Occupational therapy has been recognized as an essential profession in the area of low vision (American Academy of Ophthalmology, 2017). With the increasing number of older individuals developing visual impairments, focus has been placed on educating occupational therapy practitioners (OTPs) about adult and geriatric clients. However, the same emphasis has not been placed on best practices for pediatric clients with low vision. Wittich, et al. (2016) reports that entry-level occupational therapy programs do not consistently provide adequate instruction to create competence treating a sensory loss such as vision or hearing. Additionally, over 90% of school-based OTPs report having students with low vision, but only half of those therapists report having sufficient confidence to complete assessments (Workman, et al., 2016). Therefore, pediatric specific continuing education is needed for school-based OTPs to improve confidence and competence in low vision. To address this need, Expanding Horizons in Pediatric Low Vision Education (Expanding Horizons) will be created to address the educational needs of school-based OTPs. Expanding Horizons is a professional education and networking program. It will provide information and collaboration opportunities regarding the expanded core curriculum (ECC), which is required for students with visual impairment and should be vii provided simultaneously to their academic instruction (Chase, 2022; Sapp & Hatlen 2010). As part of Expanding Horizons, OTPs will have access to continuing education in each area of the ECC, a resource library, practice chats, and one on one consultation with a pediatric low vision expert. This program will allow OTPs to develop a framework for assessment strategies and opportunities for collaboration and consultation with a focus on school-based occupational therapy provision.

This study analyzes the changes in disability-specific curriculum that took place in one specialized school for the blind driven by academic priorities from 1995 to 2005. The framework used in this case study approach analyzed the school's past and present (1) Artifacts - visible organizational structures and materials, (2) Expressed Values- explicitly written or stated beliefs and policies, and (3) Underlying Assumptions- unspoken attitudes and beliefs. Variables for change among the areas of teacher training, team teaching, evaluation systems, IEP's, state standards, the school improvement plan, short term and summer programming, as well as the residential program were all targeted to balance academics with an Expanded Core curriculum. The results indicate a balanced curriculum for some of the variables while other areas continue to reflect the struggle of mandates.

This study was conducted to assess the implementation of the expanded core curriculum for learners with visual impairments in special schools in Zambia sub – Saharan Africa. A qualitative case study was used. The main instruments in data collection were face-to-face interviews, a focus group discussion, questionnaire and documents. Data was collected from 28 learners with visual impairments from Grade 5 to 12, 22 teachers from 3 selected special schools; 10 university students, 1 lecturer at university level; 2 college lecturers and 2 curriculum specialists. All the participants were sampled using the purposive sampling procedure. The study found that ECC was taught in segmented patterns without a curriculum guide and learners did not learn all the skills. Methodologies used in teacher training and at school level were inadequate. The main challenges were lack of clear curriculum on ECC, lack of time allocated for teaching ECC, non-availability of teaching and learning resources. The strategies to improve delivery of ECC included formulation of clear ECC and improvement in personnel preparation. The findings offer insight into the kind of ECC skills offered in schools and the challenges that hinder the full teaching of skills. In order to improve skills delivery, all stakeholders: teachers, trainers, curriculum specialists and parents, should collaborate. / Inclusive Education / D. Ed. (Inclusive Education)