Empowering Students with Visual Impairments: A Collaborative Approach to Access and the Expanded Core Curriculum

Abstract

The world is highly occulocentric, in which vision in terms of access is placed above all other senses. Visual materials such as worksheets, maps, graphics, illustrations, videos, and written texts are the standard tools for learning, making access challenging for students with visual impairments (VI). Students with VI contend daily with a system that is not inherently designed for them. Teachers of students with visual impairments (TSVI) are specialized, credentialed, and highly qualified educators who provide avenues for the access needs of a student with VI. Beyond ensuring equitable access to academics, their next area of focus is the expanded core curriculum (ECC), which is a disability-specific curriculum consisting of nine essential skill areas supporting the holistic development of students with VI. However, supporting the development of all children relies on effective collaboration and open communication among educational teams to be truly impactful.

As the academic year draws near, Mr. Roberts is notified that a new student will be joining the fourth-grade class. The student, albeit performing at grade level, has a visual impairment (VI) with specific accessibility needs. Mr. Roberts has been teaching for over a decade and never had a student with any kind of VI. He has no idea how to begin. He is familiar with fidgety students who may need extra breaks or movement and students who struggle with reading, but he has no experience with visual access needs. He reflects on his training and does not recall much in terms of learning about blindness. He reaches out to his principal and district special education coordinator for support.

In this highly occulocentric world, the inclusion of students with visual impairments (VI; i.e., those who are blind or have low vision) is often met with significant uncertainty. Although substantial efforts have been made to include and educate individuals with disabilities (e.g., UN Human Rights Commission, Americans with Disabilities Act), challenges persist when addressing blindness and VIs. Teachers via preparation programs, depending on their area of specialization, may have limited exposure to low-incidence disabilities such as VI (UNICEF, 2012). Many educators may go years without having a blind student in their classrooms and may require guidance on how to proceed when they do. This article introduces education professionals to the vision services available for students while highlighting the importance of collaboration. By working together, educators can ensure students receive the necessary support to thrive and achieve a high quality of life as adults. A crucial team member in this process is the teacher of students with visual impairments (TSVI).

Ms. Daniels, the district TSVI, receives an email from Mr. Roberts regarding a new student who will be joining his classroom. Emery, an incoming fourth grader in an academic setting, was diagnosed with optic nerve hypoplasia at birth. As Ms. Daniels reviews the files, she learns that at Emery’s previous school, they received only consultative services from a TSVI and did not receive any disability-specific instruction. It is also revealed that Emery’s vision has worsened significantly over the past year, leading to frequent headaches and eye fatigue. After the initial team meeting, everyone agrees that a comprehensive reevaluation of Emery’s functional vision needs is necessary. In the meantime, Ms. Daniels provides Mr. Roberts with information about the TSVI’s role, the expanded core curriculum (ECC; Table 1 ), and basic instructional support strategies ( Table 2 ).

“In this highly occulocentric world, the inclusion of students with visual impairments (VI; i.e., those who are blind or have low vision) is often met with significant uncertainty.

Table 1

Collapsed Framework of the ECC^a

(A) Access	(B) Independent living	(C) Community readiness
1. Compensatory	4. Independent living skills	7. Career education
Skills that support students’ organizational skills, communication skills (speaking and listening, sign language, tactile symbols), braille or print reading and writing, and accessing recorded (written, audio) materials.	Skills that support students’ daily living needed to care for themselves independently, including but not limited to personal hygiene, food preparation, cleaning, clothing care, money management, or seeking medical care.	Skills that encourage students to explore career options and learn about the world of work beginning in preschool and supported until they graduate high school.
2. Sensory efficiency	5. Recreation and leisure	8. Orientation and mobility
Skills that support students to utilize and maximize all their senses, including any remaining functional vision, hearing, touch, taste, smell, and proprioception, to support their access across environments.	The area promotes the enjoyment of leisure activities, including learning new leisure activities (solo or group) and making choices about how to spend leisure time. It includes areas such as music, band, social clubs, politics, drama, or sports.	Skills that support students in understanding where one is in space; moving safely, independently, and efficiently in familiar and unfamiliar environments; and understanding of transportation systems and options.
3. Assistive technology	6. Social interaction	9. Self-determination
Skills that support students to choose and use low-tech supports (e.g., thick lined paper, markers, tactile materials) or high-tech supports, such as computers and other electronic equipment (e.g., CCTV, braille displays), to function independently and effectively at school, home, or work.	Skills that support students to participate actively and appropriately in familiar and unfamiliar social situations (e.g., etiquette, accessing body language, use of colloquial language).	Skills^b that enable students to partake, gain, and be effective in: • Choice making • Decision-making • Problem-solving • Goal setting and attainment • Self-advocacy and leadership skills • Self-management and self-regulation skills • Self-awareness and self-knowledge

