This Guide to Curriculum for Visually Impaired Children has provided a framework of the curriculum for visually impaired children for the reference of heads of schools, teachers and professionals working with these children.
It has discussed in detail the learning difficulties of visually impaired children, and suggested possible adaptations to the curriculum to meet their specific learning needs.
3 It has also suggested various areas of rehabilitation training which aim at developing the potential, and training the personal independence, of these children, thus enabling them to integrate into the community.
Teaching will be more successful if teachers can make full use of various teaching resources, including new technology available, which help visually impaired children to learn more effectively.
With a better understanding of the learning difficulties of visually impaired children, teachers will be able to plan and implement Individual Educational Programmes (IEP) to meet the specific learning needs of these children.
Teachers should be aware of the recent trends and developments in the education of visually impaired children and develop their professionalism through further training.
It has to be emphasized that this Guide should be seen as a supplement to the CDC syllabuses for related subjects and curriculum guides in the mainstream curriculum. Many of the guidelines laid down in the CDC syllabuses for related subjects and curriculum guides in the mainstream curriculum may also be applicable to visually impaired children. Teachers are therefore advised to familiarize themselves with the content of these syllabuses and curriculum guides if they are to benefit more from this Guide.
4.8 Finally it is hoped that the general principles spelt out in this Guide and the teaching strategies and possible adaptations suggested will give heads of schools, teachers and related professionals some insight into the planning and implementation of the curriculum for visually impaired children.