GUIDE TO CURRICULUM
FOR VISUALLY IMPAIRED CHILDREN
Prepared by the
Curriculum Development Council
Issued by the
Curriculum Development Institute
Education Department
CHAPTER 1 - INTRODUCTION
1.1 Definition of Children with Special Educational Needs
1.2 Aims of the Special Education Curriculum
1.2.1 General Aims
1.2.2 Specific Aims
1.3 Flexibility in Curriculum Planning
1.4 Special Education Co-ordinating Committee
1.5 Curriculum Guides for Children with Special Educational Needs
CHAPTER 2 - SPECIAL FEATURES OF THE EDUCATION
OF VISUALLY IMPAIRED CHILDREN
2.1 Definitions of Visual Impairment
2.1.1 Total Blindness
2.1.2 Low Vision
2.2 Objectives of the Education of Visually Impaired Children
2.3 Curriculum Areas
2.4 Learning Difficulties of Visually Impaired Children
2.4.1 Difficulties in Perception and Concept Formation
2.4.2 Delay in Physical and Motor Developments
2.4.3 Problems in Social and Emotional Developments
2.4.4 Difficulties in Visual Functioning
2.5 General Principles in Teaching Visually Impaired Children
2.6 Teaching Approaches
2.6.1 Emphasis on Concrete Experience
2.6.2 Specific Teaching Strategies for Totally Blind and Severe Low Vision Children
2.6.3 Specific Teaching Strategies for Mild and Moderate Low Vision Children
2.7 Use of Special Aids and Equipment
2.7.1 Visual Aids and Equipment
2.7.2 Tactile Aids and Equipment
2.7.3 Auditory Aids and Equipment
2.7.4 Computer Applications
CHAPTER 3 - ADAPTATIONS TO THE CURRICULUM FOR
VISUALLY IMPAIRED CHILDREN
3.1 Structure of Curriculum
3.2 Adaptations to the Curriculum for Totally Blind and Severe Low Vision Children
3.2.1 Chinese Language
3.2.2 Putonghua
3.2.3 English Language
3.2.4 Mathematics
3.2.5 General Studies, EPA and History
3.2.6 Biology
3.2.7 Computer Literacy
3.2.8 Music
3.2.9 Art & Craft
3.2.10 Design & Technology
3.2.11 Physical Education
3.2.12 Home Economics
3.2.13 ETV
3.2.14 Communicative and Social Skills Training
3.2.15 Self-care Skills Training
3.2.16 Guidance and Counselling
3.3 Special Training for Totally Blind and Severe Low Vision Children
3.3.1 Tactile and Pre-braille Training
3.3.2 Orientation and Mobility Training
3.3.3 Training in the Use of Rehabilitation Aids
3.4 Adaptations to the Curriculum for Moderate Low Vision Children
3.4.1 Use of Visual Aid
3.4.2 Use of Optical Aids and Adaptive Equipment
3.5 Special Training for Moderate Low Vision Children
3.5.1 Low Vision Training
3.5.2 Orientation and Mobility Training
3.6 Training of Mild Low Vision Children in Special Classes Operated in Ordinary Schools
3.6.1 Objective
3.6.2 Teaching Approach
3.6.3 Use of Teaching Aids and Equipment
3.6.4 Emphasis in Teaching
3.7 Curriculum Guidelines for Visually Impaired Children with Mental Handicap
3.7.1 Academics
3.7.2 Language and Communication
3.7.3 Personal and Social Developments
3.7.4 Motor Development
3.7.5 Aesthetic and Creative Activities
3.7.6 Low Vision Training
CHAPTER 4 - CONCLUSION