Allman & Lewis (2014), Clark (2023)^a, Cushman (n.d.), Wehmeyer (1997)^b.

Table 2

Ways to Begin Supporting Students With Visual Impairments

Areas	How? Why? Where?
Expectations	• Keep them high! Sight is but one of the seven senses to access instruction.
Blindness etiquette	• Say the student’s and your name in greetings: “Hi Emery, it’s Ms. D.” • Greet the student with their and your name when entering a space or when student enters; let them know you are occupying the space they entered. • Ask for consent. Do not physically grab/drag a student and/or their mobility aid. • Ask before offering support. Do with, not for.
Descriptive mediation	• Narrate all instructional actions. Relying on visual cues simply may not work. This includes writing on board, displaying a book, showing maps, pointing to items, and so on. Use descriptive words and phrases (e.g., “on the left of the page,” “behind you”). ○ For more, see Hudson (n.d.).
Support self-determination	• Believe them and honor when a student voices a need; support student’s self-knowledge, self-management, and advocacy skills.
Classroom	• Put all materials displayed on walls (e.g., number line, word groups, maps) in a digital or physical folder, especially when they are expected to be used as support for in-class work. • Keep walking paths clear of backpacks, chairs, boxes, and body parts. Teach pushing in chairs every time! • Avoid rearranging furniture; if it must be done, allow the student to reexplore the class layout, supporting as needed.
Lighting	• Students will often need to wear a baseball cap and/or shades, including indoors, to mitigate glare and intensity of overhead lighting. • Students may need time transitioning between spaces because their eyes need to adjust. • Students may need to sit with their back to windows to help reduce glare. • Students may need a task light at their desk. • Avoid using the lights as classroom management; it needs to come with a warning to the student with visual impairment.
Preferential seating	• Allow the student to choose their best viewing angle and distance. • Allow the student to move as needed for access. Flexible seating is best!
Instructional materials	• Create handouts that are accessible visually and digitally. ○ Avoid colored paper for printing, old recopied worksheets, misaligned copies, or black and white copies of colored originals. ○ Use font that is sans serif (e.g., Arial, Tahoma, Verdana). Avoid Comic Sans! • Pay attention to color for contrast and color blindness; this includes marker colors used on the white board or colors on Smart displays. ○ To experience a color-blindness simulator, visit https://www.color-blindness.com/coblis-color-blindness-simulator/. • Pay attention to crowding, too much color, or too many images or diagrams. • For more resources, see the WebAIM (www.webaim.org).
Access to instructional materials	• Talk with TSVI about how much notice is needed to allow to produce instructional materials in braille, large print, or tactile form. Production takes time! • Support personnel may assist after training by the TSVI by setting up a digital workflow (i.e., upload all instructional materials to a cloud folder before class). ○ Note: Learning management systems (e.g., Canvas, Moodle) are only as accessible as the materials uploaded to them are. ○ Use named hyperlinks (e.g., “Click Here For”).
Access to instruction	• Apply Universal Desing for Learning (https://udlguidelines.cast.org/) • Make slides and visuals accessible and available to all students. (www.webaim.org). • Use graphical indicators (e.g., numbers, letter, shapes) rather than colors alone to highlight information. • Use audio description or narrate the video live. ○ For an audio description resource guide, see NLS (n.d.). • Caption all videos and turn on captions when showing videos in class—this will support students who are hard of hearing or students whose first language is not English in addition to students with VI. • Include transcripts for all videos, which can support learning, review, and makes content searchable using assistive technology. • Repeat students’ questions before answering and use a microphone when available.

