The Startup Mobile Phone Curriculum for Training Teachers of Students with Visual Impairments


The curriculum that follows is designed to jumpstart training in those countries that have not yet developed the educational infrastructure or adopted standards to prepare teachers of students with visual impairments. It is intended to be delivered by mobile phone, with each topic comprising approximately one hour of deliberation by individuals who do not have access to other modes of training, although it might also serve as refresher courses for trained professionals. The curriculum may also serve as a national government mechanism for delivering teacher training in rural and remote communities, and will be presented to UNICEF as an innovative approach to teacher training curricula for education of children with visual impairment.


The emphasis in the Startup Curriculum is less skills-based than it is attitude-based that is, it seeks to assist persons who are new to blindness to understand the possibilities, rather than the limitations of visual impairment. As with any beginning course, it is best delivered in conjunction with someone who is knowledgeable about blindness, so that statements can be explained, unpacked and reflected on. deliberated, debated, and pondered.


This Startup Curriculum is offered by ICEVI as a service, meant to stimulate thought and prepare individuals for educating children with visual impairments. It is a living document, meant to be revised periodically to reflect current practice.


Lead Authors

Kevin Carey

Royal National Institute of Blind People (RNIB)

United Kingdom

Kay Alicyn Ferrell, PhD

North American/Caribbean Regional Chair, ICEVI

United States



Contributing Authors

Nafisa Baboo

Light for the World


Celene Gyles, EdD

North American/Caribbean Regional Deputy Chair, ICEVI



Suwimon Udom-piriyasak, PhD

Suan Dusit Rajabhat University


Sabine Fijn van Draat

Koninklijke Visio

Stichting Novum



Mary C. Zatta, PhD

Perkins School for the Blind

United States




-  Functional Implications of Blindness & Low Vision

-  Common Visual Disorders in Children

-  Simple Visual Testing

-  Functional Vision Assessment

-  Correction; What Is It?

-  Low Vision

-  Utilizing Residual Vision

-  Visual Impairment and Additional Disabilities



-  Early Intervention

-  The Development of Tactile Skills

-  Play

-  Orientation for Blind Children

-  Social Skills: Communication, Self Esteem, Personal Care

-  Sex and Relationships

-  The Importance of Role Models



-  Learning Media Assessment

-  Building Literacy

-  On Non-Academic Competencies

-  STEM & Geography for Blind Children

-  The Preparation of Learning Materials

-  Accommodations and Modifications

-  Description for Teachers of Blind Children

-  Digital Technology for Blind Children

-  Pre Vocational Skills for Blind Children

-  Sources for Learning Materials




Gender pronouns alternate between modules. In each case, they should be assumed to refer to both genders.