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Visually Impaired: Curriculum Guide. INSTITUTION Alberta Dept

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Visually Impaired: Curriculum Guide. INSTITUTION Alberta Dept DOCUMENT RESUME rtns ED 226 538 EC 151 016 TITLE Visually Impaired: Curriculum Guide. INSTITUTION Alberta Dept. of Education, Edmonton. PUB DATE -82 NOTE /10p.; For relatedinformati4n,see EC 151 015-018: 1 PUB TYPE Guides - Classroom Use -.Guides (For Teachers) (052) EDRS PRICE 411 MF04/PC25 Plus Postage. DESCRIPTORS Communication Skills; Curriculum Guides; *Educational Objectives; Elementary Svondary Education; Fine Arts; Home Management; Interpersonal Competence4,1Job Skills; Mathematics; Motor Development; Preschoo Education; Safety; Science Instruction; Self Expression; *Skill Development; Social Studies; 40reaching Methods; *Visual Impairments; Visually Handicapped Mobility; Vocational Education °. ABSTRACT The curriculum guide provides guidelines for developing academic'and living vocational skills in visually handicapped students from preschool to adolescence. The document, divided into two sections, outlines "objectives, teaching strategies, and materials for each,skill area.. Section 1 dbvers the following academic skills: communication/mathematics; social9studies, and science,. Tha living/vocational skills addressed in section 2 are divided into six'developmen'tal levels amd include: understanding of self and others, orientation and mobility, health, safety, work skills, home management, motor development and.physical activities, and fine arts and individual expression. Each skill area section in the guide is preceded by an introduction which offers information on teaching,methods, sample projects, and planning. Appendixes include a program overview chart, a'student profile/checklistr and alist of resources. (sy) , 1 Reproductions supplied by EDRS are the best that can be made * * 4. from the original document. * ***********************$**************t******************************** U.S. DEPARTMENT 15$ EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI - /Pupdocument has been reproduced a. received horn the person or organization originating It Minor changes have been made to Improve reproduCtion quality Points of view or opinions stated in tho claom mint do not necessarily represent official NIE Position or policy e ts) im J Curriculum Gu ide I. - "PERMISSION TOREPRODUCE THIS Aorta 's MATERIAL J±ASBEEN GRANTED BY EDUCATION 1982 TO THE EDUCATIONAlRESOURCES INFORMATION CENTER (ERIC)." RCA MK S CTon I 'INTRODUCTION The purpose of ..is,curriculum guide is to provide guidelines fo edu cational.programming for visually impaired children and .dolescel.ls throughout Alberta.. The document was,written for the use-ofparcIts, teachers, school administrators and staff from.allied professions Population or Target Group: Visually Impaired (V.I.): The visually impaired child isone whosc visual condition is such that it interferes with his ability to learnun.:ss ed ucational adaptations atl made. Vi.ua limitations may ba further divided into the categories of.blind and partially sighted. Educationally, a child is considered to be blind and a bra.11euser if, after all possible visual,Forrection, he must depend for learnng upon senses other than vision. All students in this voup are legally 'ind.. Partially Sighted: Educationally, a child is considered,to be part_ally . sighted if, after all possible visual correction, he requires specialma terials and services, but uses visual media including print in learning. The more severely visually impaire'd students in this groupare also legally blind. After,00rrection they will continue to have severely restricted 0 visual fields and/or visual acuities, in the bettereye, of 6/60 me::ic or 20/200 English or less. Some partially sighted students a're legall. blind. These* stddents often require the same degree of support.servicesas lind or brailleusing students. Visual impairments may be thought of as ranging alonga continuum fr m a , slight vision loss to the extensive or total loss definedas legal,b:indness. Many'factorp, including the degree of visual loss, will determine thextent . of assistance and support neeessary for the individual visually impa,red stu dent. In addition to funding, consultative and material services prctided for all visually impaired"students thereare special fund,-, available :or the more extensive support required by legally blind students. /1 Educational needs vary for congenitally blind children and for those ,A.th adventitioup loss of vision. This guide attempts to make recommenddt-ons for children in all of,the above 'categories. Although the specific needs'of multiply handicapped visually dren are not discussed in this guide much of the informa'zion would be telp7. ful to those attempting to provide for any child who hasa vision rosi,. 