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EC 151 017

Trainable Mentally Handicapped: CuTriculum GuideAlberta Dept. of Education, Edmonton.'82

,718p.; Print ig poor in parts. For relatedinformation, see EC.151 015-018.Guides - Classroom Use - Guides (For Teachers) (052)

MF04/PC29 Plus Postage.Citizenshipi; *Communication Skills; Computation;Curriculum Guides;p *Daily Living.Skills; *EducationalObjectixes; EleMentary Sec ndary Education; Fine

Arts; Handwriting; #ealth;Home Management;Interpersonil Competen6e; Job Skills; Language 'Acquisition; Mathematics; easurement; *ModerateMental Retardation; Money M nagementv MotorDevelopment; Numbers; Physical Activipies; Reading;

Safety Self Exprelpsion; Spelling; *Teaching Methods;

Travel; *VopationS1 Education

ABSTRACT-

TV%gUide'offerS an integrated.curriculum 'incomputation, communicatioh, and living/vocational skills for,

trainable mentally handicapped students. The introduction addressessuch issues.as problems of labelingand classification, academicversus living/vocational skills, placement procedures, early\intervention, and parental involvement. General guidelines forinstruction are .offered for areas Which include task analysis,functional application pf skills, individualized instruction,communAy resoueces, daily planning, and peer tutoring. Divided into

.sections, the document outlines objectives, teaching strategies, 'and

materials along six%developmental levels. Section 1 covers thefollowing living/vocational skills: self knowledge and socialrefatiomships, travel, health, safety, work, home mgnageMent, money

management, motor developmedt,and physical activities, fine arts andindividual expression, and citizenship and individual responsibility.

Section 2, on computation, includes strategies for instruction in

shapes and positiOnals, numbers, operafions, and measurement. Thefinal seCtion on commudicatiOn contains information for 'developing

receptivd'and expressiNN.gommUnication; vieWing, reading,handwriting, and tpellin4Appended to each.section are a program

overview, a student profile/Checklitst, and a list of resources.

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U.S. DEPARTMENT OF EDUCATIONNATIONAL INPITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

0/chis document has been reproduced as

received from the person or organization

orignaring it IN

Minor changes have been made to improve

reproduction quahty

.

ro, ts of view or opLmons stated in this cf-o-ci-,

meA.odo not necessarily represent official NIE

position or policy

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'EDUCATION

1982

PERMISSION TO REPRODUCE THIdMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES'INFORMATION CENTER (ERIC)."

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A

TABLE OF CONTENTS

ACKNOWLEDGEMENTS

INTRODUCTION AND PHILOSOPHY.I

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DNERAL GUIDELINES TO INSTRUCTION 8

.Note: This curri,culum guide .is a seTVice publication only. The-

official statement regarding the program fori,trainable mentallyhandicapped students is contained in the.Special EducAtion Program

of Studies. The information 1..9 this guide is.prescriptive insofar

as it duplicates the. official Statement ,given in the Program of

, Studies. 4

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ACKNOWLEDGEMENTS

The f wing persons ha:tie contributed to various sections of the Curriculum

Guide or the Trainable Mentally Handicapped. Their assistance is gratefullyacknowledged.

The,Special Xducation Curriculum coordinating Committee:

-Dr. R. D. Cameron, Professor Emeriius, Special Education, University ofAlberta, Edmonton.

Sandra Cameron,Principal, Lynn Lauren School, Wetaskiw-iri

Fred Cartwright, Private Consultant, Lethbridge. .

Brian Cook, Teacher, Hamiflton Junior High School,,Lethbridge. .

Brian Henschel', Itinerant Teacher, Srrathern Junior High School, EdmontonMary KroetSch, Assistarit Principal, County of Strathcona; Sherwood Park.Gwen Leavitt, Eariy Childhood Services Consultant, Alberta Education,

Leirpbrid&e.

Dr. Jean Moore, Coordinator, Special Education Curriculum Development,Alberta Education,,Calgary.

Donna Newton, Special Education- Consultant, Edmonton Public School Board,Edmonton.

Roy Parry, Program Specialist, Calgary Public School Board,, Calgary.Isabelle Reid, Parent Representative, Edmonton.Betty Walpot, Editor, Special EduAlion Curriculum Development, Alberta

Education, Calgary./7Jim Ward; Itinerant Teacherifor the Severely Handicapped, Calgary Separate

Sthool Board, Calgay.

The Trainable Mentally Handicapped Policy,Committee:

Pat Bickersteth, Principfal, Winnitred Stewart Sshool, Edmonton.Dr. Roy Brown, Professor, Department of Education, University of Calgary.Kathy Coulter; Learning Resonrce Officer, Alberta Fducation, Calgary.Bernie Fossen, Special Education Consultant, Alberta Educaiion, Calgary.Else Holz, Teacher, Christine Meikle School, Calgary.-Wendy.McCandless, PrinCipal, New Hope School, St. Paul%Judy McMullen, Child Development and Programming Consultant

Services for the Handicapped, Calgary.Eyla Rogers, Parent Representative, St. Albert.

Sonnen, Teacher, Victoria Composite School, Edmonton.

an)i subcommittees for the three main sections.

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4. :4

INTRODDCTION AND PigLOSOPHY

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A. INTRODUCTION

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$ehools characteristically accOmmodate the majority of school age children.preparing them for adult life and.fuiure-employment:., Special provisions mustbe made to meet the varying needs Of,the children servedr There is consideral4evariability in regular school age children; these Aifferences are equally

, apparent among 4ildren who are mentlly handicapped Present educationalopinibn suggests that the handicapped, student should be provided with an educa-

' tionarexperience similar, as far as possible, to t at of the regular student.Schools,shovever, Must Aot limit_rhemselves to provièlon of an academicprogram only; a commitment must be made to provide a much broader program which

. will lead ultimately to the fulfillment of edupational and social "goals

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this curriculum gUide has been develoudto assist .teachers,in the develo m4iitof, educational programs to,meet the Aids of students who are Commonly classifiedas trainable mentally handicapped. The teacher is, viewed as a facilitating

agent whose inflUence bust extend beyond,the classroom and the students to-theschool at large, the _school system, the student's heme,.and particularlr'to thecommunftY,which,the school serves. The teacher must have Jiiliks with a multi-disciplinary,team which accommodates .the edatation of. the child En the broadest

sense of the term.s,

B. 'PROBLEMS OF LABELING AND CLASSIFIbATION

teacVers must be awate of the hazards of stereAypes created by labeling andclassification. This holds eSpecially-true'of those who carry the stigma of

mental handicap'. The term, trainable mentally handicapped (T.M.H.), refersto a hroad category of unique individuals who stana. variously in need of certain,kinds of éducatiapel programs and training exPeriences to enable thA to learnand develop their abilities to the maximum possible.

C. GROWTH AND CHANGE

There is much evidence to stippOrt_ehe view that tile student who functions at attainable level will,,although at.a slower rate,,go on progressing in terms of

his development into adulthood. The teacher should recognize these changes inorder to organize an appropriate curriculum and program that makes optimtim useof the student's changing nature.

D. ACADEMIC VERSUS 'LIVING/VOCATIONAL SKILtS

The T.M.Z..student is one who is unlikely to achieve greatly in the academic area,but does.benefit from instruction in the living/vocational skills area. olie may :

become effective in utilizing a funaional vocabulary and may be able to )le/Pn :-

how to budget his money fairly effectively, proyided he receives- adequaetraining. In order,to leirn he will require consistent and ongoing supervision-and a highly structured pkogram whigh asSists him tp functiop more effectivelywithin the Community.. :The student who ip functioning at thi's leyel has .1ess thanaverage intellctual ability which may be assogated with severe impairment in,adaptive behavipr. The availability of struCtb<V learning-experiences, themotivation of the student and hisperception of himself are significant variablesin his development.

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E. PLACEMPT PROCEDURE

Assessmedt tfiat obtains functional baselines is nOt a one time event but must-be one that eontinuously'modifies,the xraining which the student receiVes.

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the design for special placemedt should be-related to wh4 the student needstc learn rather than what.he cannot ao. It should be recognized thatthe

, 'T.M.H. student is able to function with a degree of independence itra smaliTxoup setting. This means that4he is able to interact with..his peer group,and also carry out simple activities and Instructions without someone accom-peyingihim all of the time. .

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Observation, lormal or informal, becoies a key technique and p'rovidesfor infor-'mation from parents, teachers and others in the community. It should be recog-,nized that the conditidns of the student's environment may restrict or encouragethe learning of particular skills.

The following stepa should be.laken in theplacement of special educatiOn students:.

1. Referral: A referr'al for assessNent may be made by any educator. It shouldinclude,the reasons fdr referral and provide as much information as Tossible

-regarding the academic performance, social/personal development and generalhealth of-the child. ,

2. Assessment: Before any student is enrd1;ed in a special education program:

1)1 an individual intellectual asseeSment should be completed using a,WISCR, WPPS/, or Stanford-Binet;

ii) an acadeMic functioning assessment should be completed;

iii) social functioning/behavior should bp assessed;,

iv) information from professionals, para-professionals having involvementwith the handicapped-student should be available;2_

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y), .permiasion to do an individual assessment should be obtained from theparents.

Note.: A copy of the psychological reports-as well as other pertinentrecords, reptrts and recommendations shOuld be kept on file accessibleto authorized personnel.

3. Vision and Hearing Screening: Before any student is enrolled in a specia"1

education Trogram, he shoUld be screened for vision and/or hearing loss.When appropriate, comprehensive medical, visual and audiological assess-ments shbuld tollow.screening; medical reports should be kept in thestudent files.

4. Case Conlerence: A'case conference should be held after the assessment,

vision and hearing screening have been completed. The parents or designateshould be in Atendance along-withthe personnei directly involved in the '

assessment and/or placement. Long range goals should be presented an&approved at the'case conference.- ReoommendatiOns for placement should be*Lade at that time.

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5. Periodic Review of Placement: Th9 initial placement should be reviewed bythe teacher and supervisor.after an observation period of five months.Placement must be reviewed at the end of every school year. The student

should be re-assessed at leas once every, three years, or sooner if dee

necessar.

F.,-PARENTAL APPROVAL

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Parental approval must be obtained .priqr to the student's enerance into 0.special program, following careful explanation of the nature of the program.When the student involved is 18 years of age or older his consent (or that ofhis leg 1 guardian) is.also required; this approval should be in writing. ,

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The,special program must be defined in clear terms, with specific goals set in'termg'of developmental order. It must be related clearly to the functioninglevel of the student. Care should be takento express information in languagewhich can be understooa by the parent and the student.

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G. EARLY INTERVENTIONr--

It is impoant that intervention start as soon as the child is born or ident-ified as having a mental handicap. There is sufficient evidence to show thatthe involvement, of parents, particularly the mother, in the educational program

,from this eaily stage is important in maximizing the child's potential. The _

longer the child is left without an effective program, ,the more pronounced theparticula handicips are likely to become;'thds the .child gradually dropsfurther a d'Ifurthef behind his non-handicapped peer 'group, making intervention

much more difficult.

/The.chances of eradicating developmental problems of a behavioral nature.ar%

greater when the child is young. This is partly because the diffitulties are

not well established an& also because, over'time, secondary handicaps result

from the primary disturbance.eTtle older the chIld, the more long standing

and complex are th4-problems facing the educator, and the mare discrepant thebehavior from his non-handicapped peelst r . .

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Another reason for early interventiOn involves parental attitudes. Once the

.pattern of handicap has becorile established And the-parents have experienced a

/ range of 5rustrations and difficulties, it is more difficult for them to be-

come involved in the process of remediation. Therefore, early intervention is

Npf assistance to the parents,'and involves them astmembers of the team which-is trying.to reduce, or at least contain'the handiJap of particular children.Early documentation of the,progress,of the child is important f.or program

-development.

-H. INTERVENTION FOR THE YOUNG ADULT

It.is important to note qtat many mentally handicapped students anear to showgrawth into the late teens and bilenti.es. There is some eVidence to suggest that

physical puberty is delayed, and that psychological growth associated with thistime period is likewiseelayed.

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Some students*ill need to continue education beyond the fel as sChool years,

in orddr to take full .aLyantage Of educational stimulation. It should be noted

that the extended growtrlI period appearg to be particularly associated withstudents trom deprived or adverse environments.

fIt/is importants .that he may b/1Z' cus for the t

lthough it muintdrdiscipliu

/ services.

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th t the young adult possess skills that are of value to hime ble to live in the adult world. Thus tHe school.becomes a

l development and well-being of the handicapped student,e recognized that,this involvs not onlST teachers but anteam which provides a wide range of profespional and allied

I. INVOLVE T OF PA'RENTS

It is impoeducationaround cathing abtheir hneed totheir

hensi

:hand

nt that parentle involved at a very early stage in thetheir handiCapped child. Parents require education oriented

ful observation and,assessment, and they are required to knoW some-t the simple training devices that can be implemented ,p) ensure fhaticapped child develops as easily and fully aa possible. Parents

e involved in an individual manner in the development of p ograms forchild. They can give advice and help'in the development f compre-

, integrated plans_for the'child's programand 'training. e,more

apped the individual child, the more likely.this is to inv ve the par-ents/ n teaching. Learning depends on frequent stiMulation in a consistentand tructured environment. Parents have considerable knowledge of the way achi1d functions, and are the key persons in the child's life. ;

PARENT/TEACHER COOPERATION

ooperadon should'be estAlished between.the homeand school. Some means

should befound by which the teacher works closely with the'parents, mutuallyexchanging advice and informatioh: While.other professionals have valuablecontributions to make, direct involvement oP the teacher with the home isessential.

K. EDUCATION AND OUTCOME

The goal Of education for the T.M.H. student is to provide a training inliving skills. This curriculum guide concentrates on individualized proeramm-ing dependent,upon continuou$ and ongoing assegsment. It should be recognizedthat most handicapRed children, given educational opportunities, ddi getterthan is generally expected.

Wits structured programming the T.M.H. student will be able to attain niost ofthe skills required to live effectively within the envoronment. For example,

with help he will ge able.to carry' out some simple aspects of budgeting andcook simpletmeals. He will be able to clothe,himself and carry out the basicrequirements of hygiene. He will be able.to mix in society, and enjoy leisuretime activities with friends and relations. in work situations he may needadditional training and support,,and.may not go to work until rather late Anlife., Pt,t work he is likely to be placed in .unskflled areas or jobs, although .

he may go further with adequate training, SOme wil?only go as far,as shelteredworkshop situations and require the support of effective home/community supportsSrstems.

It'must be recognized that the aim of education is.to ensure that the studentlives as normal a life as 'possible in a regular environbent. Follow-up systemsand continuous educatidh will be necessary. Changes in'the environmentwillneed to be addressed and adequateinstruction will have to be provided for thestudent to cope efectively.

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L. OTHER SPECIAL CONCERNSA 4

4In grouping stud nts together, it is important to recognize the individual

needs of the student. It should be recognized thal, when the student

undertakes new ,O.sks and attempts to learn new skills, his learning may be

slow and needs.to lie individualized to his own particular.liaseline of perfor'-

ance. There.is more heterogeneity among handicapped students of a particular

. group, than aMong the'regular peer group. ThuS considerable variation inprOgramming is necessary; much early learning must be carried out on an

individual or small group basis. Classes should be of moderate (6-8) size,

and special environments such as'learning cubicles may be:needed, in addition

to teacher aides in order that individual programming may be provided.

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New strategies, such as Computer Assisted Instruction, also seem effective.The'teacher in this environment is an observer, a consul,tant and a buirder

, of programs so that specific remediatibn can be' carried out. Students may

need to be grouped in different areas with different people for differenttypes a subjectsmaterial. Features such as size and chronological age of

the student should not be overlooked. Students of the same chonological or

mental age may vary in skills and abilities.

It should be,recognized that the needs and requirements differ in urban nd

rmral settings. It is unwise to place a rural student into an urban se ting

without training. This may be exemplified by the differing transport ion and '

traffic concerns that exist in the rural and urban setting., .

M. THE INTEGRATIVE CURRICULUM

This curriculum guide is designed to integrate computatton: communication, and

living/vocational skills. The preferred method of integration utilizespractical applications to make skills more meaningful for students who are

handicapped.

With this approach, skills are not compartmentalized but become an integralpart of the activity, as they will when the student leaves i-chool and applies

the skills he has learned (see'Figures I and 2).1

N. FINAL COMMENTS.

The teacher, in examining the level at which a student performs and the

peograms he needs, should recognize learning abrlity is not so much associatedwith interligence scores as with motivation and self-image. In designing a,

program in living/vocationvr areas attention should also be paid to self-

image and the deVelopment of assertiNieness and' Motivation, which Are necessary

pre-requisites for the student,to perform adequately. With adequate training,

the T.M.W. student will be able to perform at a reasonably high'level in.

' personal, 'sbcial, vocational and'allied areas.

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(Figure 1

INTEGRATED;APPROACH TO CURRICULUM

WRITE (LIST)LETTER

OF THANKS

NDERSTANDINC SELFGETTING ALONG,MITH OTHERS -

APPROPRIATE'SOCIAL BEHAVIOR

COMMUNICATION

SPEALcING VIEWING

YIELD TRIP TOBUY HOME MANAGEMENT

SUPPLIES

READ (LIST)PRICES

\*SAFETY -

COMMUNITY

- HEALTH-' NUTRITION,

COMPUTATION MONEY MANAGEMENT

- ADDITION- SUBTRACTION

- BUDGET,

- PLANNING

DIVISION - SPENDING

2

WORLD OF WORK . CITIZENSHIP TRAVEL (BUS) HOME MANAGEMENT

CAREER PLANNING -,

WORKERS' RIGHTS

TAKINGTURNS

- PLANROUTE

- FOOD'

- STORAGE

(Figue 2 )

UNDERSTANDING SELFGETTING ALONGWITH OTHERS,-APPROPRIATE

SOCIAL BEHAVIOR

COMMUNICATION

LISTENINGSKILLS

READING

SPECIFIC WORKSKILLS - TOOL 415E

CbMPUTATIONS -MEASUREMENT

ACTIVITY -

BUILD PRECUIAIRPLANE .

[WORLD OF'WORK -CAREER EXPLORAfION

PERSONAL CARE -CLEANING SELF AFTER DEXTERITY'

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-SAFETY ,--

TOOLS, GLUE

MON- MANAGEMENTCOS OF MATERIALS

.TRAVEL SKItLS -PLANNING TRIP

FOLLOWINGDIRECTIONS

CITIZENSHIP.- CO-OrlVENTURE, TOOLS

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GgNERAL GUIDELINES TO INSTRUCTION

GOAL,PLANNING

CURRICULUM INTEGRATION

Be realistic in planning Toals. Do notdevelop objectives at so high a level thatyou and the student becâme frustrated.Review youl:objectives and if Ehey are toohigh or low, modify them.

Every attempr should be made to integrateskills and objectives from_several contentareas by using a themaeic approach.

DEVELOPMENTAL LEARNING ,' Plan your learning eXperiences so that theyare developmental. Always keep in mind the,

r hier Ciw<of skills..

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READINESS Make sure the student is Capable of achievinga task and has the necessary prerequisiteskills before.you include it in hiS program.

TASK ANALYSIS Use the task analysis>approach,to determinecomponents of tasks: For example, teachingthe brushing of teeth may have tobe brokeninto holding a tube of. toothpaste; Unscrew-ing the"Cap,-placihg the toothpagte on tiltbrush, etC. ,While teaching the individualsteps, do not, lose sight of the mfal ttsk.

PROGRAMMING FOR SUCCESS ..Set hp your instructional program in smallsteps so_that4the student is likely-to be .sucCessful. Use successful experience toencourage ewe Student to attempt moreadvanced steps. End each activity with-

" .4student success.

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KNOWING THE TA-SK Practise a task urrfamiliars to you first beforeattempting to teach the student. For.example,learn how to makea print OD sew 4\button onbefore teaching these skills.

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UNDESSTANDING OBJiCTIVES Let the student know the specPficpObjectiveon which-you are working and why it is.neces-!...t,

sary. Tell 1,14m, "You must know how,to regulgie'

the water in the sink so that you caft washyour hands and face.without burning yoUrself.Together we'll work on it. First you ..."

At all times serve as a mtldel of behavior inthe way yqu look, ac't, talk, walk, eat,'etc:DiscuA motels of behavior frequently.

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AlIAVIOR MODEL

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FUNCTIONAL APPLICATIONOF SKILLS

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SKILL DEMONSTRATION

LEANING RESOURCES

Teach a skt1,1 at the tike of its functional

se.. For example, show the studtlichow to

wash-his hands fter he has gope tOothe

toilet. Also, schedule practice sessions at'

times of functional application. When the '

student has developed skills in the use of'eating utensils, plan parties,- invite,guests,

for dinner, and practise during snack.and.cafetecia times. Schedule practice sessions

often.

PANTOMIMED INSTRUCTION,

ACTIVITY GUIDE

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-PRACTICE

DIS,CUSSION:

VARIETY'. ,

ROLE PLAY

Demonstrate e skill you'are attempting to

facilit Explain what you are doing-asyou are doing it.

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Provide a variety of learning resmurces,,e.g.audio-visual, print and graphics, illustraticns.

Use pantomime-to-demonstrate'la skill. Forexample, in pantomime,.show the student how to '

.-h thread a needle and w on a button. This '

approach helps to iso te the required move-

ments; it also is an enjoyable activity.

Physically guide the studev through an activ7ity whene:ver he is unable,to do the activ,ity by

himself. If the student is unable to cut with .?

.scissors use a part of era4ning scissors andguide him atrough the actOity. In 4riting

activities, hold the studeht's hand arid the'pencil and_move_his hand in the deaired pattern,

fadinrassistance. Whenever ytkiL physically

gufde a student through an actin or a seziesof actions, encoUrage him to remember how his;Ibody.feels when he moves in a specific way.

Practise a' task often 'Eve Vafter you-areconvince0 that the student Js Mastered aparticular skill, peactiaa.4hd reinforce period-

ically. Scgedule practiceessions whichave '

novel and interresting.

Provide many opportunities far students topraceise oral commdnication.

Vary activities yhenever poshb'le; take.advant-

age 6f the motivating effeCtaof surprise,-'suspense, and novelty.

Use role playing, puppet plaYs and creativedramatics to stimulate real qperiences and to

,praCtise.4

-4TIVITY A1TERNATTON

FLEXIBILITY

STUDENT PARTICIPATION

Alternate quiet bctivities witil activitiesinvolving gross motor actions. This alternating-of activitiel acts as a motivating factor an'das an aid to classroom maeagement. ,

Demonstrate flexibility in carrying out lessonplans. If An unexpected 'situation that,requiresimmediate attention on your part occurs, changeyour schedule. Seize the moment to teachbecause you may not get a good opportunity for along time. ,Do not Wait to.create an Artificialsituation, but react When'the real situation

4occurs.

4Encourage active participation by all studentsthroughout each class period.

INDIVIDUALIZED INSTRUCTION Individualize instruction, because there,is such4 wide'diIersity in T.M.H. classrooms that person-

alizing instruction is essential. Remember thatdndividual programs can be implemented 4nd canbe succeSsful within a group setting.

GENERALIZATION Elitinate some of the problems involved withtransferring learning from one-area to anotherby using relevant materials for teach'ing specifie

skills. For example, working 1.,i1h Sensory motor

7teriars 1rave-students- use var±qusizsof

'real nuts and bolts for sorting eltrcises, instead;

4 of,colored fdocks.

RECORD KEEPING'.

Accurate anT4p-to-date progress records shourd7T ..0 be kept for eaCh studeneon all program aspects.

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RELEVANCY I Use current materials, toys, games, television..

shows, records, etc. tp motivate the student.Dancing t6' a current favorite top tune usuallywill be mote stimulLing than dancing to "The,Nutcracker Suite":9" Select activities withreference to the student's needs and the longterm goals of the program.

GEOGRAPHIC AREA

INTERESTS .

Take into Vnsideration the geographic area inyhich the student lives and its impact on theprogram. Lessons designed to facilitate travelskills in the use of the rapid transit onlY.make sense when this mode of travel is part of

. the student's environment.

Relate instruction to the student's interestswherever possible.

PAST EXPERUNCE Inquire about the experience.the student has

had whenever possible. Talk to his parents,

guardians, or past teachers., References to

these experiences often will provide the

4.,. needed'motivation for lessons.

DIVgRSITY Discover and use materials and activities from

other disciplines. Music, art, da'nce,:andphysical education activities can serve to

stfnluIete ..dalferent students. Incorporate

these'activIties whenever possikle. If,yout

educational and experimental backgxound islimited, use available resource personnel.

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SAFETY HAZARDS, Be aware of potential safety hazards,in all

COMMUNITY RESOURCES

RgSOURCE PEOPLE

activities. 4

Become familiar with Community resources anduse them as learning stations. Make the

entire coTmunity your clasSroom or learningarea. The neighborhood supermarket is the

best place to facilitate learning the purchaseof foods. The office_building and the depoit-

ment store offer'Opportunities in learning 49 ,

use elevators, revolving doors, automatic :

doors and waShrooms.

iLek the help of resource people who .c4n

enrich the educgeionel program.- For example,store managers, bus drivers, firemen, Police-

men, and road repairmen can not only provide

interesting demonstrations and lectures but

also may allow you the use of their fatiIitieS---so the student.can have first hand experiences.

LEARNING AREA Make your learning area as attractive andpleasant aS possible. Beware, however, of the

dangers of oVerstimulation. Make your roominterestIng,with plants,.animals, books, toys

and games that are motivating. Change the

environment frequently.

WORK DISPLAYS

PROGRESS CHARTS

MAINTAINING DISCIPLINE

Display-the students' work on bulletin boatds,

in display cases, and aeschool exhibits. The

joy and pride are reinforcing.

. Construct charts that graphically demonstratestudent progress and accomprishments.

Make sure thaethe students know the rules andthe consequences of breaking-them.

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Actir

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COMMUNICAIION

DIRECTIONS

4

,441 'It

ROUtINES IN LEAROG. T. 1.

° DAILY PLANNING

SELF,...tollICT ION

IMMEDIATE P'E?DBACK

A'

'CORRECTION

,

ENTHU,SIASM

OVERPROTEel'ION

POS/TIVE THINKING

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4.

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-.,.. .

Use xour*oice'and gesturesas a means Of ;communicating your 4e&1ings and wants' to'die

'4!--stud'ents, Shim honest emotion. Be.awarithat. monoionous voie patterhs turn a student

off:..

.Be.explicit iWyour directions and commands. A

Be sure the student knms exactly xhatbehaviors are expected. Classracporganization,

.behavioral management, and success of studentperformance are, -to a large degree, dependent

on.ehe instructor's ,Xplicitness.

Wilen dealing w3,th anactivity that hasy'severalsteps, establish a routine for the student to

follow,"First'you do this, then this, etc ...".im,sequence.

Have 'enough actkvities and,materials available.

sg,that students,are useful y employed through

out the day, including aftk the time assigned

work, is-completed.4

'Have students assume increasing responsibility

for behavior and for selection.of activities.

Provide the student with immediate feedback of

results. Mark.written work immediacely, if

possible and review when necessary. Do not

alloW:students to practise incoriect prOcedures0

or responses.

If,a'student is behaving or performing inappto--

priately or incorrectly, correct him in a

positive manner. Say., "ThiS is the way to

plaY the game". Simultaneously demonstrate the,

.

_desired behavior.

Show enthusiasm whea a student progresses.or'attempts to comply with yourtequests. Remember

that:what gay seem to you like very little

progress may be a giant step for the stuFlent.

Do riot overprotect the student. Allow h4m ta

participate inRi variety of situations and

activities.

Thipk positivelsodent wIll sucand creative ways

you'helitve 'that thged, you,will search' far new

ta facilitate his, progress.

V.

4

PEER INTEREST . Encourage, the student's interest in thewelfare of his peeri. Make him aware of a.peer's j.11ness dnd the need to send a get well

w1 ' card. Match stUdents with different 'skills so

.

that they can assi,st each other.,.,

...4,

, . 1

. . .

PEER TUTORING . Organize your lessons in such a way as to take4

advantage of the benefits of peer tutoring andbuddy ,systems. The student may learn a skill

. more.readily when it is.demonstrated by a'peer.

PEER REINFORCEMENT

RESPONSIBILITY'

INTEGRATION'

APPEAAANCV

.COOPERATION)

CONSISTENCY AND STRUCTURE

I

Show the student's peers how, to behave id,.rein-

forcing ways. Encourage theth to rei...tard the

. student's desirable behaviors.

Assign the student L. classroom .responsibility.no matter how severe his handicapand nomatter how small the task. Program and teachreSpunsibilityfrom the'beginning',, SeudentS' '-

should be responsible forlooking after theirown materials and possessions.

Involve the student wherever,possible in

2activities with peers ±ri other classes% The

handicapped student can ustkally participate insome way with regulat class student, e.g. art,music.'

'PrograM at all times'to help the.student lootand aci 'as normal as possible. If the studentlooks and behaves in deviant ways, he.will bestigmafiZed.

Seek the coordration of other teachers, parents,professiOnals'and para-professibnals. Bus

drivers, school'custodians, and community helperScan assis,t immeasurably in normalizing the liveso(your,students.

Enhance the learning environment by baslng your,classroom expectations on Consistency and

struceure. For example, provide explicit rulesof behavlor as well as consistent consequences.

4

13

cf.

TABLE OF CONTENTS

op.

ACKNOWLED.GEMENTS

INTRODUCTION

LEVEL 1

ii

UNDERSTAimING SELF AND GETTING ALONG WITH OTRERS

A. khowledge of Self 1

B. Social Relationships 3

TRAVELA. Ways to Travel 6

B. Travel Skills- 7

HEALTHA. 'Nutrition .. .. . . 9

B. Personal Care 10

C. Community Health SeiVIces 12

SAFETY .

A. Home snd Scfioci . . ,.

B. Compiu4ity .

13

14

C. Recreation 15

WORLD DrWORKA. Carer Planning and AwarenessB. Specific Work.and Allied Skills

- D. reepins A Job..?

t HOME MANAGEMENT ,

A. ClothingB. Food- .

C. Maintaining the Home

MO;NEY MANAGEMENTMOFOR,DEVELOPMENT AND THYSICAL ACTIVITIES

.A. Fundamentals of MovemqptC. 'Skills Relatedto'Games and ACtivities

FINE ARIS AND INDIVIDUAL EXPRESSIONAo' Crafts., Hobbies Snd Activitfes

, .

B. MusicC. Drama

4

D. Recreltion

A

CITIZENSHIP AND INDIVIDUAL RESPONSIBILrTYA. At ,Home

B. At,choolC. TliYthe Community

D. Enyironmental Education"

LEVEL 2

16

17.

19

20

22f 24 .

25

26'

31

32

/ 33

34 ,

35*

go.r 36

' J 37

38

39

UNDERSTANDING SELF AND GETTING:ALONG WITH-OTHERS -

A. Knowledge of,091f f42

B. Social Relationships ..-

.

45

. ' C. Handling Social Interactions 48

St

LEVEL 2 (CONT'D.)TRAVEL

A. Ways to Travel ,49'

.B. Travel Skills i . . . 50

HEALTHA, Nutrition ,

52

B. Personal Care ,53

C. Community Health Services 55

SAFETY

f

A. At Home and-

...,

56

B. Community

7'

57

C. Recreation , 58

WORLD OF WORK .

A. Career Planning and Amareness 59

B. Specific Work and Allied Skills, 60

C. _Finding A Job .. 62l'

D. Keeping A Job 63

HOME MANAGEMENTA. ClOthitt 64

B. Food 66..,

C. Maintaining the Home 69 .as

D. ,Living Options 70, MONEY MANAGEMENT 71

MOTOR DEVELOPMENT AN42 PHYSICAL ACTIVITIES.,A. Fundamentalg of Movement- . ( 72

B. games and Activities , 78'

C. SoCial Skills Related to Games and Activities :". . 80

FINE ARTS AND INDIVIDUAL EXPRESSION1

A. Crafts, Hobbies and A.c.tivitits 81 -'

B. Music. 83

C. Drapa :- 84

D. RecreatioR 85 '

CITIZENSHIP ANb INDrVIDUAL RESPONSIBILITYA. At Home t; 86.

.

B. At School . . . ..- ." . - .... .. . .." ...

C. In the Community ."

D. Environmental Education

LEVEL 34 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

A. Knowledge of SeffB. Social Relationships. . . . , ,

TRAVELA. Ways,to Travel . ,

.,B. Travel Skills fl

HEALTHA.. Nutrition r

,

'4B. Personal CareC. CommUnity Health Services )1

-,. . . 87,/ 88.

90

94

99

104 .1

105

..,

109

110

113'

s.

4

LEVEL 3 (WNT'D.)SAFETY

A. At Home and School 114

B. Community f15

C. Recreation ., 116

WORLD OF WORK ....

?

A. ' Career Planning and Awareness 117

, B. Specific Work and Allied Skills ,' 115

C. Finding A Job 121

D. Keepigg A Job 122

HOME MANAGEMENT CA. Clothing 123

B. Food ,125

C. Maintaining the Home 128

D. Living Options 129

,.E4 Child Care , 130

MONEY MANAGEMENTA. Earn1ng Money 131

B. Spending MoRey ".-.- 132

;C. _Saving and Borrowing 133

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES.A4 Furidamentals of Movement

4. Games and Activities .

. C. Soci-al Sk0.11s Related to Games and Activiti'es

FINE ARTS AND INDIVIDUAL EXPRESSION--,

A. Crafts; Hobbies and ActiviaesB. Music s

A?

C. Drama..

D. ttecreation . ,4. .

. . .

134

,,.139

141

142

145

146

147

CITIZENSHIP AND INDIVIDUAL REPONSIBIqTYA. At Home , 148

3. At School . .

A. . 149

C. In the Comtnunity, i -, 150

D. Environmental Education ,151

LtVEL 4UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS.! A. Knowledge of Self

e

155


/TRAVELA. Ways to TravelB. Travel Skills.

-166

167

HEALTHA. Nutrition 171

B. Personal Care 174

.CommunitY Health Services 176

.SAFETY.

A. At Home and School 31,77

'B. Community 179

C. Recreation . . s -181

0'

a

LEVEL 4 (CONT'D.)WORLD OF WORK

° A. Career' Planning and Awareness0

182

B. SpeCific-Work.and Allied Skills 184

C. Finding A Jbb 186

D. Keeping A Job , 187

HOME MANAGEMENTA: Clothing . . ) 188

B. Food. 189

C. Maintaining the Home 191


E. Child'Care 193

MONEY'MANAGEMENTA. 'Earning Money 194

B. Spending Money 195

C. Saving and Borpwing 196

MOTOR DEVELOPMENT AND,PHYSICAL ACTIVITIESA. Fundamentals of Movement 197

B. Games and Activities 199

. C., Social Skills Related 0 Games and Activities 200

FINE ARTS ANI5INDIVIDUAL EXPRESSIONA. Crafis, Hobbies,and ActlAties

6 -B. ,MusicC. Drama

- 201

204

, 206

D. Recreation -207-

CITfZENSHIP AND INDIVJDUAL RESPONSIBILITY .

A.: Ats,Horat 208

B. At School . . . , 210

C. In the Cc:immunity 211

D. En4qqonpental Education 213i

LEVEL 5UNDERSTAMING-SELF AND GETTING ALONG WITH OTHERS

A. Knowledke of Self 218


TRAVELA. Ways to Travel 229

B. Travel Skills .. .

230

HEALTHA. Nutrition 235

- B. ,Personal Caret.. 237

- C: ComMunity Health Services 239

SAFETY . A.

A. At Home arid Shool\ ,./- 240

B. Community 241 ,

C. Recreation 242

WORLD OF WORK,A. Career Planning and Awareness

,

B. Specific Work and Allied Skillser

248

245

r

,

walls

LEVEL 5 (CONT'D.)

'..

.

,

247

249-

250

WORLD OF WORK (CONT'D.)!C. Finding A4JobD. Keeping A JobE; Workess Rights ..,

HOME MANAGEMENT -.-.0.

A. Clothing , : . . 251:-

B. FoOd 253

C. Maintaining the,Home 255

. D. Living' OptiOns 256

E. Child Ca / 257

MONEY MANAGEMENTA. Earning Money 258 -

B. Spending Money -., , : 259

C. Saving and Borrowing 260

MOTOR DEVIPMENT AND PHYSICAL ACTIVITIESA. ndamentals of Movement 261

B.' Games and Activities 262

FINE ARTS AND INDIVIDUAL EXPRESSIONA. Crafts, Hobbies and Activities 265

B. Music 267

C. Drama 268

D. Recreation 269

CITIZENSHIP ANIIiINDIVID AL RESPONSIBILITYA. At Homb a 270

B. At School 272

d. In the Community . 273

D. Environmental Education 275

LEVEL 6UNDERSTANDING SELF AND GETTING ALONG WiTH OTHERS

A. Knowledge of Self 280

B. Social Relationships. .284

TRAVEL'289A. t6 Travel.Ways

B. Travel Skillscor

290

HEALTHA. Nutrition 29.5. -B. Personal Care 296

C. Community Health Services 298

SAFETYA., At' Home-and School 299

B. Community 300

C. Recreation. .

s. . 301

WORLD OF, WORK

A. Career Planning and Awareness 302

B. Specific Work arld Allied Skills 304

C. Finding A Job 306

D. Keeping A Job 308-Aft

f

-3

(CONT'D.)

WORLD OF WORIC(eONT'D.),

, E. Workers Rights

HOME MANAGEMENT

309

A. Clothing 310

B. Food 312

II C. Maintaining the Home 314


E. Child Care 316

MONEY MANAGEMENT,

A., Earning koney , . . . . . 317

B. Spending Money 318

C. Saving and Borrowing 3

MOTOR DEVELOPMENT AtID)PHYSICAL ACTIVITIESA. Fdndamentals of Movement 320

- B. Games and Activities 321

C. Soci,al Skills Related do Games and Activities . . . 324

FINE ARTS'AND INDIVIDUAL EXRRESSION L.

A...Crafts, Hobbies and Activities 325

B. .Music ,

g. Drama. ....