Sources. Allman & Lewis (2014), Blankenship (2009, 2011), Holbrook et al. (2017).

Role of TSVIs

TSVIs are highly trained professionals who usually hold a master’s degree in education or a related field along with specialized certification or credential to teach students with VIs (Blankenship, 2005; Fundelius, 2023; Wolffe et al., 2002). Like many related service providers—such as occupational therapists, physical therapists, and orientation and mobility (O&M) specialists—TSVIs primarily work in itinerant settings. Itinerant (travel) teaching demands a high degree of flexibility and strong compensatory skills. TSVIs must manage complex schedules across multiple locations; complete assessments; write individualized goals across multiple ages, educational levels, and needs; and maintain strong time management and orientation skills to navigate between schools. Furthermore, they need excellent social skills because they must collaborate with educators, other service providers, and families with diverse backgrounds.

Depending on state or provincial policies, TSVIs support students from birth to age 22 through either consultation—offering guidance to the educational team—or direct instruction in blindness-related skills under the disability-specific curriculum of the ECC ( Table 1 ). Whether a student has received early intervention services or is new to vision-related supports, TSVIs play a critical role in ensuring timely access to learning and addressing potential developmental and/or academic gaps. One key strategy used by TSVIs is introducing concepts in advance to help students with VI fully engage in upcoming lessons. This ensures access to the same learning opportunities as their sighted peers. Examples include preteaching farm animals, body language, sports rules, or science tools. For instance, in collaboration with an adapted physical education teacher, students might walk the track to understand distance, explore lane textures, use a tactile map for layout, and practice with a sound source or guide runner for orientation. Above all, TSVIs ensure that students with VI have equitable access to both academic instruction and extracurricular activities. Service delivery (i.e., direct or consult) varies based on student needs. For instance, students learning braille may receive daily direct instruction, whereas high schoolers proficient in braille and assistive technology might require only occasional or consult support. Whether serving five students or 35, TSVIs play an essential role in meeting the unique educational needs of their learners (Correa-Torres & Howell, 2004; Lohmeier et al., 2009; Sapp & Hatlen, 2010)—all while relentlessly on the move.

Ms. Daniels and Mr. Garcia, the certified O&M specialist, agree to collaborate on evaluating Emery’s current knowledge and skills across all nine areas of the ECC and completing a comprehensive functional vision assessment (FVA). Together, they cover Emery’s in-class and broader environmental access needs, providing the team with a comprehensive report. During the assessments, they will also discuss and document how the educational team—including classroom teachers, assistants, related service providers, administration, and caregivers—can best support Emery in the new academic year. Furthermore, they will highlight strategies to empower Emery in developing effective self-advocacy skills. In addition, Ms. Daniels will complete the evaluation process with the completion of a learning media assessment (LMA), which will highlight ways Emery accesses the environment and instruction.

Planning to the Adult: Assessments and Goals

In the fast-paced world of education, it is easy to overlook the long-term goal outlined by John Dewey in 1938: helping children become productive and valued members of society (Garrison et al., 2012). Before setting meaningful, long-term goals, comprehensive assessments—particularly those conducted by vision professionals—must be completed ( Table 3 ). Assessments for students with VI can be complex. During initial eligibility decisions, the very first assessment completed should always be an FVA completed by a TSVI, based on a medical professional’s (e.g., neurologist, ophthalmologist) diagnosis. Most standardized assessments are not normed for low-incidence populations; hence, the use of inaccessible testing materials further represents a clear inequity in educational assessment practices. A psychoeducational evaluation or any academic test without knowing the visual functioning of a student in an educational context will result in inadequate data. In general, a student with VI should have an up-to-date FVA (i.e., how the student accesses an academic setting—classroom, hallway, lunchroom—using their functional levels of vision), LMA (i.e., student’s optimal way to access instruction), and a complete ECC and O&M assessment ( Table 3 ). Collaborating as a team on assessments upholds both best practices and high-leverage practices (McLeskey et al., 2017) while ensuring ethical standards are met.

“A psychoeducational evaluation or any academic test without knowing the visual functioning of a student in an educational context will result in inadequate data.

