Knowledge BasePrivate vs. Public Behavior

Hidden Curriculum of Vision

Private vs. Public Behavior

Understanding the difference between behaviors that are appropriate in public settings and those that should occur only in private places to promote safety, dignity, respect, and successful social participation. Applicable Learners Blind Low Vision CVI Multiple Disabilities Autism AAC Users Deafblind Developmental Delays Intellectual Disabilities Elementary Students Secondary Students Transition-Age Students Independent Living Programs Related Concepts Bathroom Etiquette Public Etiquette Personal Hygiene Personal...

Also known as: Public and Private

Concept snapshot

What this concept means and why it matters

Student-Friendly Definition

Some things are okay to do anywhere. Some things should only happen in private places. Learning the difference helps keep you safe and respectful.

Why Vision Matters

Children who are sighted naturally learn many public and private expectations by observing other people. They notice that adults close bathroom doors, change clothes in private, adjust clothing discreetly, lower their voices during personal conversations, avoid touching private body parts in public, and respect other people's personal space. These repeated...

Why This Matters Long-Term

Understanding private vs. public behavior supports reciprocal communication, relationships, participation, self-regulation, problem solving, and increasingly independent social judgment across school, home, work, and community settings.

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Social Interaction and Relationships - Readiness Framework

Shared readiness framework for concepts in the social interaction and relationships family.

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Social Interaction and Relationships - Learning Target Framework

Shared learning target framework for concepts in the social interaction and relationships family.

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10 Hidden Curriculum Concepts Every Child Learns Through Vision

A free guide to hidden curriculum concepts that many children learn visually and that may require explicit instruction.

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