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ERIC Number: EJ827560
Record Type: Journal
Publication Date: 2009-Jan
Pages: 4
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0145-482X
Aligning State Standards and the Expanded Core Curriculum: Balancing the Impact of the No Child Left Behind Act
Lohmeier, Keri L.
Journal of Visual Impairment & Blindness, v103 n1 p44-47 Jan 2009
How do professionals address accountability mandates that are derived from the No Child Left Behind Act and the overall educational needs of students who are visually impaired during the school day? Meeting state and federal mandates while maintaining the individuality of educational programs is challenging for all educators. Teachers of students who are visually impaired and certified orientation and mobility (O&M) specialists may be affected even more as they search for an approach that allows them to address the subject areas of both the general education curriculum and the expanded core curriculum (ECC) in both the classroom and students' Individualized Education Programs (IEPs). This report offers one perspective on how to create a more balanced curriculum for students who are visually impaired by demonstrating a systematic approach to aligning state standards with the ECC, thereby bridging concepts and promoting additional avenues for integration of the ECC into the school day, and using the aligned concepts to generate meaningful, applicable, and appropriate IEP goals. (Contains 1 figure.)
American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001