Table 3

Essential Assessments

Name	Function	By
Learning media assessment (LMA)	Assesses ways in which the student uses their senses (i.e., sensory channels) to access the environment. Data collected support decisions on literacy media (e.g., braille, print, auditory strategies, objects, pictures).	TSVI
Functional vision assessment/ evaluation (FVA/FVE)	Functional vision varies across contexts. Utilizing a medical diagnosis by an eye care doctor, feedback from family and educational personnel, the TSVI completes observations, environmental analysis, measurements, and eye tests to evaluate how the student functions across their environments. The O&M specialist should complete an FVA especially once the student is getting O&M lessons off campus because the student’s vision will vary in an outdoor dynamic environment. Best to collaborate with the TSVI!	TSVI O&M specialist
Expended core curriculum (ECC)	ECC areas should be assessed and have a yearly action plan based on priority for instruction across the nine areas. Implementation will require team collaboration across all members of the individualized education program team.	TSVI O&M specialist
Orientation and mobility (O&M)	The O&M specialist will complete an age and developmentally appropriate assessment across familiar and unfamiliar areas for immediate and future needs. Note: Based on local oversight, the TSVI may need to submit an O&M screener to justify the need for an O&M evaluation.	O&M specialist

Sources. Allman and Lewis (2014), Blankenship (2009, 2011), Cleveland et al. (2018), Holbrook et al. (2017).

Once all assessments have been completed, only then can a clear picture emerge of the student’s needs and provide opportunities for teaming toward an individualized plan. Goals need to be based on assessment data and priorities across the ECC (e.g., braille or compensatory for a blind student, play and social skills for a preschooler, or career education for an incoming high school student). When ECC goals connect to academic expectations of the student’s grade level ( Table 4 ), it is much easier to gain team buy-in. Educators’ goal-writing expectations vary by state, province, school district, and country, but a common thread remains; goals must be data-driven and aligned with student needs (Jung, 2007). Whether individualized education program (IEP) goals follow the SMART (specific, measurable, achievable, relevant, time-bound) goal format (Doran, 1982; Hedin & DeSpain, 2018) or a competency-based structure (e.g., “I can write my name”), comprehensive data collection is essential for ensuring student-to-adult transition. Data collection is easier when goals and objectives are specific and consider collaborative opportunities across providers ( Table 5 ). Vision-related and ECC goals are written by the TSVI, and O&M goals are written by the O&M specialist.

Table 4

Interaction of a VI-Specific Goal, ECC Areas, and Academics

SMART goal and objectives	ECC area(s) covered
GOAL: By the end of the IEP period, during direct instruction with the TSVI, Student, when given a computer with internet and word processing capabilities, will write an advocacy letter that is properly formatted (i.e., has margins, line spacing, font type, and size; has all parts of an official letter) on a topic of “gaining access to a service” by locating the appropriate governmental agency(ies), with no more than three verbal prompts from the TSVI, as evidenced by completed letter, saved in digital portfolio. Objectives: (1) By the end of the marking period, Student will conduct research on government agencies handling his access needs and collect information on how to file an access claim, with no more than theww verbal prompts from the teacher, as measured by a document with all information collected and saved in student’s Google drive. (2) By the end of the marking period, Student, when given a computer with internet and word processing capabilities, will be able to open a word document, set up proper formatting for an official letter, and create a letterhead with their information with no more than three verbal prompts for teacher, as measured by letterhead saved in student’s Google drive. (3) [Objective to write letter]	Focal area: Assistive technology (use, efficiency) Additional areas: Self-determination Compensatory skills Sensory efficiency Social interaction skills Career education
	ECC instruction: connection to Academics
	• Supports access to reading and assignment materials: Student needs to efficiently use computer and access technologies such as screen reader, magnifier, tablets, and so on. • Supports effective digital workflow: use of software programs to create, edit, and organize digital class materials;, supports both access to and completion of required assignments. • Supports literacy: researching and reading about agencies and then composing letter with appropriate verbiage. • Supports internet safety: instruction on safe sites to find relevant information (use of .com, .org., .gov), navigating search terms. • Supports social skills and self-determination: official requests require a set of social skills that students do not learn in peer-to-peer interactions. • Self-determination (advocacy, self-knowledge): understanding one’s VI and their human rights that are governed by local, state, and federal laws due to their disability will support them into adulthood. • Career education: researching may open avenues for their future (attorney, politics).