327

328

D. Recreation 329

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYA. At Home 330

B. At School . 331

C. ' In the Community ,/ 33 31..},11...,

D. Environmental Education\

APPENDIX A - Overview 341 .

APPENDIX B - Student Profile/Checklist 387

APPENDIX C - Resources 460

ACKNO141.,EDGEMENTS

)1404io

4t

-The fOliOW1ng per'SOns'aVe'cOaribularEO-theSection 'of thg Curriculum Guide for the Trainable Mentally Handicapped.

Their.n*Sistence is gratefully acknowledget

The Special.gducation Curriculum Coordinating Committee.

The Trainable Mentally Handicapped Living/Vocational Skials Subcommittees,with the following.additiOnal persons: 1 ;.

Sister Sylvia Bellefontaine, Winnifred Stewart School, Edmonlon.

Cheryl Castle,Jeacher, Y. Cairns School, Edmonton.

Nadine Coleman, Teach4, Avommore Elementary School,,Zdmonton. ,

Anne Hughson, Professor and,Coordinator, Behavior Support Team, Departmentof Educational Psychology, University of Calgary. .

Jim Martin,.Teacher, St. Paul.Fran Reed, Teacher, Brander Garden ElemAtary School, EdmontOm.,

John Taaffe, Teacher, King,George School, Calgary.Bruce Taylor,,Teacher, Winnifred Stewart School, Edmonton.Lauretta Wilsori, Early Childhood Services, Bridgelend School, Calgary.

.4.

9.

a

INTRODUCTION

The Living/Vocational Skills section is intended to develop'skills'and'attitudes which will enable thetrainable mentally handicapped studentto function as optimally as possible in his own home, withiri theschool,and in tilt community. It is student rather.than content centered. Tentopics of instruction to facilitate the learning of practical skills areincluded: Understanding Self and Getting Along with Others, Travel,Healthr, Safety, World of Work, Home Management, Money Manatement, Motor '

Development and Physical Activities, Fine Arts wid Individual Expressionand Citizenship and Individual Responsibility. ,/For eaCh topic of instrqction there are student objectives which are,developmentally sequenced infour levls. Individual variables must be considered when implementingthe guide,e.g. the present ability level, learning styles, traditional/single parent families, rural/urban settings.

Strategies are suggested for implementing the objectives; however, theseare not all inclusive. They providea sample activity which may be usedto teach a certain objective and should be adapted or changed to fit theindividual student and utilize locar resources. Skills should be taught.in their natural setting as' much as possible; one Way of doing this is byusing the integrated approach to curriculum (see the Introduction. 'andPhilosophy and Gen4a1 Guidelines to Instruction).4/4

The followinXpecieed strategies appear in the gu,ide: ,

Reward: Students will learn more rapidly if they are reinforced for their

efforts. Positive reinforcement wilkvary with the student's,age andneeds. Young childreR, for eXample, require tactile, tangible reinforcerspaired with,verbal pralse. As the student progresses it is expected thathe will wonk for praise, or more delayed and less concrete reinforcementsuch as special privileges.

Task Analysis: The steps involved in a task should first be determinedprecisely, then taught, chainingthem together into the original t'ask

desired of the studenl.

Shaping: The student should be rewarded for successive approximations of

the behavior required. A shaping procedure may require that the behavior

be task analysed first:

Prompting and Fading: Two types of procedures are included in prompting.The first requires the teacher to physically,guide the student, e.g. leada child tb, the desirNO object. The second is a verbal or visual cue which

aids the student in pe'rforming the behavior, e.g. using a gesture whenbeing called. Often both types of prompts are combined, i.e. physical and

verbal. It is important that the student be rewarded even though he isbeing assisted.

Fading refers to the removal'f a prompt. This should be done gradually

as the student becomes moilt independent in hfs perfoxmance. '

ii

Materials are listed to aid the teacher in implementi'g the strategies. ,

Although a particular material may'be recommended foi a number.of stra-

tegies, it is listed only once in each subsection. t is recommended

that materials used be relevant and practical for t e student so, that

;transfer and generalization of skills are optimal,'e.g. use the student'sclothing to teach -color rather than usipg colored itmbes.

The appendix section contains an overview of all objectives with a page

--( reference to the guide, a student profile/checklis.t to facilitate assess-ment/placement of the student, and a list of regource materials.

a

. .11141:YSTANDING'SELF 'AND GETTING ALONG WITH OTHERS

Level 1A. mKnowledge of Self

.

MATERIAle,5OBJECTIVES

*

TEAdHING STRATEGIES'

'

1. yersonal Characteristics:

The child:

Responds to name whencalled.

Demonstrates some awarenessof what'b'efongs to him:

2, Physical Self:

- The child:

With assistance,findicatesisome of the body partsrelated to the five senses,e.g. nose, mouth, ears.

With assistance, indicatessome common body parts.

41

yith assistance, tecognizesself in mirror and/orfamiliar photograph.

..

Call child by name at every

opportuhity. ,

Initially, physidally ssistchild to respond to name,.e.g. turn head so that eye,contact can be-made.

When child receives objectemphasizeghis is 4child'sname)". Occasionally askchild "Whose is this?"EncOurage him to indicate"'elle", verbally or nonverbally.

0

Points to nose on self as yousay "nose". Put child'sfinger pn his.nose, havehim reAat "nose", etc.

Use nursery rhymed,.simplesongs andaction songs toteach to identify body parts,e.g. "Tommy Thumb"., "This

Little Pig".

Hold child in front of,mirror:, say, "LOCk at ; ".

Occasionally ask, "WhO'sthat?". Gradually fadeprompts.

%VI

1

Portage Guide toEarly Education.

MirrOr.

`.

UNDERSTANDING SELF AND GETTING ALONG WITWOTHERS

Level 1A. .Knowledge of,Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

The Child:

With assistance., respondsto pictures of babies,.

, 3. Emotional Self:

.The child:.

Respondsto emotions,e.g. happiness, anger.

Relaxes large muscles inresponse to externalstimuli, e.g. music, rock-ing.

V

4

Show child,pictures of babies Pictures of babies.

(not necestarily familiar);say,. "Baby".

Make eye contact. Share

emotions With the child. If

he has'made you happy, tellhim; give him a'smild, a hug,play games which make himlaugh. If child has madeyou angry make sure he isaware of it. Stop the actionwhich is causing your angerby saying "No" or byphysical 61,irection icneces-sexy.

Lay child in prone positionon favorite blanket. Raise

arm up.and rower. Raise leg

up andolower. Phyiicaliy as-sist until child can do it.onown.

'Play movement/trust games tomusic or singing, e.g.,"Rocka-bye baby.

Use a Variety of textured ma-'terials and rub gently ondifferent Parts of the body.

Exercises forYour Baby. ,

Lullabies From'Round.the World.

Fur, feathers,crazy foam, silk,flannelette.

UNDERSTANDING_SELF AND GETTING ALQNG WITH OTHERS

Level 1

B. Social Relationships


0

1. Needs and Motivations:

The child:

Makes neeas known.

Identifies familiar personto whom needs can be expressed.

With assistan6, satisfiessome of his own needs, e.g.hunger, thirst.

2. Factors AffectingRelatidnship:

The child:

Recognizes some familiarpeople, e.g. parents,aunts, uncles.

With as'sistance, recognizessome familiar storyhook ortelevision characters,e.g. Donald Duck.,

Encourage the child toinaicate when he 4 hungry,etc. Reward his ability toeXprss his needs.bysatisfying them, eg. 41, heis hungry, give him somethingto eat.

When feeding child etc.verbalize who is helping him.

Assist child to get ihingswhich will,satlisfy his needs:if thirsty., get a glass of

waterobetc. Epcourage childto do something for hiniself.

Have child practise saying"Mommy" and "DAgdy". Direct

child to "Col tolmommy" orto "Come to daddy".

Familiarize child with commoncharacters. Read picturestories with familiarcharacters to child.

Use puppets.

Talk to-child when watchingtelevision.

3

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

Level IB. Social RelatipnshipS,

".1

3. Handling Social"eractions:

a: Expressive CommunicationSkills:

The ehild:'

Communicates, usIng facialeipressions and a limitedform ofyerbal expression.

Communicates feelings in a°variety of ways, e.g. laughscraes.

b.

Skills:

The child:

Rece Communication

Responds.to both verbal andnon-verbal communication,e.g., laughs when tickled,

stops when directed.,

411.

Encourage child to verbalizeeeeds and wants. IName* thingsthat he comes in contact withe.g. mOritly, daddy, baby,

dog.'. Respond to facialexpressions, e.g: stile backwhen he smiles at you.-

Model exaggerated facialexpressions to indicate likes

and dislikes.-

Be responsive to feelings:find o.ut reason for child'scrying: y Laugh along withhim; encourage him to try toindicate, verbally or non-verbally, tilw he feela.

gla

When tickling child, exagger-ate 'facial and verbal

expreSsion: laughing loudlyand smiling widely. When,

child is doing somethingthat you want him to stop,say "No": accompany withshaking of head, astures,and physical direction,/

(

UNDERSTANDING.SELF AND GETTING ALONG WITH OTHERS

Level l



C. Problem Solving andDecisioh Making:

The child:

Accepts choidesinade forhtn, e.g. puling limitson actions, c oicesregarding personal safety.

Seeks belp wfien frustrated.

Tr.

a

When childappropriin simpldecision'w

does hot respondtry to explains why the

made.

Whensomgthing,necessary.

attempts toassist only

5

dowhen

a

TRAVELLevel lA. Ways to Travel


The :

Identifies the familyvehicle.

Demonstrates initial under-standing of travelling.

Follows estatlished routinefor ridingan vehicle.

,

Provide opportunities forthe child to participate in.travel,in the car, e.g. shop-ping trips. VerbalizeAgetting into the car and gAng.fin a ride.

Take the child fora walk in'front of the'house with thefamily vehicle in view andhave him. locate it.

Provide oppvtunities forthe child,!_to participate in

travel.e4editions Withfamily members, e.g. shoppingvisiting.

Vertalize procedures about'getting ready for travel,eg. "Find your coat - weare going for a car ride".

Use conistent proceduresfor riding, in a car,e.g. place child in a carseat; ride in the back -seat cf car. Verbalizethese procedures.

Ns,

6'

..

or

TRAVELLevel 1E. Travel Skills

A

p


7

The child:

Responds when spoken to

directly.

Identifies some toys as-sociated with travel,e.g. truck.

Differentiates' between

buses and,other vehicles.

)Establish eye'contact with,the child. 'Interact withhim in a variety of stimula-tion activities.

Play games requiring simplemodelling actions, e.'g.

a-cake".

Physically assist the child ,

if necessary.

Play loc ting games wherethe chil must find a certain

toy vehiCle.

Have vehicular ride-on ,toys'

and a wagon availible forthe child to play with.Verbalize going for a ride,,and gix.re him rides.

Encourage child :to play witha number of tdy vehicles,e.g. cars-, trucks. . Have

the child select and giveyou a bus. Start by havingonly one, and then increase'the number of toys so thechild is selecting from agroup of 3 or more. .

Show pictures of vehicles ina picture bo*k. Have the

.

\rild point to the vehicle

hat you name. e-.

Finds w y around House and Encoprage.child to explore -

yard. the house and yard with

s"''' supervision. Verbalneplaces and items he showo

interest in.

7

Loving an&Learning:Interacting'with YourChild frot Birth t)Three.Portage Guide toEatky Education%exercises for'YOur #.1tby:

TabycLearningThrough.Baby Play:Parent's.Guide forthe First Two Years.

-

'Wabash Guide for

Early DevelopmentalTraining. /.

,

TRAVEL,Level

B. Travel Skills

41

OBJECTIVES' TEACHING STRATEGIES MATERIALS

The child:

Play locating games with theStart'by handing a

ball to the child, and havehim give it to you. GraduallYdove objects out of his reachand increase the number ofoblects and locations.Verbalize. Physically asiistthe child if necessary.

Differentiates betweenhome and other places.

With supervision, practisep Take child for walks along

some safety rules, e.g. does the sidewalk;to the play-

not run into street. ground. Verbalize that thesafe atea is the sidewalk,and that streets are forcars.

VI

Establish consistent rulesfor walking. Reinforceappropriate behavior.

-

HFUTHLevel fA. Nutrition V

.7 7

11OBJECTIVES TEACHING STRATEGIES MATERIALS .

774

S.7

The child:

Accepts food.

,

Identifies some items that

/ are edible.

+It

Expres,ses need to eat by

.gestures, vocalization,.searching for food.

Identifjes one or more

.famili.ax foods.

Eats.a variety of foods.

Accepts, quantity control

of food.consumptipn.

Make sure food offered atmeal time is swallowed. In-

troduce new foods gradually.

See Home Management, B. Food.

Use correct names of foods,e.g. milk, apple, toast,cracker, when offering foodto child.

_Introduce the word "eat" very

early. Keel' appropriate

foods where they can bepointed to so child will makeproper association.

Plan a balanced diet, andpresent a wide range offoods at meal-time, insistingchild "taste" new foods fromtime to time.

Use persQnal judgement inensuring child takes nourish-ment but limit quantity ifthere is a tendency to over-

eat.

1

Feeding Your Child.

Canada Food Guide.

Department,ofAgriculture Materials.

HEALTHLevel 1.

B. Personal Care

OBJECTIVES, 4

TEACHING STRATEGIES MATERIALS

H

HI. Knowledge of Body:

The child:

With assistance, identifies' some body parts.

2. Care of Body:

The child:

Assists in washing, drying

.

Point to head, hand, etc.Ask child*to do so on self,Parent, Coys, Pets. . Sing

'simple sips,thal identifybody parts. See,Understa4hing Self, 2. Physical/self.

EftabliA washing routines.self, e.g. bath.- Use a sof

assistdo it

cloth. Physicallye child untiPhe can

mself.

Make bathtime fun...Yrovidet y nd use shallow warmwatertyith a nonslip mat.Bathe w:ith

Cooperates while teeth are Use flavored/coloeed toothbrushed. . paste. For resistent chil

dren use a cotton swab'andlater pair with-a toothbrush.

Model

Use a soft brush, 'Have child

brush yolr hair.

NOTE) It is ea'sier for a

child to brush 'short hair.

- Imitates hair-brushing.

VNOTE: Do not begin toilettraining until the childeXhibits sUfficientmusclecontrol and stays dry for

2 hours.

9/

Portage Guide toEarly Education.TrainMhg ketardedBabies and Preschoolers.

Bath toys, soapcrayons, foam shapes.

HEALTH .

, Level 1

B. Personal Care

,OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

ComPlies with toilet train-ing schedule.

Associates rest with, a

specific location:, cxib,

mattress, etc.''

Begins to indicaXe area ofdiscomfoft, e.g. wet pants.

3. Drugs and Alcohol:

The child:4

Accepts medication as,administered.,

S

Toilet only in the bathroom.

&vise a chart that includesmeaningful daily routines(meals, juice time) as well.as time intervals of elimina7.tion., Use chart informationto establish toileting times.Use adapted toilet seats or"potty". Give child hisfavoritaktoy when sitting onpotty. III

11.

Toilet Trainingthe Retarded.

7

*se

HEALTHLevel. 1

C. .Community Health Serviceg

OBJECTIVES TEACIANG STRATEGIES,

The child:

Accepts "health helpers",e.g. nurse, doctors

Visit variouslealthservices with the'child.

,1

12,

e.

...11

MATERIALS

SAFETY -

Level 1

A. Home and School

OBJECTIVES

The child:.

Begins to demonstrate safe-use-of play equipment,objects and materials.

aWith assigtance, puts toysawq.

Begins to move safely onstairs, landing, etc.

Demonstrates care andsafety in use of smallobjects.

MATERIALS

Demonstrate and have,childobserve and participate.

"iT16.,

Provige appropriate .toragefor toys. Withhold furtheractivity till standard is met.

Ask'family members to demon-strate care on stairs. Havechild climb stairs, uaing.det routine.

Play games, or action songsintroducing the five'senses,"Ears are to hear", etc.Teach children not to put

: small objects in,ears, etc.

13

Shelves, boxes. '

c

SAFETYLevel 1

B. Community .

rir.r.r

OBJECTIVES. TEACHING STRATEGIES MATERIALS ,

The child:

Begins to practise basicsafety rules for walkingand playing.outdoors.

,1

Demonstrate and have childmodel.

TeacW avoidance of dangerousareas and materials in childOksenvironment, e.g. excavatiOns

'plastic loNs.

1 4

41

'

SAFETY*Level 1 0

C. Recreation

4

OBJECTIVES

4

Olhe child:

:TEACHING STRATEGIES MATERIALS

Responds to sul3ervision,

in recreational settings.

Seeks help verbally oripon-verbally when hurt.

Using peer or parent exampleinsist 'that safe play be

followed. Teach child to wstay within requized distance

of support person.

V,41,

rfk

WORLD OF WORKLevel 1

A. Career Planning and Awareness


1. Why Work:

The child:

With assistancg, approachessimple tasks.

Job Demands':

The child:

Complies with simpledirgctions.

a

Physically move child intoposition to start the task.Provide opportunities forchild to carry on ,simple

tasks.

Make initial directions lead

to pleasurable activities,e.g. go to the cupboard andget out a puzzle. Use

physical,prompt when necessary

Play simple games such as"Red Light - Green Light".

16

VP.

WORLD OF WORKLevel 1B. Specific Work and Allied Skills

OBJECTIVES TEACHING STekATEGIES MATERIALS*

1. Use of Tool's and

Equipment:"

The child:

Manipulates a variety of Make available a variety ofconstruction materials, materials. Demonstrate basice.g. paper, play dough. skills and allow child to

experiment.-

Plays'with simple utensils.

2. Following Directions:

The child:

With assistance, follows Physically move child to

one step directions. position_to start the task.

Make initial directions1 lead to pleasurable activitiese.g. go to the cupboard and

: get out a puzzle. Use physic; prompt if necessary.

Instruct child to followsiirk rules in games andaction songs as "Simon Says".

Identifies significantadults.

3. 'Decision Making.:

The child:

With assistance, choosesbetween two given alter-natives.

Use pictues of parents and Photographs 'from

others. home.

Provide opportunitres tochoose between extremelydifferent objects, e.g. truck,ball; something child likes/dislikes.

17

,(

-

7'

VORLD OF WORKLevel lB. Specific Work and Allied Skills

o

OBJECTIVES ACHING STRATEGIES MATERIALS

4. Independence:

The child:

Demonstrates ability to .

adjust adequately to peoplein the home situAtion,e.g. babysitters, visitors.

Prov'cle opportunities forchild to liave contact with

othe people.

so/Mc

WORLD OF WORk.Level 1

D. KeepiigAJol;,.

11, %

*

(

OBJECTIVES,

TEACHING STRATEGIES MATERIALSe

LI

-

1. Awareness ofResponsibilities:

The child:

th assistance, respondso some routines and

expectations, e.g.distinguishes betweenday and dightpersonal hygiene iv

appropriate interaction- attends to task.

t

Ar

e

(

..

,

4.., Four Seasons.,4

1.,

4

."

,

HOME MANAGEMENTLeel IA. Clothing

\-1

The c ild: N .

Pushes arms through sleeves, Mold child under elbow orlegs through pants. , knee.to extend arm or leg.

. ,1

Fade physical assistance.

OBJECTIVE9 TEACHING STRATEGIES MATERIALS "

Removes simple clothing,e.g. socks, hat, mittens.

Undresses self, if zippersand buttons undone.

Zips and unZips largezipper (without workingthe catch).

Unfastens snaps.

Puts on pull-on boots.

Play dressing games.

Physically assist the childthrough the steps. Fade as-

sistance..

When removing sock"pull itover heel and let child re-move it..

.Physically assist the child.'Fade assistance.

Attath ring to zipper foreasy manipulation.

Physically assist child,fade assistance.

,

Initially use boots that area size too big.

Have child sit.on floor.Physically assist the,c4duntil he can do it on hiS-NJ

.own.

20

.1

Records:

Self-Help Skills Series;Socialization SkillsAdaptive Behavior;Nice 'n Easy;Developing EverydaySkills Series.Generaldressingreferences:'Training RetardedBabies alla_Zsaschoolers.

Project Vision-UpCurriculum.Portage Guide toEarly Education.Step-by-Step Dressing.

Training forradependence.

Zipper frame.Buttoning frame.

Snap frame.

et,

HOME MANAGEMENTLevel 1A. Clothing

OBJECTIVES TEAM-LING STRATEGIEi MATERIALS

The child:

Takes off shoes when lacesare untied 4d loosened:

\NJ'

Demonstrates awareness ofsoMe common clothing items.

2.

Have Child sit ip a pcisition

where his feet are on thefloor. Push heel off withother foot or hand, thenpush toe off..

Play locating.game. Ask,

V4here are your shoes?"et.c. Have child indicatethey belong on feet.

or

dit

F

HOME MANAGEMENTv Level 1

B. Food

OBSECTIVES TEACHING STRATEGIES MATERIALS-

The child:

Chews and swallows solids,e.g. bite-size pieces.

Sucks with a straw,.

ltb

Start with semi-solids. Once

'child has mastered this try

favorite foods. Manipulate -

mouth gently. Ask child tochew, swallow, etc. _

Use favorite drink and startwith a short straw.

General eating refeiences:Project More DailyLiving Skills.TLinable Ch.ildren:Curriculum and

-Procedures.

InstructionalSequences: Eating.

Portage Guide toEarly Education.Project Vision-UpCurriculUm.-Steps(to Independence:A Skills Training Seriesfor CHIldren withSpecial Needs.Early Self-Help Skills.

Use plastic tubing for straw.Squeeze bottom of straw sochil4 knows what he is goingto get.

Drinks from a cup or glass Serve a little in a cup. Use

using, two hands, e.g. juice. a hends-on approactl by as-. sisting child to hold cup.

Fade assistance.

Feeds self with spoon (some§pilling).

With assistance, peelsfruit with hands, e.g. ba-

Use a spe4111 gup with a lid.

Start wi.th flods.that will

stick to therspoon, e.g. pud-ding, porridge.'

Use a hancfs-on approach, when

helping child with steps.Fade assistance.

Assist child with all steps.Fade assistance.

22

/,

11-

HOME MANAGEMENTLevel 1

B. Food .OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Consumes a meal as offered.

Demonstrates age appro-,priate table manners.

Exhibits appropriatebehavior while shopping.

^ON

Reinforce eaçing attempts.

Make sure ch ld is presentedwith a well balanced diet.

ot.

23

3

Canada Food Guide.Department ofAgricultureMaterials.

4

.1101.1E.M'ANAGEMENT

Level 1

. C. Maintaining the HomWA

OBJETYES, TEACHING STRATEGIES I MATERIALS

4

,a

The chilci:

-Recognizes wher,e toys and

most familiar belongingsare kept.

Recognites familiar house--keepipg routines,

-.Have child participate in

clean up,cpUtines, ete'!"-

II

MONEY MANAGEMENTLevel 1

-OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Picks out money fromnon-:money, e:g. coins.

and washersV.

25

Coins, washers,tokens, rounddiscs.

MOTOR DEVELOPMENT AND PHYSICAL ACTIMIESLevel 1

A. Fundamentals of Movement


The child:

Demonstrates full acquisi-.tiOn of:

-head control

- trunk control

-limb control

- rdlling

- creeping, crawling

- standing

Have child waech and followmovement Of vatious'objects,e.g. brightly colored objectswhich make sounds.

Tickle child's tummy to causehim to tighten his abdominalmuscles. Alternately, ticklehis back to cause him to araband strengthen back muscles.

Hae child swing legs and. arms in bicycle movement.,Attach *ball, rattles tosleeves to increase movement.

1Pull the child by the 2r1ms

to a 'sitting position; play"Peek-a-bbo", making noises,etc., to maintain child'sinterest.

PAate the child on/a blanket'and gradually lift one endcausing the Child to rollover.

Place an object slightlyahead of the child's reachto encourage him to muveforward. Use a tunnel;'place a favorite tdy at the

end to encdurage the childto crawl through.

Place objetts,up on benches,chairs, eables, etc. so thatthe child tust pull himselfup to play with them.

. 26/

PREP: A Pre-achoolPlay Program forRetanded Children.Teaching YourDorm's SyndromeInfant: A Guidefor-Parents.Exercises foryoUrBaby..

Kangaroo ball.

MOTOR DEVELOPMENT AND PHYSICAt AdIVITIESLevel

4



The child:

-walking

-stooping, crouching

-climbing on

-jumping

-grasping and dropping

objects

4101

Place child in jolly jumper,walker, etc. tO straightenlegs, and introduce him tomovement in the upright

position.

Support,the child by holdinghis hands as he walks. Havechild hold one end of inter-mediary object such as atowel., rope, bar, etc. to

upport his walking. Gradually

ade suRport.1

; Place the child's favorite' toys on the floor so that hemust bend down Co reach them.

Start with a box of hip; height. Demonstrate action1 of climbing on. Have childtry; guide child's body parts

to assist him. Graduallyincrease height of box as

ability increases.

Hold child's hands and "jump"with him. Let him try iton his own - help him bytiolding on to his waist andfling him off the gtound whenyou say "jump". 'Have childjump up to touch something,e.g. your hand, a toy heldup, etc.

Demonstrate dropping objects.Have child drop-objects,e.g. foam/cloth ball,oetc.*into a shoe box.

27

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 1


OBJECTIVES TEACTING STRATEGIES MATERISALS

The child:

-rolling objects

-trapping objects

-protective extension.

-rf

Demonstrates rudimentaryacquisition of skills re-lated to:

-running

Physically assist child inrolfing a ball.. Have himsit between your legs on thefloor and roll to a partner:When child understands, havehim rell it to you. Giveopportunities to roll otherobjects, e.g. cylinder, tincahs.

Physically assist child to"trap" thrown or rolledobject as it is thrown tohim. Sit opposite child.Roll ball to him. -Encouragehim to catch (trap) the balland send it back.

Place the child on a slightlydeflated beach ball. I-Nit-ding

the child's_hands pull himforward affrextend his armsto the floor in front of tlie

ball. *

Use a ramp to encourage afast walk. Face the childholding hands and then runbackWards pulling'the childforward:- P1ay.chasing gameswith,Child. Say "I'm golngto catch,yOu". When thildis caugrt, swing him up in the

air or something else whichhelkill enjoy so that he willrun again.

28

Z._(

c

1.

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel l ,

A. Fundamentals of MovementV

1.,

I

.

,. .1.,--

4

A., I

...4.0 *

.MATERIALS_.

OBJECTIVES TEACHING STRATEGIES

1.0

The', Child :

kicking

- thrOwing

.-catching

- use of slide

AI

4_

Do activities such as shortraces, hurrying to retrieveobjects, follow the leader,chases, catch me games, etc.

'-

Have child stand back froma stationary ball, walk for-ward and kick the ball. In-

crease distance, have him runforwat'd and ki,ck the ball;

then run after it and kickit again'.

Have Child stand facing thewall and throw the ball f,romthe shoulder; then hurl the

ball% Ensure that feet arein opposition.

Have'assistant or second..instructor toss a large ball.Stand behind the child, holdhis'afms out te receive the

ball. Reduce assistanceuntil Ihe ihild traps on hisown. Stress'keeping eyes, on

the ball._ 6

Have dhild sit between legsand slide down with him. Ac-

company motion with voice andphysical Contact which showsen-Oyment. Sit the child att-he'ton of the glide and

push/pull him down, maintain-ing contact until he reachesthe bottom. Gradually fadeptishing and contact.

It*

29

\--

1

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES.Level 1

ea s of'Movement

IC

OBJECIVES TEACHING STRATEGIES MATERIALS

The

-use of wagon

-tricycle riding.

4

B. Games qnd Activities

The cHild:

Uses some community outdoorplayground equipment,

-e:g. swing, slide bars.

Pl4ll the child around in th'e

wagon, or have him pull hisfavorite toys, obieets,friends, etc. in the wagon.Have child pull the wagonaround obstacles.

Have child sit on the tri-cycle. Place hands over thechild's hands to assiststeering and pus1-16the tri-

cycle forvard. Help childmanipulate his feet on thepedals. When the child keepshis feet on the pedals andattemptgcycling action,reduce assistance. Pull the

child on the tricycle with arope.

4.14


C. Skills Related to es and ActivitiesA

OBJECTIVES

1

TEACHING STRATEGIES MATERIALS2

The child:

Demonstratqs some abilityto attend to task beingpresented.

Provide physical assfstanceand prompting as4pecessary.

Responds appropgiately to Provide a free play, "fun") the instructor. atmosphere. Give positive

(.reinforcement for appropriateresponses.

Imitates apprppriate socisal Model, use and emphasizebehavior or courtesies, appropriate courtesies.e.g. please, thank you. Reinforce appropriate t

behavior.

AIR

)1111_...,4

FINE ARTS AYD 'INDIVIDUAL 5NRESSiONLevel 1

A. Crafes, Hobbies and Activities


The child:

ScribblAs.

Participates in a sensoryawareness program.

Plays with blocks andsimple toys.

Demonstrates a preferenceaccoaing to color.

Stacks simple toys,e.g.. cylinder and rings.

Provi6e child with opportuni-ty to scribble on large sheetof paper, blackboard, etc.

Arrange the 'child's environ-ment so he will encounter avariety of textures/visualstimuli.

-Use a p ppet to play contactgames, 'Where did the puppettouch you?" Use a piece of

tape s,s amarker if,childhas difficulty.

Play "rind the toy" inuckets of sand, styrofoam.

Make boxes for crawlingthrough.

'Play "Locating the sound"games, e.g. bell, shaker,drum.

Play smell/taste games.

Perceptu-motor pen.Large felt pens,'crayons.

Portage Guide to

Early tducation.Infant Stimulation. -

Exercises for Your Baby.

Softrblankets, fur,lotions, crazy foam,sand and sandpaper,water, foam mats.

Physically a&sist the child: Wooden blocks, wagon,

fade assigtance. Play model- pull toys.

ing games.

Allow the child to choose atoy for special occasions.

Physically assist the child.Be gure to choose toys thatare duYable and not frustra-ting for the chlad. Work

with one toy at a time sothe child is not distracted.

32

Cylinder and rings.

Block barrels.Wooden puzzles.Activity Centres.

FINE ARTS AND INDIVIDUAL EXPRESSIONLevel 1 T,

B. Music


The child:

Responds to music,e.g. smile, vocalization.

With assistance,.partici-pates in some simplemusical games.

with assistance, clapshands, imitating adult.

Provide a variety of listen-ing experiences for thechild, e.g. bells, drums,wind-up tpys, records withsimple songsn beats.

Sing nursery rhymejrto 'child.

I

Provide b th active andquiet mus c selections.

nay simple musical gameswith the child, e.g. "RingAround the Rosie", "LondonBridge". Help child tolea'rn the actionik physicallyguide him to the Troper

place.

Demonstrate clapping motion.

0, cordg: .

Hap Palmer records;Tom Thumb EarlyLearning Library;Developing EverydaySting Series.

%

Crib Mobile,Wind-up musical --

toys, ratlio.

With assistance-, begins to Show child how to use sticks,' '

use some rhythm instruments. drum, tambourines, etc.Manipulate child's hands to

With assiktance, stampsfeet while sitting.

With assistance, moves intime to.repetitious beat.

With assistance, partici-pates in some group songsand action songs.

help him perform movements.

Stamp feet, then ask childto do it. Help him respond

.by mov4ng his feet.

Play record or tape withdefinite beat. Have childmarch, clap', etc. in time to

it. Manipulate body-Orts inorder to help get desiredaction.

Sing songs as part of dailyroutine. Encourage child tojpin in. When doing a par-ticular,activity sing "Thisis the way we . . . ".

33

N

FINE ARTS AND INDIVIDpAL EXPRESSIONLevel 1

C. Drama

OBJECTIV(S -TEACHING STRATEGIES MATERIALS

-010'

a

The child:

With assistance, atteMptsto imitate simple actions.

Lath assistance, attemptsto imitate simple sounds.

Use action sons and nurseryrhymes.

Introduce a variety of soundsand have child try to imitate.

34

I.

\A-

FINE ARTS.AND INDIVIDUAL EXPRESSIONLevel 1

D. Recreation

OBJECTIVES TEACHING STRATEGIgS MATERIALS

The child:

Entertains self playingWith toys for increasingeriods of time.

Follows/imitates otherplay activities.

Provide situationsfor the'child to participate in.

Have another child or adultdemonstrate how to playwith specific toys. See

if child can play witl# iton his own. Provide helpwhen necessary.

4.

35

1,6

e-

-7

4

G°

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Level 1

A. At Honie


The child:

Identifies'some areas anditems in the llome environ-ment, e.g. bathroom, boys.

.Differentiates between im-mediate family.members andothers.

'With assistance, practisessocial amenities appropei-ate for age, e.g. greets,comes vi,hen,called.

With assistance, followsfamily rules applying toself.

Play locating games, progres-sing from having child reachfor familiar toys to askinghim to find hidden items, orother rooms. Physicallyassist Child if necessary.

Provide experietices with a

variety of children andadults other than immediate,family, e.g. a regular baby-sitter, playtime with,neighbors. Verbalize theother person(s) names to the

child.

Pair verbal-word/phrase withbody movement. Physicallyassist (as in hand wave ofbye-bye) until the childmodeks the behavior.

Have a set of family ruleswith consistent consequences.

36

10'

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 1B. At SchOol

OBJECTIVES TEACHING STRATE6IES MATERIALS

The child:

Identifies some areas and Play interaction games in-`

items in daily environment. volving locating objectswithin reach. Provideassistance if necessary.

With assiqance; acceptsdaily rouknes andexpectations.

With assistance, followsrules applying to self.

Plays Ysmall group.

Wi..th assistance, carries

out simple class chores/

errands.

When dressing the childlabel the items and play

reach-for games. Initially

hold clothing within reach:gradually move farther away.so the child must seek it.

.JP.alr specific activities with

the room in wbich they be-long, e.g. "It is nap time -

* go to your rpom": "It is-0 slipper time - go tothe

kitchen".

Have child participatel indaily routines applying toself, e.g. snack time, wash-

ing hands. Verbalize actiOns. 4

Have a set of rules withconsistent consequences. Re-

move child when he breaksrule: praise him when be fol-

lows rule. Verbalize actionsand consequences, e.g. "Goodplaying John".

Encourage child to play withother children, using toysfrom a toyibox.

Provide opportunities for thechild to assist in simplechores, e.g. helping, to pickup toys, delivering i-tems toa familiar person. Physical-

ly assist if necessary.

. 37

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel. 1

C. In the Community-

OBJECTIVES TEACHING'STRATEGIES MATERIALS

The child:

Responds in a positive Have child regularly visit

manner to, uniformed commun. doctor, dentikt and public

ity helpers, e.g. nurse, health offices.

policeman.

Responds to authorityof adults.

Arrange for a visit frompoliceman, fireman, or joina nursery or kindergartenclass when they have visitsfrom uniformed helpers.

Show pictures of uniformedcommunity helpers.

Have child follow simple

. commands given by adult.

Give opportunities to thechild to interact with avariety of adults other thanparents, e.g. babysitter,parents' friends.

With assistance, identifies Take the child for a walk

own Arne. outside the house and pointout major landmarks, e.g. atree, sidewalk. Have childfind door to own house.

I.

38

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 1D. Environmental Education

OBJECTIVES

1. Ecology:

The child:

TEACHING STRATEGIES

Recognizes familiar animals,' Play locating games. Havee.g. pets

I child find-pet both inand out of yiew.

MATERIALS

Show child pictures of petsor common wild animals.

Interacts with pets. Have child assist whenfeeding a pet.

Have child find and bringthe pet's grooming articles.

Demonstrate how to pet., an

animal and have child model.

With assistance, identifies ! Visit a dog and puppies, aa mother animal. cat and kittens. Point out

which one is "mother".

Show pi ctures of motheranimals'with theif young.

Recognizes some familiar Take child outside and pointplant forms, e.g. tree, out different plant formV,grass, flower, he shows interest in. Play

locating games, e.g. "Sit 'on

the grass", "Run to the tree".

Show pictures of plant forms.

With assistance, identifies Offer fruit to the chqdsome familiar fruits. during snack time (preferably

raw'fruit).. Label thefruit for the child.

39

Baby's Farm Animals(cloth book).

CITIZENSHIP AND INDIVIDUAL RESPONSIBLLITIILevel 1


OBJECTIVES TEACHING STRATEGIES MATEkIALS

The chiad:

Identifies .water.

Identifies sbil.

Identifies own yard.

3: Energy:

-The child:

Demonstrates rudimentaryunderstanding of hot andcold.

4!%

Play loca.iing games usingplastic models. Have'onepiece of fruit on the tableand have child give it çoyou:-Increase,the'number until hesefeceS from a variety offruits.

40i

Proviae water-play expeei: ,ences, e.g. swimming pools,

filling a glass in'a sinkor tub, pouring and fillingactivities.

Provide different soil-mediumexpeyiences, e.g. sandbox,helping with outside gardenwork. T.

Lead dnild arpund immediateyard area an4 label.itemsof interest, Play locating-games, e.g. "Touch thetree", "Sit on the grass".

Have'child Play in own yardwith supervision.

Pair concrete objects witheither hot or cold;cold: snow, ice cream;

hot: oven, heated itemsof fo64.

40-

Household,items:plastic dishes,different platicc'ontainers,

_spoons, plastictoys, etc.

A

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 1

D. Environmental Eciecation


The child:

Differentiates betweenlight and dark. -)

4. Pollution:

4Thp chird:

4ith assistance, disposesof litter.

Demonstrates a variety ofresponses to differinglevels of sound.

5. Conservatiori:,

The child:

Reacts to meaning of "allgone",

Pair specific activities withlight or dark:light: closing curtains when

sun hMm..sjin, gettingdressed:

dark: turning on lamps,going to bed.

. Label the activities for thechild and indicate whether itis light or dark.

Have child put discardeditems in the garbage can.

Demonstrate correct use ofdisposable items.

Provide a variet4V of listen-

ing activities, e.g music,talking. Use various house-hold appliances in child'spresence.

Play with different noisemaking devices, e.g. bangtoys, rhythm instruments.

