academic library as a physical place and a qualitative experience.
The older Perkins reflected a traditional concept of the library as gatekeeper.
Its interior spaces were devoted primarily to the processing, preservation, and security of printed collections, and its layout was confusing for all but the most dedicated of scholars. By contrast, the renovated Perkins embodies a 21st-century vision of the library as gateway and commons , a gathering place for learners rather than a warehouse for books. After consulting with constituencies across campus, the Perkins Library Renovation Committee worked with an architectural firm 2 to design a library for the future, one where public services supporting the entire spectrum of scholarly activity, from idea formation to knowledge production, were brought together at the physical center of an expanded library complex and made absolutely transparent to library patrons.
The redesigned first floor of the Perkins Library facilitates this kind of scholarship, making space for a student writing center and a technology support desk. The number of technology-infused group study rooms and project-development spaces has increased substantially to acknowledge that students and faculty have gravitated toward interactive learning and collaboration in the analysis, presentation, and publication of knowledge because of their increasing reliance on electronic databases, digitized formats, and interactive media.
While many areas for quiet study remain throughout the library, the sounds of learning are encouraged. Finally, by embracing the information commons model, Duke librarians understood that they would be moving away from an exclusively location-based notion of service and toward a ubiquitous service concept, one that accepted the full integration of technology into traditional library functions.