Abstract:
Educating the visually impaired requires unique consideration in which they would be provided with
the tools, skills, and strategies they need to develop alternative means of obtaining information. The
alternative means are compensatory access, sensory efficiency, assistive technology, orientation
and mobility, independent living, social interaction, recreation and leisure career education and selfdetermination
skills. The study sought to investigate the expanded core curriculum skills for students
with visual impairment. It compares the level at which these skills were acquired and how they
influence their competence. The researchers employed descriptive cross-sectional design for the
study. 93 students with visual impairment were selected using multi-stage sampling technique from
University of Cape Coast and University of Education, Winneba for the study. Frequency and
percentages and ANOVA were used to analyse the data to answer the research questions and the
hypothesis respectively. The results of the study indicated that majority of the students with visual
impairment started the study of the expanded core curriculum skills from the basic level of
education. It also became clear that those who started the learning of the expanded core curriculum
at the basic level proved to be very competent. It was recommended that the Special Education Division of Ghana Education Service should intensify the teaching and learning of expanded core
curriculum skills at the basic school so as to continue to impact ECC competence throughout a
child’s academic life.