Pair specific activities withthe verbalization "all gone",e.g. empty glass, emptyplate.


Level 2A. Knowledge of Self


1. Personal Character-

istics:

The child:

,With assistance, statesname and age.

64

' 't,,e)ss'

Ask "What is your 4ec 'and General Reference:

"How old are youl". Prompt Wabash Guide for

4.rif necessry., Praise correct Early Developmentalresponses: gradually fade 7 Training.

prompts.

Celebrate birthdays, empha-size age at each birthday.

With assistance, states Introduce children to each

names of some family members other at start of year. En-.

and friends, courage them to call eachother by their names.

Teach child parents'. names;explain idea that he ,calls_

them "Mom and Dad".but thatthey also. have other riames.Have child repeat their nameon occasion.

With assistance, recognizes Have chil'd bring photo of Photos of houses.

school and home by sight or his home and put on display. Photo of scllool.

photogra"ph Have each child pick out hishouse from those displayed.

*7-

Walk around school. Draw

attention to how the Schoollooks, color, name, etc.DispLay photo of schoollinclassroom.

42

-

WERSTANDING SELF AND GETTING ALONG WITH OTHgRSItiev'el 2

A. Knowledge of Self

OBJECTIVES TEACHING STRATWIES,

MATERIALS

The child: -

With assistance, recognizes -Set aside cubbyholes and

own property by sight drawers for child to-keep

, own belongings. Have him

label all bel9ngings.

DemOnstrateat preference in Give o4brtunity for fr4e----

choice of toys. play activities. Have ayariety of Eoys available.Help child to choose toyS.

2. Physical Self:

The child:

With assistanOe, identifies', Have child touch body partsbody'parts related to the. as rou do and repeat their

five senses. 'names: eyes, ears, etc.

Variety of toys.

#

Pliotos of people.

Five Senses Poster Set..

Show pictures of people;have child point out nose,eyes, ears, mouth, fingers.

'Have child,identi53 bddy4parts on doll. (

With assistance, identifies S g action songs, e.g. "Hokey Peabody Level,'K',

some common body^parts. P key", "DO Your Ears Hang Mannekins.Peabody EarlyExperiences Kit

Play "Simon Says": (eapes).

j11

My Face and Body

.l(flanneboard).

,

I

Recognizes self in mirrorand photographs.*

a

-Re0onds to pictures'-of,babies, old people (grand--,mother).

Show group photo tohave him pick out self inpicture.

Stand-in front of miror; Mirror.

ask child to ideqp.ify image

in mirror.

UNDEUTANDING SELF AND GETT.ING ALONG WITH OTHERSLevel 2A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES ffATERIALS

The child:

Witir assistance, states own

sex.

With assistance, identifiesactions requiring privacy.

3. EmOtional Self:

'The child:

Interprets some facial/b"iody language.

Relaxes large muscles inresponse to externalstimuli, e.g. music.

With assistqnce, indicatesreasons for present emotion.

Tell child "You are a boy/girl", then ,sk "What areyou, a boy or,a girl?". ,

Share feeling's and emotions

with the child; tell him howvou are feeling and why.

Have him mimic your facialexpressions: "Show me ahappy face" "Show' me anangry face".

Look through magazineswithchild to find pictures whipdepict these emotions.

Physically assist child totense/relax musclqs-or havehim model your actions.Start with gross motor areasbefore fine motor areas,e.g. legs, arms. ,

Play quiettime.

-music during rest-r

dhild displays specificemotion ask him toiell youwhy he is feeling en-at way,'"Why are you crying?", "%atare you laughing at?", eté.

Relaxatinn - AComprehensiveManual for Adults,Children and Children-with Special Needs:Sandman's Land (tape).Peace, Harmonyand AwarenesS .

, (record).

UNDERSTANDING ONESELF'AND GETTING ALONG WITH OTHERSLever2B. Social Relationships

4OBJE,CTIVES TEACHING STRATEGIES

1

MATERIALS


if

The child:

Expresses certain needs in Encourage child to exptess

daily situations. hig needs._ r

When you notice that a

child seems uncoMfortablein some Way encourage himto verbalize the problem,

, e.g. "Ate you hungry?","Do you hae to go to thebathroom?"

Identifies familiar personto whom sorne needs can be

'expressed, e.g. parents,

babysitter, teacher. 1r

With aSsistance, satisfiessame of own needs, ecg. hun-,ger, thirst.

2., Actors AffectingRelationship:

The child*Se"

If child needs somethingthat you cannot provide,direct him to the pesonwho can help.

1Ehcourage child to satisfyown needs. If he wantssomething and can et it

on his own, have hi do so.

Praise chikd when he t kesinitiative,to help himself..

1th assistance, recognizesme familiat and Unfamiliii

people with respect to age,in terms of baby, momo dad.

With assistanc.recognizesrole of some,eamiliar andunEamiliar people, e.g.. par-

ents, teachers, policeman.

Show child pictures ofpeople,in different age_

.groups.o

.

Show child pictures on whichthe role of the personinvolved can be determinedby the setting, e.g. clothing,background.

45

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERSLevel 2

. Social Relationships


The child:

With assistance, identifiessame familiar storybook or

A

television characters.

3. Handling Social Inter-actions

a. Expressive Commuuication,Skills: 4

The child:

With assistance, communi-cates in a number of ways.

Read stories to children andlook at pictures together.

Watch appropriate televisionprograms.

Use storybook characters'indisplays around Toom.

Have child play with dolls_anddoll house.

1

1

I .

1

i

Provide chil with opportunity Tape Recorder.to communicate through the Puppets.use of.puppets.

With assistance, communi-cates with others, usingsocially acceptable behaviorse.g. no interruptions.

.1Use tape recorder to tape thechild saying his name. to begin.with; play it baCk.

agic Circle at the'appxopria e level to teachthese,ski s.

'Have "Sbow and Tell" or "News"

each day: everyone can havea turn and other childrenmust listen.

,61a a..

4,

UADERSTANDING SELF AND GETTING ALONG WITH( OTHERS

Level 2

B. Social Relationships 0j

I

OBJECTIVES

i

TEACHING STRATEGIES

4

MATERIALS

'The child*:

Asks questions. , Demonstrate questioning

techniques incidentally.When child is telling yousomething encourage more-

explahation by asking "Why.,did you do that?"; etc.Allow and encourage childto quest,ion you.

Communicates feelings in avariety of aRpropriate ways,e.g. laughs, \Cries, speaks. .

.-01*

#

w

t

v

I

Ca

IV

s..

1-

1

p.

,

I

1

4


Level 2

C. Handling Social Interactions

OBJECTIVES TEACHING STRATEGIES 'MATERIALS

b. R,2ceptive Communication

Skills:

The child:

Responds to communication,both verbal and.non7verbal,e.g. laughs when somethingis fuTy.

V. .

c. Problem Solving andDecision Making:,

The clijd:

Responds appropriately tochoices made for him.

Resolves some minor con-flicts, e.g. sharing toys,..but appeals for help whennecessary.

e.e

Demonstrate appropriateresponse to situation-;exaggerate feelings so that,child will respond, e.g. whensomething is funny, laugh outloud%

Use funny books and recordsto develop sense of humor.

Eraise child when he responds

appropriately.

When reponse is inappropri-ate, try to explain reason.for,decision. Occasionallyallow child to make a wrongdecision for self so that hewill see consequences.

Praise child when he resolves

conflicts.

Provide assistance whennecessary. '

48

p.

4

TRAVELLevel 2A. Ways to Travel

= OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Identifiesisome vehicles. Play locating games with thechild where he must find youa specific vehicular toymodel.

Have child experience differ-ent modes of travel, e.g. abus trip, a boat ride.-

Have child participate in ,6S

! attion.songs about vehicles.Show picture of vehiclebefore starting the song.

Demonstrates initialunderstanding of travelling.

P

Identifies driver of thefamily vehicle, g.g. Mom,

Dad.

7

Provide opportunities forchild to participate intravel expeditions withfamily members, e.g. shopping,visiting. Verbalize.

Verbalize who is'driving.Onee the child understanas"driver" ask him who isdrtving the car.

Show pictures af driversin stocybooks.

49,

tJ

Large KnopbedPuzzle (trans-portation).

Toy garage, etc.

.

TRAVELLevel 2

B. Travel Skills

OBJECTIVES TEACHING STRATEGIES .MATERIALS

the child:

Responds to 'simple commandsrelated to travel.

Identifies Ae--ets relatedto travel, e.g. traffic

Provide opportunities fortravel and verbalize essen-tial directions.

Play games such as "Red Light-/Green Light".

Point to picture§ in a bookand ask for name of object.Play game where child givesyou a certain toy, etc.

When going' for a Walk, point

to traffic lights, etc. 4

Differentiates between lay a game where the child

buses and other vehicles. lUst give you pictures-of

th. buses. Start/with one,gradually add pictures of

-Aother vehicles and differentbuses.

Recognizes familiardestinations, e.g. grandma'shouse, grocery store.

Demonstrates awareness ofappropriate behaviorsassociated with public

places.

Demonstrates initial under-standing that money isneeded for some forms oftravel.

'Take the child for a ride oncity or school bus.

Have child participate inoutings to various destina-tions.

Have arule.

ve

nsistent set ofor public places, and,

dlize these.

Take child for a bts ride;deMonstrate depositing fare.

L

50

Early ChildhoodTraffic Educationbooklets.

Pictures of vehicles.

J

41,

/7

TRAVEL '

Level,-2

B. Travel Skills


The child:

Recognizes that motorvehicles 'constitute a

safety hazard.

Take child for walks wherehe must cross streets withtraffic. point out the cars,and teach safety in crossing,e.g. watching for cars',holdihg an adult's handt,

Have consistent rules forwalking in the neighborhood,e.g. using the sidewalk,,'not running out into street.

. Read safety-books to the' child.

With supervision, practises Demonstraee and have child,-

,-some lefeiy rules,, e.g. I model. ;

riding in vehicle, wkrking.

44

51

The Accident Kids;Lucky Bus;

'Safety on Wheels(books).

Alberta Safety CouncilMate'rials.

A.M.A. Materials.

HEALTHLevel 2

A. Nutrition*

OBJECTIVES TEACHING STRATEGIES MATERLALS

(

The child:.

Discriminates between food, Using pictures or 'food items,

and non-food. have child identify thingsthat can be eaten by family,pet's', etc. Use peec and

observation, role-glay-ing, buying foods, and non-foods, e.g. soap, toothpaste,cookies, jnice.

Identifies 'most items that

are edible.

onmusicates the need to

eat.

,Identifi4 some foodS byname.

'Eats a varie'ty of foods.,

,Accepts iluantity centrol o

food tonsumption.

Aways use co/rrect name whenpresenting food items at

snack time. Use simple foodsand non-foods, e.g. oranges,cereal.

Teach child how to ask forfood when hungry. Requestparent cooperation indeveloping appropriate' manner

and vocabulary.4

As5ist child to verbalizepreferences

Encourag parents to cooper-

ate in planning snacks'andmeals including a broadselection of foods. Continue

(:

inroducins new foods.

Have child participate. in

food preparation.

Allow reasonable quantity offood for snacks or lunches.Involve parents in establish-in such.

52

Feeding Your Child.Play Store.Home corner.

Department ofAgriculture Materilgls.

0

Canaffa Food Guide.

Training RetardedBabies and Preschoolers.

HEALTHLevel 2

B. Pernoual Care

OLIFCTIVES TEACHING STRATEGIES MATERIALS

1 . t doe o t Body :

The child:

'0:ith assistance identifies

some body parts.

2 Care of *he Bodyn

l'he And:

',:ashes and dries hands and

face.

Use songs and rhymes. Hap Palmer records.

Physically assit 'the childuntil he can do it himself.Use backward chaining.

Assists in bathing/shower- Have child sit in.tub and

ing, including hair washing. bend head over to wet hair.

17 4 Play games with the child sohe gets the'sensation ofhaving water run over hisface/ears.

With minimal as,sistance,

brushes teeth.

With asIstance brusheshair.

Blows and wipes nose.

Use tearless shampoo, bubble-bath.

Teaching the Moderatelyand Severely Handicapped.

Initiate teeth brushing Instructional Sequences:

routines. Initially let Grooming and Toileting,

child do preparation and p. 27.

clea,n-up. Physically assist )

child; fade assistance.

Use backwa.rd chaining. Pro- Instructional Sequences:

vide child with his own hair- Grooming ad Toileting,

brush. Establish hairbrush- p. 19 20.

ing routine's: before goingout, after getting up.

Initially concentrate onnose wiping...

Have child model "snorting.sound" if he lias difficultygetting the concept of nose-

blowing. Pair this with

blowing nose.

53

C.A.A.S. Self-fielp

Program.

-

HEALTHLevel 2B. Personal Care


cbIld:

Covers mouth when'sneezing/coughing.

Indicates the need to goto the toilet#

.4

Adjusts clothes before and. Teach with regular t011eting

after toileting. routines.

Remind child to cover hismouth with a tissue-at ap-propate times. .-

Continuewith 'regular pant

check b. to reinforce the c,on-cept of wet/dry. Reinforcefor staying dry.

-

Exhibits good toilethygiene.

Associates rest with aspecific location,e.g. Qrib, mattress.

Begins indicate area ofdiscom ort when feeling un-well.

3. Drup and Alcohol:

. The child.:

Accepts medication asadministered by trusted'adult.

See Home Management, A.Clothing.

Have the 'child wear trainingpants or pull on pants.Initially avoid hard to ad-just clothing.

Toilet Trainingthe ReLarded.

Teach wiping whichever way C.A.M.S. Self-Helpit is easiest for, the child - l?rogram.

sitting/standing.

Use games or roleplaying so Mats.

child will rest when mat is Pictures and p90.ers.

introduced. Talk about sleep- Doll house anding in bed iat home, need for 'furniture.

quiet, darkness, etc.

Use,stories to talk aboutbeing sick, e. . headache,

stomachache,.s res. Relateappropriate ci e: home in

bed, hospital, octor.

Set up hospital play centre.

..

HEALTH-Level 2'C. Community Health Services

..\

OB.4CTIVES TEACHING STRATEGIES MATERIALS

The

Recognizes "health helpers",e.g. nurse,' doctor.

Visit the various healthservices with the child.

Set up hospital play centre.

41.

qt.

55

'or

,

SAFETY

Level, 2

A. At Home and SchoolN.


p.

-The child:

Begins to demonstrate safeuse of play equipment,'objects and materials.

Puts toys away.

Move's afely on stair,

landihgs, etc.

Delynstrates care andsafety in use of smallobjeits.

Establish parent-teachercooperation in encduragingchild to use equipment,withgreater awareness of safetyof self and others.

Teach avoidance of dangerousareas and items, e.g. plasticbags.

Use peer group effort to Bins,

store toys in proper places. shelv

,Encourage child/

to walk on 1

the right of stairs, landings,halls, holding rail onstairs.

Nbte: Demonstrating harmcaused by such-aCtion mayhave negative-effects.

Encourage care; teach.childnot to put objects in nose,

ear,,

With supervision,=practises Practise fire drill.

fire safety, e.g. drill,smoke detection response.. gave a discussion about

4,f

5 6

4

/

oxes,

s.

Sk.SAFETY'Level 2B. Community

OTJECTIVE.S

The child:

//,

')


'With supervision, prCtises ,Tewch,Use-of eidewalks;,play7

safety,rules for walking and grounas, backyards,tl'iraffic,

playing outdoors.. . , ,, lights, etc. .

k Teach'avoidatf e of clo;ed44,

.

, Container§, e.g refrigera,

-

tors.

a ilk

57

a

3.

-

ot,

tt.

SAFETYLevel 2

C. 'Recreatiori

OBJECTIVES ,TEACHING STRATEGIES MATERIALS

The chila:

Begins to learn safe useof recreational, equipment

When wing:-playground.swimming pool-parks

-toboggan or slide.

Tndicates ieed For helpwhen htimilk

4

,

s.

Teach child to ,stay within

sight or hearipg,of supef-.

visor.

Demonstrate safe behaVlor.

P")

4

4

58 1

,

,

' WORLD OF WORKLeve144A. Career Planning and Awareness

^

OBJECTIVES)

TEACHING STRATEGIES ,MATEkIALS.

1. Why Work:..

The child:96.

With'assistance, atterts, simple tasks.

With assistance, recognizesrelationship between task

' performance and tangible140xeward.'

2. Job Awareness:

The child:

Indicates that parents work..

Indicates prekence andabsence of pakent(s).

3..

Job Demands:

The child::

..NL.lith assistance, follows

two-step directions to

0 I

attempt simple tasks.

Helps self in some routinesituations.

With assistance, responds;513-tqpriately to praise.

Physically assist",the childthrough the whole task asrequired.

Reward specific behaviors.

Withhold reward for tasks,performeil inadequately.

c.

0

Arrange an area othe.01ass-room as a houge setting.

%Role play family setting: ,

routines of going;to work andfeturning home,from.work.

Physically assist the childthrough ihé whole task:-

Give stickers, stamps4and .

badges for completion of,task.

.

'Establish eye contactI,Moderappropriate responseto praise, e.g. smile whengiving.fknforcement andencOurage,smiling in return.'

'59

Fruits, candy, )

raisins or otherappropriatereinlorcers.

World of Work*Rit.

Stamps, 'stickeis,

badges.

WORLD OF WORKLeVel 2,

B4 Specific Work and Allied Skilts


1.* Use of Tools andEquipment:

The child:

With assistance, identifies,:common' utensils and tools.

Have scayenger'hunt to findhidden utensils andstoo4s.

, .

Estabiish work centre's.

With prompting, follows Demonstrate.and have child

simple rules of organization, practise cleaning and

care and safety with respece storing of tools. Labelto coimmon tools and materials, storage areas with pictures

or shapes fOr proPer retumc. of tools.

, 0

! Make poster of safety,ruleswith pictorial examples.

, take available a variety°

of materialg.

Demonstrate basic skills and

I have child experiment.

- W

a

kg and experiments withvariety of constructionterials, e.g. folds and

ps paper.

2. Folloving_Directions:

The child:

Follows one-step direction.

'With astistance, follows

.1, two-step direction. 4

41.

a

9.

4

0.

g

TERIALS

k

A

g

aae'initial directions leadto pleasurable activities,egg. go td the cupboard and.get a puzzle.

0.

Playsimple games such as"Red Light-Green Light","Simon, Says".

\ /60

#

anual, 1980.

WORLD OF-WORK-Level 2B. Specific Work.and Al

.

OBJECTIVES TEACHING STRATEbIES' MATERIALS

ft

The child:

Identifies some person(s)in authority in ther home

environment,,e.g. babysit-ter,,parents, housekeeper.

3. Decision Making:

The chald:

* ,

With assistance,,,choosesbetween two given alter-natives in a variety of .

situatiOns.: .

4. -Independence:

The,child:

Demonstrates ability toad-igst adequately to people

the4bome,situation,e.g. babysitters, Visitors.

4

Use a doll or play house.Fit into it male and female,adult figures as well aschifdren and adolescent'ersons.

C,

Provide a variety of situa-tions for chobsing betweenalternatives.'

-Encourage child to try new'things.

Provide a variety of op-portunities for child tohave contact with otherpeople'.

\

/

Use role play,,e.g. 'pfaying

house.

61

Dolls, puppets.

e

Dress-up materials,hats,,purses, ties,

go

I.

WORLD OF WORKLevel 2C, Firicittg A Jab "44.


1. Awareness,of PersomalAbility Ine Interest:

,Tbe child:

With asSistance, identifiespeople 4n uniform,e.g. policeman, nurse.

os

Take field trip to fire'station, etc. .,:

Arrange visiy from policeand fire department.

yhen I Grow Up -I Want To Be...

4

4e

WORLD OF WORKLevel 2D. Keeping A Job


1. AwareriesN)of Responsi-bilities:

'The child:

With assistance; respondsto some routines andexpecotations, e.g.

- distinguishes between,4

%day and night- personal hygiene;...

- apprduiate interaction- attends to task.

'

a

.' .

. -Make posters showing appro-priate time of day or night.S ng songs lout day andn'ght.

Play games which enIaltce -

cooperation.

f

-

'HOME MANAGEMENTLevel 2

A. Clothing,0,

1

OBJECTIVES TEACHING STRATEGIES MATERIALS-

The.child:.

Pulls cm simple garments,e.g. pants, T-shirt.

Undresses self, if,buttolisundone.

Zips and unzips large zip-per on crothing.

Festeps/unfastenshooks%A

snaps,

Puts on'own shoes (notnecessarily,on correctfeet).

Make.sure child has clotheswhich do not fit snugly. ,

Use a hands-on approachwhere the child is helped ..,

with all the steps. Fade

assistance.

Use backward chaining,

Use shortened pants, short.sleeved shirts and largeneck 'penings if:necessary.

Atte h a ring to zipper foreasy manipulatiOn.

UsebackWard chaining.

Practise on snap/hook boards

. .

USe slip-on shoes if neces-sary.'

Have studentlut toe in shoe,push.foot forward on floorUntil'he touches his toe jtthe end of the,shOe. Use'

prompts to'push heel down;use shoe horn.

General *sing,.references:InstructionalSequenCes: Dressing;

Portage Guide'toEarlY.Education:Project Vision-UpCurricuZum ATraining Program'for Handicapped Children.Training'for IndependenceTotal.Program.

Training RetardedBabies and-Preschoolers.

Step-by-Step Dressing.

Steps td Lndependence:IntermediateSeaf-Help Skills.

1 -

IndependenceTraining Book 3:

Fastenings.

InsEructional,ProgramMidt for theHandicapped Student.

.

ROME MANAGEMENT

Level 2A. Clothing

OBJECTIVES

4

The child

ITEACHI G STRATEGIES.

Attemp s initial steps ofshoe ying.

Dressestundasses withina reasonable time frame.

Demonstrates knowledge ofcommon cl_othing irrms.

Demonstrtereness of,own clothing.

Indicates knowledge oflocation of own clothes.

Indicates preferences inclothing selection.

'

31,

MATERIALS

e3, N.

Pr vide,specific areas fotochil 's Clothing.

65-

Lacing- frame.

v

HOME MANAG-EMENTLcvell 2

B. Food


The child:

Feeds self large fingerfoods, e.g. sandWiChes,carrots, apples. _

Drink's froM a cup or glaSs,using one hand, e.g. soup.

L7Ngiociates specific foodswith appropriate utensils.

Feeds self, with fork.'

4%

Spreads with a knife.

Demonstrates rudimentary .

use of a knife, e.g. cutsbanana.

'

41$

Serve snacks in bitesi-zechunks.°

-

Use backwardlchaining.

Gepral eat\Lng references:,Project More.

Instkructional Sequences:Eat g.

Use a smaTI cup with a handle.Show child how to hold: Reinforcp correct behavior.

Point out utensils used fordifferent foods eaten duringmealtime.

Have child assist ins table

setting procedures.

Usta handson approaCg whenassisting the'child.. FadeassistanCe.

Use. backWard chaining, e.g.assist the child with allstkps but last.

' S.

Use backward Cheini Start

with last step (sp eading)..,

Physically assist 4-child;

ale assistance. Use avariety of materials, e.g.soft butter, icing, cheese.

Physically aS'siAt the childuntil he is able to do ithimself.

Usq k:nonserated knife andhave child hold knife\in onp

'hand arid use other ha 0 topush.dgWn on knife.

,6

-7

4.7

Steps to Independence:Intermediate Self',,Help Skills.

f4

_


B. Food


The child:

Peels fruit with)hands,e.g. orange.

With supervision, addscondiments to food, e.g.salt and pepper.

Uses serviette, when re-minded.

Pours from one containerto another; e.g. juice,cereal.

Serves self from plate or'dish.

Eats appropriate amounts,e.g. stops when full.

,Requests foqd at mealtime,

e.g. second, helping.

Start with easy to peel fruitsuch as mandarin oranges.Start first peel and havechild finish peeling.

,Have child model your-be-

havior. '

Use easy to mihipulate con-tainers, e.g. small squeeze

bottles.

Have child model your be-

Physicai±y assist the childurItil he can do it himself.Use small containers, e.g.liter 'containers for milk,individual cereal boxes.

to.

Provide opportunities atmealtime for child to servehimself, e.g. spoon, fork;finger food.

Eat out cafeteria style'where child must make

selections.

Use packaged.or preparedamouhts.

Have child choose amount andremove all else.

Reinforce for "finished".

Have student model other's

behavior.

67

93

HOME MANAGEMENTLevel 2B. kood

OBJECTIVES TEACHING SWTEGIES MATERIALS-

The child:

Eats veal dithin a reason-afile time frame.

Demonstrates age-appropri-,ate table manners.

die

With assistance, prepares.a simple snack, e.g. cheese

and crackers.

Demonstrates appropriate'behavior when shopping.

Select a time frame which isreasonable for the child'eeating capabilities or ,

family meal time. Set timer

and remove unfinish0 food.Use.dessert as a reward for.eating first course%

Have child model courtesies.

Reinforce appropriate be-

havion

Incorporate snack time into:

the regular home/schoolroutine. Select easy toprepare, nutritious snacks,e.g. celery and peanut butter,

different raw fruits and

vegetables.

68 ,

Crunchy Bananas. .,00

0.

"

EDME MAIKAGEMENTLevel 2

C. Maintaining the Hame

OBJECTIVES TEACHING S:IRATEGIES MATERIALS

The Child:

-

-Identifies own belongings-and their placement .

RecogAies, and cooperateswith, faniliar housekeepingrome-inPS, e.g. puts toys

aw.ar.

4

Designate definite placefor child's belongings.,,,

Provide opportunities forthe child to participate

in various routines.

.r .

me';

C

laNIE MAUCEMENTLevel 2

D. Liviag Options

1ELJECTIVES TEACHING SIWIECIES MATERTALS

.;

c.

4,

The chhd:

Identes some householdfurniarre, e.g. table

ft

4

ter

,

Play lo'cating games .whare''"

child must fcalow speciVAc'directio s, . sit oni-ite.,

couch, stand the chair-

Have child match picture to

correct object.

a

.1

4

jiNONErMANAGEMENT

,

7

I .6

''..OBJECTIVES TEACHING STRATeGIES 'MATERIALS..

t'Tbe child:/Sbccs coins by col ,andsize, e.g. pennies and' *,

dines

Rote,countS to five

With assistance,'demonrsthates appropriate ,ingtore

be4vior.,\

, Deminstrates Iplowledge thqt-maney is needed in some*Situations.

Demonstrates knoledge ofcon.cept "store".

,

Save% coins id piggy bank.

.46

Use a soring tray and havethe child put pennies.in one.

s.-cantalner., another coin in

a'different container. 2

i ).

Use role play, e.g. lay

store..

71

9 7

1.

-

HOTOR DEVELOPMENT AAD PHYSICAL ACTIVITIESLevel 2


-

ArEcrmsk J

TEACHING STRATEGI*.

'

-., 1

MATEkIAtS

The. child:

Dent ns t rats ,rudimentary

level of acqdisition ofbasic moto'r stcills in the '

.ro11owin2 areas: .

.,

I. locomotoi-Skills:.

-i.unning*

-descending stairs

' -juhping over

-jumping down

44

4

Use iapp to encourage dfastwalk. Face.the child holdinghis hands, and then run back-wards pulling the child, or.

stand behind the_thild, and,push if necessary.

b

Use activities such as short.races4hurrying to retrievtobjects, follow the leader,chdses, catch me games.Introduce tag games and races.

Sit behind the ch4d, hOldhim under the arWand lifthim to the next step.- Placea toy at the bottom of thestairs; play.iTollow the

. Leader", atc.,

Facing the'child, holdingboth hands, pull hiR over'aline.,,Gradually add other (

items as child's abilityincreases.

Have child stand on a box,°.bench, etc- of about shin

'height. Face the child,hold both his hands' and pull,

so that he steps off the box.

Useotarget area, e.g. step

down into thi hoop, inte:

this,square,'on the floor,

etc. Gradually increase.height of box..

Z2

PREP: A Preschod1Ply Pr,ogram for.Retarded Children.The Clumsy Chfld:A'Program or MotorTherapy.

Until the WhistleBlows - A, Collectionof Games, Dances andActivities for Fourto Eight Year Olds.

s.

'

1

MOW PEVELOPMENT AND PxysICAJ, ACTIVITIESLavel 2A. Fundamentals of Movement

4

OBJECt1WES TE CUING STRATEGIES

,

The hild:

,--asce ding stairs

- hopping.

2. .Spec ic Equipment-Skills: with supervision)

climbing ladder

. -riding scOoter

pulling/riding a wagon

I

Stand behind the child,'manipulate his hands andfeet and push him at thehips to the.rigxt.step.Place a toy on the stepabove: play "Follow the .

Leader", etc. ..

.Face the child holding bothhis hands while h-e stands -

on one foot. Pull hii down.

.4o that his leg is bent, and

jump.

Use a ladder with smallspaces between rungs. Stand

behind the child, Life one

hand, then the other handonto the next rung. Repeat

the samewith the feet.Vary the Aope of the ladder.

Sit the child on the scooter,with his hands at the sideholding on. 'Grasp the -

child's ankles and move onefoot at a time;

Pull the chlld around in theWagkn. Encourage child to.pull his favorite toys,objects, friends, etc. inthe\wagon.' Have child puilthe Wagon around obstacles.

4/

;

.

MOTOR 19EVEtOP,MENT AND "PHYSICAL'ACTXVITIES,

Level 2 .


0110FTIVES TEACHING'STRATEGIES MATERIAtS'

The-child:

-riding a tricycle

-

sliding1.0

1c.s

,)

-4imersaultfng over bar

. -

Jhanging from knees on a.bar

1

Have child sit on the tri-cycle,- bands on the bars,feet on the pedals. From:

behind, place.yuur handsover the child's hands to,assist steering and pushthe tricycle fo-rward. ReAuceassistance to a push from be-hind.

Haye chilthsteer aroundobstacle course.

Start on a wide ramp orincline, sit behind thechild-with legs tucked aroundhim and slide down together.Hold the child ly his hands.nd gently pull as he slidesdown.

Start with Ow\ bar at hipheight. Have thild testwith his hips bent around the.bar. Have the child bend,forward, lilt his legs overthe bar and.continue to.support to the mat. Have thechild roll over to a standing

position.1.

Start.(with'parallel bars.Hold the child's ankle andlift it up onto bar. Sli,de

child's legs forward untilhis knees are over the bar..On a single bar, have childhold the bar with handsshoulder widthzapart.

( 74

I 0

kMOTOR DEVELOPMENT AND.PHY'SICAL ACTIVITIESLevel 2.

A. Fundamentali of Movement

OBJEcTIVES. TEACHING STR4TEGIES

.46

r707.'MATERIALS f'

:The child:V

-swinging.

3. Body Conerol

-walking up an incline

'-climbing up

-climbing dol4M

41

,

St*and behind the chiN', sup-

port the shoulders'andslowly udhob4c; band so the,

child is hangingl'thenreduce shoulder support.

Stand 'behind the child andlift hiR up to a bar. P'ut

your hanp firmly ovet hisandalet the chiad hark.Gradually reduce hand sup-port'. HiVe child stand onbench hoLding Ihe bar, step%off and swing. Have childstand on a bench: place the'child's hands atound'a ropeand a,knot bdtt4eft the legs.Sum:fort under the,knot;

"sying the'child back andforth. Graduallyreduce-assistance.

,Place the child on.an in-clined bench, first on hisstomach, then-kneeling.; then

standing. 'Hold both hands,

then one hand and pull sci.. .

the child walks up thebench. Reduce support. .

Start with a box of hip

height. Demonstrate climbing

action. Guide body parts.Gradually'increase height of

box.

While holding the chi1:4,..at

the waist support,him'as hereleases his hands andslides off the box onto hisfeet on the floor.'

75

\. .101

' .

MOTOR DEVELOPMENT'AND PHYSICAL ACTIVITIES

Level 2 ,



-

ihe

A

7forward, roll

.

".-backward ro/1

-balancing.

4.

1

4. Object Control Skills:. -

-throwing

-kicking

Have child assume a squattingpoOtion with his .handsloon

the mat. Push on the'batItofthe child's head:and seatuntil he rollS over.

Have chil lie om.his loack,

,his hands 11.n the mat over

Igis.head% palms down. Sup-

4orting the hips lift-him upand over In the roll.

,

Suppoit the child by holding_two appropriate body parts,e.g. two hands, one foot andone,hand, shoulder and leg,

etc; Reduce 'assistance to

support i4-th one hand..

Gradually Limipate suppott.

,-,

Have ehild drop a small andsoft ball into a basket, box,

etc. Have child stand.facingtitle wall and hurl the ball.

Use various targets on thewall, e.g. susliended targets,targets thatrfall over when

hit.

,Begin instruction with alarge soft ball: at leasti6"in diameter; then progress toa smaller, more ri4id ball. ,

Have child use simple legswing from the kne.e to kick

.a stationary ball.- Have--child stand several, steps

from a statilinary boll, thenrun,forward and kiclethe ball.

76

102

S.

r

MOWR DUELOPMENT AND PHYSICAL ACTIVITIES'. LeVel 2

A. Fundamentals of: Movment


1 'Th,e; child :

- -striking

-battfng4:

. .*

-catching

Hbouncing.

0

Stand behind the child, hold-ing his hands-on a liptockey

gtick. Put the liockey stickdifectlY behind the'puckiandpush Ole puck forward°. Havethe, child hit.a puck forward,possibly to a partner. yse`targets, goals and partner.work.

Place A'large, light ball ona tee level with the child'swaist. Stand behind ehechild covering his hands andswing the bat. Wait for abounced,ball to reach thechild's Waist .height, and-

then swing.the bat throughhorizontally 'to strike theball.

Begin with a large soft ball.Have child sit facing'a wall19ir apart'then roll the ballaea catch. Have *ssistant crsecond instructor toss alarge ball to arrive between,waist and chest height froma distance of about 150 cm:

Start with a large ball.Face the child and drop the,ball.while holding thechild'S. hand tp moye and fpl-low the +all to tap it. }lave

child drop the ball andbounce it several times in

* succession.'

Place the child inside ahoop,to bounce the ball ordraw/tape,a'target on thefloor. S.

7.7

+vio

103

4c

7

4

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES'

Leveol 2

B. Games and Activities


.

The child:

. ,Participates in activitiesappropriate to the atcquiai-tiori'ofthe skills 1Jatedin the Fundamentals ofMovement.'1 '

Participates in an appro-,

priate aquatics program.

Plrticipates in group "(

Participates 'in elementaryrhythmic games-!and activi-ties.

Uses outdooA,community. -playground equipment.

eee strategies.for Funda-mentals of Movement. Sug-

*gested activieiea include:-playing on trestle equip-ment;-practising riding scooters,other non-pedalling wheeledtoys and tricycles;

-playing with bean bags,hoops, balls, etc.

See Red Cross SwimmingProgram.

Red Cross Manual.

Have child participate in PREP: A Preschool

small-groups in aCtivitieS. Play Program for

involving'paralleled perform- Retarded Children.

ance bf basice.g. eVeryofie jumps, everyoneruns.

Play,"Fbllow the Leader";run/through obstacle couriesi

Have ohild march or move tofiltiOc. Have child sing andplay gamesistch as "Ring'.Around a Rdsie", "LondonBridge", etc.

Use the outdoor facilitiesin neighbouring communityparks. Take field trips toplaygrounds, etc. Teachthe child to use the equiP-

'ment available and,increasehis repertoire of stunts andactivities for free play use.

Peabody'EarlyExperiences Kit..

MOTOR DEVELOPMENT AND-.YHYSICAL ACTIVITIES

Level 2B.,.Gatnes and Activities


I.

MATERIALS

The chil4:

Participates in local community programs whereavailable, e.z. swim, andgym.

Encourage the child to ,

participate in regularcommunity programs duringleisure hours. Informparents of the,programsavailable in your'area.

.

:,

InforMation-from:Community Parksand Recreation,Service CLubs,Youtht-Group§c

--

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 2C. Social Skills Related to Games and Activities

OBJECTIVES TEACHING STRATEGUS MATERIALS'

4

The child:

ttends to the task beingpresented.,

'Responds appropriaiely tothe instructor. .

With prompting, functionsin a group setting..

Uses some appropriatecourtesiesf e.g. please,

thank you.

4

iV

,Explain the principles ofsharing, being courteous toothers rights, etc.

Set example behavicirs. Make

the use of courtesiescontinuous and obvious.,

; -

FINE ARTS AND'INDIVIDUAL EURESSIONLevel 2A. Craftso.Hobbies and Activities

OBJECTIVfiS TE4HING STRATEGIEf MATERIALS.44

-0 'The Child:

Holds pencil and scribbles.

0

Makes creative patterns.

ExploreS-use of differentmedia, e.g. paints.

a.

Provide child with opportu-nity to Scribble on largepaper, bld'aboard, withchubby stumps, etc.

Utilize pencil grips tb helpchild hold onto pencil.

Hav,e child trace over tem-plates and stenci,ls.

HaV child experiment withpaint, plasticine, clay, etc.

Elementary and!Junior High School

Dubnoff School Program.Pencil,grips,chubby stumps', etc.

Art is Elementary:Teaching VisualThinking ThroughArt Concepts.

Stam0-a"-Shape.

Templates, stencils..

-A Handbook of Arts-and Crafts for.

. Demonstrates initial use-of Use two handled scissors to

scissor. assist child'in.cuttingmotions.

Makes flat hand motions infinger paInt activity.

Parbicipates in a sensory-awareness prograffi.

t'

Have student play withTinger paint making flathand circies and lines.

%*

Incorporate these experiences,as d part of daily routines,e.g. assisting in food pre,:paration: cookies; dump andfill activities,le.g. sand,macaroni, Water.

Go for nature wklks.and col-lect dry materials:/ Makecollages. -Plant seeds orvegetable patch.

Plays with blocks ahd Ensure toys are not to8 dif,othar,simple toy,building. ticult to manipulate. Have

'sees. Child model. Use large

a

4

-building bloCks,-of various -

+shapes or self-stackingvariety.,

81.

107

Creative Art:for*the DivelopingChild.

I Can Makea Rainbow.Multi-SensoryEducationalAids from Sdfap.

