Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Jacques Singleton
Committee Members
Christopher Craig; Rodney Rock
Abstract
Students who are blind or visually impaired face persistent barriers in postsecondary education and employment, despite access to academic instruction and legally mandated supports. Although academic accommodations are often provided, less is known about how instruction in nonacademic skill areas influences long-term outcomes. . This study addressed a critical gap by examining the perceived impact of Expanded Core Curriculum instruction on college readiness, employment attainment, and adult independence for blind or visually impaired high school graduates. The purpose of this qualitative study was to explore how former students described their access to, understanding of, and benefit from Expanded Core Curriculum instruction and how those experiences related to their postsecondary and employment outcomes. Social cognitive theory guided the study, emphasizing observational learning, self-efficacy, and the role of instruction in shaping future behaviors and expectations. Using a phenomenological design, the researcher conducted semi-structured interviews with blind or visually impaired adults who had exited secondary education. Participants represented a range of postsecondary pathways, including college enrollment, employment, and vocational training. The researcher analyzed data through thematic analysis to identify patterns related to instructional access, awareness of the Expanded Core Curriculum, skill development, and perceived preparedness for adult life. Findings revealed that most participants had limited awareness of the Expanded Core Curriculum as a structured framework during their school years, despite receiving services from vision professionals. Participants who reported explicit instruction in nonacademic skill areas described greater confidence, independence, and adaptability in college and work settings. Conversely, participants who primarily received accommodations without instruction reported challenges with self-advocacy, independent living, and employment readiness. The researcher concluded that intentional Expanded Core Curriculum instruction plays a meaningful role in postsecondary and employment outcomes. Implications include the need for improved educator training, clearer differentiation between instruction and accommodation, and stronger accountability in service delivery. The researcher recommends further longitudinal studies and systematic evaluations of instructional practices across educational settings. Key words: visual impairment, Expanded Core Curriculum, postsecondary outcomes, employment readiness, transition planning
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Drake, Susan, "Impact Of Expanded Core Curriculum on College and Job Placement for the Blind and Visually Impaired" (2026). Student Theses and Dissertations. 1174.
https://arch.astate.edu/all-etd/1174
