Instruction in Areas of the Expanded Core Curriculum Linked to Transition Outcomes for Students with Visual Impairments

By Wolffe, Karen; Kelly, Stacy M. | Journal of Visual Impairment & Blindness, June 2011 | Go to article overview

Instruction in Areas of the Expanded Core Curriculum Linked to Transition Outcomes for Students with Visual Impairments


Wolffe, Karen, Kelly, Stacy M., Journal of Visual Impairment & Blindness


Abstract: A secondary analysis of pertinent measures from the National Longitudinal Transition Study 2 found numerous significant relationships between instruction in the content areas of the expanded core curriculum and positive outcomes for students.

**********

The provision of services to youths with visual impairments who are in transition from school to work and adult life is not a new concept. Projects have focused on this population for many years within the rehabilitation and education communities. Beginning in the mid-1970s, the U.S. federal government passed numerous pieces of legislation that demonstrated its commitment to the career development of people with disabilities and mandated their inclusion in meaningful educational and rehabilitation experiences (see, for example, P.L. 93-112, the Rehabilitation Act of 1973; P.L. 94-142, the Education for All Handicapped Children Act of 1975; P.L. 94-482, the Vocational Education Act Amendments of 1976; and P.L. 95-207, the Career Education Incentive Act of 1977). Both the Rehabilitation Act and the Education for All Handicapped Children Act, which became the Individuals with Disabilities Education Act and, more recently, the Individuals with Disabilities Education Improvement Act, have been consistently improved over time through the reauthorization process to support the inclusion of people with disabilities in the community (Rubin & Roessler, 2008; Wilson, 1998).

The Americans with Disabilities Act of 1990 (P.L. 101-336) extended protections under the provisions of the Rehabilitation Act to all people with disabilities, guaranteeing access to public buildings, programs, transportation, telecommunications, and employment. Despite these legislative efforts, however, positive transition outcomes for youths who are blind or have low vision have remained elusive (Capella-McDonnall, 2010; Shaw, Gold, & Wolffe, 2007; Wagner, Newman, Cameto, & Levine, 2005). To gain a better understanding of the factors that are inhibiting their pursuit of employment, independent living, and other positive transition outcomes as these youths move from school to work and adult responsibilities, we investigated which disability-specific services these young people receive through the public school system and how those services translate into outcomes for the youths who receive them.

Educational experts in the field of visual impairment long contended that content areas outside the general education curriculum are critical for students who are blind or have low vision to master to succeed in school, obtain employment, and fully participate in society (Alonso, 1987; Curry & Hatlen, 1988; Hazecamp & Huebner, 1989). These disability-specific content areas, which came to be referred to as the expanded core curriculum (ECC), include compensatory, orientation and mobility (O&M), assistive technology, independent living, social interaction, recreational and leisure, sensory efficiency, career education, and self-determination skills (Hatlen, 1996; Huebner, Merk-Adam, Stryker, & Wolffe, 2004). Although there was general agreement that these areas are important, teachers and advocates continued to debate how to accomplish the task, given the time constraints of the school day and who was responsible for teaching which elements of the ECC (Lohmeier, 2007; Lohmeier, Blankenship, & Hatlen, 2009; Wolffe, Hatlen, & Blankenship, 2010; Wolffe et al., 2002). We were interested in exploring whether there was empirical evidence to support the importance of providing instruction in areas of the ECC by virtue of enhanced outcomes for the students who received such disability-specific instruction.

The study reported here involved a secondary analysis of pertinent measures related to the ECC that were taken from an existing federal database, the National Longitudinal Transition Study 2 (NLTS2).

Although not all areas of the ECC were addressed in the NLTS2 data, relevant items were included, such as instruction received in braille, O&M, assistive technology, and career counseling (albeit not career education per se, students and parents were asked if the youths had received help in finding a job, training in job skills, or vocational education). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Instruction in Areas of the Expanded Core Curriculum Linked to Transition Outcomes for Students with Visual Impairments
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.