\

ti

FINE ARTS AND INDIVIDUAL EX RESStON'Level 2

' A. Cralts, Hobbie and Acti ities

OBJECTIVES TEACHING STRATEGIES. MATERIALS

r

The child:-/

Identifies two primary'colors.

Identifies the top of ob-jects.

,//1

Makes citcles and lines.

,411

Incoiporate,color identifiia-tion with everyday conversa-tions with child, e.g. juice.a.t,snack time,'

Use functional examples,e.g. color of pant'S.

Play games.wi,th the childere heMpst pOsition con-e objects.

,Participates in'the makingof simple craft projects.

r'

s to assistve Child trace over

hea lines. Guide hand,

fade assistance..

Use Simple projects which .require skills the child -

already has, e.g. macaroniart, string painting, siMpleprint-makiq, collages, tear,and rip projects.

4

TeaChing Graftsto the MentallyRetarded. ,.

,

Templates.Trainable Children:Curriculum andProcedUres.

Creative Artfor Learning.

I.

4.

FINE ARTS AND INDIVIDUAL EXPRESSION2

B. Music

.OBJECTIVES. ---71 TEACHING STRATEGIE§ ..fistATERIALS^

1,

.

The child:

A.,istens to music for enjoy-.

* ment.

With assistance, partici-pates in musical games.

.-

.With.ags tance, imitatessimple tythmic hand move-ments.

With assistance, uses some..rhythm instruments. -

With'assistance,.imitafessimple rhythmic.foot move-ments.

With assistance, moves intime to repetitious beat.

*MO6

W,ith assistance, partici-pates in group songs andaction songs.

-Play records and do actions

with child.'

Have child, model differentways to move to music, e.g.move like a rabbit, elephant.

Use music to introduce quiet. time, e.g. lullabies.

Introduce musical gaMes tothe children, eargt-11Usica1

chairs' (ad#pted)'. Use &am-backed carpet squared.

Manipulate child's hands poperform desire&movements.Fade proMpts as his afAlity,),

increases.'

Provide opportunities forchild to use rhythm instru-ments. Guide his hands tocorrect position for use.

Play'rhythm, have child try'to imitdte. Play record,

tape or piano'for child-to' play along with.

Demonstrate foot movements:Guide feet to Imitate action.,Play music and have childtry to use movement thatIOAe'ltaught.

:

Play tape or record which :

has a strong beat. Guide

child Co move to beat.Demonstrate sOme possibilirties for movement, havechild,trY to imitate.

Provide opportunities forsinging,. Demonstrate ap.pro-*.priate actions and do'them 'with chifa-so he can iMitate:'

V.83

109 \

Self-Help Skills:

Adaptive Behavior.Music for,SpecialEducation.

Reaching the Spe.cial

.4Learner Through M41.c.

Hap Palmer records.

eir

.1;

FINE ARTS AND INDIVIDUAL EXPRESSIONLevel 2 A

C. Drama ,

OBJECTIVES. ,

A

TEACHING STRATEGIE'S

-;-

/V:TERIALS.

. -

The child:

With assistlance, partici-

pates in'activities thatimttate actions-of certainanimals,.e.g. dog, lion.

With assi;tance, imitatessimple words or soundsAssociated with animalsand people.

,c

Begins to,demonstratefeClings such.as,happyand,sad.

With assistance, partici-pates in group activity,fe.g.saction song.

'

Demonstratc,actions throughsong or,looking at'pictureof animal. gave child,

indicate what,kind ofanimal,it is.

-

- Take a trip to zoo to seethese animals.

Role play familiar adtivity.

Sing "Old MacDonald Had,

.A Farm", etc.

Use'puppets or, througha game, illustrate happy andsad. Use a mirror toillustrate feelings.

DUSO

DUSO - How Do You*Feel (game).

I.

TINE ARTS AND tNDIVIDUAL EXPRSSIONLevel 2D. Recreation

1

OBJECTIVES TEACHING STRATEGIES -MATERIALS'

The child:

Entertaln self playing'with toys for increasing'period of tme.

With assistance, playssimple card games.

a

Follows/imitates.otherplay actiVities.

Provide toys for..the childto play with.

0.

Card holders.

Have another chilV orteacher show child how toplay with specific toys.See if child can play withit oh his own. 0FrOvide,helpwhen necessayy.

Use interest centres, e.g.hospit9.1, home. 0

Wale

CITIZnSHIP AND mipIIIDUAL RESPONSaBILITYlevel 2A. At Home

I.

o 4

4,

. OBJECTIVES TEACHPNG STRATEGIES

. 0...-

MATERIALS

The child: '

Identifies an increas-konumber of areas -and zivms

in home environmen,e.g. rooms,telongings.

Identifies a new meMber ofa family, e.g. 'baby.

Practisesappropriatee4. greetcalled.

,

Play locating games with thechild, e.g. "Show Me yoursqck", "Bring me ball".

'pay action games and sgr,Igswith the child.

Have child assist you in. ,

everyday chores, e.g. settingthe table,'washing dishes.Label both the action andthe object. .Verbalize youractions and. t child watchyou.

-

Show pictures.

Take the child to visit afamily who has a new baby.

Point out baby animal's to'the child.at the zoo..

Show the child pictures inbooks.

ia amenities Demonstrates how to answer

r age, ; doorbell and telephone. Atomes when child answer.

Play modelling.games and:demonstrate appropriatevocalization and/9r gesture;..

, play game: "Do as I do",

' "Say-what I say".

With reinforcement, f011ows,familyqrules applying to

self.

When 'someone arrives at

door say, "Hi andhave-child model.

1.

86

112

Action, World;

Singing ,Games1 and 2.

The ClassificationGame.

,e7

ConsAant Picturesfor Pegboafd.

Family Face Puppets.

Starters People.

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY'

'Level 2 (

B. At School

t.

The child:

Identifies an increasingnumber of areas and itemsin school environment.

'With reinforc,pment, follows*--Tules app).ying to self:

Plays in small group,Asharing toys--

With assistance, carriesout,simple class chores/errands.

04.

Play gathes involving locatingobjects that are.in sight,.e.g. "I spy".

,Have older student in schoollea'd child to specific loca-.

tion,..e.g. office.

Have a set of rules withconsistent consequences.Set areas and actions whichare drr limits.

,,

Provide ttportunities for thechild. to play i90.small groups

toys;frOm a toy box. .Demon-strate sharing and Wve childmodel.

Have a sharing time whenchild brings a favorit ? toyfrpm hoMe and demonstrateshow it works. .

Have chilci particfpate -in

varied school chores,particularly thOse involvinghis own belongings and class-room clean-up. 'Give simple

directions and model be-havior'for each of the steps"involved in the task:

Have a "helping hands chart"where each child hasbOneg -

classroomijob he is regpon-sible for undertaking for aweek. e.g. collect papers,sweep floor.

87

113

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 2,

C. In thec<ommunity

OBJECTIV'ES

The child:

Associates, uniformedpersonnel with peoplewho help him, e.g. nurse,policeman.

Responds to authorityof adults.

.4.

. 0

1

$

Have local policeman and fire--man come to school.to talkto children about their role.Take field tript to fireballand hlAtals.

Using storyboard figures,explain role of familiaruniformed personnel.

'Provide 'arious experiencesfor the child to have contact

! with different adults,e.g. a recreational program

Identifies some areaskinimmediate environment.

Identifies somefriends.

Have child follow simplearections given by adults,e.g. take something toneighbor.

Have the child help withage appropriate yaed tasksas well as using playequipment and toys in, own

yard..

neighborhood .Have child participate incommunity programs,e.g. recreation 'Or nutlsery

school.

Invite neighborhood- childrenoVer to play or for a picnic.Plan and cariy out organizedgames and activitip.es with

adult friends who havechildren, e.g. a trip to theZOO.

88

0

4

CITIZENSHIp AND INDIVIDUAL RESPONSIBILITYLevel 2

C. In. the.Community oft.

OBJECTIVES TEACHIN6STRATEGIES

'

MATERIALS

The child:

Begins to behave in an ap-propriate manner whenNational Anthem is played.

With assistance, follOwssome community rules androutines applying to self,e.g.-puts.,garbage ingarbage containers.

Have child partidipate inschool assemblies.-

Ha6 an Opening exerciseonce a we'ek and invitespecial gyests to attend.-Ins,truct children in properbehavior and have them--model.

Provide various communityexperiences, e.g. eating'inpark, crossing streets withadults.

Starters Places.

Verbalize to child what isexpected of him- Physicallylorrect behaviprs which are .

inappropriate-; e.g littering:

take child back to placewhere he littered and leadhit to garbage can.

89

1 1 5

.1

fr.CIIIZEiSHIP AND INDIVIDUAL RESPONSIBILITY -

Level 2D. Environmental Education

4

OBJECTIVES TEACHING,STRATECIES MATERIALS

1. Ecology:.

The child:AA,

Identifies some familiar

living organisms;e:g. birds, fish.

'Provides soMe aspect _of

pet care, e.g. food.

,Recognizes that babyanimals have mothers.

Recognizes some-familiarplant forms, e.g. tree,.grap's, flower.,

,e1

,Take chIld to locations wherehe may interact with live,tame animals, e.g. pettingzoo,,kennel.

'Show the child pictures pfcommon animals'in 600ks.

Play games and make use ofxiaterials to

-name animals.

Have child participate inthe care of family pet or

school pet.

Play a game where child mustelocate pictures of "care"..items 'that 4go with.pet. *

Takr child to zod.or.farm'inspring,and observe new off-

spring.

I.

Starters Series:

-Birds-Fish-Dogs-Cats-Bears.

.-Horses. )

Teacher made picturesof. cat fodd," cat brush,

-water bowl, scissors,kitty litter, box, etc.:

Show the Child Pictures of Animal:Babies.mother an0 baby animals in

books.

Play matching games; e.g. cat,

kittens pictures: .

Play outdoor locating'games,e.g. "Shbw me the flower".

Play collectinegtmel withthe child at diffeent timesof the year, e.g. coloredleaves in the fall, crocus

)Ng.n the spring.

90.

Mothers, Babies andtheir Homes.

,

CITIZENSHIP AND INDIVID4 RESPONSIBILITY. Level 2D. Environmental, Educ ion

buEgt'INIEs TEACHING STRATEGIES -MATERIALS ,

Thechild;

Identifies some.'familiar

vegetables.

/ Recognizes that a plantgrows.

Identifies sources bf'water in'a familiqRsetring.

Identifies soil.

Identifies one natu al formin own environm6t,e.g. hial, gravel:,

4

.7e child help you shop foretables and locate them,

or la l them for him.

Have t e child help you in -salad reparation.

Show pictures.

Plant pea, bean,-corn orother seeds and have childnotice growth.'

--Plant a bulb inwater-glass-.-

Assign watering chores (With'help) to plants.

Peabody LanguageDevelopment Kit P.

Have the child follow simpleinstructions to locate water'sources.: e.g'( helping to fill

a, swimming pool.,.

Use send and water table; Sand and water

have child play in s-andbox.

Include filling/podring/dumping an4 water addition.Label the medium for childand have him model word.

Take childfor variouS walk-iiiR'exreditions in immediateenVironment, e.g. walk up ahill, play in a field.

Lmbel the natural form andhave child model word.

Use nursery rhymes,e.g. "Jack and Jill".'

91

.117

+4

CITIZENSHIP AN NDIVIDUAL RESPON'SIBILITY

Level-2D. Environmen Education

'.OBJECTI 4

7i/TEACHING STRATEGI MATERIALS

"

2. Weather:

The child:.

Keeps.Simple

3. Energy:

The.child:

Differentiaand cold.

ther chart.

between hot

Identifies *millerlight source,41e.g. lamp.

4. Pollutio

The chtld:

With assistalitter.

e, identifies

Disposes of' tter appro-priately.

Identifies urces of

sound.

V

Make a "calendar", havechildren glde on pictureseach day of snow, sun,."cloud, etc,

Pair words for certain con-crete objects with word ho:1(

,cold, e.g. hot soup, hot-stove; cold,snow, cold juice.

Play locating dames,e.g. "Show me the light".

r

Have child participate in-sctivitles which involve'identifying litter, e.g. yardcleaning, garbage hunts.

Demonsttate and4have child

model.

Have child play with avariety of sound producingMaterials, e.g. wind-uptoys, rhythm instruments, .

household items.

Have child blindfolded orturn around and guess-whichitem made the'sound.

92

yol

f

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 2D. Environmg1tal Education

OBJE6TIVES TEACHING STRATEGIES 'HATERIALS

The.child:V

5. Conservation:

Thetchild:

Demonstrates initialunderstanding of excess.

Turns some lights and

off..

Have child answer telephoneand doorbell, and tell youwhen oven timer goes off.

Play a game where,childmust guess what animal/vehicle made sound,e.g. roar: lion; whoo-whoo:train.

Pair the words "too much"with a specific activity,e.g. left-over milk, foodleft on plate.

Have child follo simpledirections for turning lightson and off. Physically as-sist if necessary.

Pair turning ights off withcompleting ar activity,e.g. after a bedtime story,going into another room.

93

`s.

fr


A. Knowledge af Self

OBJECTIES

1. Personal Character-istics:

The student:

States namenumber ,

and telephone Ask student his name and

telephone number. Promptresponse if necessary.

With assistance, states ,same names of family,meMbers and friends.

Recognizes school and\:by sight or phoengraph.

..

home

At roll-bari have studentrepeat name.

Present pictures of family

Members. Ask student to

identify. them. Give verbal

t cues if necessary. .

Have student draw picturesof his family and/or friends.and then have.him tell ypu whothey are.

. Walk to'student's home and,'have him shoW whère helives.

.t/

Show stUdent pho os ofveral hOuses. ave him

identify his hous

Walk.or drive by schoolwith..Student.. Ask, him

.what school it is.

94

1 2 o

Tape Redorder:Washington StateCooperatieCurriculum Binder2.

InstructionalProgramming'fOrThe H4ndicappedStuderit.

4

Social: Learning -

Curritulum.

Photos of family.

Photoe of school/houSe.

01.

,

UNDER*ANDING.SELF AND GLevel 3A. Knowledge of Self

TING ALONG WITH OTHERS

OBJECTIVES . TEACHING STRATEGIES.

0

--- MATERIALS

The student:

Identifies:own property by' Provide storage facilities

sight. for 6tudent"s personpl be-

.06 longings. Encourage st dent'to put his own belongirfts

away.

With assistance, chooses,anactivity of interest fromamong two or three teacher

, selected activities..

Provfde opportunities forstudent to identify own.belongings from other's thatare similar.

Provide opportunities fofstudent to select activitiesthat he likes to.do in hisleisure time.

Teach student how to play3board games.

If student is, having diffi-

culty selecting leisuretime activie'y, select it forhith, keeping his interestS-,in

mind. Fade prompting othat eventually student -

chooses his own leisureactivities.

95.

UNDERSTANDING SELF AND GETTING ALON WITH *OTHERS

obevel 3( A. Knowledge of Self

si

OBJECTIVES,

The student:

2.( Physical Self:

The student:-

Identifies body partsrelated to the five senses.

,Have the student completethe following sentenceswith 'correct responses:"I see with'My"I hear with my

It

ft

',MATERIALS

My Face and Body "(flannelgreph).Large Body puzzle.Body Con-cept-'

etc. Spirit Masters I, II.Social LearningCurriculum.Workjobs.Five Senses Poster Set.

Peabody LanguageDevelopment Kit.Doll.

InstructionalProgrammingfor :The .

Handicapped Student.

With assistance, identifies Name body parts and

body parts. point to then. 'Ask,studento name or point'to specific

parts.

4°lay."Simon Says". Sing"Head, Shoulders, Knees, andToes".

,R6cognizes oWn image inmiiror or photographs.

4

.

Have student draw pictuies'ohimself. grew, attention

to his body if he leaves\ 1

parts Off.VI. ,

Hold mirror up in front ofstudent. Ask "Who do you-see?", and have student'respond by saying his ownname or me.

, .

HaV.e'each 'Student pick out

a picture of'himself from*

several.

Take group photo, havestudent point out self.

96

122

Mirror.Photographs nf,--

student.

'Photogriph Qfstudent and otherpeople.Portage Guide to

Early Education.

UNDERSTAND,ING SELF, AND GETTING ALONG kTH OTHERS


OBJECTIVES

*

The ,.student:

TEACHING ftRATEGIES

4 ;

MATERIALS

With assistance, relatespictures of people to agein terms of baby, mom, dad.

States own sex.

Identifies actions re-quiring privacy.

3. Emotional Self:

The.child:

Identifies speciftcemotions in self andothers, e.g. sad, 1-1ppy,angry., from facial "expres-

-sions, posture, verbaliza-tions.

Show student variety3ofpictures of people. Ask himto show you which ones are ,

the same size as he is; same--size as mom and dad. -11elatesize to age and help'etudentto make telatiodship,

, Tell student that he is,a-boy/girl, then ask "Are you, a boy or girl?". Graduallyfade prompting.

Play games where teams aredivided into boys/girls.See,if student can put him-sdlf in the correct team;prompt when necessary.

Tightens and relaxesspecific muscles when re-quested to do so, e.g. fist.

0

I

Have student sort picturesof people accor4lpg1to howthey feel: happ3i,,,sad, etc.

Have student fire pictures ofpeople displaying specificemotions, make posters.

Have student model youraCtions. Use a variety ofpositions from whip topractise: prone, sitting, ,.

standing.

Start with gross motor move-ments (legs) and Hien addfine'motor movements (fist).

97

,Ptctures of peopleat different ages.

SociL Learning'Curr ulum.

-Pictures of peopledisplaying avarty of emotions.EXPloring OurEmotions (poster set).Workjoba..

DUSO'kit.

Relalation A .

ComprehensiveManual fot.Adults,Children, and Childrenwith Special Needs.Kiddie QR.

4

UNDERSTANDING SELF AND GETTING AIONG WITH OTHERS

Level 3 '

A. Knowledge of Self3

OBJECTIV TEACHING STRATEGIES MATERIALS

.The student:

Indicates spec lc stua-tions or thi s that make

'him hapliy, sad, angry.

Display a poster which showswhat makes students hafpy,sad, angry, etc.

Play "How do you Feel.Game".Havestudent make a happy/sad face. Ask some questiOnsabout how he feels and havehim respond by holding up .

the appropriate happy or sadface, e.g. "How do you feelwhen you have a new toy?",-"How do you feel when yourMom/Dad is angry at you?".

98

124

Human' Development

Frog-rem: MagicCircle:

.

"UNDERSTANDING SELF.AND GETTING ALONG WITH OTHERS

Level 3B. .Soc141 Relatioriships

.

OBJECTIVES


The student:

Expreses needs in dailysituations.

Identifies appropriateperson to whom needs canbe expressed, e.g. parents,babysitter, teacher.

T ACHING ATATEGIES

Encourage stugent to express

what he wants. If student

ippears cold, hungry, etc.,gsk "What is wrong?".Identify and overcome theproblem. .

Show pictures of familiarpeople. Make a displaydepicting what these peopledo for the student,e.g. parents: food, clothing,

shelter.

Role play situations wherestudent needs something andhas eb identify person whocan Ihelp him.

With assistance, satisfies Praise student for taking

own needs. .the initiative to do things

for himself.

2. Factors AffectingRelationship:

The student:

Categorizes familiarand unfamiliar people withrespect to age, e.g. babybrother and unknown baby.

4,

Show student picture's offamiliar and unfamiliarpe-Opl,e. Have student tellyou which people he knowsand which people he does notknow.

99

125

MATERIALS

Portage Guide to

Early Education.Social LdarningCurriculum.

Pictures offamiliar peopl6e.What Would,You Do?(cards).

Pictures of familiarand unfamilAr people.

*.


Level 3IL Social R tion hips

OB.JECTIVES TEACHING STRATEGIES MATERIALS

The student:

Recognizes roles offamiliar people,e.g. parents, teatheLs;policemen.

Show student pictures offamiliar add unfamiliar

.people.

, Have student put picturesin sequence starting from,youngest to oldest, using.3 pictures only.

,

dispray.

Make classroom chart.Sequence ages of members ofclass from oldest to youngestor vice versa and put on

Have student makesequence chart offamily.

Show student pictures of.people working. Discussthe different, jobs that theydo and how you can tell bylooking at the pictures.

an agehis own

Role play the jobs-of somefamiliar people: what doesthe'student's mother do,father, etc.

100

126

Variety ofpictures of peopleof different ages.Social Learning

'Curriculum.People Puzzles-Families.

Pictures offamiliar andunfamiliar people

in specific roles:policeman, parents,etc.Occupation Photo-graphs.Job Puzzles.OccupationMatch-ups.

A)D' UNDE4STANDING 'SELF GETTING ALONG WITH OTHERS

Leve43B. Social Relationships

OBJECTIVES

)4


The student:

Identifies characters ina story.

Read variety of stories tostudents. Provide pictureand word c1ue6 to describecharacters, see if studentcan name the characters.

Provide descriptions (verbal

[ or visual) of well knownstory characters. Havestudent name/locate thecharacters.

j. Handling Social Interactions:

1

a. ExpressIve Communication!Skills:

The student:

Comtunicates in a number'of ways, e.g. gestures,speaking, writing, racialexpression.

Co unicates using sociallyac p able behavior,e.g maintaining eye-contact, getting attentionbefore speaking.

Role play actions, feelings,etc. Ask student to icrerivify

them.

Use puppets, so student cancommunicate through them.

Ask tudent to demonstratecertkin feelings throughfacial expressiOns,e.g. "gm would you look ifyou were mad", etc.

Utilize Magic Circle to ,practise these behaviors;

101

127

Variety ofpictures ofstory and televisioncharacters.

Puppets:

Human DevelopmentProgram:. Magic

Circle.

XINDERSTANUNG SELF AND GETTING ALONG WITH OTHERS

'Level 3,


OBJECTIVES TEACIING STRATEGIES ATERIALS

The stuaent.:

/1

A,sks questions to get infor-

mation, e:g. who, why, what.

,

Communicatesa variety ofe.g. laughs,accepts.

feelings inr

ways,cries, rejects,.

When reading a story ,to

the tudent use differentquestions - why, how, wh9,etc, to find out whether -

or not he understands thestory.

Encouragelstudenp to askquestions to get'more

information. DeMonstratedifferent ways of askingquestions who, what, etc.

Provide Qpportunity forst&lent to identify magazinepictures expressing feelings.Have him match how he feelsto a picture of someone dis-

. , pliving a particular feeling.

'Have student cut out pictureswhich show some emotion.Aave him tell you how thepeople in the pictures are.feeling.

b. Receptive Communication

The student:

-Responds to both verbaland non-verbal communi-cation.

Provide opportunity forstudent to see somethingfunny, e.g. television show,a clown. Encourage themto laugh. .4

Observre student's response,when hearing or seeingsomething sad. If response

is inappropriate, modeland verbalize appropriate'response.

Magazine pictures.

102

1 2-8

Or

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS* .

Level 3B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS. .

The student:

With asSistance, repeatsshort message.

c. Problem Solving andDecisionlaking:

The student:

Responds appropriately tochoices made for him.

Choose's between two

Resolves some thin rconflict, but ap ealsfor help when necessary.

) Have student give shortmessage to another student,teacher, etc.

Makes choices on student's .

behalf and encourage him toaccept appror.ately.

i

,t Present various choices' to studerit.

Have student resolve minor; conflicts. Assist only whenasked. Ppise student forresolving conflict.

When student appeals for, help guide him in Msdecision, but encourage himto make the decisions.

After read g a story thathas conflict in it, ask studento identify the conflict andthe solution.'

-

a

tb,

TRAVELLevel 3W. Ways to Travel

OBJECTIVES

'


The student:

Identifie some ways totravel.

Demonstrates.knowledge ofpaying for.some forms oftravel.

Identifies drivers of somevehicles.

, .

Have the student travel ondifferent modes of tran -portation,-e.g. bus, train.Thke pictures of the vehicleand have him lahel.

Have the student participatein non-vehicular travel,

. riding a tame pony, andpo.tout Oat these are alsoways to travel.

Show pictures of &ifferentways to travel, e:g. air-planes, bOats. Make a gameby agking student to findthe picture,showing how hegets to school, etc.

Have student travel on citytransit. GiVe'him fare todeposit.

Visit an amusement parkwhere the stuAent aan'rideon a train or boat. Havehim help purchase ticket andpresent ticket upon boardingvehicle.

Take field trip to busstation, airport, etc. Pointout where tickets are bought.

'Have student eliver a mes-sage or note to own schoolbus driver.

Magazines-Travel.DirectionalityForm Frames:Vehicles.

Farm andTransportationstencils.

104

130

TRAVELLevelB. Travel Skills

r".

410BJECTIVES TEACHING STRATEGIES MATERIALS -

student:

Fol ws simple travel com-mands

Distinguishes between,the.colors red, g.ceen,

States own name and naie'of school.

Recognizes immediateenvirohMemt of home and

4 school.

Play walking games such as"Stop-W, "Green Light-Red Light".

Take the student to areasurrounding the school and'have him follow simple direc-tions, e.g. wait at the parkbench, stop at the corner.If necessary teach the loca-tion first and add the .

direttion laty.

Play "I Spy", e.g. "Find theeeen plant".

Play games involving matchingcolors with asslstance.

Practise responses tp dif2fereht traffic colors usinga traffic light.

Role play name Oving,e.g. "What is yb,ur name?".

Role play presenti4 anidentification card whenasked for pame of self andschool. /

Have the student followsimple directions in theclassroom, .e.g, findingfamiliar items, doing certainactions. Physically assist-if necessary.

105

Bees.

Large KnobbedPuzzle: TrafficLight.

TRAVELLevel 3B. Travel S ills

OBJECtVES TEACHING STRATEGIES MATERIALS

4),

The student:

9

Identifies own school bus.

,

fdentifies some basicpictorial signs of informa-tion, e.g picture of woman/man on washroom doors.

f

Have the stUdent deliVermessages and bjects xodifferent areas.of the homeand schOol, e.g. delivering%art supplies to studentsand putting away dishesat home.

At,dismissal time leadstudent to own bus.' Usea bus number or sight ofdriver as a cue. Graduallydecrease the cfistance you musttake hit to find his own bus,until he may be,dismissedfrom room,with supervision,and board'own bus.

Have the student deliver anote to own bus driver.

Take the student to publicplaces, d.g. akrport, trainstation, which have inter-national signs. Point outsigns, and folltv them totheir destinations. Whenpossible pse the facilitiestbat the signs represent,e.g. make a phOne call, havea drink.

Play matching games where'student must match thepictorial sign with thepicture of what it represents,e.g. telephone:with apicture of a telephone.

106'

1.

of

Large KnobbedPuzzle:Traffic Sign.Pictures of locationstakan from magazines.Functional Signs

Match-up.Safety Signs.Home Safe Home Kit.Survival Signs.Road Signs ofthe Time's.

Ilk

TRAVEL 1.

LeVe1 3

B. Tiavel Skills


A

The student:

Identifies some behaviorsWhich are appropriate sin

public.

Differentiates betweenstrangers anA family andfriends.

With reinforcement,demonstrates 'appropriatebehaviors in'public.

Wl!th assistance, selectscOins for fare.

Demonstrate.s understanding

of travel,associated withspecific time of day,e.g. time bus leaves.

Demonstrates understandingof rules for safe-crossing,

look both ways. .

Have the student participatein a number of expeditionsto different community set-tings, g. eatiri out,

shopping. Use consistentenforcement procedures forfollowing rules and proce-dures,--e.g eating quietly;

not re ving unwanted itemsfrom elves.

Have\thOlistudent participate

in activities,with family '

and friends, e.g.-play withfriends in neighborhood.

Play locating games wherethe student milst deliversomething to a family memberor friend who is in sight.

Have consistent rulee Indroutines while travelling.

Use a manipulative clock orlarge wall clock to point'out hourly time for specificevents, e.g. time bus leaves.

Have student cross quietstreets in immediate sChool

-environment, using acceptable,method of crossing.

Have the student play a gameof lowating signs forpedestrians near school and

in.pictures.

107

,

f

/

TRAVELLevel 3B. Travel Skill4: ,

4

OBJECTIVES k TEACNNG STRATEGIES

,

, MATERIALS

,te

1:3

The student:

Degionstrates understandingoe rules of safe riding,

walking, e.g. carbus.

Have the loc;4!police Visit Stories ab'out

the school add demonstrate Safety (filmstrip .

or show .films on the correct' /

way to'cross streets.

Have the student ride hisbicycle or tricycle in avariety of settings,e.g. parks. Stress safe

areas for riding.

Run a "pedal pushers" clubat school and offercertificates to studentswho meet certain qualifications.

Use manipulative materialsand games to identify roadsigns and safety rules.

108

Alberta SafetyCouncil Materials.

Road Siins ofthe Times.,

230.

HEALTH'Level 3A. Nutrition

'OBJECTIVE§ TEACHfNG STRATEGIES MXTERIAtS

The. student:

.

Distinguishes between foodsand non-foods.

With assistance, distin-guishes between foods thatare edible and inedible,e.g. spoiled, dirty.

Communicates the need to

eat.

Identifies some foods by

name.

With assistance,food,in at leastgroups as fruit,

vegetables.

classifiestwo foodmeat,

Names a few food sources.

.With supervision, eats avariety of foods.

Accepts quantity .control

of food consumption. '

Place foods and non-foods on,plate. In a group activityask students whether theymay or marnot eat it.

Introduce the idea of"garbage fosIds" to studentS:

anything that-smells tainted,falls'on thesfloor, etc.,is food for the garbage can.

Make posters to facilitateidentification Of various

foods. -

Use plastic fruit andvegetable samples togenerate discussion.Have student name andclassify the foods an hislunchbox.

Develop a snack programwith parents' assistance.

Include a broad selectionof foods, providing abalanced diet.

Haveparents, teathers andothers apply quantity control.

109

.135

Small model kitchen.

Peabody Kit Level 1.

Canada Food Guide.Department ofAgriculture Materials.

-

HEALTHLeverlB. Personal Care

I

OBJECTII7ES TEACHING STRATEGIES MATERIALS /

1. Knowledge of Body:-

The student)

Withsome

A

'assistance,

body parts.identifies

States the function ofsome body parts.

States own sex.

-

Model parts as student asstmbles Puzzle. Have himfind body parts_on anotherstudent or.on dolls. Do

the "Hokey Pokey". Emphasizebody parts with a story,e.g. "Three Little Pigs".

Discuss and show pictureswhith c1ea-r1y'show'differen6es between boys and girls:

Play a gamewhere student-selects another student oftheesame pex to be a partner.

110

Feeling Fine`'Series.

Self Concept .Body sParts4Dice Game.

Peabody Level K:Mannekins.Peabody EarlyExperiences Kit(tapes).

Look 'n Do BodyParts Activities.My Face and Body(flannelboard).

HEATH .

Level 3'B. Persongl Care

WECTIVES

49

Or. Care of the Body!

The student:

A

TEACHING STRATEGIES

Washes and,dries hands,face"neck and ears.

7

Completes most steps inshowering/bathing except

-11w wa,ter re:gulation.

Physically assist the studdent, fade assistance.

Brushes teeth independently%

1

Brushes/combs hair.

in dependently takes caretoileting needS.

Remains,dry while

110

Demonstrate safeiy.procedu-kes.

Put a mark on tub so studentknows how far to fill tub.

IntrOuce hair blower fordrying hair.

Set up brushing routine:after meals, etc.

Have dental hygienist visitschool and give demonstration.

Set up routines. Have otherstudents judge appearance forneatnes'S.

Reinforce correct toiletingprocedures. Make spot checksto make sure toilet hygieneis carried out.

Use public washrooms when onfield trips.

sleeping. ,Note: Of special interest .

to parents: enuresis maypose problems to the student

411when he attends overnightcamping programs.

Collaborate with parents todecrease the amount of fluidsbefore bedtime: to.ilet before

sleeping. Make,nightlychecks to see if student isdry; praise for a dry bed inthe morning.

111

137

4

/

p Ins t re tional

Sequences: Groomingand Toileting. 4

InstructionalSequences: Groomi6gand Totieting.

C.A.M.S.Pogram.

Your MouthSpeaking Kits.

C.AAM.S: SelfTHelpProgram.

Toilet Training'the Retarded.

C.g.M.S. SelfHelpProgram.

t..


OBJECTIVES TEACHING STRATEGIES AATERIALS

The student:

Associates rest time withquietness.

Communicates discamfort-with increasing specificity.

3; Drugs and Alcohol:

The studeni:

Takes medication only whenadministered by parents ortrusted adult.

Note: For older childrenwith poor bladder control analarm clock to arouse themprior fo accident time may'be helpful. Consult yourfamily physician or publichealth niirse for specific

programs.

)Establish a set time for

daily rest.

Role play situations thatrequii-e student to request

assistance.

Teach student to say "helpplease" as a baseline.

Visit nurse.

Put "stop" signs on medica--tion bottles, to help,studentrealize that medication mustbe given*.by adult.

112

138

(af

HEALTHLevel 3 1

CS. Community Health Get\l'ices

4. .6

OBJECTIVES TEACHING STRATEGIES MATERIALS.

The student;

Identifies personpel inthe health field, e.g. nursedoctor.

a

Role play sitvtionsrequiring a health helper;-.ask student to select

-appropriate helper.

Plan a visitiaom a resourceperson: health nurse,dentist,' etc,.

Illustrate, using posters'and pictures of hea3thhelpers.

113

13j

4.

FETYLevel 3 .A. At Home and School

;*

OBJECTIVES

The student:

ATAcHING STRATEGIES MATERIALS

With supervision, practises-safe use of objects andmaterials encountered athome and.at school,e.g.:

-sharp objects- appliances

- 7electrical outlets-tooy- poison

- gym equiEment.-

Keeps ork/play areaorder y and safe.

Moves safely on stairsand landings, ec.

1410

Demonstrates care andsafety in use/of smallobjects.

Follows fire drill routine.

Demonstrates ability toalert others in case offire.

Use safety pup et present-ation and booklets.

Use plastic bins tostore materials. Sign asong when it's time to put-away to. Tune: "Skip tomy lou"; words: We put

d toys where they belong,(rep at) so everyone can find

; them.

Note: Turning "lights out"is en effective techniqueto have tudent put

things away; e consistently.

Establish a routi& forstudent to go up anddown the right side ofstairs, holding the rail.Emphasize "eygs go beforefe'et" to prevent falls.

Discuss dallier of puttingobjpcts in nose, elts, etc.

.Practise fire.drill routines.Show films.

114

How To Have anAccident In TheHome;

Jiminey Cricket'sI'm No Fool WithElectricity.

SAFETY.Level 3

B. Community

OBJECTIVES TEACHING STRATEGIES MATERIALS -

The student:

Practises some safetyrules when walking or-riding a bike.

Recognizes consequencesnot adhering to safetyrules.

Accepts direction inemergency situations.

U.

Teach correct crossingtechniques. Emphasizesidewalks are for peopleand roads are for cars.

Show films/filmstrips.Use mock roads and crossingsto teach safety skills..3.1.isit "Safety City" where

available.

of Make community'streets,roads and sidewalks in asand table. Use toypeople'and.dars for,mock

Recognizes sources of helpin emergncy situations,such as getting lost,e.g: neighbors, police,bus driver.

JP*

;

1

I

Provide adulf ditection

f Invite resource persons withmaterials. Illustratewith pictures and postersof helpers.

situations.

and guidance.

Arrange visits to communityhelpers (fieldtrips).

115

What's A BlockParent (film).

Itansel and Gretel

(film).

`41.

-\16iPETY

1.20.7el 3

C. Recreation

OBJECTIVES MATERIALS

The student:

Practises safety rules inthe following areas andactivities:

-gym- playground-parks-swimming pool- tobogganing

-skiing-skatim rink.

Identifies dangers of -

recreational equipmentin familiar situations.

Seeks help when injured.

S.

Emphasize the importanceof students staying whereIfey can see their teachers.

Role* play incidents thatrequire seeking help.

-4

116

a

Films:t

Jiminey Cricket'sI'm No Fool inWater.

WORLD OF WORKLevel 3 .


OBJECTIVES TEACHING STRATEGIES . MATERIALS

1. Why Work:

The student:

With assistance, respondspropriately to tasks

as 'gned in the classroom..

Recagnizps relationship .

betwellitask performanceand reward.

Performs some t'asks wlthoutpromise of tangible rewards.

2. Job Awareness:

The student:

With asSistance, indicatesthat other people work.

Provide Physical assistance,

and verbal prompts.

Make contractual agreementmith student: successfulcompletton of given tasksbrings given reward.

Withhold reward if the termsof the above agreement arenot met.

Make a helper's listjof jobs

with student's name beside ajob. Change daily or weeklyif desired.

Mice field thps to variousplaces of work, includingthe home. Begin with themore visible occupations(uniformed positions) movingto less obvious jobs as thestudent gains knowledge ofthe community.

Arrant area of classroom as

playhouse. Use role play.,

Raisins, candy, stars,stickers, stamps orother appropriatereinforcers.

Bingo chips tobe redeemed fortreats later.

ift

PO

4

WORLD OF WORK.Level 3



3. Job Demands;.-

The student:

With iristruction, completessimple tasks.

With p mpting, offers tohelp in routine situations.

With assistance, respondsAppropriately to correc-tions and prAise.

Provide physical assistancewith a variety af verbalprompts.

Have initial directions leadto pleasurable Activities,e.g. go to the cupboatandget out a puzzle.

Provide simple rules-ingames such as "Red Light -Green Light", "SimonSays"..Have student listen to tapedingtructions appropriate tohis level.

Reinforce desirable behaviorwith verbal prompts and non-verbal cues.

Establish eye contact. Model

appropriate responses topraise, e.g. smile wlyen./giving reinforcement and en-courage smiling in return.

.6

a

WORLD OF WORKLevel 3/ .

B. Specific Work and Allied Skills

OBJEAIVES A. TEACHING STRATEG ES MATERIALS

Jo-

1. Use to'f "(i)Ols and

,Equipment:

The student:

Identifies ahd demonstratesrudimentary use of commontools, e.g. hammer, egg-beater, scissors.