Note. VI = visual impairment; ECC = expanded core curriculum; SMART = specific, measurable, achievable, relevant, time-bound; IEP = individualized education program; TSVI = teacher of students with visual impairments.

Table 5

Opportunities for Collaboration

Skills based on goal in Table 4	Collaborative partners
• Turned on the computer and utilized his screen reader/magnifier/etc. (prerequisite: basic tech skills) • Opened browser (prerequisite: knows what a browser is, types, abilities) • Creates (has) a Google folder • Opened a Google document • Named Google doc with an easily recognizable moniker • Copied all information into Google doc; saved document for future work • Applied applicable search terms (prerequisite: knows what a search term is, how internet search works) • Located agency (prerequisite: understands systems of government) • Located mailing address (prerequisite: understanding snail mail vs. email) • Located person to address letter to (prerequisite: understands systems of organizations)	Classroom teacher • Can support digital access to materials by providing all materials via LMS or Google drive ahead of classes • Ensure materials are provided to TSVI ahead of the time to allow for time to adapt materials and to preteach necessary concepts to ensure access • Ensure student uses the technology available to them to access both distant (board, wall) and near (tablework) materials using their low-tech (magnifier) or high-tech (computer, doc camera) tools • Do not remove tech access (including phone or AAC device) • Utilize UDL to support all students Paraprofessional • Can take data on student accessing their technology with what level of support • Avoid overprompting • Use hand-under-hand support as needed • Utilize wait time, especially when tech is new (TSVI is a support for information) Care providers • Can encourage use of technology at home, in restaurants or stores, before an outing to look up menu or address of place • Can encourage self-advocacy, problem-solving, decision-making as appropriate

Skills based on goal in Table 4

Collaborative partners

• Turned on the computer and utilized his screen reader/magnifier/etc. (prerequisite: basic tech skills)
• Opened browser (prerequisite: knows what a browser is, types, abilities)
• Creates (has) a Google folder
• Opened a Google document
• Named Google doc with an easily recognizable moniker
• Copied all information into Google doc; saved document for future work
• Applied applicable search terms (prerequisite: knows what a search term is, how internet search works)
• Located agency (prerequisite: understands systems of government)
• Located mailing address (prerequisite: understanding snail mail vs. email)
• Located person to address letter to (prerequisite: understands systems of organizations)

Classroom teacher
• Can support digital access to materials by providing all materials via LMS or Google drive ahead of classes
• Ensure materials are provided to TSVI ahead of the time to allow for time to adapt materials and to preteach necessary concepts to ensure access
• Ensure student uses the technology available to them to access both distant (board, wall) and near (tablework) materials using their low-tech (magnifier) or high-tech (computer, doc camera) tools
• Do not remove tech access (including phone or AAC device)
• Utilize UDL to support all students
Paraprofessional
• Can take data on student accessing their technology with what level of support
• Avoid overprompting
• Use hand-under-hand support as needed
• Utilize wait time, especially when tech is new (TSVI is a support for information)
Care providers
• Can encourage use of technology at home, in restaurants or stores, before an outing to look up menu or address of place
• Can encourage self-advocacy, problem-solving, decision-making as appropriate

Note. LMS = learning management system; TSVI = teacher of students with visual impairments; UDL = Universal Design for Learning.

During the assessment period, Mr. Roberts needed additional assistance in making instruction accessible and meaningful for Emery. Ms. Daniels spoke with Emery about their needs. Emery used the computer to create a list of immediate needs, such as receiving the slide deck and handouts via electronic means before class, being allowed to use assistive technology (including cell phone) as needed to access materials, and extended time to complete assignments and exams. Due to the sudden decline in Emery’s vision, as they learn additional techniques to deal with the newness of eye fatigue and headaches, they asked for patience most of all. The three of them met to discuss Emery’s needs. Mr. Roberts felt that the information coming from Emery was very helpful and encouraged Emery to speak up as new concerns surfaced. Ms. Daniels used the time spent on the meeting preparation to assess Emery’s compensatory access skills, use of technology, self-advocacy, and social skills.

