Meaning of Plus Curriculum and Its Importance for Learners with Visual Impairment
The term “Plus Curriculum” refers to the additional set of skills and knowledge that students with disabilities, especially those with visual impairment, need in addition to the regular academic curriculum. While the standard curriculum (like Hindi, Math, Science, etc.) is common for all students, learners with visual impairment need extra learning areas to help them access the regular curriculum effectively, develop independence, and function confidently in daily life.
This additional curriculum is known as the Expanded Core Curriculum (ECC) or simply Plus Curriculum. It includes skills that sighted students typically learn incidentally by observing others, but which need to be explicitly taught to visually impaired learners.
Need for Plus Curriculum
- Visually impaired learners cannot learn many life and academic skills through sight, so they must learn them through touch, sound, experience, and specialized instruction.
- The plus curriculum helps bridge the gap between potential and performance by equipping them with tools for self-reliance, communication, and social integration.
- It supports the development of functional independence, confidence, and equal participation in classroom and society.
Components of Plus Curriculum for Learners with Visual Impairment
Here are the key components of the Plus Curriculum, especially designed for students with visual impairment:
1. Orientation and Mobility (O&M)
- Definition: Skills that help visually impaired learners move around safely and independently in familiar and unfamiliar environments.
- Skills include:
- Using a white cane
- Identifying landmarks and pathways
- Street crossing techniques
- Navigating public places like buses, schools, shops
2. Daily Living Skills (Independent Living Skills)
- Definition: Skills required for managing everyday tasks independently.
- Skills include:
- Personal hygiene (brushing, bathing, grooming)
- Dressing appropriately
- Cooking, cleaning, and organizing belongings
- Money handling and shopping
- Time management using talking clocks or tactile watches
3. Social Interaction Skills
- Definition: Teaching appropriate social behaviors and communication etiquette that sighted peers learn visually.
- Skills include:
- Making eye contact (or an alternative way)
- Greeting others
- Taking turns in conversation
- Understanding facial expressions, tone of voice, and body language
- Building friendships and resolving conflicts
4. Communication Skills (Including Braille Literacy)
- Definition: Communication methods used by visually impaired learners, especially when reading print is not possible.
- Skills include:
- Reading and writing in Braille
- Use of assistive technology like screen readers (JAWS, NVDA)
- Using audio books and speech-to-text tools
- Expressive writing using Braille slates or electronic Braille note-takers
5. Use of Assistive Technology
- Definition: Use of devices and software that assist visually impaired learners in learning and performing tasks.
- Devices include:
- Screen readers, magnification software
- Talking calculators
- Smart canes, Braille displays
- Daisy players and e-text readers
6. Career and Vocational Education
- Definition: Preparing learners for future employment and financial independence.
- Skills include:
- Identifying interests and strengths
- Learning basic vocational skills
- Exploring inclusive employment options
- Resume writing and interview training
7. Self-Determination and Advocacy
- Definition: Teaching students to understand their disability and advocate for their needs and rights.
- Skills include:
- Decision-making and goal-setting
- Speaking up for accommodations (e.g., asking for scribes)
- Understanding rights under RPwD Act, 2016
8. Recreation and Leisure Skills
- Definition: Enabling participation in fun, relaxing, and creative activities.
- Examples:
- Music, drama, dance, storytelling
- Audio games, tactile puzzles, sports like goalball or chess
- Hobbies like cooking, gardening, and knitting
9. Compensatory Academic Skills
- Definition: Methods that visually impaired students use to access academic content.
- Includes:
- Tactile diagrams for Science/Math
- Audio description of visual content
- Organisational strategies for note-taking
- Studying with peer support or tutors
Implementation in Indian Context
In India, the Plus Curriculum is generally implemented through:
- Resource Rooms in inclusive schools
- Special schools for the blind
- NGOs and special educators trained in visual impairment
- Schemes such as Inclusive Education for Disabled at Secondary Stage (IEDSS)
However, its implementation faces challenges like:
- Lack of trained special educators
- Inadequate funding
- Absence of awareness among parents and teachers
- Delay in provision of Braille books and assistive devices
Conclusion
The Plus Curriculum is essential for ensuring the holistic development of visually impaired learners. It equips them not just for academic success but for a life of dignity, independence, and social participation. Without it, inclusive education remains incomplete, as visually impaired students would be unable to access and benefit from the regular curriculum.
Effective implementation of the plus curriculum, backed by trained staff, appropriate technology, and supportive policy, is the key to creating truly inclusive classrooms in India.