Learning process for visual impairment students have been spread out in Asia since tens year ago, however particular learning subject or school situation which focused on EE learning seems less heard and examined. At visual impairment school, the present of children with various level of vision should be facilitated not only by adjustment treatment, but also instructional development media as a wider definition i.e.: covering curriculum interpretation, school cultures, learning method and its didactic situation to shape environmental awareness of learners. Kitakyushu of Japan as eco-model city has been widely known succeeded to develop eco-society due to last 30 years to meet society awareness. However, some best practices on how to equip the awareness on primary school students based on city cases, especially for visual impairment students was missed to be frequently investigated. The paper aimed to gain instructional media of EE learning for a visual impairment school in Bandung - Indonesia as adoption and further development of “Kitakyushu Eco Model/KEM” on education and society awareness sector at primary school level. A baseline study of visual impairment school at Bandung is essentially needed in order to gain initial picture, while adoption messages from similar school at Kitakyushu is important to produce adopted priority plan. Set questionnaires and interview of annual school program, school cultures, learning methods and its didactical situation for teachers and principal in a particular blind school at Bandung are analysed to gain preliminary image of instructional media. Similar instrument with certain adjustment at Kitakyushu visual impairment schools are also produced and analysed to gain adopted priorities plan as starting point to arrange instructional media of EE learning. Similarities and findings from both schools are discussed, while adoption result produced from Kitakyushu eco-model is prepared to investigate deeply with particular didactical situation at Indonesian school at further research.

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