Introduction: This study examined potential legal precedent set by holdings in administrative due process hearings where instruction in the expanded core curriculum (ECC) for school-age children was decided. Methods: This study used an analogical reasoning approach. This legal research method includes examining the rule of law, presenting cases for comparison, and applying the fact pattern to predict outcomes of current or future cases. Results: The results demonstrate that the inclusion of the ECC in an Individualized Education Program (IEP) varies from state to state. Only two states have passed legislation requiring instruction in the ECC. These statutes have been referenced in case holdings. Administrative hearings from four different jurisdictions in the United States have held that the ECC must be included in the IEP to some extent.

Discussion: The ECC is a critical component of the education of students with visual impairments and must be incorporated in some form within their IEPs. Depending upon the jurisdiction, the ECC may have to be explicitly stated in the IEP, while in other locales it may have to be embedded within the IEP. In some states, specific statutes governing instruction in the ECC form the rule of law. Implications for Practitioners: School administrators and teachers of students with visual impairments should be knowledgeable of the legislation governing the ECC in their state and the legal precedents that have been created in their state. School administrators and teachers of students with visual impairments should carefully consider how the principles of a legal precedent can be applied to situations within their own communities to understand their obligations and likelihood of prevailing in any legal dispute. Finally, parents and students with visual impairments should be aware of the legal precedent created for the ECC in their state and use the dispute resolution process to inform change in their own communities as the families did in these exemplar cases.

简介：本研究审查了行政正当程序听证会中举行的潜在法律先例，其中决定了针对学龄儿童的扩展核心课程 (ECC) 的教学。方法：本研究采用类比推理方法。这种法律研究方法包括检查法治，提出案例进行比较，以及应用事实模式来预测当前或未来案件的结果。结果：结果表明，将 ECC 纳入个性化教育计划 (IEP) 因州而异。只有两个州通过了要求在 ECC 中进行指导的立法。这些法规已在案件持有中被引用。美国四个不同司法管辖区的行政听证会认为，ECC 必须在一定程度上纳入 IEP。

讨论： ECC 是视力障碍学生教育的重要组成部分，必须以某种形式纳入他们的 IEP。根据司法管辖区的不同，ECC 可能必须在 IEP 中明确说明，而在其他地区，它可能必须嵌入 IEP 中。在某些州，ECC 中指导教学的具体法规构成了法治。对从业者的启示：学校管理人员和视力障碍学生的教师应该了解他们所在州管辖 ECC 的立法以及在他们所在州创建的法律先例。学校管理人员和视力障碍学生的教师应仔细考虑如何将法律先例的原则应用于他们自己社区内的情况，以了解他们的义务和在任何法律纠纷中胜诉的可能性。最后，有视力障碍的家长和学生应该了解他们所在州为 ECC 创建的法律先例，并使用争议解决程序来告知他们自己社区的变化，就像这些典型案例中的家庭所做的那样。