Follows simple rules oforganization, and safety withrespect to common toolsand materials, e.g. crayons 1

in box, clean and returnbrushes.

With assistance, constructs

Simple projects.

2. Following Directions:

The student:

FolloWs simple directions,e.g. "Get a hammer".

.(s

Identifies some persons inauthority in the school,e.g. teacher, principal,caretaker.

Have student experimentwith tools. Bemonstratecorrect use. Let studentpractise final stages ofskills, e.g. cothplete thedriving of nail.

Demonstrate and practisecleaning and storing oftools. Label storage areawith pictures or shapesof tools: Make poster of -

rules, and with pictorial /examples.

Make avai able a variety .

of materi s, e.g. wood,cloth. Demonstrate basic

t. skills and allow student to

expeiiment.

Have student listen totaped instructOns Appro-priate to his

Play gameS which4havesimple direCtionsr-,e.g. "Simon Says".

/

Tour schbol to meetpersorinel. Send studenton &lilt to specificpeople. Lscuss thework/of people in theschool, e.g, who cleansthe school.

119-

1 .1.5 ..

Boards with nutsand bolts.Workjobs I & II.Workjobs forParents.

km(

:

Deal Me In:The Co-operativeSports and GamesBook:* ChallengeWithaut Competitio'n.

WORLD OF WORKLevel 3B. .Specific


4

..

7IS

3. Decision Making:

The student:

With assistance, chooses -.9 between two or more alter-

natives.

4. Independence:

The student:

Demonstrates ability toadjust adequately to peoplein familiar situations,e.g. school.

Provide a variety ofsituations for choosingbetween alternatives, e.g.ball or truck. Give verbal,visual and physical cueswhen necessary. .

-a

Use modified Magic Circle/`"

activities; discuss feelingsof self and others, e.k.happy, s.ad.

120,

.Human Development,

Program: Magic .

Circle.

WORLD QF WORK'Level 3C. 'Finding A Job

OBJECTIVES TEACNING ST7BCIES MAT RIALS

,

1. Awareness of PersonalAbiliLy and Interests:

The Student:

Identifies sane uniformedpeople, e.g. nurse, police-man.

With assistance, describescertain types of jobs,e.g. baker bakes bread.

With

jobs

A

Show filmstrips of peopleat work.

Take fiefd trii)s to various

place of work.

Have student match picture

! of tools with appropriate1 pictures of workers.

assistance, identifies : Encourage parent cooperation- Mix and Match

in the home and school.; to set up job schedule at Puzzles-Occupationg,"

home.

Take field trips u/ithin schoolto label jobs being donethere and by whom, e.g. typinggarbage collecting.

2. Awareness of

The student:

Process:

With decreasing assistance,demonstrates self-careskills, e.g. personalhygiene, groaning.

4

'tReinforce behaviors byusing self help skillscharts.

121

WaLD OF WORKLevel 3D. Keeping A Job

ipt


1. Awareness ofResponsibility:

Tille student:

With sistance, respondsto classzoom routines andschool eXpectations, e.g.:-punctuality- personal hygiene

- appl-opriate interaction

attending to task-safety awarenessappropriate discriminatingskills, e,.g. questionsinappropriate requests.

A

Provide a'daily time check-insystem in the classroom anddiscuss consequences oftardiness and appropriatetimes for arrival.

Set up a daily hygiene pro-gram. Issue individualtoothbrushes and combs .and

make each student responsiblefor cleaning own teeth,_neatand tidy clothes, neat hair,clean nails. Ask PublicHealth nurse or other com-munity peoplto assist>.

Display attendance chartsand let students keep it up- -to-date on daily basis. Dis-

cuss at end of month (orweek) and reward best attend-ance record.

Play games which enhance'co- Kitchen timers.

operation.

Role play various situationsmaking absurd or inappropri-ate requests of student.Discuss why student shouldrefuse such requests.

Improve task behavior byusing time devices.

*

Reproduce'signs of warningand danger and visit areas,displaying such signs.

12y

Pre-Vocationial

Program Packages.

HO)1E MANAGEMENT

Level 3A. ,Clothing


The student:

Independently dresses self,e.g. coat, pants, shirt.

Independently 'utridresses

self, e.g. coats, pants.

Ties shoes.

Dresses/undresses within.areasonable time frame.

With assistance, followssome home routines regard-ing care of clothing,e.g. hanging up, placAg,in laundry.

ler

40.

Start training with backwardChaining.

Use a two-loop tie method.

Use a hands-on method, work-ing from behl4d the student.

Set a timer. Reward studentwho finishes in specifiedtime.

Place name tags above hook/hanger on locker:

Make identifying marks on' ,

clothing.

123

General'references:Training for Independence -Total Program.IastructionalSequences: Dressing.Step-by-Step Dressing.Advanced Self-HelpSkills.

Lacing frame.Self Care SequentialCards.\

Name tag's, labels.

.Garment labels.Colored threads.

Training for Independence -

Total Program.InstructionalSequences: Dressing.

Step by Step Dressing.Advanced Self-HelpSkills.

Self-CareSequential4Fards.

-HOME MANAGEMENTLevel 3

A. Clothing

4.

OBJECTIVES TEACHING STRATEGIES MATERli4LS

The student: .

With assistance, seledtsown clothing.

With assistance, practiseselementaTy sewing skills.

-1/

411.

Present student with choice

sitdations.

Develop clothing awareness inclass and individual situa-tions by using appropriatedescriptions when talkingabout clothing-

.,

Play "I Spy", e.g. "I spy,. someone with a green shirt4.

Use dolls and,clothing inp1alf situations.

Use exercises, such asthreading large beads to)teach pattetning, direction-

, ality, sequdncing.

Dolls; clothing/cut-outsMlannelboard.Teaching ResearchCurriculum for theModerately andSeverely Handicapped.

Large beads, shoelaces, cord.

.

HOME MANAGEMENTLevel 3-B, Food

AM,

.;

OBJECTIVES TEACHING STRATEGIES MATEthIALS

The 'student:

Feeds self entire mealusing utensils.

Cuts using a knife andfork, e.g. meat.

Adds condiments to food,e.g. ketchup.

Uses serviette properly.

Serves self from a varietyof containers.

'Carries a tray/plate offood.

Eats appropriate,amounts,e.g. stops when full.

4.Requests food at,mealtime,

--e 'g second helping.' -t.

.*

Reinforce correct eating. .Advanced

Initially use meats which Skills/

the student can cut.

Physically assist the stu-

dent. Fade assistance.

Provide opportunities for thestudent to use a'variety ofs.contafiners and packages,e.g. individual ketchup,con-tainers;

Provide opportunities atmealtime for student toserve himself, e.g. spoon,fork.

Practise us,ing unbreakabledishes ddring snack time.Stact with single plate withfood item that does not slideoff easibi e.g. sandwich.

Have student choose amountand remove All else.

Have one student serve anddistribute to oiher,classmembers. Use nonstandardmeasuring techniques.

A

Have student model askinf forfood. Reinforce.

12,5

151

1

HOME MANAGEMENTLevel 3B. Food

OBJECTIVES -,-TEACHING STRATEGIES MATERIALS

'The student:

Eats a meal Within areasonable title frame.

s

Demonstrates apptopriate-table manners.

Particitates in family'grocery shopping routines.

Classifies objects as foodand non-food.

.

IdentifieS'places wherefood, may be purchased.

Prepares a simple snack,e,g. fruit..

Dembnstrates use of common'.,ftensils and tools,

e.g. mixing spoon.

Select a reasonable timeftame. Set timer and removeunfinished food. Use de4ertbr favorite food as A treat'for finishing meal.

Establish eating routines,e.g. asking for food,courtesies.

5Take trips to store.

Play.game using pictures,models or actual things.

Play "Me, pet (puppy, kitten)bird" sorting game. Showpictures of different foodsand have students sort,e.g. wat,gr: needed by all:dog food: dog; -carrots: me.

'Expose students to purchasingsituations and define as such.

Play language game, "I'mgoing to buy , I willgo to

Solicie ideas from parentsand incorporate shoppingskills.

Collaborate with parents.

Have a snack vrogram atschool whic4involves usinga variety Of utensils.

126

5a)

EducationjovIndependence.

4.

DUSO Kit.Peabody Kit.

Canada Food Guide.Department ofAgriculture Materials.

InstructionalSequences (Eating).

Iwo

t

HaME MANAGEMENTLevel 3B. Food

,

%

e OBJECTIVES TEACHING STRATEGIES MATERIALS

,

The student:

Assists with chores re1a1ed.,

to food.production,e.g. water garden, feedschickens.

(

Agsists in food preparation,serving ad clean-uproutines.

,

0

/

i

1

.-

Provide opportunity forstudent to assist in variotis

4chores. V

Provide opportunity for stu-dent to assist in appropriateactivities, e.g. settingtable, doing dishes.

i

.

Ir.

,

127

,

r

,

Kid'4 GaAen Book._I

Turn K' On tothe Good Food.

The Kid's Cookbook.Kids in the Kitchen.Help Yourself toFood.

Crunchy Bananas.Cooking Activitiesfor the Retarded Child.Cook and Learn AChild's Cook Book.Cooking in theClassroom.Young Homemaker!sCookbook.Planning. Meals and

ShoWng.Classroom Cookery.

4

Mr

,

I



4

OBJECTIVES TEACHING STRATEGIES ,MATERIALS

The student:

ith supervisiop, performssimple tasks, e.g. puttingtoys away. 4

Designate definit placefor toys.

Establish consistent expections and assign tasksaccording to uation,e.g. picki g up newspaper,helping pass out papers.

Incorp rate helping componin dai routine.

--'egE MANAGEMENT

vel 3,D. Living Options


0MATERIALS

'The. student:

Identifies most householdfurniture.

41

Associates furniture withcorrect room, 'e.g. table -

kitchen.

identifps some differenthomes people.live in,e.g. house, apartment.

Have tHe student followsimple'directions, runerrands etc. to becomefamiliaryith these terms.

Use acdoll house with furni-ture.1 Have student putfurniture in correct rooms.

Match plaistic furniture topictures of rooms.

Pe

129

155

HOME MANAGEMENTLevel 3 .

Child Care

OBJECTIIES TEACHING STRATEGIES .

,:- ..-,.

-

MATERIAL,, ,,

The tudent:

_Assists in care of youngerchildren.

4

A

5

4,Z

MONEY,MANAGEMENTLevel 3A. Earning Money

OBJECTIVES TEACHING STRATEGLE-S MATERIAL4

See Computation Section: Melsurement, A. Moneys

The studel*:

Identifies and labels two Within given area of classroom, set up a treasure huntor a version of "Button,button, where's the button?",with various coins.

ns.

Identifies paper currencyas money.

Rote counts to- twelve.

Recognizes that people

Qrnmoney.

4Have students bring coinsand fill collecting booklets,available from some bahks,e.g. dime folders. Use

result for-class.treat.

ProLde various opportunitiesfor counting, walking up-steps, numbers on fingers,abacus beads, etc.

Use posters, bulletin boards,films, etc.

Discuss what do people dowhei they workelg. teacher,parents, person in store.

Associates performance:with Have student perform somereward. activities in cssroom for

tokens

Plan class activity whiehhas an outlined prerequisite,e.g. "If you do this, thenyou will get ...".

,131

a 157

7;

MONEY MANAGEMENTLevel 3B. Spending Money


The studenE:

With decreasing a istance;

. demonstrates dpp opriatein-store behavio

a

8

Recognizes that money isneeded to obtain articlesfrom a store.

.)

Identifies three differentkinds of stores.

'1

Have class accompany teacherto store when shOpping forclass groceries, etc.

Take field trips to various (

places", ,e.g. library, store.

Emphasize appropriate be-havior.

Set up play store withinschoOl.

'Role play trip to store,exchanging roles.

Use then exchange eComony"for some activities.

Have stulknts group variouspictures of articles 4-ccord-ing,to where they may'bepu&hased.

Use pictures4r flyers from

lodal stores to test, recognition.

Play guessinegame, e.g. "I.

pant to buy some toothpaste,I will go to a ...".

A

132

-41

Play store.

_Tokens.

0.

4

MONEY MANAG IENT /

Level 3

C. Saving and BOr owing ji

OBJECTI ES 4 TEACHING STRATEGIES

41,

4

MATERIALS

The stude'nt:

Recognizesthat money is Z.. Have student make a bank, ,

kept in a SRecific place, e.g. decorated can, paintede.g. wallet; piger bank. jar, paper mache over bal-

loon. Let him take it hometo put money in.

Associates time lapse withobtaining or using reward,e.g. allowance on Saturday;

or'

Wallgt, piggybank.

Take field trips to banks.

Use checklist for behavior Checklists.or classroom responsibilitiv Calendar.

cotpleted.

qive 'szkens for correct,responses, redeemable atend of game, class.

Do a class project,.e.g. whenthe jar is full of Rennies,count to see how many thereare and decide what to dowith them.

133

159

itkOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 3A. Fundamentals ofMdvement

4144...0

OBJECTIVES TEACHIN'd STRATEGIES 4 MATERIALS

The student:

Demonstrates ability toperform Simple combinationsof basic motor skills:

-running and jumping

,-hanging and swinging.'

I

Demonstrate movement to stu-dent and provide opportuni-ties for student teattempt.

Have student run towards ..'target (hanging from roof)and jump up ta touch it.

144C

IVD onstraN movement to ,

stu ent and provide oppor-tuni ies for student toattempt.

46-

Have student swing from one. bench to another (tarzan

style).

Demonsttates ability togeneralize perfoxpance ofobjeq,control skills(throWIng, kicking,'striking, batting, catching,bAlicinig) in a variety ofdimensions including:

-different size of objects

-different shape of objects

oft

Have student practise throw-ing, kicking, catching, etc.objects of different sizes,e.g. basketball, baseball,tennisball, etc.

Have student practise avariety of movements usingdifferent shapes of objects,e.g. baseball, football, beanbag, etc.

134

1 t)

Basic Motor andBall Skills.Until the WhistleBlows.

n

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 3A. FundamentalS of Movement


The student:

-variations in intensityof force of actions

- -direction control

-variations in physicalresponse according tomusit.

With guidance, demonstratesproficiency and initiatesthe perf6tmance of thefollowing Level 2 skills:

11. Locomotor Skills;

running, ascending/descend-ing stairs, jumpipg down,jumping over;

2. Specific EcLuip e tSkills:

-riding, somersaulting,pushing, jumping, swinging,c1imbing,pulling, sliding,Hanging.

-using the following equip-ment; wagon, boards bars,swings, tricycle, scooter,ropes', slides, ,trestle

equipment, trampoline.

Have s udent practisevariet of movement skillsusing di ferent intensities,e.g---kck hard, kick softly.

Have student practise varietyof movement skills increasingdirectional control bygradually decreasing size oftarget.

Provide opportunities forvariety in physical responseto music by changing thetempo, speed, volume, andrhythm of the music.

C.

Provide,opportunities forstudent to learn these skills

'4.by demonstrating actions andguiding student when neceltsary. . -

Provide opPortunities forstudent to experiment with-these pieces of equipment.Stress safety.

135

. Le

N

PREP - A PreschoolPlay Program forRetarded Children.

)

A Cltmsy Child:A Program,of MotorTherapy.

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 3A. Fundamentals of Movement


4ahe student:

' 3. .Body Control ills:

-walking up.incline, climb-ing up, balancing, climb-ing down, forwdrd andbackWard

' Demonstrates acquisition ofadditional motor skills j.n

the following areas:

I. Locomotor-Skills:

-gliding

-leaping

-galloping

-hopping

-rhythmic move ent.

Provide opportunities forstudent to try these acti ns,demonstrate the movements andhave student-attempt them.

Demonstrate movement to stu-dent. Physically guidestudent's feet to followpattexn.

'Demonstrate movement to stu=dent. Have student "leap"over something. Sing action

songs which covain "leaping".

Demonstrate action. Have

student try. °Providephysical guiAlance.

Demonstrate action. Have

student try.;

Use poetry,, stories andmusic to OcSurage creativityin rhythrilic movements. Ero-

vide Models to assst studentinitially but encourage stu-dent to improvise. Drawattention to unique movements.

136

162

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 3A. Fundamentals of govement

'OBJECTIVES TEACHING STRATEGIES MATERIALS

orl

The student:

2. Body Control Skills:

,7balancing

- rudimentafy gymnasticsmovements.

3. Specific Equipment.Skillo:

- brcycle riding withtraining wheels

A

:wagon

-scooter.

7board

%-ropes

0.0

Alw

4

Use different apparatus toincrease balance,,je.g, bal-

ance beam.

Utilize.apparatus such as/springboard, beatboar4, 4mounting boxhorse, balancebeam, etc. to prdctise thesemovements.

Dembnstrate how to ridebicycle. Have student try.Provide\physical support butfade when no longe'r necesSary.

Demonstrat use of wagon..

Encourage tudent to use itin different' ways, e.g !

riding, pulling friends in,etc.

Demonstrate how to ride.'Have student experiment withdifferent ways of riding,e.g. on knees, on,tummy."

Have student'experimentö withways of using the rope toincrease ability. Demon-strate use,and physicallyguide student yhen necessary.

. 163

137

4.

4

\ MOTOR DEVELOPMENT AAPHYSICAL ACTIVITIESLevel 3'

, M FundAmentals of Movement .

"OBJECTIVES TEACHING STRATEGIEScttlr

MATERIALS .

r

N.

The student:

- swings'

bars

-slides

-tricycle 1

-trestle equi.pmentz

-trampol ine.

RrovideVbpportunity for stu-

dent to use swing - encouragestudent to improvise move-ments On swing, e.g. standingup, two people swinging onone swing, etc.

Provide opportunities for.,, student t6 use bar. Help_i.

student experiment with new-movements - guide whennecessqry,.

1-

Provide opportunity for stu-denC to use slide. Encourageexperimentation with newmovements, e.g..slide ontummy, slide, down backwards,

etc.

Provide opportunity for stu-dent to increase skillability on tricycle. Have

student attempt to manoeuvertrike between obstacles.

DemOnstrate new movements ontrestle equipment. Have stu-dent attempt: providephysical guidance.

Provide opportunity for stu--

* 'dent,t,lo use trampdline4

Demonstrate new movements.Have student-try. -Encourageexperimentatidn; stresssafety.

1MOTOR DVELOPMENT AND PHYSICAL ACTIVITIES r

, p4vel 3B. Games and Activities

OBJECTIVES TEACHING STRAT/GIES MATtRIALS

The student.:

Participates in activitiesappropriate to the acquisi-tion of the skills li tedin_Fundameneals of Mkiemetit.

Participates in an appro-priatycqAtics program.

Participates in joworganized games tofacilitate the learning ofthe ski.11s listed in,

Fundamentals of Movement.

Partidipates in motoractivities utilizingspecific special rhythmic.patterns, e.g. marching.

Demonstrates ability to usemost o&tdoor playgroundequipment found in communityfacilities.

Participates in such re- 40

creational 101livitias astobogannilg, Sture walks,swiming, day-camping, etc.

e. Practises bicycle riding,. using training wheels. .1

4

gvC

(

,See strategies. for

FundaMentals of Mweement.

See RekCross Swimmi.ngProgram. ,

Provide opportUnities forstudent to participate in '

simple games, e.g. tag,.,musical,chairs,/pimon.Says,so that be can'practisethose skyttlm

Introduce simple dances tosttident. Demonstrate move-ments, and have student' model.

Begin slowly and until stu-dent is able to o Tnre.quickly.

Provide opportunit ,f49.

student tovuse comIunityfplayground equipment. *If

st ent does not seem,tob participating, demonstratehow equipment could be used.Stress safety.

-

Provide opportunities forstudent to paTticipate in .

these activities. Encourageparticipation as par..4, of

.student's leisure time'activities.

139

1.6,5:7

0.

'Red Cross Manual.

Play ActiVit es.forthe Retarded Child.Special EducationTeaching Games.

at

MUsic Activitiesfor RetardedChildren.

4

mong DENYELOPMENT AND PHYSICAL ACTIVITIESLevel 3B. Games and Activities


'

'

`Nk

The student:

Participates regularlyin fitness program.

Have student participate invarious eXe5icises whichemphasize flexibility, ,

endurance, strength andspeed, e.g.:flexibility: sit-ups

- endurdnce: leg-lifts

-.strength: chinrups- speed: distance running.

140

1 G

#

MATERfALS

Special, Exercises

for ExceptionaChildren.Motor FitnessTesting Manual -

-for the ModeratelyMentally Retarded:

4'


C. Social Skills Related to Games and Activities-


The student:

Attends to the task beingpresented.

Responds appropriately toinstructor.

/Demonstrates ability to'follow instructions, ingroup setting.

Uses some appropriatecourtesies. .

a

Draw attention to thosestudent's who are payingattention.

'Give students instructions.a Praise otudents who are

following instructions.

- Participates in cooperative

4

Provide a model forcourtesies behavior; havestudent imitate.

AProvide opportunities forstudents to participatekn groups of two or more.

I.

141

FINE ARTS AID INDIVIDUAL EXPRESSION

Level 3A. Craft-s, Hbbbies and Activities

OBJECTIVES TEACHING STRATEGIES,

MATERIALS

The student:

Holds-pencil correctly.

- Mpkes circular scr.ibblingmovements.

4

Begins to make counterclockwise movements.

Makes creative patterns.

Uses both hands to knead,pound, beat' clay.

Demonstrates use ofscissors.

'Begins to use finger tipsn finger paint activity.

L

Have student follow outlines-_.:.plastie or raised paterns.

,Provide pattern and have.-..

students make rongitudinaland circular.lines.

Provide,deterity exercises

-

Felt pens.ColorIng pens(odors assoCiated)."bathtub crayons"Dubnoff SchoolProwram I (Level 1)

. Art is Elementary.

. Teaching Visual.

Thinking Through.

, Art Concepts.,

,

Play:game, "This is thewaywe make t'he ..." to muaic or

;singing. HaVe,student createown words to accompany cly, ,

plasticine, Oqugh4 etc. .

gitphasiz&i.tlie working with

the medium a

1

d a 4ertain.

amiliolint of veil ox associated.

Use materials that cue ortear easily,. :Display by,gluinglon;.to other paper,. eor tacking to boar-d to giverecognitiOn Ad visual re-inforceM nt.

Have stu,c1 t alterna e use' of

t, flat .hang and ends 6 angers

to make Impressions in thepaidt.

Direct the student-to hseoniy,the.fingertiPs'to showIdetails oT grove of trees;a sPecific figure or object

,'.in.the finger paintframe,11,

-

142

Creative Art forthe De'veloping

Chdl53.

f

FiNE ARTS AND NDIVIDUAL ACTIVITIESLevel 3

A. Crafts, Hobbies and Activities

(


4

MATERIALS

The 'student:

Begins to make articles fromsimple tov building 'sets.

Identifies pridary colors

. -

Identifies top and bottom

of objects.

With assistance, useslir*, squares and circularshapes for; pe01e andobjects.

Use imitation technique.Make object with blocks,have student attempt tocopy this form. Useother building toy set'ina similar way.

Make use of matching colorstrip with object of samecolor. Beginrwith severalcolors of the priprry groupgraduate to colors ofwtheaeeondary group. Providee.oloring activities usilitg

a specific41,01or, and draw'attention to it. Begin withprimary.colors, thensecondary colors.

. -

Using-specific shapes,deMonstrate.that theseobjects can be placedupright on'their bottompAts, illustrating one,way to tell'which'isbottom, and Ahich isthe tdp. Use ruit jar,

pyramid, toy cat a cup,etc.

Use,copy technique, havestudent,imitate. .Use

astieine, sticks, plasticalls, rectangular ikocks,

etc. as media for makingfigures.,'

143

169

Matching GamesSorting Biox and

ACcessories.,Artworld:s Art.

to Touch.

Orientation Views

Spatial RgrdtionPicture (cards).

Dubnoff School.

Program (Level

1).

)

'

t

FINE ARTS AND INDIVIDUAL EURESSIONLevel 3A. Crafts, Hobbies and Activities


4,44.

The student:

Participates in the makingof simple craft projects. ,

With assistance, pursues'a, hobb

Participates in directedNrecreational activitie.

4

Note: This rist of activit'ncouraged ,to add ot

.

Have student experiment witha. arl.et'y of simple prafts,

e . making clay figures.,

wea ing, ceramics, macrame.

, 'Encourage student to collecttrading cards, gum wrappers,rocks, etc.

Provide a variety of leisureactivities such as games andsports4ndoors, outdoor,individW, group, e.g. tablegames, snow-shoeing, hiking,camping.

s is not meant to be exhaustivrs ordelete to meet'the needs

0

Handbook of Artsand Crafts fcin.

Elementary andJunior HighSchool.

Creative.Art forLearning.Creative AtTasks forChildren..LearningThrbugh Art.Art Box.

Teachers areof ,their studrts.

4

a

PINE ARTS AND rNDIVIDUAL EXPRESSIONLevel 3

B. .Mlic

OBJECTIVES TEACHING STWEGIES

t,

MATERIALS

The student:

Listens to nusicment.

r

for enjoy-

With assistance operatesmusic producing,equipment,e.g. record'player.

1111

Participates in musiA cal

gameat.eP

Imitates simple rhythmichand movements.

Uses rhythm 'ins-VaMents.

7

, Imitates simple r.hythmic

foot movements.

Moves in time to repeti-tious beat.

Participates in creativemovement activities,

Participates in groupsongs and'action songs.

Use listening stations.

Have students bring a favor-ite record to class.

Invite musicians to school toplay instruments.

Use the public library recordloan department.

Establish.a class routinefor listening to music.

Play game of "Musical

Chairs".

Clap hands and havestudentimitate. Tap hands on kneesin time to-music.

Uae rhytfill sticks to beat

time, have student,imitate.

Have student march to music.

Sing songs that also Includeactions.

145

't

Troll Reaoilralongs.

Hap Paljner records.

PeabodyLanguage Developmerit

-Kit.

Reaching theApecial LearnexThrough MUsic..

*FINE ARTS AND INDIVIDUAL.EXPRESSIONLevel'3

C. Drama


The student:

Participates in activities .

that imitate actions of,ce tain animals, e.g. dog,

)li n.

Imitates.simple words or

animals arc6. people.

sounds assos,iated

Demonstrates feelings suchas happy and,sad.

Participates ih a groupactivity, e.g. action song.

,

I Use role play. Play game !

f: havelptu,d, give name or; picture-0-f animal,,thenIask classmates to guess!'ehe identity.

i1.

.. ,.-

-Sing "Old MacDonalI had.a! Fare., Have individual

4, student imitate a particular

, animal sound.

..

-

,

Have student choose apuppet to depictrhappy orsad, and demonstrateone of these feelings.

-46

146

17 2

4

FINE ART5 AND INDIVIDUAL EXPRESSIONLevels:3

D. Recreation

OBJRCT 'ES TEACHING STRATEGIES )0ERIALS

The student:

Entertains self playing,with toys for increasing°period of time.

With *tance, plays-

simple card and board games.


With supervision, parti-cipates in communityevents.

With supervision, visitsrecreational facilities.

Attendt day camp.

.11

Gfve student opportunity forfree play. Increase theamount of ,time at each sit-

ting.

Show student how to play withcertain toy or game, havestudent fqllow lead.

Give student opportuniEy tovisit ,facilities.

,Give student oPportunity toattend'camp.

4

.147.

173r

6

CITIZENSHIP AND INDIViDUAL RESPONSIBILITYLevel 3A. At Home

OBJECTIVES TEACHING STRATEGIES MATERIALS'.

The student:.

Identifies own belongings.

Associates immediatefamily members with whatccnstitutes own family.,

Recognizes that familiescan ctiange in size, ,

APractises courtesies.

Follow$ some family rules.

Have student Rlay gamesinvolving locating own items,e.g. "I, Spy", ckothing hunts.

Have student bring picturesfrom home of own family.Make family albums for eachstudent in class and compare.

Diyscuss membership and sizeof families, e.g. John has asister Sue, and,a brotherPaul.

Raise classroom pets andfallow the pets to have off-

spring.

Take class to hospital toview a new4baby.

Have cons stent family rules.

148

4


Level 3B. At School

OBJECTIVES TEACHING STRATEGIES MATERI AL

The s'tudent:

Identifies own belongings.

Follows some.school rules.

Demonstrates respect Tovprope'rty of others wialin

the class.

Carriesedut simple class

llores/errands.

\

Have student play locating-games involving own items,e.g. "I Spy", clothing hunts-

Make student responsible forkeeping outer clothing andgym materials in.correctlocation,at school-

Have consistent schoal rules,

Have class assist in makinga pictorial poster of schoolrules.

Demonstrate and have studentmodel asking for permission-to handle.another's ptoperty,e.g. borrowidg a toy.

.1

Demonstrate comect handling.procedures of items used inclassroom, e.g. hanging up 4

another'S coat. Have student'

model.

Have student participate inpreparation and clea6-upactivities, e.g. snack tiMe,

art time. Temonsrate cor-rect steps and have studentmode;.

fr

149

1 75

4

CITIZENSHIP AND-INDIVIDUAL RE5PONSIBILITYLevel 3C. In the cpmmunity

OBJECTIVES TEACHING STRATEGIES 'MATERIALS

The student:

Identifies some,community,helpers, e:g. pdlice. .

.

Identifies most adults withwhothe deals as.authorityfiguies.

r-Identifies own neighborhoodplayground.

Demonstrates,awarenes's thatotherjamidies in -um com-munity are differe from

own family:°,

Recognizes the tune of theNational Anthem.

Identifies a flag.

- Follows some communityrules and routines,e.g, crosging at corners.

Hav.e stuccent participate in

field trips to fire station:,etc.E.3.-r have community help-

ers visit school.

Have student follow simpledirections-from a vhrietyof persims in own neighbor-hood, store owner.

Take student to.the play-ground and:Use facilities.

%

flve student lead adult to 4playground.

Make virsits to a neighbor's

home during%a special occa-sion. Point out differencesto student, e.g. watch easteregg decdration by a Ukranianfamily; eating hot cross buns

Have student participate inopening exercises during anassembly. A

Have student locate and hr1dthe flag during an assemblyfor a flag al te.

Have student c lor a pictureof a flag.

Take student to iffrentlocations in the community,e.g. parks, stor s. Demon-strate correct b4favior andhave student mode

150

'Community Careers

( rannelboard).e World About Us.

LOtte Game.Gommumity Wrkers.

4.otto Game:

Our Neighborhood.

dliZENSHIP AND INDIVI;UAL RESPON4S1BILITY

Levef 3D. Environmental.Education

OBJ1i,CLIVES TEACHING STRATEGIES' MATERIALS ,

a

1. Ecolo_gy:.

The student:

Identifies familiar living - Have student Participate in

organists. . field trips to the farm, zoo,,museum, etc.

Distinguishes between petsand oAher domestic animals.

Keep a "clasprOoln Zoo":

Visit a pet.store and makea list .of all the pets for

sale. D,iscuss the kinds of

pets in stores.

Play sorting gaves.,

Have student_ recall -flames of

pet's/domestic animals viewedin films. ,

DifferentAktes between baby Visit a farm or zoo in spring.

and adultTirds, fish,=.etc.

1

Visit a pet store which hasyoung and adult pets forsale.

PlaSr sorting games.!

t-,

Idiestifies one attribute Take student for,a walk and

of plant material, e.g. tall pont out attributes of

tree. plamt Material. Make speci-, men colleptions and have

student remember name andattribute of two or morematprials in classroom..

151

The Big GoldenABC Animal.Book....,

Peabo0 LanguageDevelopment Kit.Farm Lotto.Zoo Ldtto.

Zoo Animals.,

The World Around Us.Lotto Game:My Pet's Pofti:on.

Filmstrip:

A

Mothers, Babies- and

thei4,Homes.Mll'and Match,puzzles.

Do fou Know?'

CITIZENSHIP AND INDIVIDpALRESPO'NSIBILITYLevel 3D. Environmenial Education

.

OBJECTIVES TEACHING STRATEGIES *TERIALS

,

The student:

Identifies familiar fruitsand vegetables.

Identifies a locationwhere plants grow.

Recognizes rain as being awater source.

Recognizes.that plantsgrow in soil.

Identifies some large.. natural landforms, .

e.g., mountains.

Go on field trip and'labelwhere different plants grow,e.g. in soil, in water. A

Take' instant pictures ofthese locations And haveStudent abel in class.

Grow plants from seed, keepplants in,classroom.

Have student collect water.in buckets when it is rain-ing.

Have4student trahsplant'both indoor and outdoorplants. Leave a fewplants in pots without anySoil, others on'tbp ofground in garden. ..Observewhat haptiens. Point outthe necessity of '!grourid".

Go pi4, field trips to dif-

ferene natural landformsin immediate environment,e.g. rocky shored of rivef,mountains.

Label landfOrm for studentand have him recall.-

Show.pictures. Play gamewhere giudent must Presentthe-correct picture upon

.request.

152-

Start s: Rain;

Snow; Rivers.

A

Starters: Jungle;

Desert; Caves;Mountains.. ,

Travel folders.

')

W'.111101P " CIFIZENSHIP AND INDIVIDUAL 'RESPOgSIBILITYLevel 3

D. 'Envirorimental Education -

(IBJECTIVEs.'

k-

'TEACHING STRAdIEGIES MATERIALS

44.4

,;.

. Weather:

The student:

'Keeps weathtr chart.

Irifferentiates betweenSeasons'

.3. Energy: ,

'."The student:

Assdciates,some

A V

I

Hav a se&Sopal Calendar with Starters: Sun; ,

A

pictUres to tatch ,showing, Moon.#

e.g. tulips, leave fairing,

1)ears sleeping. Have studentmat.ch Ridtures dpring

iCalendar time".,

,Go on field trips during .farl,* summer, spring seasons.

A

Discuss obssermatiots.

, Make' f.seasonal collage frrpictures,.e.g. picturesaSout.fal/.

;

tems with'.

prazquang

Identifies -n as sourcesof.light,and hat.

,

4: Pollutio0

The student:-

Identif estter.

:

'4014 .

Try-different experimentswith student and have him_*late differences,' e.g. :cast

' 'shadows on;sunny day7dark:robm, use,a prism in sun--

a;

. Have Stiael'nt participate in

class crean-up/litter drive.

153

L.

-479.

#

1V

4

.)

CITIZENSHIP AND INDIVIDUALIESPONSIBWTYLevel 3D. ,Environmental Education

OBJECTI'VES .TEACHING STRATEGIES:

MATEkIALS

The student:

Disppses of litter appro-priately.,

Identifies nois4 he can"make.

5. Conseription:

The stlident:

. Identifies excess,e.g. left-over lunch.

7

'Tirrns.some appliances atid

lights on and off.

amr,

Eat out in park where lunchremains must be disposed-Of.'Label remains as litter.

Have student use musicalinstruments, e.g. drums,bells, in hitting, Shakingolk.and ringing movement4t*

3

*

Hav wonsistentcla'ss pro-e

cedures,,e.g. saving left-over lunch to take home,saving scrap paper_after, anactivity.

4Plir these concrete things ,with "too much - excess".

Have the student followsimple directions, e.g. turnon the lights, turn thetelevi,sion off.,

Pair turning off applianceswith finishing their use,

g. "You have finishedwatchingoPoldr televfsionprogram, now you turn theteleVision'off".

e

4

J

So

. *

Ire

; UNDERSTANDING §ELF AND GETTiNG ALONG WITH OTHERSIevel 4 ,

A. letidty4.dge of Self


(N.

1. Personal Charaeterr.istics:

The.student:

With assistance, states/writes name, age, addressand telephone number.:

Recognizes frequently seenpeople by name.

With assistante,,states or .

write§ name of nhool..

Identifies or marks ownii-ettKrty with-name.

Ace

Have the s udent ite name,

age,"an0 address each day.Assist when necessary.

Ensure student carries.I.D.card at all times which hasan emeri cy phone number onit, as wel

Display pic ures of' famiTiarpeople. Have student iden-tify people as you say theirnames.

Introduce .people who' student

will see oflen, e.g. princi-pal, custodian. rovideOportunities fo-r student tohear their names and associ-ate with actual person.

'Ask student What school heattends: Prompt wherenecessary.. .

._

Write Ahle of school onblackboard,.havecopy.'. Prov,ide OPPort nity to

practise writing name ,of,'

schOol..

.

Encourage sttident to pick, up,

personallbelongings and,store'in Opropriate places.

Ar. ,

155,

Washington StateCooperativeCurriculum,Binder 2.

Social LearningCurriculUM.Peabody LanguageDevelopment, Kits,,

Level 2. .

4

PhotdS of friends;family members:

4

6

*

UpERSTANDING SELF AND GETTING ALONG WITH OTHERS"level 4

A. Knowledge of Self -

4',

. OBJECTIVES TEA6ING STRATEGIES TERIAIS

t.4Choose's at activity ofinterest from among twoor three.:%-f

. iltytical Self:

The student:

Identifies the five sensesand indicates body 'parts

involvdt.

Cit

I*

4..

Provide student with oppor-tunities to label personal

beyngings: books-, pencils,

papers, etc.:.

Have studentpick out oft.belongings.from among, twoor three others which are

t

stmilar:

Establish an area that isalways se up with free timematerials: .paper, crayons,,

games, puzzles. As theIstudent finishes his work irat assigned free time periodstell the "student to gb to the_free time area and findactivity to do.

a

Have a tasting 13arty. Let thestudent, taste a number ofsubstances, des6ribe holw they,A.ste2.9i classify accordingto taste. Increase nuMber ofdifferent tastes as student'sawareness increases. .

Have student try to identifyfamiliar odois. Puf sub-

:stances' tg jars, open lids,havd studentsmell substanceand hame it.

I.

'I

uzzles.es.

cords.

ks .

Social LearningCurriculum. ,Workjobs,"

UNDERSTANDING.SELF AN4,GETTING ALONG WITH OTHERSLevel 4'

A. Knowledge of Seff

OBJECTIIMS

:

The studenn,

'

4

4

-

TEACHING STRATtGIES

Identifies body parts.

Demonstrates kpowledge ofthe function of body parts!'

1

. Describesspecific Charab=-.teristics of. hig own...appear=

ance, e.g. ,color af hairand eyes, Leggth of hair,color of skin.