1 a Scope: Because of the pervasive effects of visual impairment on all areas of development it is essential that,children be given appropriate attention as early as possible. Ideally, assistAnce should be available from the day of diagnosis which in, some cases, is the day of birth. The responsibility of the educational program continues until the student has made a transition to a program in,continuing education (either academic or vocational) or'to a job placement. This transfer between school and adult learning and living is critical period for the^ltudent in which he will need careful guidance, InCluded in the vide are descriptihns of theeducationalcomponents (objectives, strdtegies and materials) for pre-school programs and cur- ricula for Division I through 4..Specifically listed are sequences fot the development of specialized skills, suggestions'for modifying the regular cur'riculum for visually impaired students and reference material for each sutject area for further reading. The Special Educ'esion Handbook section The Visually Impaired Student in the Regular Class-oom is essential reading for teachers of (one or more) visually impairpd stddents. / .Note: This curriculum guide is a service publication only. The official statembrit regardirig the program for visually impaired students is contained in the Special Education Program of Studies. The informa- tion in ,this guide is prescriptive insqfar as it duplicates.the official statementgiven in the Program of Studies.. A a ACADEMIC $ ECTIOn 0 / ' t ^ TABLE OF CONTENTS ACKNOWLEDGEMENTS COMMUNICATION 1 Levels 1 and 2 (Preschool) 2 ,. Level 3 (Grades 1, 2 and 3) 11 Level 4 (Grades 4, 5 and 6) 23 Leve1.5 (Gradesc7, 8 and 9) 37 t , Lekrel, 6 (Grades 10,11 and.12) . 61 ... .MATHEMATICS 65 Pre-Academic, Levels 1 and 2 (Preschool) . 66 Mathematics for Braille-using Studegts, IntrOduction 74 Mathematics for Braille-using Students,.Level 3 (Grade 1) 76 Mathematics for Braille-using Students, Level 3 (Grade 2) 81 Mathematicsfor Braille-using Stude-ts, Level 3 (Grade 3) 92 Mathematicsfor Braille-using Students, Level 4 (Grade 4) 100 Mathematicsfor Braille-using Students, Level 4 (Grade 5), 108 Mathematics forBraille-using Students, Level 4 (Grade 6) . 115 Mathematics for Partially Sighted Students, Introduction 122 Mathematics for Partially Sighted Students, Level 3 (Grade 1) 123 MathematiCs for Partially Sighted Students, Level3 (Grade 2) 126 Mathematics for Partially Sighted Students; Level3 (Grade 3) 129 Mathematics for Partially Sighted Students, Level 4,, (Grades 4, 5 and 6) 131 - Mathematics for Visually Impaired Students, Level 5 (Grades,7, 8 and 9) , 137 , Mathematics for Visually Impaired Students, Level 6 (Grades 10,11 and 12) 141 0 SOCIAL STUDIES 144 Levels 3 and 4 (Grades 1,2, 3,,4; 5 and 6) . 145 _Levels 5 and 6 (Grades 7, 8, 9,10, 11 and'12) . , . 147 ,SCIENCE 150 Levels 3 and 4 (Grades 1, 2, 3, 4, 5 and 6) . L5-1 Level 5 (Grades 7, 8 and 9) 153°P Leve/ 6 (Grades 10, 11 and 12), 156 t e 411 tt -ACKNOWLEDGEMENTS Tile following persons have contributed to various sections of the CUrriculum Guide for the Visually Impaired. ,Their assisEanceTh.s gratefully acknowledged. lote The Special Education Curriculum Coordinating Committee: Dr. R. Donald Cameron; Professor Emeritus, Special Education,-University Alberta, Edmonton; Sarldfa Camardn, Principal, LynnLauren School, Wetaskiwin; Fred Cartwright, Private Consultant, Lethbridge; *Brian Cook, Teacher, Hamilton Junior High School, Lethbridge.; BrIan Henschel% Itinerant Teacher, Strathern Junior High School,'Edmonton; Mary Kroetsch, Assistant Principal, County of Strathcpna, Sherwood 'Park; ' Gwen Ledvitt, Early, Childhood Services Consultant; Alberta 2duCation, Le,thbridge4 . Dr. Jean Moore, Coordinator, Special Education Curriculum Development, Alberta Education, Calgary'(dhairperson); Donna Newton, Special Education Consultant, Edmonton Public School Board, Edmonton; Roy Parry, Program Specialist, Calgary Public School Board, Calgary; Isabelle Reid, Parent Representative,'Edmonton; Betty Walpot, Editor, ..pecial Education Curriculum Development, Alberta Education,* Calgary; a Jim Ward, Itinerant Teacher for the Severely Handicapped, Calgary.Saparate School Board, galgary. The Visually Impaired Policy Committee: Dr. Clapdia Ernes,' Faculty Of Physical Edutation, University of Calgary; Margaret Hatch, Consultant, Visually Impaired, Alberta Education, Edmonton; Dr. Ann Kennedy, Program Specialist, Calgary Bbard of Education; Ed Lau, Consultant, Visually Impaired, Alberta Education, Calgary. *Donna Morrison, Early Childhoon Services Coordinator, Taber School tiviSion #6; Lilly-Anne Selby, Educat_ional'Psychologist, Edmonton; Olwen Thomas, Librarian, Spatial Education' Resource Centre, Calgary Board of Education; Ariae tdsworth, Consultant, Visally Impaired, Albeita Education, Calgary;
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