The start-up teacher training curriculum

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The start-up teacher training curriculum in vision impairment education

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




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