Disability-Specific Curriculum

The National Agenda (Corn et al., 1995) was a pivotal effort to focus national attention on the educational needs of students with VI, including those with multiple disabilities. It outlined key priorities—such as access to qualified teachers, appropriate materials, and transition services—to improve consistency and equity across states. Developed by professionals in the field, the agenda helped guide policy and promote accountability in service delivery. Soon followed the disability-specific curriculum that supported nine essential areas, named the “expanded core curriculum” (Hatlen, 1996; Table 1 ). Nearing 2 decades, the Council for Exceptional Children has included the ECC as essential competency areas in teacher preparation for TSVIs (Spungin et al., 2007).

Educational teams often find the ECC overwhelming, which can make it difficult to fully appreciate its value and to ensure that TSVIs have adequate instructional time to support students across all the areas where they have needs. Allman and Lewis (2014) highlighted in the book ECC Essentials that the nine areas cannot be effectively covered if they are treated in isolation. Robbin Clark, an educator and advocate, simplified the ECC by creating a framework—developed with guidance from Dr. Karen Wolffe—that organizes the nine skill areas into three main focus areas: (a) access skills, (b) independent living skills, and (c) career access (Clark, 2023; Table 1 ). Grouping the ECC domains makes them more manageable for teams from an instructional planning perspective. Take self-determination, which includes nine skill-set areas (Wehmeyer, 1997; Table 1 ) yet is often seen as an abstract concept. These skill areas can be addressed in the following ways: decision-making is built into assistive technology (e.g., which tech I will use to access my worksheets), choice-making is built into independent living skills (e.g., which pair of shoes I need to wear when it is raining), self-regulation is built into recreation or leisure (e.g., showing up to practice even when not feeling it), or problem-solving is built into O&M lessons (e.g., efficiency of taking a bus or walking for a set route). Utilizing up-to-date assessment data to create well-fitting individualized goals, which then lead to meaningful lessons covering multiple ECC areas (Willings, 2016; Table 4 ), is how educational teams can expose all students to opportunities to engage with life, which then might ultimately raise their overall QoL outcomes.

Once all assessments are completed and the IEP team convenes, Emery shares their plan for the upcoming year. The plan highlights that they need comprehensive O&M instruction to support their safer and independent travel. Areas that impact academic instruction include the following: Emery will self-advocate for their access needs in their classes and will be taking a proactive position by concentrating on learning new assistive technology to support their access to materials and instruction. Emery shares with the team the font and font sizes they prefer for printed materials, ways to support their access to an effective digital workflow (e.g., Google folder, emailed materials), lighting, and seating needs. The team discusses ways in which they will collaboratively approach data collection. Mr. Roberts will expect Emery to use their technology, provide space for self-advocacy, and upload materials to the learning management site before classes. The caregivers will support social activities and independent travel skills as Emery progresses in their O&M instruction. The team agrees to continue having high expectations for Emery and to communicate with each other to ensure Emery is effectively supported in their journey across their life span.

Collaborative Teaming

The fundamentals of effective teaching have been distilled into what is known as “high-leverage practices” (McLeskey et al., 2017), which encompass four key components: collaboration, assessment, social-emotional and behavioral practices, and instruction ( Table 6 ). For students with VI to have their access and instructional needs met, it is essential that TSVIs, as the access experts, are regularly included in instructional decision-making. Given the itinerant nature of a TSVI’s role, strong ongoing communication within educational teams is crucial to supporting students as they transition into adulthood (Dillon et al., 2021).

“By incorporating creative, inclusive strategies, educators can enhance all students’ experiences and foster a lasting sense of belonging.

Table 6

Selected High-Leverage Practices (HLPs)

Aspects of practice	HLP
Collaboration	1. Collaborate with professionals to increase student success.
	3. Collaborate with families to support student learning and secure needed services.
Assessment	4. Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
	6. Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.
Social-emotional-behavioral	9. Teach social behaviors.
Instruction	11. Identify and prioritize long- and short-term learning goals.
	14. Teach cognitive and metacognitive strategies to support learning and independence.

Sources. McLeskey et al. (2017); https://highleveragepractices.org/.

