INDEPENDENT LIVING SKILLS . REACHING AND TEACHING ALL STUDENTS . KELLY CARMODY- DAWN HANSEN- PENNY SYLVESTER . WHAT ARE INDEPENDENT LIVING SKILLS ? . WHY ARE LIFE SKILLS IMPORTANT TO TEACH? .
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REACHING AND TEACHING ALL STUDENTS
KELLY CARMODY- DAWN HANSEN- PENNY SYLVESTER
National Secondary Transition Technical Assistance Center's Evidence Based Predictors state that the following factors are important to the future success of students with disabilities:
-Direct instruction of life skills necessary
Daily living skills
Occupational guidance and preparation
-General Education increases post-school outcomes
These are published tests that result in scores that compare students to others
observing the student as he/she participates in various academic and work experiences, talking with the student about likes and dislikes, and setting up experiences that will allow the student to try something that he/she thinks may be of interest provides a wealth of informal data.
perform an assessment in an actual environment, doing real work tasks.
valuating an environment and then matching a student’s skills and interests to that environment and the job tasks required, provides an excellent ` means for gathering useful information.
How do we teach students that are in the general education setting life skills?
Recommended Procedures for Infusing Life Skills Content
Familiarity with the comprehensive set of knowledge and skills needed in adulthood (i.e. life skills)
2. Identification of places in the existing curriculum that can be associated with real-life topics.
3. Planning life skills infusion activities.
4. Actual instruction of life skills during ongoing lessons.
Self advocacy/self determinationStep oneFamiliarity with the comprehensive set of knowledge and skills needed in adulthood
Identification of places in the existing curriculum that can be associated with real-life topics.
“Time for a real world check!”
It’s time for a life skill link!
Life Skills Infusion Planning Guide
Note: this planning guide is recommended for us e when identifying content in existing curricular materials that can be linked to life skills topics.
Instructional Unit: ___________ Materials:___________________
Content Possible Life Skills Topic Notes
Peers have easy access to:
Academically and Behaviorally
Classroom, hallway, cafeteria, gym, after school activities and extra curricular activities
volunteering, work experience, and service learning
Students know better than anyone which social behaviors are acceptable among students at their school.
Sansosti & Powell-Smith (2008)
Research shows that peers can be quite adept at supporting their classmates and that a number of academic and social benefits are available to participating students with and without disabilities (see Carter, Cushing, Clark, & Kennedy, 2005; Cushing & Kennedy, 1997; Kennedy & Itkonen, 1994; Shukla, Kennedy, & Cushing, 1998, 1999). Academically, peer support arrangements offer some distinct advantages over individually assigned paraprofessional support.
Remove anything that may distract the student
Make sure the student as a clear view of the teacher and board
Help the student organize his or her materials
help the student keep a clear desk
Show the student how to use a checklist to stay organized
§ 300.107Nonacademic services-IDEA
The State must ensure the following:
Each public agency must take steps, including the provision of supplementary aids and services determined appropriate and necessary by the child's IEP Team, to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities.
(b) Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the public agency, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the public agency and assistance in making outside employment available
Visiting public library to do research
Going on school field trips
Travel to nursing home for a service learning project
The National Secondary Transition Secondary Assistance Center clearly identifies service learning as one possibility in fulfilling the work experience, transition standards and quality indicator. Service learning can be incorporated into the general education curriculum for the benefit of all students. Service learning provides work experience in addition to other skills for students with disabilities who may not have opportunity in their academic schedule for paid work experience.
Teachers and students investigate the community problems that they might potentially address. Investigation typically involves some sort of research and mapping activity.
Planning and Preparation:
Teachers, students, and community members plan the learning and service activities, and address the administrative issues needed for a successful project.
Action (Implementing the Service Activity):
The "heart" of the project: engaging in the meaningful service experience that will help your students develop important knowledge, skills, and attitudes, and will benefit the community.
Activities that help students understand the service-learning experience and to think about its meaning and connection to them, their society, and what they have learned in school; and
The final experience when students, community participants and others publicly share what they have learned, celebrate the results of the service project, and look ahead to the future.