Have student sort oblects° .

into categories according tohow they-feel, e.g. rough/smooth.

Blindfold student. Make anoise; e.g. clap hands,i ,

Have'student point to wherethe noise is coming frpm..

%Have student Sort objects

,according to 'their cplor.

Have student identify soundsOn tape recorder; e.g.ring-'Ag.telephone,'dog barking;match soundato object or. 1

picfure which would,make thesound.

Play game "I Spy".

Have student/name a body,part as'you'poinetp

4sk Student what each 4dypart is used fpr.( Give theusage of the body part andask the student to nathe,it.

Play concentration game,matching body parts andictures,of activities using

,-body.parts.

,

D'isplay indiAdduaI-pictures,of'students. Ask eachstUdent to point out hispl.cture and tell'iothe things,

about how he looks..

HaVe studenit

and'describe

4 Have- student

picture of,

'

. ,

- MATERIALS

,

1,

Doll.'my Face and Body(flannelgraph);

, Body Concept -Spirit Masters;Body Yarts-Dice.Game.

lobk in mirrorwhat he sees. .4draw and corerhimself.

Mirror.

ta'

4

, "

;

4F

UNDERiTANDING SELF,AND GETTING ALONG WITH'OTHERSLevel 4A. kn9,41,edge of Se1 t:,0..

OBJAIVESr'TEACHING STRATEGIES

V'

Distitiguishes Atweqnsexes by names and aPRear-

- ances.

* The studer14:

DemonstrAtes knowledge thathe.grows.

4

Demonstratetknowledge that'growth takes,place inpeople. .

6

1,

47,

4

,Have student bring in or .

make up photo album dipplv-ing pictures of self frombirth to present. DAaw'at-tentionto size or st}Identat different stages ofgrowth, complre to presentsize.

.Hava student bring in'clothes that nó longer k,it

him, especially baby.clothes,shoes. Ask if he could wearthe.se things nqwe

A't set,times dUring the yearmeasure the student, mark onwall.chanti compare,changes.

Have student bring Picturesof various people-of differ-

' ent ages; compare body sizesat.diffstrent stages,ofgrowth.

, -

If possible have a motherband small baby visit theClass at intervals duringthe year. Record site ofbaby an4 Compare.changes.

ft

Have.studentSorttout%pictures of pepple accordingto thbir sex.

Make'aalist of people names.--Have) Student classify them `

as to boys names-and gitlsnames. r

-

.

MATERIA1.,S

1

....._,..,_

./

Pictures of student,at different ages.

40P

Pictures ofpeople.

'iUNDERSTANbING SELF AND'GETTING ALONG FITH OTHERS/Level 4A. Knowledge ofe.Self

OBJECTIVES TEACHING STRATEGIES yATERIALS

The'studeht:

Identifies 4appropriate

places for action's requiringprivacy.

4

; Emotional Self,:

,*-11

The student:4

Identifies s,12cific emotionsin self and others from

*facial expressions,. posture,:1.Terbalizations.

Tighteriaand relaxesspecific muscles when re-quested to'do so, e.g. fist.

Direct student.to, and havehim use; appropytate places,e.g. bedrbom.

..

Vben taking, student to Sin-

f miner places, 'direct him

4\-

o REST ROOMS.' -

Have student-practisa.read-ing the various4ames/symbols depictipi public,toilets, e.g. MEN, womly.

,

Have student sort-out pic- 'tures of people according tohow they,feel: happy, sad,angry,fearful, excited.

Have student find pictureS ofpeople 'displaying pecifiedemotions; make posters.

IEncourage'stydent to,exRres§his feelings through drawing,painting; singing, dancing,etc.

Have student modc4 youractions.. Use a variey cOfpositions from which topractise: prone, sitting,standing.

Start with gross.motor RoVe--ments (legs) and then addfine thotor movements (tist.O.

A

159

)

Ok.

Social-teamingCurriculum.Pictures of peopledisplayipi avariety of emotions.DUSO.

Human OevelopmentProgram:\e_ Magic /

Circle.,

Exploring.OurEmotions.,I Know How'you Feel.

Relaxation'- A ,

ComprehensiveManual for Adulis,Children, and Children-with Special Needs.Peace, Harmony AndAwareness:.A Relaxation Pxogramfor Chii'drin .(record

Kiddie QR./

UNDiRSTANDING'SL AND GETTING ALONG WITILOTHERSLevel 4

A. Knowledge of Seif

OBJECTIVES

The'student:

Identi4fi s some manifesta-tions of emotionalreaction , e.g. angertighfmuscles.

Idehtifies specific situa.-..

tionS or things which maiie,

people happy, sad, orangry.'

6

i#

Distinguishes between someaggressive and neni-aggres-

4siVe ixehavior, e.g.'hittinptouching, asking/demanding.

Os

..

-

A

TEACHING STRATEGIES

Use real situations. When astudent ts angry point outphysical reaction (tenseness)aild ask him:how he feels.

Draw stUdent's.attentio to

how he makes you,reel when hedoes cprtain tHings,",Yoef Making me very angry""I -teel sad wjlen you,,s*

those things".1

Have student tell What'makeshim happy, sad, angry.-Compare.responses.

Read Stories which involvethese emotions.' Have studenttell you what is causing thecharacters to fel this way.

On Special days,. e.g.Mothet's Day, have studentmake lists of what he coulddo to tmke his mother happy.

Draw siudent's attention:to .sittatioris where aggressive

'responses are used: Have hithink of other non7aggressivways of resolving confliCt..

Rdle play situations involvaggressive and non-aggressivebehaviors.

- MATIRIALS6

.r

'Alternative Cards.

016

.160

t!'

. 186

I

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERSlevel 4

13. Social Relationships,C

r

MATRIALS

t 4

1. Needs and-Motivations:

:The st ent:

Ide tifies appropriateaction recitired for specific

need.

4*-5'

/Identifies appropriate-,-person,to whom needs can beexueased, e.g. gchool,-per'SOnnel. ,

I

44.

Satitfies own needs in anappropriate Aanner,

t,

'

4

Read specific situations tostudent. -Hayhim tell you'what he would-do in thatsituation, e.g. °You get 4

hdme from'school early, noone is,home ana you.don'thave a key. to get in thehouse - what do you do?"

Role play situations wherestudent needs something .3Nhas to act out how to get it.

Role,play situations.wherestudent needs some4hing,andhas to ask-pie appropriateperson'for help.

Make display of communityhelpers. Discus; their rolegand ways in which,they help.

ProVide opportunities forvisits from school personnel,-have them tell class what .

their jobs are.

Go on field trips to 'seeother coeunity helpers at'work.

Role play situations wherestudent must help'himself.

Praise any initiatiVe studenttakes to help himself.

114

'.Social Learning

Curriculum.

Peabody LanguageDevelopment Kit, '

Level 2..What Would You DoCards.

Pictures of people,

in specific roles,e.g. pioliceman, nurse.

DUSO

-


1..evel 4

B. Social Zelationships

OBJECTIVES TEACHING STRATEGIES : M4TERIALS

2. Factor's Affecting

Relationships:

The student:

Responds appropriately tofamiliar and unfamiliarpeople with respect to age.

R spopds appropriatelyiofamiliar,and unfamiliarpeople with rdspect to theirroles.

, ka

Show student plictures of

familiar and unfamiliar,people. *Ask, "What wouldyou say.to this person?"_Include discussion aboutthe dangers of going withstrangers.

Invite familiar and unfamiliarpeople to viiit your class,e.g. student's mother and'baby, grandfather, a seniorcitizen.

Roqe play situations wherestudent,responds apOppriatelyto people according to theirage, e.gbaby, seniorcitizen.

Make poster of.communityhelpers with 'descri,pt4ons of

what they do.

Invite cOmmunity he pers tovisit your class to discusstheir roles.

Role play situ4ti9ns wherestudent responds appropriatelyto familiar and unfamiliar,people according to their

162'

P4ptures of familiararid ugfamiliar

people.

Peabody LanguageDevelopment Kit:People Puzzles,-

Families.

:4Fe,

Social4LearningCurriculum.

go.

A

Occupation Photo-graphs.Job Puzzles.Occupation Match-ups.Career hentityCards.

4




The student:\,

Name's/describes thecharacter or.situationpresented in picture Orstory.

3. Handling SocialInteraction:

. a. Expressive CommunicationSkills:

The student:,

Commuelcates in,a numberof,ways, e.g. gestures,speaking, writing, facialexpressions.

Present pictures of familiarstory or comic book char-acters and have the studentname them.

Present pictures ofSituations. Have studentdescribe the action in thepicture and make-up a .

story to go with it,

Read a book to student on adaily basin. Each day haire

him recall events.from thepast'clay's reading.

4

Tell.the students'that forone classythey'must not speak-to anyone; they must maketheir needs known in someother way, e.g. gestures,facial exPression, writing,etc.

Have student write letterof thSnks or draw pictures,

Have a "Monk" lunch wherepo one can sp.eak (pretend

only).

Play modified game of charadvs.

163

169

Pictures of storycharacters.Comics.

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS'

Level 4

B. 'Social Relationships

OBJECTiVES

6


--e student:

Communicates with othersuting socially accePtablebehavior, e.g. maintaining .eA\contact, getting atten-tion before speaking.

Uses apprdpriate techniquestcl obtain information.

ModifiesTwa-behavior atappropriate timeS or whendirected, e.er stops crying,settles down to required'activities.

b. Receptive ComMunfcationSkills:

The student:

Responds appropriately taobvious mood changes inothers, e.g. raised voice,

exclamations.

Rep ats short messages.

Utilize MagPcs.'eircle tO

prectise these social be-haviors.

Role play situations wherestudent is carrying onconversation with someone;emphasiPze acceptable.conversatfon etiquette%

Have people visit your class,allow student to take withthem, both familiar and un-familiar.

Praise student when- hemodifies behavior.as direct-ed. Ignore behavior whichis inappropriate.4

Provide opportunity forstudent to respond to mgód -4

changes. If response is in-apprdPriate or if there is noresponse, assist him, e.g.raise voice for impact.

Human DevelopmentProgram: MagicCircle.

Verbally give student shortmessage to deliver. Have himrepeat it and delivef it toappropriate person. Check to ,

see .if they got the correct

message.

164 .

,01/6

UNDERSTANDING SELF AND GETTING ALONG WI 'OTHERS

Level 4 ,

B. Social Relationghips

00dECTIVES

14:

TEACHtNG STRATEGIES MATERIALS

The student:

c. Problem SolvingtndDecision Making:

,

The student:

Makes personal choices at'appropriate times, e.g.free time activities. 4

4

Contributes to classroomdecision making.

With guidance, .inclicateS'

the general nature of aproblem in a conflictsituation.

Arrange with parents tosendverbal message h

c110

e via stu-dent.4kHave them p ne Ycit to

let you know if message wasdelivered correctly.

7./Play. game "Gossip". Have,students sit in'circleliass short message. Chfor acduracy.

Provide opportunity for freetime activities. Have stu-dent choose own activity,assist if necessary.

Teach student how to playspecific games,to use in,hisfree time. ,

Provide tude t with oppor-tuni45 to 1 others whate likes t do displayy.

po depicting favonite,e.g. foo0, televipion show,toy.

Role play colflict situa-tions'. Have student.tell youwhat the conflict isl Assist '

where hecessary.

After reading story Withconflict in it, have studenftry to. tell you what,the con-filict was and how the personwas able to solve it.

.165

6

404,

TRAVEL 4Level 4

A. Ways to Travel

4

P

OBJECTIVES

The student:,

Ideatifies.ways tdt:ravel.

Demonstraees kl-pwldge ofpaying for some forms oftravel,

, .

TEACHING STRATEGIES

Have student particigata ina variety of vehicular antnon-vehicular modes oftranspoftation, e.g. skiing.,

/

Play pictor 1 matching,game:

have stude air a specificmode of t v with,a loca-tion, e.g. kiing with snow.

Have student travel on cityfransit.. Give him fare priorto boat-ding the bus.

'MAaERIALS..

I.P..A.'Manpal, 1980.

. . ,

.\

Make a chart of formsi oftrave'l requiring,fare. :Jive

Car Match-Up's.

Car Rally, Game.:,

.student cut out pictures ofways to travel-that require

. fare.- .

4 ,, .

4

.. Identifies drivers'of some Rave student participate in , Travelpamphlets'

vehicles. 1 .field trips -to different and magazines.. L

,...- transportation termiiIs

)Make arrangements fe)t qtudent L

-.., . .,

to meet drivers, e.g. eirport; '.

. I pilot. .

.

k

V

.1'

166'

, , t, . /

,

192.4 N

AP o

1 .

A

TRAVy..

Level 4T rovel'Skill§

-

A.

OBJECTIVES

.TEACHING STRNtEGIES

'

MATERIALS

The student;

Reqqgnizes t.he need for'assistance.in travel

' Situations.

I

Reagts appropriately tothelmeaning of trafficcoldrs:

g'

States name aRd addresswhen seeking assistance,ina travel situation:

Have student participate'ina travel trainipg program.Role play procedures-for ,paying fare bclarding,bus,

etc.; and practise in 'differ-ent real life settings.Pr,actise emergedcy proce-dures, e.g. what to 'do whenlbst.

Play a game usiug pictureswhere the student mustpredict what happens next.

IC"

Play games, d.t. "Red,Ligh'tGreen Light", modifying therules to include a varietyof command movements,,e.g, "When I say green, Ivant,you to walk backwards".Incorporate. the green-go,red-stop concept in otherareas, e.g. physicaledqcation.

J)ractise crossing streets,..using traffic lights. Trydifferent light standards;e.g. okerhead, on pole.Simulate these activities inthe class before going intc5the community,.

Role play giving name\andaddress or presenting an I.D.card in a number of'speLfic

_situations, e.g,. gettinglost, losing Care.,

167

193

What, Fo1j.ows'Ne)4/?

Consumer SequentialCards.

Photo SequentialCards'. ,

Traffic Listht

Teacher made I.D.card.

REM

TRXVELLevel 4B. Travel Skills

I.

:

OBJECTIVES TEACHING STRATEGIES MAT RIALS

The student:

''14egnizes immediate, neighborhood of home.and

school.

With supervision, iden-tifies bus signs and some

. bus route numbers.

Identifies some basic(

wordsof signs of informStiqp,e.g. danger.'

-e

a.

Play locating and identifi-cation games with obviouslandmarks in the environment,e.g.:bench, bus stop.

Have student run errands toa neighbor's house that iswithin sight, lead you tolocal corner store, delivbr

Have student.view a nimber ofdifferent bus signs and routenumbers.

Have student find.bus stoplocations in a variety ofsettings, e.g) bu,s stopnearest school, 'bus stop toreturn to school.

Play number matching games:"Fish" with,bus routenumbers; "Solitaire" With busroute numbers.,'

Have student view a numgerof cnmon words of signs ofinforMation. Play loca0,nggames,in the classroom, wherestudents must find the cor-rect

Take student on field trip ,

to dowitown area and takeinstank photos of-signs andinfbrmation.

1:68

Blank playing cardsor pieces of.ppper

,ih the size ofplaying cards%

Zeacher made-slides.Road-Sisns of theTimes.Survival Signs.Functional,Signs..Match-ups.

Safety for M.Worli.bo k Series,

Book Ih II,

/

'TRAVELLevel 4

B. Travel SkillsP.

OBJECTIVES ATEACHING STRATEGIEb- MATERIALS

The student:'

Iden.tifies,behaviors whichare appropriate in public,e.g. keeps acceptabledistance.

Differentiates betweenstrangers and family and

_friends.

temonstratotsi sot appropri-afe behavicTs at, hbieandin.puhlic.

Selects appropriate coinsfor own fare.

e

Demonstrates undairstandingof travel events

,

associatedwith specific time of day,e.g. time bus leaves.

0

l.

Role play appropriate be-haviors, e:g. greetings,travel .procedures%

,Role play procedures, eIg.jining up for A purchase,choo,Sing a seat on the bus.

A

Have local police come tlp'tschool to speak,about thepossible dangers of goingwith strangers and procedurelor seeking help, e.g. BlockParents, seeking shelter in'a store.

Have the class make a chart,of appropriate behaviorsfor home and in public thatare related to travel.

Role plaYAvarous situatiOns.

Use matching procedurewhere/student must selectfare /coins.

Have student pay own fareon city triansit:

Have the class'make a chartof rising times/retiringtimes, mear times, specialactivities times,-etA

Play pictorial grouping game:"have pictures of actiyitiesfor morning; afternoon,e\iening, etc. ,and have elle ,

dtudent,group'all'the morningpictures, all the eveningpictures,:etc.

:169

1 95

Winnie the Pooh onthe Way to School.4

4VP4.,

Teacher made gamefrom picedires in

magaz4nest-

'4

3

1.4

TRAVELLevel 4 ;

B. Travel Skills'

'41

OBJECTIVES' TEACHING STRATEGIES MATERIAta

The Staden:,

Crosses streets iri quiet'rleighborhood of home andschOol.

Ulth supeTvision, travels.in commumity.

Demonstrates understandingof rules of safe riding/walking.

With stiflervision, crosses,s(reets in busy areas,

ask

r41

'4

4 .

Have.local 11;lice come-to-,

s:chool and shOw class howto voss streets sifely.

Establish a sa fe route fromhoMe to school, school to -*

local store. Collaboratewith parents. Point,outunmarked'tntersections,Iciangers, truck routes..

student lives on a farm,yoint out farm dangers,e.g. highway, field, unpenned

-animals. -

invite 4-H members to speak.on safety.

'Simufate safe styeet.ridingon playground pavement,e.g. signals, lines..Jh pave-ment. Award badges for safedriving. Have student cycleto specific location from

-School for special activity.

Role play relponses tofamiliar trakric signs andlights, e.g. stop sign,green light.

4Provide practice in a ualsituation.

A

170'

'Winnie the Pooh onthe Way to School.

a

HEALTHLevel 4 '

Nutrition1

,OBJFCTIVES

4 I

I

TEACHING'5TRATEGIES MATERIALS

studet:

Digtinguishes betweeri foodsthai are edible'-and

e.g. spoiled, :inedible,dirty.

3

c

o

'Associates meal.timeswith Tpecific food itelpsand a pertain order of .,

eating.

Identifies many fogdsby name.

1

gollect"edible and inediblp.

foods and' plae them in #

refrigerator: Clean refrigeratop; illustrating what is no

er.edible 'end point outarious ways df identifYing

-foqd thiltis.good or spoiled.

4Set up a sthall model' kitchen.

Place smalr food samples inappropriate and inappropriateplac6s, e.g. garbage can,on the floor. Have studentselect areas where food mustnot.be congumed. Discugs ,

possible consequences of.,Onsuming inedible4664s.

- Show pictures-of severalfood samples related to aparticular mal; discussimportance pf these foodewith student. Have studentselect pictures to show whathe eats at specified mealtimes.

A

4

Use a language experiencechart to reinforce

Make,"Food of...the Week"

bulletin boara: foods to beexplored that week. Usevariatirpons, e.g. foods Trom

other countries, fromdifferent ethnic groups.

Have a parentel, night: set upnew food experiences in class-ioom. Involve parents in atesting party. Displaystuilent's scrapbooks:"New foods I have tried".

171

HEALTH /./.4.

Level 4

A. Nutrition

OBJECTIVES

06

' '


4'

The student:

A 4

Clas'sifies fodd in twoor more groups,e,g. fruit, meat.

4Associatest'some foods with

2 their sources.

Eats a wide variety offoodg.

Illustrate universal, colorcode of.food group chart,

Discuss each food groupindividually. Have 'clais

cdnstruct wall collage frontfour pie shaped, differentcolored materials; label eachsectioti' with the name of a

food group.

Set up a display,of variousfbods using empty foodcontainers and packages.Have student select an,item fwu the display andplace it on'the correct foodgroup. .

Discuss'a food group and havestudent name as many sourcesas possible.

Construct a chart illustratingone food group, e.g. show apiceure of,a cow on a farm.Make,glaps on cow that can beopened'and closed. Underflaps dtaw picures of pro-ducts we get from cows.

/

Provide a balanced diet,using foods from all foodgroups.

Establish an "adventure day":new foods to try, e.g. ethnicor.holiday food. _Prepare anew fdod in'class or send ahew -recipe home for Studentto ftepare with parent, andbring back, to school.

4 172

196

Canada Food Guide.

Department ofAgriculture Materials.

HEALTHLevel 4

A. Nutrition

' OBJECTIVES , TEACHING STRATEGIES ,plAIERIALS

The student:

With aoistance, controlsquantity of food cobsumption.

sc;

Play "select a meal" game.1)iscuSs importance of weight 4 ,

cOntrol. 1isesicture s,pudy

illustrating overweightchildren; discuss how itaffects heafth.

4 \

co,

173

Ns.

Ita

L

so,

HEALTHLevel 4.

B. Personal Care

4e

OBJECTIVES "2 TEACHING STRATEGIES MATERIALS

.1. Knowledge of Body:

The student:

v-AIdentifies body parts:

Identifies some internalorgans, e.g. stomach,heart. //

(.

Demonstrates elementary:knowledge'of body changesthat occur with Physicalgrowth, R.g. breast

.,development, musculardevelopment.

Model body *parts and havestudent imitate.

Play Sesame Street.record,"I've Got Two".

Play game, "Simon Says".

Als

Assemblepuzzle on floor.H4ve.student identify;eachOf his own body parts as hefits that'iliece ihto thepuzzle%.

Use stencils thAt requirestudent to perform a specifictask related to body knowledge, e.g. color the nosered.

0Use templates' to draw misstqrbody, parts. .

Use study prints and chartsavailable through the sciencedepartment, public healtbnurse, or school libraries.

Use body transparent modelsto.illustrate th'ese partsand discuss their function.

Discuss, using charts, studyprints.

174

"0.

Peabody EarlyExperience kit.

PeabodyNLanguageDevelopMent KitLevel 4.

My Face and MyBody (flannelboard).

oft

-HEALTH

Level 4 -

B. Yersanal Care

de-OBJECTIVE'S TEACHING STRATEGIES MATERIAL

2. Care of the Body:

The student:

With reinforcement, demon-strates appropriate self-care, grooming, andtoileting behavior,

Establish well definedexpectations for student, as

_regards self-care at school.

Establish consistent routine.

RecAgnizes importance ofpersonal cleanliness as itaffects others Nd self.

U$e modeliing and discussionwhile performing skills.

Define grooming skills to becovered with your class, e.g.washing hands, wearing,cleanclothes..

Choose a different area.orfocus far each month, e.g.

\washing hands/bathing.

Extensively discuss effectson self and others.

Make posters of differentgrooming skills:

Recognizes the need forsleep and/or rest.

Reports ac'cidents, pain or' -Role play specific incidents.other symptoms of illneSs.

3. 1)rilgs andwAlcohol:

The.student:

Takes medic on onlyunder superv ion of -

parents or trusted adult.

Recognizes there a timeswhen medication must be

Discuss, which adults mayadminister medicttion to,$tudent.

,Use photographs to ensurestudent recognizes adultswho may administer medidation.

Role play, or illustrate withpictures, situations,thatrequi,re taking medication.

0,175

-.e

HEALTHLevel 4.

C. CoMmunity Health Seivices

..0iJECTIVE; TEACHIPG STAATECIES MATERIALS.,

The student:

Identifies personnel inthe health field, -e.g. nursedoctor, and relates themto their functions:-',

Use study prints and"picturesof health servige personnel.Discuss their functions.

Use cutouts or samples of'.clothinvand equipment fora specific professional,e.g.,find all thing's thatbelong to a dentist.

Show films or filmstripsvisits to health serviceworkers.

-40

of Just AwtulYour Aouth Speaking

(kit).

al

1.*

SAFETYLevel 4

A. At Home and School


The,studept:

Practises safe use Of.someof the equipment and meter-

.

ials encountered.af homeand at .sohool, .g.:-sharp objects-appliances-eldctrical outlets-tools-poison-gyM equipment,-m4xches.

Keeps work and play:areaorderly and safe.

Al

,

Practises sa'fety when

'movirigon stairs, inhallways, on b4ses, etc.

A

4

a

.

Demonstrate safe use,,havestudent model.

V1t,it copmunity resources,"e.g. supermarket, hardware,store.

'1)Teach meaning of poisonsigns, etc.

Post pictureS of, and colorcode, materials to Odicatewhere they should be placed.

toN not allow Student to moveto next task/area untilprevious task/area ts com-pleted and materials returnedto proper stations.

vo

'Demonstrate and discuss theproper safety 'prineipl*sfor movement on stairs:-.parry pacicages up or,dowil

,stairs in a manner thatdoes not.obscure yision-do not leave objectson'stairs

-hold railing when desdendingstairs for better 'Supportand balance.

OD

Illusgrate bi using picturesof unsafe use of stairs.DrScuss how to rectify thesesituations. :

Discuss safety rules for -

.travelling,in cars or buses.

I7T

('

4 SAFETYLevel 4A. At Home and School

r-

OBJECTIVES TEACHING STRATEGIES MATERIALS .

'

foL

411

The student:

Practises fire safety%

Demonstrates ability toalert others in case of

45. fire.,

Demonstrate that Matches andlighters cause,fires. Dis-cuss that these are to behandled by an adult'or,undersupervision only:

Have student demonstrateactiAon tb be tken ifclothing catcles on fir

Familiarize student withfire bell, .smoke,alarm andprocedure to be followed.

178

2o,1

`.2

Tape recordings ofa 'firebell or

smoke alarm if'actual objectseannot be used.

SAFETYLevel 4,

B. Compuni6P

)OBJECTIVES TEACHING STRATEgIES' , MATERIALS

%woo,

The student:

PractiSes some safety ruleswhen walking or riding a

Recognizes the consequencesof disregarding rules.

1 b24'

Accepts direction inemergency situation.

Discuss Cycling skills andrules: -correct side of street to/ride on

- discuss hand signalling-dismounting before crossingstreet.

Show film on bicycle safety.

Use resource persons fromthe police department or .

safety course for di6cussionand demonstrations.

Discuss walkidg rules: set

up mock crosswalk.in class-room, use streetlights, walk/

don't walk signs.

Demonstrate proper place andtime to cross street. Havetudent imitate the protedure.

Demonstrate the correct w,AYto cross the street at Un-marked corners'. Discuss thefunction of safety patrols.When student demonstrates anacceptable.level of mastery.on mock crosswalks andstreets, repeat these tasksin the community.

Determine.several emergencysituations that may be en-countered at home or atkchool. Illustrate with

,pictures under appropriateheadings.

179

205

Bicycle Safay.'

-"e"----

"."

Winnie the Pooh onthe Way to Sdhoo.1(film).

A

Hansel and Gretel(film).

V

r

SAFETYLevel 4B. ComTunity,

OBJECTIVES TEACHING STRATEGIES MATERIALS -

The student:

Recognizessources of'helpin emergency situetioff,

neighbor, police.

Discust preiiehtative measuresand procedures to followwhen an emergency arises.

Make i.chart displayingpeople who can help inemergencies. Discus thisperson's funttion.

6Discuss the Block Parents What's a Block .

Program and Show the film. Parent? (film).

Play tlie "stat,ion.game":.set

up several stations in theclassroom that.depic't school,home: store and block parenthome. Have student selectttle appropriate station to

+help with ajertain problem.

Play t!car rider" game: makea chart showing the.student and Severelyas a passenger in a car. .Handidapped.

LeAve an opeDIng ,for different .6

pietyres td-ge inserted asdrivers. Reward the studentfor accepting a ride only withpeople, he knows.

Teaching the Moderately

180

SAFETY'LENA 4 ,

C. Recreation

PAGE 178-

OBJECTIVES TEACHING STRATEGIES MATERIALS .

-

The student:

Practises- safety rules ill

thq following areas andactivities:

- playground_gym

-parks- swimming pool

-tobogganing- skiing :

-skating.

Identifies dangers of,recreational equipmentin most situations.


S.

Demonstrate safe use of eachpiece.of equipment or correctprocedures-when using equip-ment. Point out dangersassociated with incorrect use.

4

Discuss water safety rules.

Show film on water safety.

.181

4

20'

046

a

Jiminey Cficket'-sI'm No Fool inWater (film).

Jiminey Cricket'sNo Fool With

Safety (film).

..e

WORLD OK WORKLevel 4 .

A. Career Planning And 'Awareness.

OBJVTIVES ifEACHING STRATEGIES

.1. Why Work:

The stu.lient:

441,0t

With some assistance,responds appropriatelytasks assigned in theclassroom.

Provide physical.assistanceto e and verbal support.

With aisistance, indicatestypes`lof rewards availablefor tasks comPleted. .

'44 0

Recognizes rel-a-thship,

between task performance andreceiving.of reward.

s:Perfprms some tasks withoutpromise of. tangible rewards.

2. Job Awareness:

The student:

With assistance, indicatewhether other members ofthe family WOrk.

--It trareg-that-orher----pedple work.

With assistance, names Come'forms of work.

1,".

Make c tractual agreementwith s dAnt: suctespful

.completio of given taskbrings a given reward,

i e.g. favorite activ#y,tangibles.

Withhold,reward if the .termsof above agreement not met.

Tell student that certaintasks must be done, e.g. turnout t.pe lights,.wash dishes,beèluse they Are necessary.Use helper's list if desired.

As.clasd'agsignmes)at havestudent take homenote tofind out what kind of workparentg and other familymembers do (what'bours,days) . Use for class,discussion.

Eag-to--cri-s-diirg

their field of work withstudent.

Discuss varivs well 'knownjobs, e.g. teather, n4rse,policemane

4

182'

208

MAERIALS

ra-1-.17-eWle

at Work.

2

WORLD OF WORKLevel 4A. Career Planning_and Awareness

4.

.11 .

OBJECTIVES TEACHING STRATEGIES MATERIAL'S

The student:

4 , Demands:.

_ The student:,

liemonstfates4bilit/ tolisten to- instructi.ons and

perform more difficulttasks.

,Offers to help in routine

'-Take field trips to variousplaces. of work. Beginlaththe more obvious occupations(uniformed positions): movingto less obvious jobs as thestudent gains knowledge ofthe community.

Provide physical assistancewith a vAriety.011, verbal

prompts.

tccupational Photographs.Job Puzzles..

Community Careers'(flannelboard).OccupationMatch-Ups.Career IdentityCards.

,

' Foster:,-prideln completionof taik by prominently dis-

, !playing names of the studentsfinished. Distribute

reward-buttons.

With decreasing assistanoe,responds appropriately tocriticism and_praise:..- .

AO.

k.

Reinforce desirable behaviorwith verbal prompts and non-.verbal cues, e.g. Pointingtp the jiob charts.

183

2 to

..

,

WORLD OF WORKLevel 4B. Specific-Work and Allied Skills

OBjECTIVES

7


1. .Use of Tools andEquipment:

The student:

Identifies moit'tools anddemonstrates greaterproficiency in Keir use.'

Follows simpie rules oforganization, care andsafety with respect tocotiii& tools attd materia/s.

Constructs simple projects.

2. Following Directions:4

The student:.F011ows mole complex7directions. ,

Identifies mostauthoriti,in theimmediate community,

4 /

Have student experiment with I.P.A. Manual, 1980.

tools. Demonstrate correct Workjobs.usage of tools. Let student

,practise final stages of' skills, e.g. complete thedriiiing of a-pail.

Demonstrate and have studentpractise changing and storingof tools. Label storage area;With pekc?ures or shapes for

.Proper-return'of tools with

.pictoriaJt examples.

Make available a va'riety of1ateria4 and have sxudentexperiment.

Provide physical a4s'istancewith a variety of verbtlprompts:

. foster pride in completionof task by prominently dis-playing names of the studentswho finished.

ersons in Make posters of people inhool and aut ority in the community.

l.-ga--fie1d liips, tci-ViSit

e.g. other teachers? police- pe 4 ple in authority,

man, pool guard, e.g. police station.

t

Community Helpers.Community Careers

--Thrinelbourd-Bet-.,

WORLD OF WORkLev-el 4



3. Decision Making:

. The student:

, ChooSes independend,ybetween two or more ,

Alternatives.

4. Independence:

Tile student:

Demonstrates ability toadjust adequately to

peop,le and materials infamiliar-and unfamiliar

Provide a variety JNsitui-tions for choosing betweenalternatives, e.g. use penor paintbrush.

Provide opportunitieS forstudent to take familiar

materials to unfamiliarloCations; to take unfamiliar

famillpr lota-situations, e.g. maintepanc e-, materials tojanitorial service.

e tions.

-

-7

rti

185

211

9

ttte

I

WORLD Of WORKLevel 4

C. Finding A Job

OBJECTIVES NTEACHING STRATEGIES MATERIALS

1. twareness. of Personal

Mility and Interest:

The student:

Describes certain types of

jobs in the immediate en-Vironment he is capable ofdoing.

2. Awareness ofkrocess:

.The student:_ _

, Recognizes the itportanceof personal cleanlinessas it affects otheresandstlf.

Show filmstrips of people atwork. ,

Encourage parent cooperationto set up job schedule at hom

Take field tripswithin.school and to vatious placesof work. Label jobsbeingdone andby whom,.e.g, typing,garbage collection.

.Have student mItch,picturesof tools withappropriatepictures c).t workers.

-

Set up a.daily hygieneprogram. Iseue individualtoothbrushes and combs-andmake each student responsiblefor own teeth, hair, neatand tidy clothes, cleannails,

Not

186

212

it?

A.

Q.

J ,

,

WORLD OF WORK, 4

D. Keeping A Job

4,

7s.;

ne.

,OBJECTIVES TEACHTNG''STRATEGIES_

MATERIALS

,

1. Awareness of Responsi-bility:

The student:

Responds agropriately td Probide a daily time check-inclassroom routines and system'in the classroom andschool eTPectations, e.g.:- discdss consequences of-punctuality ,,tardiness anCI appropriate-personal hygiene times for arrival.-approprAte-interact ion-attending tdtask Set up daily hygiene program.-safety awareness InVite public health nurse-appropriate discriminating and other coMmunity peopleskills, e.g,.questions in- to assist. .Display attend-appropriate.reqUests. 4.ance chart and let students

keep it uP-to-date on aAaily basis. biscuss at endof gonth (or week).

Play games which enhance co- Deal Me In.operation.

Set up assembly line 'pro-cedures-for-class -proieets-,

e.g. bottle drive.

Improve task behavior by, using time devices.

ReProduee signs of warning ,

and danger and visit areasdisplaying such signs:, visit

-areas with potentiallydangerous mchinery.

Kitchen'timers

Role play various situatiOns Pre-Vocationalmaking absurd or inappropri- Program Packages.are...requests of -students,

Discuss why student shouldre5use such requests.

187

213



the student:

Follows homegarding caree.g. hanginglaundry.

routines re-of clothing,up, placing in.

With supervision, selectsown clothing.

Have class and individualdiscussions to develop.awareness:-hto prevent soilingcrothet

-where/when do clothes gdtsoiled

-why be concerned withclean clothes-where are dirty clothesacceptable, e.g. shop.

.Have student assist withhome/schpol laundry.

Participates in purchaseof own clothing.

With assistance, does somesimple sewing.

Discuss home routine, .e.g.

getting ready for bed, andplacfng dirty cldthes inlaundry.

Make grooming chart.

Take field trips to local-clothing Stores.

Have student.practise "in-out" sequence stitching withsewing cards; then,usingother materials, such aspegboard.and colored stringor shoeAaces, macrame cord.

Have student practises ti t EMT To-rf

squares of gingham or stitch-ing varied shapes together.

4

Grooming 'chart.

Clothing Care Series.Educatiod forIndependence:

,

't

Sewing cards.Felt, burlap,cotton, wocll.

Lgrge eyed needles.Pegboard.Colored string.Shoe laces.

,1"*A

HOME MANAGEMENTLevel 4.

B. Food


The student:

Demonstrates appropriateeafing behavior, e.g.:-using appropriate utensilstaking appropriate amount.

Demonstrates appropriatetable manners, e.g.:-serving self from largecontainer

-passing serving bowls

Assists in family groceryshopping routines, e.g.:purchasing one item

-bringing back changelocating common items..

Identifies basic foods tobe purchased, e.g. bread,milk, apples.

Make sequential'word/pictureexperience chart, e.g. "eat-ing a meal".

Wbenever possible presentchoice situations, e.g.rather than handing eachstudent a sandwich, presentsandwiches on a plate ortray and have each studenttake own.

Take trips to store. Planning Mealsand Shopping.Yoking Homemakers

CO kbook.

Have st dent classify foods, DUSO Kit.pictures of foodi, etc. Peabody Kit. 4.according to four food groups. Food and Nutrition.=

Plans and prepares ownlunch for school, -

e.g. sandwich.

Make collages with picturesof food.

Ask community personnel, Help Yourself toe.g. home economist, to Food.speak to class about good . Kits in the Kitchen.nutrition. Provide oppor-tunities to practise:

Collaborate with parents.Prepare lunch one day atschool. Use self-locking

Cooking in theClassroom.*Kids' Garden Book._ABC Cookery.Cook and Learn -

plastic bags, cut meats, A Child's Cook Book.

7.

-------naBalt _ _

easy to prepare. Use a lunch Let's Do Somebag and reinforce name-writing Cooking.skills. Turn Kids on to the

Good Food.

189

21 5

The Kid's Colikbook.

HO h MANAGEMENT

Lev 4

B. o d

9.13- CTIVES

The student:

Prepares uncook break-fast, e.g. cerea çtoast,.juice..

.LTes some common utensand tools.

Participates in' choresrelated to fbod production,e.g. weeding garden,caring for lpestock.

Coll

breashopp

TEACHING STRATEGIES

orate with parefits. \

cereal selection,election in grocery

routines.

Participates in food pre-paration, serving andclean-up xoutines, e.g.:-preparing.simple meals-setting table

u.

_

0

Provr practice situations,using ual dishes, etc.

Use flann boaid with feltshapes.

Make a plastwith outlinesutensils, etc.

table clothplates,

Provr opportunitstudent to particippreparing simple mealdoing dishes.

MATERIALS

Teadhing HOme.Econbmics to VSpecial Students.

