Abstract
This qualitative study investigates professionals and parents' perceptions of the Expanded Core Curriculum (ECC) and the issues and challenges relating to the interface between it and the Regular School Curriculum. It argues that young people who are blind and vision impaired must have the same opportunities to access learning as their sighted peers. The issues and challenges that emerge from the data include the interface between the ECC and the regular curriculum, communicating its importance to class teachers, using the Individual Education Plan (IEP) to ensure relevant areas of the ECC are incorporated into the student's program, professionals working in partnership to deliver the ECC, valuing and empowering classroom teachers, establishing role differentiation, Braille teaching, and training and development.
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