The heavy reliance on vision and visual materials in schools presents significant challenges for students with VI. However, understanding and addressing a student’s specific support needs creates opportunities for classroom teachers to apply Universal Design for Learning principles (Meyer & Rose, 2025). For example, a blind student may struggle to create a visually pleasing PowerPoint presentation without sighted assistance. However, allowing them to present their learning through tactile elements provides an alternative means of representation while simultaneously supporting their compensatory and sensory efficiency skills. Additionally, if the student needs to purchase materials to complete their presentation, they are also developing independent living skills, O&M skills, and self-determination, supported by the vision team. In one simple adjustment, five areas of the ECC are supported while making academic instruction more inclusive.

Students with VI are frequently excluded from physical education classes due to safety concerns or low expectations (Allman & Lewis, 2014). However, an inclusive approach—such as assigning a sighted student to serve as a guide runner or using high-contrast sports equipment with auditory cues—can increase participation for all students. When students with VI are meaningfully included and effectively taught across all physical education units, they have opportunities to develop key areas of the ECC, such as social skills, sensory efficiency, and independent living skills (Lieberman et al., 2013, 2014). By incorporating creative, inclusive strategies, educators can enhance all students’ experiences and foster a lasting sense of belonging.

Meaningful caregiver involvement in planning, supporting, and teaching ECC skills accelerates a student’s development (Avendaño & Cho, 2020; Garbacz et al., 2022; Kea et al., 2025). Encouraging students to practice technology skills while completing homework or setting high expectations for independent living skills at home (e.g., cleaning, laundry, meal preparation, personal care) contributes to positive long-term outcomes. Additionally, as the role of paraeducators (i.e., educational assistants, teacher’s aides) continues to expand, it is critical that they receive proper training (McDermott et al., 2024) on effectively supporting students with VI. Strategies such as providing guidance rather than completing tasks for the student and using hand-under-hand physical support promote independence and help develop confident, self-sufficient adults (Brock et al., 2017; Scheef et al., 2023).

Teaching to the Adult

People develop an understanding of quality of life (QoL) based on their individual experiences, and for many, meaningful employment and social inclusion are key components. Given the ongoing challenges of underemployment and unemployment faced by individuals with disabilities—often due to social biases and systemic barriers—it is unsurprising that postsecondary outcomes for students with VI remain disappointing (OCED, 2022). Such outcomes reflect more than just a lack of employment; they highlight deficits in job and social skills, motivation, self-confidence, and independence (Antonelli et al., 2018; Cmar et al., 2018). This situation runs counter to the objectives of global educational and disability policies and undermines the core principles of inclusion.

Research on children’s QoL is limited, but Chadha and Subramanian (2011) found that QoL indicators tend to decline as children with VI grow older. This trend is further supported by Kordestani et al. (2014), who found that students with VI often lack essential social and coping skills, leading to social isolation and lower overall QoL measures as they age. Additionally, Cmar (2015) noted that students who had opportunities to develop independent travel skills or who were held to high expectations were more likely to gain employment. These findings underscore the importance of comprehensive, collaborative instruction across all areas of the ECC. Intentionality is essential when educating students with VI. This work begins in early childhood and depends on current, comprehensive, and accurate data—supported by high-quality assessments ( Table 3 ) and well-crafted individualized goals (Table 4). By creatively exploring the interconnections among ECC skill areas ( Tables 1 ), educational teams can maximize instructional effectiveness and embed learning opportunities across both the core academic curriculum and the ECC.

“With thoughtful planning, collaboration, and active involvement of students and families in decision-making, educators can create learning environments—both at school and at home—that support the development of self-reliant, independent learners who can become valued members of their communities and lead meaningful lives.

Whereas classroom teachers are responsible for delivering meaningful and accessible instruction in the core curriculum, the TSVI is responsible for supporting students’ access needs and providing instruction across relevant areas of the expanded core curriculum. TSVIs may also coach paraprofessionals and offer consultation to promote inclusive and accessible instruction for all learners. With thoughtful planning, collaboration, and active involvement of students and families in decision-making, educators can create learning environments—both at school and at home—that support the development of self-reliant, independent learners who can become valued members of their communities and lead meaningful lives.

Footnotes

Declaration of Conflicting Interests

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Erika Fundelius

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