The Kids' Cookbook.Cooking Activitiesfor the RetardedChild.

Classroom Cookery.Young Homemaker'sCookbook.

for

in

nd

190

216- 4

,

HOME,MANAGEMENT._Leel 4C. Maintaining the Home


The student:

With prompting, identifiesjobs to be done, e.g, snowShovelling after snow fall.

Recognizes need for'obvious repairs.

I

wor

Discuss, e.g. "The juicespilled. What do we do?""YO6 have mud on your shoes,*tat should you do?"

Periodically sort fhroughclassroom materials and havestudent determine those inneed of repair.

191

2 "

ft

Ad-their.' sHelpef.

cA

I.

HOMMANAGEMENT. Level 4

D. Livag Options

de27

/ OgJECTIVES: .TEACHING ST4ATEGIES MATERIALS

The ,tudent:

Describes main characteistas of householdfurnishings, e.g. colorsize.

Associates furniture/furnishings with dorrecitfunction.

,

Use pictures or real objectsand a'Sk questions t&stimulate eomparisons bAween,the artites. -

Initially.use objects withgross differences, thenmore ubtle ones

Play charades whet'must guess the article offurniture from funcLonclues, e.g. sleeping - bed.

students

Have student matcOlv:xtures:furniture - use.

Housing and HomeFurnishings -.YouryersonalEnvironment:

Identifies some different, Take a-.survey'of whereP 1iva ,in P g. class, members 1 ive- Arrange _ _

houSe,. ,apartment. for visits to differenthomes.

192

218.

HOME MANAGEMENTLevel 4E. Child Care

OBJECTIVES TEACITING STRATEGIES, . MATERIALS

The student:

Assilts,in care of 57ounger, chuaren.

a

193,

0

At>


Earning Money


"See Computation Section: Management, A. Money.

The student:

Identifies and labels allcoins.

4

0

Identifies two bills.

I .

Relates number, concepts tocoins up to edh.

Identifies dollars andcents when.written.

Names five jobs for which_people are paid.

*ti

Performs simple task for,small amount of money..

,.)

Have student make an artrubbing collage; use coins,bond paper, pencil .rayons.

Rub over coins for imprint.

Have student do sortingexercises with coins, playand real.

Make velcro dart game; makevalues on circles correspondwith coins. Total score;student with most "moi4eyqwins.

Divide class into two teams.Make assorted coins awilable.Have teams take turnsbringing coins, e.g. dime,nickel. If first team misses,the other gets chance. Teamwith most "money" wins.

Expo* student to varioubills, emphasize differencesin numbEws, pictures, color.

TeaCh value eqlIly.Alents.

As a class project make a1

bulletin board listing jobsor pictures of jobs for whichpayment is received.

Establish tasks according tosituations available,e.g. washing cars, sellingsnacks at noon, cleaningyards.

194

22.0

Real money..

MONEY MANAGEMENTLevelB, Spending Money

OBJECTIVES

The student:

With supervision,7spendssmall amounts of money.

Associates appropriatestores with theirmerchandise.

With assistance,.budgetsallowance.


Present situations when stu-dent will have the opportun-,ity to spend. money. ,

'Coordinate home/school pro-gram rel allowance,spending.

Have school project where

/llowance is brought to

school, budgeted and spent

1accordingly.

WheTever possible includestudent dn school spending,e.g. groceries fot hmeeconomics project.

As a class project, collictmoney, then spend it acRrd-ing to plan.

Use flash picture cards;first student to name storeretains card till end of.class.

Have,student sort, mountedpictures into va*ious label-led boxes.

Make store collages: placelogo picture or label at t6pand pictures of thingsavailable therein.

Use a shaping procedure.Initially give student adaily amount to spend, e.g..10c, 25c, then issue allow-ance bi-weekly, weekly.

Build in bonus programs sothe student can*Nrrn morethan his allowance, forextra w&rk or exceptionalwo'rk. Have students worktowards financing specialActivities'at school.

195

Catalogues, magazines.

Children's Spending.Advertising Unit.

.1"

MONEY MANAGEMENTLevel 4'

C. S4ving and Borrowingss.

'OBJECTIVES TEACHING STRATEGIES MATERIALS

The s'tudent:

Keeps money in a safe placefor, a specified period 4time.

Saves money for specialpurchase.

Provide a place for keepingmoney. Plan usd for money.Assume role of "banker" andhave student deposit moneyin'"bank".

Make number chart of discswith each number on; mufti-

-ydes of five a,differéntcolor. Use same idea on apegboard.

Teach budgetAg of allowance.

Have class discussions: "If

"I had.$5.; I would .,., etc.

196

MOTOR DEVELOPMENT AND.EtYSICAL ACTIVITIESLevel 4A. Fundamentals of Movement

.,OBJECTIVE& TEACHING STRATEGIES MATERIALS

The student:-

Demonstrates ability toperform more complexcombinations of motorskills, e.g.'

- throwing andcatchingagainst a wall

.

-partner work

7-running and kicking.

Demonstrates the ability togeneralize performance ofobject control skills(throwing, kicking,strtking, batting, catch-ing,' bouncing) in a varietyof dimensions including:

-different sizes of objects

Use large ball and graduallyprogress to a smaller ball.Havg student try to hit atarget on wall.

Have student practisebouncing, rolling, throwingball with partper.

Initially have student walkup to ball to kickit..Gradually increase speedand distance from ball.

Have student ptactise throw-ing baseball,tennis ball.

7different shaRes of objects Have student practise throw-ing baseball, football, beanbag.

- variations in intensity of Have student kick ball hardforce of actions at goal; kick ball softly to

pass; kick gently in drib-bling.

direction control. Have,stuOent throw ball ingeneral direction of partner;gradually refine range ofdirection to partner/target,etc.

197

223

/Movement Explorationand.Locomotor Skills.

Basic Motor andBall Skills.

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 4A. Fundamentals of Movement


The student:

Demonstrates p ficiencyand initiates the pellormlance of most basic motorskills in areas listed

, under Level 2.

Demonstrates acquisitionof additional motor skillsin the Tollowing areas:

-jUmping rope

4 -riding bicycle withouttraining wheels.

1/4

With some guidance, demon-strates pro/ficien6r and

initiates Level 3 MotorSkills: locomotor skills,body control.skills.,

specific equipment skills.

^

'Gradually fad"uidance.Have student engage inactivities appropriate tothe acquisition of the skillslisted in Fundamentals ofMovement.

Hold student's hand and skiptogether.

Have student practise jumpingrope individually. Have himstep over rope initially;gradually inCi6ase swing andjump. Have student practisejumping rope as part of agroup. Play "Baby's Cradle",etc.

Fade use of training wheelsand physical guidance byholding rear of seat andhandle bar if necessary; en-courage student to pedal.

Provide opportunities forpractite. Gradually fadeguidance.

198

224

4

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 4B. Gdmes and Activities

OBJECTIVES TEACHING STRATEGIES.14

MATERIALS

The student:

(Participates in activitiesappropriate to the acquisi-tion of the skills listedin Fundamentals of Movement:

-juMps rope

-practises bicycle riding

-plays lead-up activitiesfor floor hockey (plastic"cosom" sticks).

Participates in an appro-priate aquatics program.

Participates in elementarywater games.

-Participates in simplegames, e.g. dddp, ball,parachute related games.

Participates in motoractivities utilizingrhythmic patterns%

Participates, in recreation.-

al activities, e.g. skating,bowling, cross countryskiing.

Participates in regularfitness program.

Have student take shots, on.goal. Practise stick hand-ling between cones.

Use Red Cross 'Swimming Pro-gram.

Play tag, etc.

Provide oPpoftunities for Dance Movementpractice of, simple dandes Experiences.involving partners and Special Educationspecified steps, e.g. Mexican Teaching Games.Hat Dance. , Until: the Whistle Blows.

Have student participate invarious exercises whichemphasize flexibility, .endurance, strp.gth andspeed, e.g.:-flexibility: sit-ups=endurance: leg-lifts,

,-strength: chin-ups-speed: distance running.

-

199

Special Educationfor Excep,tional Children. .

Motor Fitness TestingManual for theModerately MentallyRetarded.

'4


C. Social SkilltReIated To Games and Activities

-4OBJECTIVES TEACHING STRATEGIES

IMATERIALS,

. The student:

kttends t9 the task beingpresented.

Responds appropriately to"instructor.

Demonstrates pbility tdfollow instructions in agroup setting.

Praise appropriate responses.a.

Uses appropriate courtesies., Have student say "please","thank you", share, take

t turns and demonstratecoopefativ behavior.

Generalizes the above'skills to settings andindividuals outside the,scho6l.

tilizes social skills andractises safety rulesnvolved in cooperativey and other games.

.

..

200

44.

4 FINE ARTS AND INDIVIAUAL EXPRESSIONLeve; 4 \?)

A. Crafts, Hobbies andVAci'ivities

4,4k

OBJECTIVES TEACHING STRATEGIES , MATERIALS

-interest in other.forma-dons.

4Theistudent:

Demonstrates initial TeAch concept of circularproficiency in making movements by using sand,creagve patterns, finger paint; large circular

movements by tracing same onlarge piecesof paper.

Uses both hands to formshapes, e.g. ball.

Demonstrates beginning

Demonstrates use ofscissors with a variety ofmaterials.

Makes recognizabldharticlesfrom.simple toy building ,

sets.,

Using plasticine or playdough teach's"tudent to"shapea ball, block, etc.

Use flat pieces of board toform sides of a block byfirst pressing down on aball made from plasticine ormodelling clay, rotate tomake other sides.

<7

Show shapes of cylinders,pyramids, discs cut Iromplasticine rolls, etc.

Provide paper with outlinesof squares, rectangles,triangles and circles. Have

Dubnoff School.

Program I (Level II):Creative_Art for 4

the Developing Child.Handbook of Arts andCrafts for Elementaryand Junior High School.Your Art Idea Book.Art is Elementary. -Teaching VisualThinking ThroughArt Concepts.,;

Art gox.Arts -and Crafts

for Slow Learners.

Catalogues.NeW-gpApe'rs.

Magazines..studene cut fhese forms. ' Wallpaper.GiVe catalogues to student, Crafts for the Veryand have him cut objects from Disabled and Handi-it. Use other-materials :A cappe'd of all Ages,

which are generally easy tofind, e.g. newspaper.

From a toy building set mAke Ligo.

a building to be copied by Tinker Toys.Ole student. Then use more Logs.

complex toy-building sets asa model to be copied by thestudent; have him experimentson his own. .

201

. PINE ARTS AND INDIVIDUAL EXPRESSIONLevel 4

A. Crafts,-Hobbies and Activities

OBJECTIVES '.TEACHINg STRATEGIES

The student:

Distinguishes, between, and

names, coamon colors.

Identifies top, bottom andsides of objects.

Uses lines, squares andcircular ,shapes for pppleand objects. %

9

1

MATERIALS

Pair color with name card forthat color. Have studentidentify.that color. Usemechanical devices to pairobject or color strip withthe correct name.

Have student constrUct anobject, e.g. box, basket,cylinder, etc.. `

Illustrate to.student, usihgcircles and §quares todraw an animal or person,e.g. drAwing a horse. Useblackboard so student canmove easily erase and atsame time uv larger movements.

Use parts of cutouts toassemble puzzles.

202

298

Learning BasicSkills ThroughMusic, Vol:II.TutorgramTeaching Systems4:

FINE ARTS AND INDIVIDUAL EXPRESSIONLevel 4 ,



The student:

With assistance, completesown craft project.

Pursues a simple hobby.

Paricipates in directed' recreational activities.

Have student experiment witha variety of crafts, e.g.paint by number, tie and dye,fabric painting, chenilecrafts.

Encourage student to collectand order materials for hishobby, e.g: flowers for Apressing, stamps, rocks.

P.

Provide a variety of leisureactivities, games and sports(indoor, outdoor), individual,and group, e.g. table games,hiking, soccer.

Note: This list of activitias,is not meant to be exhaustive. Teachers areencouraged to add othars or delete to meet the needs of their students.

FINE ARTS AND INDIVIDUAL EXPRESSIONLevel 4B. Mqsic

OBJECTIVES

4

The student:

TEACHING STRATEGIES -7'

Listens to music for enjoy-ment for increaSing periodsof time.

4Operates music producing

,equipment, e.g. cassetterecorder.

kParticipates in musicalgames, songs, and/or movesto music.

Plays rhythm insotrument insimple pattern.

a.

Explores use of other. musical instruments.

Performs simple dance steps,e.g. squares.

Improvises body movementsto follow tempo/rhythm in

' a vatiety of musicalselections.

Performs creative movementactivities.

Invite musicians to school toplay instruments.

Use story-records with back-ground music.

Take a field trip to thelibrary to get records outon loan.

Have students bring t es/

records to school to 4 stento.

MATERIALS

Choose a record that is Tom Thumb Earlyfamiliarilto the student. As- Learning Librarysist student while record is records.

being played. Ask student to Bap Balmer records.bring favorite record ortape.

use rhythm sticks when theclass is marching, e.g. drum,triangle.

Teach by example and partici-pation. Do imitative rhythmssuch as imitating animals, -

skating, galloping, etc.

play:game: have student movein atcordance with the music.Have the student adjustmovement and tempo.

FINE ARTSMD.INDIVIDUAL EXPRESSIONLevel 4B. Music

C.

,OBJECTIVES TEACHING TRATEGIES MATERIALS

The student:

Hums c). sings some familigirsongs.

AO

Imitates high .and low toneswhell hegTd.

S.

.

Use ally activity that Willenable the §tudent to pareiclpate'in singing: while work-ing,, during roll cal14duringexercise time, aS,e,TblY, etc.

^

Use piano scale recorder,tone bells, etc:

a SY^

205

Reaching the SpecialLearner Through Music.

to

FINE ARTS AND INDIVIDUAL' EXPRESIONLevel 4C. 'Drarne''

OBJECTIVES TEACH,ING STRATEGIES' MATERIALS

The student:

,With some independence,acts out a suggested setof actions, e.g. ironingclothes, mowing the lawn.

With assistance, repeats averse or part of a story,e.g. wolf.in "The Three

Demonstrates feeaings,

. *

,With assistance, demon-strates an individual roleas part of a group 'activity

Play simple game of charade'sdepicting these aceions.

Provide opportunity_fd.t.

Read story or verse, le.avingdut parts. liove student sup-ply missing parts.

Use story or film Which willshow feelings of anger. Usepictures which sbow thisfeeling.

'Choose role for studentwhisp will likely be success-

. fuefar him.

232

4

FINE ARTS AND INDIVIDUAL EXPRESSIONLevel 4D. Recreation

OBJECTIVES TEACHING.STRATEGIES MATERIALS

The student:

1 Entertains self withresdurces at hand (commonitems).

Provide opportunities forEree time.

Plays cards and board games. Teach'.student, to play some7 solitary card games; Provide

opportunities for student,toplay.

Provide a wide variety of ,

art/craft skills for studentto try and choose from.

Provide o4ortunities for

play. Encourage student toinitiate games that he knowshow to Aplay.

Utilizes art/craft skills '

in-leisure time.

Creates play situationswhich include others.

With assistance, playslawc games with modified 1

Plays at open communityparks.

With decreasing supervifsion,attends ppmmunity events.

With supervision, uses' some recreation facilities.

'*With §up;.rvisiod% attendscamp, does some scouting.

II

Teach student to play somelawn games.

Provide opport nities forstudent to play in parks.

Attend some comrntniity

spectator event's.

Provide opportunities forstAnt to participate insome recreational programs.

Provide opportunities forstudent to attend'camp,

loin scouts, etc.

44ir

207..

2 3 3

AA, IA

Ir

CITIZENSHIP AND iNDIVIDUAL RESPONSIBILITY'Level 4A. At .Home

4.

OBJECTIVES TEACHING STRATEGIES fiTERIALS

The stu eht:

- Identifies belbng±rrgs ofother family members.

Identifies nunediate familymembers py dole.

Associates immediatef-amily members with whatconstitute-s own family.

e,"

Have student follow ditec-tions to locate items of

.others, e.g. running errands,'delivering items.

Collaborate with the home tohave student assumeresponsibility for homechores which involve puttinglaundry away, identifyingothers' belongings, etc.

Role play family roles,e.g.yorking mother, workingfather.

Have class compose scrap-books with pictures of jobsthat family members do.

Show Mts.

Have student compose afamily album or scrapbook.

Have student relate a storyabout own family, made-up oYreal.

',Use pictorial props if(necessary.

208

23,1

Family Face'Puppets.

Thd ClassificationGame.

Home and FamilyOccupations (film-trip and cassette).

Consonant Picturesfor Pegboard.

44'

4

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 4A. At Home

OBJECTIVES - TEACHING STRATiGIES "MATERtALS

'The student:.

Recognizes that familiescan change in size.

Practices courtesies.

Follows most family rules.

Withsomeself

reinforcement, assumesresponsibility forand belongings.

4Raise classroom pets, Ise.g. guppies, gerbils.

Construct pictorial"--stories

about changing family'

situations, e.g. a new baby,a sister getting married.

Make a chart of number ofmembers in each student'sfamily.

Show films.

Make a pictorial chart offamily rules.

Reinforce following rules.

Delepte simple thoreshome on a daily or weeklybasis, e.g..bed making,cleaning a.room.

Construct personal pictorialcharts of duties. -Reinforcejobs completed.

4

209

2 3 3

How Does-lt FeelWhen Your Parents'Get Divorced?

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 4B. At School

OBJECTIVES

,


The st.udent:

Identifies belongings ofother classmates.

Follows most school rules.

L ith,

.

W reinforcement, assumesome responsibility for

'self and belongings.(

Demonstrates respect forproperty of others withinthe class.

Have student participate inmore complex locating games,e.g. "I Spy": make degcr,ip-tion of item more complex.

Have student model teacherbehavior of asking to useanother's belonging.'

Have class assist in makinga poster of schbol rules.

Delegate simple chores atschool on a dglly basis,e.g. tidy coat area.

Construct pictorial chartsfor responsibilities, e.g.good grooming, tidy desk.

Demonstrate and have stuaentmodel courtesies involvedin handling other's property,e.g. borrowing and lending

'procedures.

Carries out simple class Have student participate inchores/errands. both preparation and clean-up

activities, e.g. art time,Moip P.E. equipment. Demonstrate

corlect steps and have stu-dent model behavior.

236

CITIZENSHIP 'AND INDIVIDUAL RESPONSIBILITYLevel 4

C. In the Community

. OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies communityhelpers, e.g. publichealth nurse:

Identifies most adultswith whom he deals asauthority figuN'es.

Identifies some communityfacilities, e.g. stores.

k

Take field trips to publichealth offices, para-medicunit, .1,..oc;coal hospital, etc.

As a class activity makeposters with pictures ofcommunity helpers and adescription of what they .,do.

Have student follow simpledirections from a variety

*of persons, both familiarand unfamiliar.

1Take student to local shop. ping centre. Label storI and make purchases, orview services render

Have student participate in__I_community recreational

Demonstrates awareness thatother families in owncommunity are differentfrom own family.

facilities, e.g. swimming,bowling.

Have an "ethnic day" atschool where student bringsa favorite food ctish, oractivity from home. Discussand compare each student'scustoms.

Discuss different holidaytraditions, and follow-upwith ethnic arts and craftsProjects, e.g. a pinata atChristmas, modified UkranianEaster egg decoration.

Show films.

211

23 7

Concept Town(game).

The Many Faces ofChildren (poster's).

.2

CITIZENSHIP AND INDVIDUAL RESPONS/BILIftLevel 4C. In the-Community

OBJECTIVES TEACHING STRATE IES MATERIALS

The student:

Associates certain behaviorswith hearing'the NationalAnthem.

Recognizes the CanadianFlag.

Follows some communityrules and routines,e.g. crossing at corners.

Have student participate inopening exercises at assembly,e.g. standing at atlintion.

Have student follow simpledirectives given by teacherregarding behaviors expectedwhile National 10hems played.

Have student select CanadianFlag from among others.

TAke student to differentlocations in the community,e.g. parks, stores.

Demonstrate correct behaviorand have stUdent model.

u.

2122.

235

CITIZENSHIP AND fNDIVIDUAL RESPONSIBILITYLevel 4D. Environmental Education

OBJECTIVES TEACHINO,STRATEGIES,

MATERIALS

1. Ecology:

The student:

Groups living organismsas animals, fish, birds.

Distinguishes betweendomestic and wild animals.

1-lave students sort animal,

bird, fish pictures.

Have student label signifi-"C nt parts of each cf the1 ing organisms, e.g. birds:wings, bills; animals: tail,

four legs.

Have student visit local zoo,animal farm or aquarium toob rv living specimens.

Keep a classroom "zoo",e.g. budgies, gerbils.

Show films.

Take student to visit a petstore, or other locationwhere pets may be purchased.

Take field trips to a farmor natural park.

o'

23J

-Animal Sorting Games:Farm Animals;Forest Aniinals;

Wild Animals,;

River and Pool Animals;Sea Animals;Birds;Insects.

Animals Around YouSeries (film).

Birds of Canad'A #6.

CITIZENSHIP AND INDIVIDUAL RE4ONSIBILITYLevel.4


OBJECTIV TEACHING STRATEGIES MATERIALS

The student:

Pairs adult and baby*animals of the samespecies.

Classif/Aes plant materialon one dimension, e.g. byflowers.

Differentiates betweenfruits and vegetables.

" Have student collect picturesand make a scrapbook-of"Native Animals of Alberta","Farm Animals of Alberta-".

'Show slides.

Use sorting and manipulativeactivities.

Show films/fillistrips.

Wall Posters -Alberta Energyand NaturalResources (Fishand Wildlife) -Birds and Animals.

Flora and Fauna (kit).

Zoo Babies.Animal Families.Where Do They Be.long?Animal GrowthSequential Cards.

Animals That Buildr Their Homes4(film-

strip).

Takekstudent on field tripsand have him notice attri-butes of plant material.Have student collect plantmaterial which has sameattribute, e.g. colox ofleaf, color of flower, havingberries.

Take class on shoppingexpedition to purchasing,only4fruits/only vegetables.

Have student prepare commonfruits and vegetables fortasting experiences.

A

Play guessing games involvingidentifying a fruit orvegetable by attributes, '

e.g. "I am orange, you peelme, what am I?".

214

24

Places' Where Planti

and Animals Live.ExperimentalScience Program.

4

vas

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 4D. Enviionmental EducaTon

OBJECTIVES TE'ACHING STRATEGIES MATERIAL

The student,:

Identifies growing en/iron-ment of familiar fruits andvegetables.

Identifies water as a re-quirement for plant growth.

Identifies common waterforms, e.g. river, lake.

1

Recognizes that plantsin soil.

Have student Rarticipate incaring for plants.

Have student observe experi-ments involving watering andnot watering plants and. seeds

Grow mung beans or alfalfasprouts in classroom.

Take class on field trips tolocal waterforms, e.g. lake,slough.'

Show pictures.

grow Have class care for plantsincluding transplantingduties. Construct plantgardens or terrariums.

Identifies an animal thatlives in'the ground.

Associates certain land-,forms with various activi-ties.

Places Where Plants/ and Animals Live

(filmstrip and cassette).

Visit a zoo and view thehomes of rabbit, gopher, etc.

Show pictures.

Have student participate inrecreational activities,e.g. skiing, fishing.

Show pictures, e.g. skiingin,the mountains, fishingin rivers.

'215

.2,11

-

Travel Brochures.Pic'tures.

c.


f

aOBJECTIVES TEACHING STRATEGIES MATERIALS

2. Weather and Astronomy:

The student:

Describes weather.

Identifies some character-istics of each seasonlg.

4

3. Energy.:

The student:

Identifies some sources ofheat.

Identifies other soufces oflight and heat, e.g. candles,flashlight.

Identifies other sources ofenergy, e.g. wind, waterN.

0

-49

Have siudent chart weather ,

for day, including theappearance of sun.

Take field trips tonobservatoryir planetariumto view stars, planets.

Have student use householdappliances which producA,heat, wi0 supervision, e.g.toaster, oven.

Have-student cook simplefoods using these appliances.

Take a field trip to a parkwhere a fire/barbeque can beused..

Pair using household items,such as matches, lighter,with producing heat and thedanger of their use: start-ing.fires.

Have student use lightproducing objects withsupervision, e.g. candles,flashlight.

Show pictures of car lights,street lanips, etc.

216

2.1.)

vs

CITIZENSHIP AND INDIVIDUAL RESPOVSIBILITYLevel 4D. Environmental Education'

OBJECTIVES TEACHING STRATEGIES MATiRIALS

4. Pollution:

'Ileihe student:

RecogniZes a variety oflitter containers.

,Disposes of litter appro-priately.

Identifies noises underhis control.

5. Conservation:

The student:

Identifies what to do withexcess, e.g. save.

With reminder, turnsappliandes off.

Wave student locate littercontainers in a variety ofsettings while on field trip§

Show pictures of litter bar-rels, disposal containers,garbage cans, etc.

Have student tape a varietyof sounds he can produce,e.g. whisper/scream; talkingfast/slow: using instruments/following rhythm patterns.

Have student adjust volumeon televisionradio, taperecorder, etc.

Have student unplug objectsproducing sound, with super-vision, e.g. hairdryer,razor.

4

Make a collage of things thatmake sounds.

Have consistent class pro-cedures for "saving", e.g.lunch, art materials.

Have student use some ap-pliances in home, with orx,without assistance. Pa.irl,

finishim activity withturning off appliance.

217

2.13

PNbERSTANDING SELF AND GETTING ALONG WITH OTHERSLevel 5

- A. Knowledg,e, of.Self


1. Personal Character-- istics: 7

The student:

--With assigtance, statesand writes full name, age,telephone number and ad-dre4

Sitates, or writes withassigtance, names offamily meMbers.

States and writes .name of2.47eol.

Marks or identifies owproperty with appr iate

labels.

Have student fill in sheetwith pertinent informat±un.

Present pictures of familymembers. Ask the student toidentify the people. Help ,

him to write their names.

Have student draw and labelpictures of his family.

Have student bring, photos ofhis family, show to class-mates and tell classmatesabout his family. Have stu-dent share information abouthis family, e.g. how manybrothers, and sisters, whattheir names are.

'Have stUdent state/writename of school.

Provide opportunities to....,uact,ise labelling belong-

ing-S' e.g. coats, lunch kit,books.

Encourage student,to lookfor identifying character-istics when'he is not sureif something is his, e.g. <

label;, size, color.,

,

218

Tape Recorder.Washington StateCooperativeCurriculum, Binder 2.,Social LearningCurriculum.

Pictures of_fimilymembers.

Photo of school.

4.

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERSLeve10.,A. Knowledge of Self

OBJECTIVES

The student

TEACHING STRATEGIES

When two 'students possess

identical belongings drawtheir attention to itband,then have them determine howto tell them apart. Labelin some way so that identitycan be determined.

MATERIALS'

Engages in activity of- 'When free time is given tell Social Learningown interest, the student that be may do, Curriculum.

whatever he chooses as long.&as it does not disturb othersin,the room. Offer assistanconly when necessary.

Responds appropriately when Encourage student to showasked to demonstrate\ABility individual abilities andor ta1ent. talents.-

2. Physical Self:

The.student:

Interprets and categorizessome sensory input.

Make up ind?Vidual postersdepicting capabilitieseach student.

1 -

Each week (or month) put dp 100 Ways to enhancedisplay on6one student. Self Concept in theInclude family photo's, ClassKoom.characteristics, 14.4,dislikes, etc.

Make poster of tastes. Puton headings, sour, sweet,etc. Have student findpictures or list things whichhave particular tastes.

'Provide approPriate experi-ences with the various senses,e.g. have studerit sm.ell, touchdifferent things.

219

z

*kw

UNDERSTANDING SELF AND GETTNG ALONG WITH OTHERS.



The student:

Describes specific'characteristics of theappearance of people.

-et

-With assistance, meas'ures

height and weight, andrecognizes physical,,changes.

With assistance, comparesdifferences,in heights andweights using terms suchas tall, short, heavy, big,little.

a

Play game "Scan" (adapted).Make 2 series of Ards withidentical pictures of common .

objects; put each series ona different color. Paceone stack face down, scatterthe other set around it,

,face up. Turn top card ofstacic,, have'students findmalp. The student with mostpairs at end of game iswinner.

Display individualcpicturesof'students. Ask one studentto point out pictures whichfif specific descriptions,e.g. blond hair, brT,71 eYes.

Play "Who is it?" game:Describe one of the studentsin the class; let, the otherstudents guess who is beingdescribed.

Have student sort a varietyof people pictures intocategories according ,tospecific characteristics:Ask what is similar aboutthese people.

At set times during.the yearhelp student keisure heightand weight. Ma e indAkdualbar graphs 'which plot the

results. Help student to seechange.

Have group of students standat front of,ro m. Ask onestudent to lineup, starting froto tallest, etc.

220

all studentshi shortest

Pictures o.f people.

, Peabody LanguageDevelbpment Kit,Le'vels 1 and 2.

Social LearningCurriculum.

InstructionalProgramming for theHandicapped Student.

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERSLevel 5 '

A.,Anowledge of Self

OBJECTIVES. TEACHING STRATEGIES MATERIALS

If

The student:

Recognizes pe7ileges and

responsibilities appropri-ate to various age levels,e.g.:

age to\change schools oreducational levels

-age to leave home-age to learn to drivea car

-age to get married ,

,,age to vote- age to deink alcoholic

beverages.

qdentifies sex differencesbetween males ana females;including primary and

,-'sdindary sexual character-fstics.

. 4Identifies areas designatedas privat.e, e.g. bath:room,

bedroom, and behaves'appro-priately.

a

A

Provide two books; have stu-dent pick up each. Ask himto hand you the one that isheaviest (lightest).

Give stud6nt directions tobring you specific objects.In the directions indicatesize, e.g. "Bring Te thelittle chair".

Show student Variety ofpictures of people. AskquestiOns which involve ageappropriateness, e.g. pictureof baby: "Can this persondrive a car?".

Expand the questioning byasking, Nhy?", or "why.not?",,or by having the student makecomparisons himself.

Through the use of films,posters, books, etc. show_jsbident differences in male/female sexual characteristicsTeach student appropriate andsate slang.terms for badyparts. Have student name bodyParts.

Show student pictures whichdepitt areas of privacy. Askhim to identify the picturesand make judgements as to whythey are private.

Role play situations wherestudent comes across "aclosed door", etc; Ask whathe should do.

*221

Assorted objectswhich can be usedto compare heightsand weights.

SequsncingSizes.

Pictures of Peopleat various ages.

1

4

1

44Ir

'UNDERSTANDING SELF AND GETTING ALONG WITH OTHERSLevel 5A. Knowledge of Self

. OBJECTIVES TEACHING STRATEGIES-- MATERIALS

3. Emotional Self:*

The student:

Identifies specific emotionsin self and others fromfacial expressions, posture,verbalizations.

Practises relaxation tech.:niques with supervision.

Recognizes 'signs of stressin self and others.

Indicates specific situa-tions which elicit happi-ness, sadness, anger, fear,excitement, nervousness andfeelings of being left out.

Have student categorizepictures according toemotions displayed.

Show studentsiftuAtiSns.

you how thefeeling andreasons for

pictures ofAsk him to tell

characters areperhaps givewhy they are

feeling that way.

Role play situations in-volving emotions; see ifaudience can guess how thestudent is feeling by hiseXpressions.

Use relaxation techniques aspart of,the daily routine. N

Use real situations. Pointout body gestures andpositions and relate theseto how a person feels. '

Role play .various emotionalreactions with exaggeratedfacial/body tenseness.

Verbally describe differentsituations which involveemotiOns; see if- student cantell you which emotion isinvolved.

Role play situations whereemotions are present.

222

Social LearningCurriculum.Human DevelopmentProgram: Magic Circle.

Pictures of peopledisplaying varietyof' emotions.

Project Me Let's

Look For.

' I Know How. You Feel.

Relaxation AComprehensiveManual for Adults,Children and Chil-dren with SpecialNeeds.Kiddie QR A Choice.4m.for Children.

EXploring Our Emotions'(posteeset).Social LearningCurficulum.Human DevelopmentProgram: MagicCircle/Inner Change.

Iwo

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERSLevel 5A. 1Znow1edge of Self


The student:

With Assistance, expresseshnd controls emotionsin a variety of settings.

Have studenC try to recallsituations where heqeltcertain emotions.

Play '"The Nice Way to Say

It" game. Let the studentrrole play the "niCe" way to'tell someone and the "poor"way to tell solleone.

223,

4,)

Peabody LanguageDeAlopment Kit,Level 2.6

Alternative Cards.Human DevelopmentProgram: MagicCircle.

el*

UNDERSTANDING SELFLevel 5B. Social Relatio ships

GETTING ALONG WITH OTI'lERS

OBJECTIVES :TEACHING STRATEGIES MATERIALS

1.- Needs and Mo ivations:

The student:

'With assist e, distin-guishes be ween some needsand wants.

I4tiates action of otherswhen required, e.g. getshelp in threateningsituations.

Acts in situationsrequiring own intervention.

Have clasediscussion onneeds.and wants. Helpstudent to identify anddistinguish between these.

Look at pictures which depicta need for intervention from

4e w4tsomeone. Ask student to2ascribe scene and tellthey would do.

Role play situations whiCil

require the, intervention ofother people.

Provide opportunities forcommunity helpers to visitschool to discuss theirrole with students,e.g. policeman, fireman,mailman.

Role play situations whichrequire a student to satisfy,own needs.

Provide o portunities torstudent to experience thingssuch as: putting outcampfires,,changing a light-bulb, clearing up brokenglass, keeping within a -

budget of a certain amounto9 money.

224

Films.

Social LearningCurriculum.




s

2. Factors AffectingRelationships:

The. student:

Responds appropriately tofamiliar and unfaliliarpeople with respect to age

Responds appropriatelyto familiar and unfamiliarpeople with respectto their roles.

Role play situations wherestudent responds appropri-atély according to the age othe person he meets.

Encourage visits to class bymembers of student's family.Have student introduce hisfamily member to the class.

Invite unfamiliar people tovisit your class.

With assistance, identif'esreal and imaginary

,characters and situat ons.

Integrate some activitieswith regular classes ofdifferent age students.

Role play situations wherestudent responds appropriate-ly to people according to ;

thefr roles. :Tatth pictures

of community helper to ac.tionpicture, e.g. doctor injured'

child.

Set up pictures of peopledoing their jobs. 'Verballygiye student a situation.Have student identifypicture of person who wouldhelp him in that situation.

Have student study charactprsin books; try to determineif characters are real bydiscus§ing their accomplish-ments or feats, e.g. Superman-can people really fly?

225 j

251

Social Learning.Curriculum.Peabody LanguageDevelopment Kits.

Job Puzzles.Occupation Photo-graphs.

Occupation Match-ups.

Career Identity Cards.

Resource books, fact /--".and fiction.

StorvtellinPosters.

AP

UNDERSTANDING SELF AkA GETTING ALONG WITH OTHERS


OBNCTIVES (TEACHING STRATEGIES MATERIALS

The student:

3. Handling SocialIdteractions:

a. Ex ressive ComilunicationSkills:

The student:

Communicates in a numberof ways, e.g. gestures,speaking, writing, facialexpressions.

Make a list of statementswhich depict accomplishmentsof people, real or unreal.Have student tell ypu ifthey could be done by realpeople or by storybook people

Look at pictures of charac-ters in story. Ask studentif they are real. Have himdetermine this by their

. appearance and what theyare aoing.

Have student watch real andimaginary characters ontelevision. Role p_lay some

of the situations tiltstudent sees.

Provide opPortunities for.student to write lettersto peers, teachers, relatitves,

etc.

Give student a chaqce tospeak to whole claSs atcertain times,'e.g. newsevery morning. Give studentan opportunity to tell othersabout something importantta him.

226

2

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS-


OBJECTIVES

a


The student:a

p.

Communicates with othersusing socially acceptablebehaviors.

Uses appropriate techniquesto obtain information.

Modifies behavior at appro-priate times or when direct-ed, e.g. stops crying,settles down.

b.. Receptive CommunicationSkills:

The student:

Recognizes less obviousmoods in.others.

Repeats short messages.

Have student act out stories,or act like favorite tele-vision character. Ask othersto guess.

Role play conversations withfamiliar and unfamiliar

.people.

Emphasize maintaining eyecontact, showing courtesywhen anothér is speaking.

Encourage student to askquestions to obtain informa-Xion. Provide guidance ifnecessary.

Praise student when hemodifies behavior as directed.Ignore inappropriate be-haviors.

Try to indicate toTtudenthow you feel by subtlechanges.

Show pictures of people.Talk about how they are feel-ing and how you can tell.

Give student short verbalmessage to deliver. Havehim repeat it and deliver tothe appropriate person.Check to see if it was de-livered correctly.

227

Human DevelopmentProgram: MtgicCircle/Inner Change.

ar

lit

UNDERSTANDING SELF AND GETTING ALONG WITH OTHEtiSLevel 5B. Social Relationships

BJECTIVES TEACHING STRATEGIES MATERIALS

The student:

c. Problem Solving andDecision Making:

The .student:

Contributes to, and some-times initiates,.classroomdecision-making.

With encouragement, in-dependently resolves mostconflicts with peers, usingsocially appropriate-meth-ods.

4

.Play "Gossip" (see Level 4).jr.

Have studint practisememorizing by using shortstory, words of song, seriesof numbers, etc.

Provide opportunities forstudent to have input intoclassroom decilion making.4'

When choosing leams for agame or activity, try toalternate captains so thateveryone has a turn.

Encourage student to resolveown conflicts. Help Onlywhen necessary. Guide stu-dent if socially inappropri-ate Methods are used,.

Role play conflict situations.Have student work throtigh taresolve.

228

INV

TRAVELLevel 5

A. Ways to Travel

OBJECTIVES TEACHING STRNTECIES MATERIALS

The student:

Differentiates betweenself-propelled andvehicular travel.

_

Provide opportunities forstudent to participate inboth self-pri.opelled andvehicular travel, e.g. self-propelled: skiing; vehiculai:traim.

Have student construct modelsof different vehicles.

,

Have student plan anouting-4-

requiring transportatIon.

Have the student make a chartAelf-popelled and

ehicular travel.

Identifies forms of travel Have class plan hypotheticalrequiring fare. outings requiring different

modes of transportation. Co

through procedures for bookingand securing tickets,e.g. train, airplane.

Demonstratet understandingthat adults drive vehicles.

Have student pay own fare-or use a bus pass to ridecity transit.

Have class plan an outingbyln< Have student purchaseown ticket.

Take student on an outing andhave him take pictures ofdrivers of vehicles, e.g. citybus, cyclist.

Show the student picturesof real drivers (adults) andabsurd drivers, e.g. animals,children: Have him groupthe pictures into "real andunreal" drivers.

229

I.P.A. Manual, 1980.

TRAVELLevel 5-

B. Travel Skills

I.

Fe

OBJECTIVESA

TEACIANG STRATEGIES MATERIALS

The student:

Identifies appropriatepeople to ask directionfrom, e.g. policeman, busdriver.

q(r.

Demonstrates abil,ity tocross the street safely.

Recognizes some pedestrianlights.

Telephones home an'd/or

schooffor help whentravelling.

Have both uniformed and non-uniformed adults, who would

Vibe encountered in travelsituations, visit the schooland simulate conditions and,directions. Role play 41

different directions,e.g. wait at the corner, gotwo blocks this way.

Role play both reasonable ,

and unreasonable requeststhat might be given in travelsituations, so that thestudent can distinguishbetween a person who is"appropriate" and "inappro-priate".

Have student cross streetsusing traffic lights indifferent areas to experiencecrosqing streets using variousvehicular and pedestrianlights.

Have student view diffe.rentpedestrian lights that maybe encountered grior totaking student to "on loca-tion site".

Have student carty home andschool.phone numbers at alltimes. Practise dialingnumber using a disconnecteddial or Push-button phone.

S.

Have student practise phoninghome to get permission for,field trips, etc. using(school phone.

230

J

Teacher made slidQ.sof most commonpedestrian lights.

I.

TRAVEL

Level 5

B. Travel Skills

The student:

Identifies major landmarksoutside owtkneighborhoodin nearest central area.

Identifies correct routebetween home and schooland oeher specific loca-tions.

Identifies an increasingnumber of basic words andsigns of fnformation.

Have student-use pay phoneeo caLl s'phool and ask aspecific question._

-

Have student travel by citytransit to various majormarks, e.g. train station.

Have student walk from onemajor landmark to anotherin a central area.

Have student view pictures,. Materials fromor make photos of major land- Tourist Informationmarks. Centres.

,aave student travel to schoolby city transit using a buspass.

Have student run errands to. specified locations via

transit, e.g. a specificstore in shopping complex,the gas company to pay abila.

Take.class to ,a central areawhere many signs of infor-mation may be seen,e.g. downtown area governmentbuildings. Take photos orsltde of the signs and.reviewin class.

Play bingo, using sightvocabulary words, e.g. danger,stop.

231 -

V

TRAVELLevel 5

. B. Travel Skills ,

,

OMECTIVESI


-

;

The student:

A f

-

Identifies inappropriatebehaviors of others inpublic:

Gives right of way appro-priately to people inpublic places.

Does' not accept rides from

strangers.

Have student find correct Road Signs of theword from several ot,hers ° Times;displayed on a flannelboard. Survival Signs; '

Functional SignsMatch-Ups.

,

International Signs,

and Symbols.

'

1

Role play situations dealingwith purchasing item in a,crowded store, boarding a.bus, etc.

Simulate situations wherestudents may be in a positionto accept a ride from a,

stranger, e.g. a car stoppingbeside the sidewalk whilestudent is walking home .

through a park.

Have local police come toschool and speak to classabout the dangers df goin'gwith strangers.

\

With supervision, demon- Reinforce appropriate behaviort.strates appropriate behavior, with spedial privileges,

while travelling. e.g. taking a friend for atreat. -

s

Demonstrates understandingof money terms associatedwith travel, e.g. fare,ticket.

Have student participate invarious travel situationsthat allow him to use moneyrel4ted skills, e.g. usingcity transit: money and buspass; riding in a taxi andpaying the fare.

-

232

25 s

,

o

44

-

-

1

,

TRAVELLevel 5B. Travel Skills


The student:

Identifies important itemswhich can be purchasedwhile trave14Fing,

e.g. lunch.

student eat out en.routeand make choices based onwants and money available for,purchases.

ave student plan Co spendtone?r at.a special event heis ..attending, e.g. bowling.

.Have student make his

.decdsion based on what hewants.and what he must retaihfor return fare..%

If student is.on trIp wherehe has opportunity to sPendseveral days, introduce theconcept of.budgeting.

Demonstrates understanding Have the student cleT6Itid

of early-late in, relation . which bus he mui't take ioto travel, attend an activity that

40. starts'at a certain time.Help student make a timeschedule to arrive op time.

Travels on bus indeAen-dently in'specificsituations, e.g. home toschool.

41

Point out situations.wherestudent is,early,e.g. WaiEing for city bus,waiting in line for show.

Point out'situations wherestudent e,g. missinga bus, arriving at show afterpicture has started.

233

TRAVEL ,

Level 5B. Travel Skills


The student:

TraVels safely within owncommunity, e.g.. alley

' crossings, open fields.

Rides bicycle im ownneighborhood following'rules.

'With supervision, crossesstreet in busy areas.

Point out dangers which areless dbvious or unmarked,e.g. back alleyspotholes.

Plan group or family outingsby bike. Reinforce aoodcycling rules by givingstudent more responsibility

' for care of his.bike, orspecial privileges.

Have local police show films'on ways to safely ride abicycle.

Bicycle Safety.

HEALTHLe'vel 5

A. Nut dn

'

OBJECTIVES TEACHING kRATEGIES MATRIALS

The student:

Distinguishes between foods' that are edible and in-

edible.

I

With supervision, selectsfood for appropriate times.

. 4 4

Identifies most foods byname.

Classifies food in allfood groups.'

Associates most foods.withsources.

With supervision, beginsto Choose a balanced diet.

Collaborate with parents tohave student\s clean refriger-ator at home first withsupervision, then independ-ently for sevenal weeks, toidentify spoiled foods., \.AZ

Make class set of daily.activitystudy-prints. Focuson food for breakfast, lunch,

0., etc.

Display a wide variety of,foods that are apprOpriateto all occasions. ,

Have student select foodeand match with- idlustration.Discuss student's seledtionwith-each class.

Label and-place picturesfour paper plates accorto the four food group

Use class discussion.

on

ng

Colialooratq with the home to

halOvstudent exercise choice.

Have student sort food ,

models7or pictures whichcompose a balanctd diet.

In home,economils,class,have seUdent prepare balancedbreakfasts ar0 lunches.

235

261

e

Depa-rtment of

AgricultureMaterials.

Canvda Food Guide.

HEALTHLevel 5

A. Nutrition

dk

,

..OBJECTIVES

_

TEACHING STRATEGIES(

i

MATERIALS

,

1

The student:'

Controls quantity of foodconsumption, and recognizesreasons for doing,so.

\..

4

"I

r

le,

Weigh eadh student andchart weight.

Discuss appropriate weightfor age and height. Haveeach student discuss a.ppro-priate weight for individuaTand how to maintain or.changeit.

,Involve parents in,this areafor follow up through dis-cussion and food selection.

/

i

\

49

11

-----"--3-. '

236

,

262

,

1

#

,7

. 7--

.1

i

a

4.

ZEALTHLevel 5

0

B. Personal Care

'.

OBJECTIVES

. /


1. Knowledge of BOdy:

The student:

Identified major exterdaland some internal bodyparts.

Demonstrates some knowledgeof body changes in-bothsexes, e.g. breagt develop-ment, mustlar development.

2. Care of Body:

The student:

Discuss, using charts andfilms.

Invite guest speakers frompublic health department.

With supervisiod,practises 4.0bserve student behavior.personal cleanliness and Minimfze verbal and physica

' good groomidgw'* Involve parents VI same.

) Recognizes that personal y Discuss ssible consequencescleanliness is important of got maintaining a reason-to self and others. \ able standard of personal

, cleanlinessv

cueing and instruct/ons.

Recognizes the importance Ilake up a short story, orof sleep and rest. role play a scene about 'stu-

dents who do not get enoughsleep.

Reports pain,or symptoms ofillness or,injury in selfor others.

-

With assistance, performssimple first aid.

Discuss symptoms of illness.

Role play incidents thatrequire first aid treatment,e.g. band-ai

237

2 6 3

4

1

Love, Sex and BirthControl for theMentally Retarded: AGuide for Paients,Teachers and Profe'ssionals. C.

Sex Education for theDevelopmentally Disabled.

Self-Care SequentialCards. \The Problem: Acne.

Self-Care,Series.

HEAEtHLevel-5B: Personal Care


The student:

3. Drugs and'Alcohol:

The student:

Takes daily medicationwith decreasitAsuper-vision.

States instances whenmedication may be required,e.g. aspir n for headache.

Reognizes the possibleadv rse effects of alcohol

and Itobacco.

-4

Display a aid kit,

explain and (Us ss howeach item can be used toease particular injuries.

Play the "Commercial game"and the "Pusher game".

Create hypothetical situa-tions, e.g. student finds

pills what, should he do?

Reward studerLfor checkingwith resgensibl person.

_

Role play and illustrate withpictures of situatipns4thatrequire taking mydikation.

Have student discuss a timewhen he ffad to take medicaqtion.*

Discuss effects f smoking

and alcohol on di ferentparts of the body, both ,on

self and others.

.2.38

*Teaching the Moderatelyand SeverelyHandicapped, Vol. II.

HEALTHLevel 5

C. Community Health, Services

'OBJECTIVE& TEACHING STRATEGIES MATERIALS

4

The student:

Associates medicalpersonnel with theappropriate communityservice institution, .

e.g.,hospital, clinic.

4

Arrange 'tours of Various

community service institu-tions. Before visits,study varibus' medical .

personnel and their corres-ponding institutions throughdiscussion, role plaYing,pictures and'appropriatebooks.

4

4

239

265

SAFETYLev7l 5A. At Horne and SchOol

I

4

\

-

r

OBJECTIVES TEACHING STRATEGIES...

,

C'MATERIALS.

c

The stuOent:

PraCtises safe use of mostof the equipment ahd mate-rials encountei'ed at homeand/o'r-schbOl, e.:sharp objects

:appliances- electrical outlets

tools,

-poison-gym equipmentmatches.

4

Keeps work/recreatiOh artaorderly and safe.

Practises safety when, moving on stairs, in hall-ways, on buses, etc.

.,.. ,

PractIses fire safety:

s

Demonstrates'ability to,

alert others in case offire.

./

%

} ..

.

4..

)

-,

Demonstrate and have

model. Reinforce apprbehavior.

tudent*

riate

Demonstrate and discuss.

Make sure student recognizesthe sound of the fire alrlifand smoke deectors.

Ift

(

I

Safety Series.

Jiminey Cricket'sI'm No Fool With

.

Safety.

Establish a routine that mustalways be followed. Practisefrequently. ,

Have'class discussion.

-

. .02 t: i) \

,

,.

1

x

,

,

r

1

SAiETYLevel 5

B. CommUnity

OBJECTIVES TEACHING STRATEGIESI.

flATERIALS

The student:

Practises safety ruleswhen walking or ridinga hike.

Demonstrates understandinof the consequences ofdisregarding rules.

(-Recognizes a, emergency. situation an demonstfates

ability t sea help.

Recognizes appropriatesources df help. .

Discuss safety rules andshow films.

Invite guest speakers,e.g. from police department.

Role play emergency situations. Havq several studentsportray differenvhelpers.Have student in itpredicamentse'ect the correct helper

0

Use a language experiencechart, to te/1 a story of anemergency. Omit the '

sdluttoes, and have student'fill in the solutions mitha picture7story and/or words.

picycle Safety.

v

111

SAFETY, Level 5

. C. Recreation


t.

os

,

4

The stUdent:

...

Practises safety in ,

recreational setting.

),

t

With supervidgn, usesrecreational equipmentsafely. .---,

,e


,

tit

l

,

..

-

Discuss safetY rules beforeundertaking specified _

activities.

Use a language exp/rience /chart with pictureillustra-on-to discuss the Aay's

recreational activity. Havestudent state all safetyrules associated with thatactivity.*

Role play various situations.

*ad

-

II.

.1

,

i

_

40

.1

/

i

I

4

")

,

I

%

,.


A. Career anning and Awareness

OBJECTIVES TEACHING STRATEGIES MATERIALS'

,

1. Why Work:

The student:

Responds routinely totasks assigned in theclassroom.

Witha6istance, indicatestype of.available rewardsfoetasks completed.

Recognizes relationshipbetween task.performance

//and receiNing of reward.

;

Perfprms some tasks toplease self and/or others',

-2. Job Awareness:.

The student:

Describes jobs of familymembers.

Provides details of somejobs:

Gradually decrease theverbal prompts to a fewkey words.

Make contractual agreementwith student: successfulcompletion of tasks bringsgiven reward in,terms offavorite activity.

Withhold rewardabove agreeinent

Discuss why.

if terms ofnot met.

Entourage student partici-pation in daily routines,e.g. in the morning,preparation for lunch,clean-up and dismissal.

As a class assignment havestudent fin.,0 out what kind

.of work various menihers ofthe,family do, with detailsof job, e.g. Place'of work,name of company'hours.

Have class cut out.picturesand make posters of peopleutho work in similar company,etc.

Take field trips to variousplaces of work.

243

4

2

Magazines, newspapers4(j_ournals.

In

lus Job.'

erview Guide. -

/ WORLD OF WORKLevel 5

A. Career Planning and Awaeness

OBJECTIVES TEACHING STRATEGIgS MATERIALS

6

The student:

. 3. Job Demands:

The studeht:

Use in-school visits byselected people in workforce.

Have student make scrapbookshowingpmany differentcareers, tools.

Demonstrates ability to Provide work sheets for-r

complete a.task correctly student. ,Have student

within time frame. i , complete assigned task beforeI going on to more desirable

-." activities,

Complies with increasinglycomplex directions.

Approaches new task's

willingly.

IHave student complete agiven number of assigned1,asks in a "familiar.timespace, e.g. between:recqsand lunch. Incorporate atiming devicelp,to add fun

and increase speed of taskcompletion.

Performs'certain tasvoluntarily. -

Accepts praise andcriticism appropriately.

-Increase independen e withprogrammed learLng, evrces,e.g. computer assistedlearning.

Provide a list of reasonable,pleasing tasks to be d e in

the classroom. Ask,forvolunteers without promiseof rewards. Gradually changelist to more work orientedtasks.

V

2.44

01,a

2 7

,

Kitchen timers.

A

0

'WORLD OF WORK

Leyet 5


OBJECTIVES

1. Use of Tools and.Equipment:

The student:

With assistance, selectsand uses appropriatetools for specific.,projects.

Independently followsthe rules of organization,care and safety withrespect to tools, materi-als and equipment,e.g. 'sower toot, vacuum

'cleaner,"mixer.

With assi4tance,construCts more complexprojects.

2., Following

The student:'

Follows directions ofincreasing complexityo,

irections:

Withfassistance,identifies person(s)in authority in specificwork situations.

Witki assistance's, accepts

supervision in specificwotk situations:

TEACHING STRATEGIES .MATERIALS

Start simple projectincorporating home and

shop skills. Take pre-arranged field trips to .

hardware stores and householddepartments to examine andlabel various tools.

Make poster of more complextools and their uses. Use

videotaped peer demonstrationfollowed by evaluation ofperformance-.

Make available a Variety'of materials end allowstudent to experiMent.

Use'role playing, e.g. takepart of foreman.

Take field trips to worksituations.

245

27i

EncyclopediaBritannica.Films on useof tools.Shop Safety:.

MiX and MatChPuzzlesOccupations.

4.

WORLP OF WORK .

Level 5 ,


OBJECTIVES . TEAC NG ST TECiES*sa

MATERIALS

+

The student.:

With assistance, .makesappropriate degisiorts ipjamiliar work ;situations .

"

Provide examples of correctwork. Refer to similar workof,peers, discuss and identifgrowth and quality of work.Have student select'theneateSt work display.

liow films about decisionmaking and engage the classin discussion solving theproblems outlined in film.-

4. Independence:

VThe student:

Withassistance, demon* Interchange students and/orstrates ability to(perfonn rooms with other teachers..satisfactorily inunfamiliar work situationsi

v

246

'1

-)

,

WORLD OF/WORKLevel SiC. Finding a Job

/

OBJECTIVES 'TEACHING STRATEGIES ' MATERIALS ;

1. Awareness of jPersonal

Ability and In. sts:

The student:

With assistance, iAentifiesjobs/careers' which may beof special interest.

30

With assistance$ Identifiesjobs/careers which.reflectpersonal abilities.

2. Awareness of Process:

The student:

--bemonstrates awareness thatpeciple look'for jobs.

Demonstrates initial aware-'ness of some specificproc.4dureS that ,are fol

ed when looking fOr a job.

With assistance, demon-' strates behaviors Suitable

for job acquisition,e.g. neatness, cleanl4nass,

manners.

Discusses specific jobs,e.g. carpenter's helper:-what skills are involved .

- what training is neededwhat cbm the.individualstudent accomplish fn thisarea.'

Make an alphabetic list of'jobs people do, e.g. barber,cab driver.

Make visit to Manpower.

OccupationPhotographs.OccupatidhMatch-Ups.Career IdenlityCards.

Careerk Canasta.

Career Crosswords.Career Puzzles.

Re d classified ads $ectionof newspper to class anddiScuss types of jobs, avail-able.

Role play hox:7; to apply dn

person for a job, first withteacher, later with un-familiar person.

247

27 3

Local Newspapers.

WORLD OF WORKLeyel 5C.\ Finding A Job


.4

The studeny

Participates in workexperience program.

\

Aker

Work vaith fNsh cards thatshow words usually appear,ing an applicaeion forms:date of birth, set, etc.

Have student.practise.completing an applicationform; provide help if student cannat read/write.

Develop telephone skills.

A 248

Various-application

forms.

Work ExperienceEdu6ation HandbOok.

SOP

WORLD OF 1151R17N

Level 5-

-404k D. 'Keeping a Job

OBJECTIVE'S '

4

4

1. Awrarenees of Responsi-

bilityn

The st4ent:

lesponds tb classroomroutines and school,expectitfons, e.g.w.-punctua ty-personal.h3oienefialgular atfendarice

-44fropriate interaction.-attending to task7-safety awareness,'

-appropriate discriminat,tory skills; e.g. ques-tions inappropriaterequests.

a ,,,t$,

e

4

Gr.

'TEACHING STRATEGIES

;

Provide a,daily, 4mOcheckin,system in the classroom anddiscusconsequences oftarding* and dppropriate_Sime-for.arrival.

;

Display.a teendance '&11Vand let student keep it up-

.

to-date on daily Nssis.Discuss at end-of montli -(week) ahd reward.6estattendanqe,record:

. ,

'Play games which enhd'Ace

cooperation.

Sei 14p1 asemblY'line-proce-dures for classrprOjects,e.g. bottle drive..

Improv task behavor byusin tme devices'and..ialproTie ability to ignbre

distractions.

Repioduce signs of warning',and danger, aid,visit areasdisplaying suchsigns.

Visit areas with potentitlly,dangerous' machinery.

,

Discuss absurd or ipappro-piiate retuests'and reasonsto4pfuse such.

r

249

6

1

:'

,

WORLD OF:WORK ,Levei 5, :

E. Worker's Rights

OBJECTIVES,

The student:

With assistance,demonstrates someunderstanding ofworkers' rights.

-

..;ITACHING STRATEOES MATERIALS

(

"00

HOME MANAGEMENT --

Level 5

A. Clothing

OBJECTIVES ) TEACHING STRATEGIES

The stUdent:,. ,

. Performs certainroutines regarding careaf Clothing,

f -hand Washing smallarticles .

-using washer arid. dryer

-folding and hanging

1, clothing-simple ironing...,

Chooses own clothing for,various conditiOns and,occasions .

,

Participates in. purchase4' of own clothIng.

With assistance; doessimple sewing by handor machine.

-prolO:de opportunities iorpractise in all -areas.

.EMphasize good clothingcare and reinforce appropriatactions.

Coilaborate.with parentsto provide opportdhitiesfor itudent to select:ownclothing: .

Take field trips to S'to.res,

etc.'

Rave student make scrapbookentitled."choicee 'with adifferent situation on

eeaah

.

page.

Have stUdent recall and plan:"What.did I Wear yesterday","What ar I wearing today"Nhat will I wear tomorrow".

Collaborate with parents.

Have student practise stitch-ingkwith sewing machine:-following line on paper-

.

no thread in machine;,,=fo/lOwing drawn line oncroth;

-following.fabric line,e.g. large dquare gingham; AP.

-sewing a seam joining Mao'-pieces of cloth.

;?'

251

gto

MATERIALS

Instructional.Programming for'the Handicappedstudent.

rooming chart..

.

Pic tures, magazines,catalogues.

Sewing:macte. .

Assorted Fa rics..

, ,/2. , 4

-\

't

HOME itAmpimEATLevel 5',A. Clothing


6

The student:

..,

S.

PrOvide a choice of-elemen-tary sewing projects by, j .

hand or machine, e;g.:-denim or.similar school bag-fringed fabric.placetats-crazx quilt.

Have studOnt make simplerpairs, e.g. sewing onbuttons.

252

y

to.

A

11014B OMANAGEMENT

Le Vel 5.0

B. Food

.ats

OBJECTIVES TEACHING STRATEGIES MATERIALS%

t.

st-

4

The student: "

Demonstrates appropriateeating behaliior.

.Danonstrates appropriabletable manners.

,Performs. certain,groceryshopping routines,

.e.g.'putting food away.

Participates in makingshopptng list. 4

Plans Si:wide meals.

With supervision, preparessimplemeals.

,t,

Identi.fies foods w,kich

spoil wthouf rfrigeration/freezing.

# , -

- .1Interprets:some informationin simphe recipes,e.g: cadued soup.

1.

CY"

Monitor behhvior as necessary..

PlaTsit: asign roles cifguest,, host, hostess; actout various situations,e.g. a family meal, a;snackafter school.

Prpvide actual practice.

Make one meal a week at'gchool which imvolves student

.

selection. *

Use a cafeteria menu, andhaVe studenfs pre-selectbefore using eatingou,tfacility.

Provide some instant mixesand-qther appropriatematerials.

Make listg, pictorial or.

orherwise,,of foods andcorrect stdrage ereas.

Collaborate with parents'regarding shopping rodtines.

Useg prepared foods withsimple.direetions,e.g. canned soup, cookiemixes, juice.

4

253'

DZ.

,

What's Cooking.ABC Cooking.Let's Dp Some'Cooking.Turn Kids on tothe Good Food.

4

HOM 10,NAGEMENTLev 1 5B. Food

.444.

47r.

OBJECT,IVES TEACHING STRATEGIES MATERIALS

4

The student:

Uses common utensils iAfood'preparatioq, e.g.opener, rasuring cup.

4?

can,

4 .Performs serving and Elean-:Up routipes, e.g.:- setting'table-washing dishesserving meal in propersequente.

'rPerformiocertain choresrelated to 'fbod production,egg-planting, caring fot

4

'livestock.'

4

a

p.

Color code stove elements foreasy use.

14See Communication section,Reading.

4

Use can opener with,handlegrips or an electtiic canopener.

Us tecipes which involvemeasuring, e.g. standard andnon-standard.

Se Computation section,. Me surement.

MakejActure file of singlefoods. Give series ofPiciures to studen and havehim placte them in the'sequenche they woald be served.

Have student pin andparticipate in serving meals,e.g. school lunch.

Provile opportunities for .

,pvcticer°

2544

Ss

Food and Nutrition.Cooking Activitiesfor the,RetardedChild.stlasiroom Gookery.Cooking in theClassroom,Crunchy Bananas.Help Yourself to Food..The Kids Cookbook..Planning Meals. and

Shopping.Young Homemaker'sCookbobk.

Kids' Garden Book.-

Kids in.the Kitchen:

4.

HOMEJANAGEMENTLevel 5C. Maintaining the Home

V.

OBJECTIVES

2

. ATEACHING STRATEGIES T.ERIALS.

The student':

Identifies and performsjobs to be done,e.g sees !snow, g9ts shoveland shovels.

4

With supervision, caresfor gwn living space,e.g. makes bed, vacuums.

A?

Recognizes need for less1, obVlous 'repairs.

.Identifies safe and unsafeprocedures in home manage

, .

\ment.

Recognizes appropriate timeto call repairman.

Ravestudents accept

responSibility as a-clas oras individuals for some-aspect of daily/weeklymaintenance within schsituation.

Coordinate-a home/school, checklist.

Play "What do you do?"answering we.. "Tfridge is not working ... -

A window istroken ...".

Have student practice safeprocedures,:e.g. use potholders, handles towardinside when using:pot onstove, stairs cleared oftoy.s, etc.

255

2 s

A

IndependentstivingSequential Cards..

-

.Rouse and Home

Furnishings: YourPersonal Environment.Lifestyles.

1'

I.

HOME MANAGEMENT'

'.;Level.5

D. Living Optiffts

- )

OBJECTIVES TEACHING.STRATEGIES MATERI-ALS

The 'student:

Selects some of' ownfurnishings for own 1iving-7,

exDemonstrates awatendsthat a person'svliqngspaci6may changef

.e.g. children move ot*tifttheir own. -"

,

Nim

coUrage the student' to.

participatein the seleetion'of own linen. knicknacks';,collections for own room,color scheme, pictures.

Use the students' personalexperiencies-'an4 relate how .

Members,of their family--have moved out.on their own,moNdd4rom one place to ;

another.w

Visit different residences'or group homes 'that may be'constddred living alter-nafives for the'stUdent.

.

.

256

282. /-

InexpensiveApartmentDeeorating.

4

4.

HM4E MANAGEMENTLevel 5

E. Child Care,

OBJECTIVES &CHING STRATEGIES MATERIALS

The student:

With supervision, assumesresponsibilities foryounger children.

4

9

.

I

-

Provide opportunity for,stucAnts to take care ofyounger children,

1.

27

3

0..61.

a

' MO MANAGEMENTLeVe, 5

Nkk. - Ea n g' Money

OBJECTI ES TEACHING STRATEG MAT.ERIALS

41,

See Computation.section: Measurement,. 4: Money

Thg student:

Dem dstrates knowledge ofue of all coins.

Identifies three bills:

,*

With assistance, ecognizescoins and bills incomb4ation.

Demonstrates knowledge oways to earn.vab moneY,e.g. paper route:'.

shovelling snow.

izefates number concepts tocoins up to twentyfive.

With assisfance, ieads andwrites-modey symbols $ and

-

Demonstrates knowledge ofconcepts associated.withnmney.

Performs small jobs to. -

earn money, ,e.g. shovelsSmow.

Present actual situationsto use money.

Using.flash cards withtaped on coins have studentidentify coins.

Continuf exposure to bills,emphapizing identificationclues.

,

Provide practice'with moneysituations student willen,counter, e.g..trips to

,local..confeCtionary, Iar7..for.bus ride, money paid for 1unChin schdol cafeteria.

..258

Dolhars and Sense.

"*.r

-

MONEY MANAGEMENTLevel 5i. Spending Money "s\-

OBJECTIVES TEACHING STRATEGIES_ MATERIAS

The stüdent:

Purchases,sPecified itemsindependently.

Recognizes the correctstore Tor certain purchasesin own neighborhood.

Participates in the selec-tion and purchase ofcertain personal items.

Budieks allowAnce.

4

41.

Have student accompanyguardian/parent during pur-chase of own*things.

Make a poster of "Things IWould Like".

Use a shaping procedure:Initially give student adaily amount to spend, e.g.10c, 25c, then issue allow-ance bi-weekly, weekly,

Make a chart Of coin amounts-# needed for specific'treats

and activities, e.g. 6 =.25c - bowling, 1 25c 2chipsf etc%

Build in bonus programs sothe student can earn morethan his allowance, for extrawork or exceptional 11.4rork.

This way thg student canwork towards financings'Pecial activities -at school.

Children's Spending.

Mvertising Unit.

4

MONEY MANAGEMENT

Level'5C. Saving and Borrowing

do

OBJECTIVES J. TEACHING STRATEGIES

The student:

With supervision, managesa bank account.

Saiies money for specialpurchase.

DemoliNtrates ability touse words associated withmoney.

Cooperate with local bankto establish bank accountfor atudent.

Help student establish longterm goals, e.g. saving tobuy bicycle.

Have studgnt practise using,money words as part of daily"vocabulary, such as price,buy, sell, pay, change, tillslip, cash.

Teach number combination,e.g. $1.35 is one thirtyfive rather than one hundredand thirty five.

260

MATERIALS

, MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 5 ,

A. Ftindamentals of Movement

OBJECTIVES

The student:

Demonstrates ability toOply generalized objectcont4p1 skills to simplegame Ituations. (See B.

Games and Activities).

[

Demonstrates proficiencyand initiates the perform-,ance'of most Level 3 skilld.

With some guidance,dempnsErates proficipncyaneinitiates the perform-ance of most'Level 4skills: locomotor,body control, specificeqUipment Skills.

TEACHING STRATEGIES MA RIALS

Have st6dent engage inactivities using previouslyacquired skills such asdual gamesrpartnex_rattiviEies,

e.g.,frisbee.

Have student participate insome team games andactivities,e.g. Level'4games, soccer. ,

Play modifted softball andbasketball, etc.

Soft,261

2v",

MOTOR DEVELOPMENT.AND PHYSICAL ACTIVITIESLevel 5 ,


OBJECTIVES TEA&ING'STRATEGIES MATERIALS

41,

The student:

Partio.fpates in dual games/partner activitW Usingpreviously acquAed skills.'

ParticIpates in an.appro-priate aquatics pro$ram:

Participates in aquaticdAties, eg. adapted.water,

Participates.in some t amgames and'activities.

Participates in basicdances, e.g. simple polka,simple square dances.

Participates ih basicgrmnastics program.

Participates_inllife'time-sports activ4ies,e.C.'skiing, soccer.,

CS'

Provide opportuhities forstudent to participate inpartner gamastand'activities,e.g. VIdian wustling,croquet.

*See Red Cro'ss Program.

'Encourage student to engagein an appropriate aquaticsprogram to include the ap-proprjate Red Cross Programof Beginner', Junior or Inter-mediate Skills arid competi7tive-experiences, e.g.:'races, relajs, pareicipationin sWim meets and introduc-

.

tion to games, such. as waterpolo; water volleyball etc.

Provide opportunity to,partpate in noor.hockey,soccer, various', relay teces,e

'etc.

Encourage participaVon,in-sotk hops', teen dances, etc.

Have student gractise on,trampoline, box horse,balance beam, ttc.

s

.26.2

2vsc.,

Re4 Cross Manual.

A Practital Guidefor TrainingMentally Retardedto Swim.Water Learning:A New Acimentuie.

/ 4

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 5 '

Gabes and Activities

OBJECTIVES TEACHING STRATEGIES 'MATBRIALS

The student':

,DemOnstrates proficiency inrecreatiOnal activitieSe.g. bowling, toboganning,snow-shoeing.

Demonstrates proficiericy irLevel,4 track and lieldactivities, e.g. shOrtraces, ball throws, long..Yumps.

Participates in certainadditional events,e.g. high jump,JApdiumdistance races (200-400M),soccer kick.

PerfOrmS some of thefollowing exercises: chin-

ups, etc.

Participates,in regularfitness program.

Provide opportunities for.student to do" these things

' so that you can evaluateprogress.

Oe

Have student participate,invarious exercises whichemphasize Xlexibility,, .

eOurance, strength andspeed, e.g.: ,

-flexihility: sit-ups

-endutance: leg-gifts .

-strenglh: ..chin-ups7speed: pstance running.

263

2 )L.) ,

Canadian FitnessManual.

Special Exercisesfor ExceptionalChildren.Motor Fitness Testing:

.Manual for theModeatelyRetarded. gf

Alp

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 5C. Social Skills Related to Games and Activities

OBLIECTIVES. TEACHING STRATE.IES

The studept:

Attends to the task,beingpresented.

Responds appropriately toinstructor.

Demonstrates ability tofollow instructions in agrbup setting.

'Practises aihropriate';

courtesies.

Demonstrates basic Sports-'manship in games andactities.

Follows specific game rulesand demonstrates fair play.

Utilizes social skills andpractises safety rulesiinnew situations.

C

Encourage shaking hands wiihAoppositiort", sSYing "3cheers:', etc.

Encourage respect for thereferees, coach, teacher.Encourage winninVlosinggraciouly.

,

,

264

*FINE ARTS Alp INDIVIDUAL EXPRESSIONLevel 5-

A. Crafts, Hcibbies and Activities

osIECTIVEs EACHING STRATEGIES MATERI.ALS

The student:

D monstrates increasedy oficiency in makingcreative patterns.

Have stuclent practise makinglines or cfrcles in swinging,rhythmic moelon. .Have himlpractise letter forms andpencil control by copyingwords erom a book or paper.Have student write own namein enlarged cursive writing.Label pictures student hasdrawn., cut out or pasted.-

de

.pubnOff Schbol.

Program I, '

Level II.

With assistance, creates . Provide model to use in vilk Handbook of

shapes or objects usingmaterials such as: .. .

clay, etc.

Cuts and follows a lineon paper, cloth or.6thermaterials.

,Demonstrates beginning ofpattern and'form itcreating)a painting.

doing ceramft work. Assist

'in completion of process;from kiln have student finishby painting, etc.

- Have student clay modelsomething asked for, orexperiment further withwhat can be done with clay.Use hand molding techniquefor expression.

a

Have student do a specifictask of cutting and followingIa line; e.g. aY c,ut pictures'

from magazines and,pasteinto.scrapbook; b) cut

pj.ctures from wallpaper sam-

ple books arid paste them tomake a story or design of. ,their own on another paper.

Use overhgad projector to,trace-an object for eventualcuttingZ

Use ready made scenes forimmediate paintingt usingwater coiors or paint,pencils

Arts and Crafts

for Elementary andJunior High Teachers

-FINE ARTS AND INDIVIDUAL WRESSIOLevel 5 .

A. Crafts, Hobbie'S and Activities

,

TEACHING STRATEGIE5

. The student:

Demonstrates form and'pattern iu creatingObjects.'

Identifies and namescolor differences,e.g. pink-Jed.

Adds more detail todrawings.

- Use copy technique.inbulding more complexbuilding forms. If possible

. build this.in stages.' Have .

student copy from 6...xisua1

basis.

Ilse the mail Order .catalogueto simulate ordering of

.4 clothes and other items.asso'ciAted with color.

Use t27 figures which allowto add.arms, legs, eyes,hair, etc. to complete thefigure. Have-student Com-

k plete these figures. Have'student Olen add such detailto drawn figures.

Completes own craft pro- Have student visit various

ject. arts and crafts. and hobbyshopsy exhibits for ideasand-comparisons.

With assistancey colle5tgmaterials required for ownhobby.

Selects and participatesin recreational activities.

r

Y

Have student experiment, witha variety of crafts, e.g.rug hooking, huck weaving,tie dYe, crochetling:

Encourage student ,to collecthobby materials for orderingand trading,.e.g. ,stamps,coins, pictures for albumS.,models.

-Provide a varieiy,activities, games and sno,rts,

indoor, outdoor, iindiVidual,group, e.g. floor hockey,skating4:listening to recordscards, dances.

Note: This list of acelvit'es'is no meant Co e exhaustiv

MATERIZS

. Mail-orden catalogues.Magazines.

.Body Concept- (Template.Body ConceptSpirit Masters-I and II.

Arts and Crafts,*for Slow bearners.

v

Teachers,are'encuraged to add ot 'N or delete to meet the needs of Cheir students.

r266

\

,F1NE ARTS AND INDIVIDUAL EXP.RESSION

4Level 5.

/B. Music

OBjEeTIVES TEACHING STRATEGIES_ .'

MATERIALS

The student:

Listens to music for 'en-

,jbyment for increasingperiods of time.

Operates, music producingesuipment, e.'g: juke-box.

'

/ Selects appropriate pro-> grams, e.g. television:

On own initiatie, partici-pates in dance or othermusical games.

Plays rhythm instrument inyaried patterns.

Continues\to exp).ore avaciety of instruments.

Performs'contemporarydance movements and form.

Participates in socialdance with partner.

Sings songs.

Sings, following coriducor'sdirection..

Provide a variety of listen-%

ing matariall'tlassittrock aAd 'rolS,.country and

western.. - ,, ,

At noon or recess have re-* -.

I,

cords easily acc ssIble foruse by the stude as a

recreational pastime.

Choose a r$cotd with achanging beat; have the,class accompany the recordwithlrhythm instruments.

Pair students. Allow the,,--

more proficient stddent fube a teacher/model an thecontempgrary dance. Allowsome inee,gration andpeer-instruments.,

Create social situation that-closel4 resembles the'varietyof music at the community orschool dance.

Have sing-song. Encouragestudent to suggest a faVbritesong.

Gain student's attent-konthrough non-verbal peens,usp signal, etc. Thentransfer to the conductor'ssignal for a cereain,response in singing, e.g.loa, soft. "

267

..2Q3

)

,

FINE ARTS AND-INDIVIDUAL EXPRESSIONLevel 5

C. Drama

OBJECTIVES TEAGHING STRATEGIES MNFERIALS.

The student:

With4assistance, portrayst

4 a character from a simple/

story orelay.

Rtpeats a verse or part'of a siory..

With assistance, beginsto demonstrate feelings ,

and emotions in a'play, .

e.g. being.lost.

'Begins to demonstrate an'indnidual role.aspart of a group activity.

..arroarmr.

Mb.

'./

Play game.of charades..''Assign roleito act out.

Through question and answerhave qudent relate.parts.ofthe sellry or verse items.

Give opportunitiesplay with, assigneddemonstrated, e.g.of "my fault".

fbr roleemotionsfeeling

Have student choose a roleas part of'a group activity,e.ge group of people' waiting

for a late bus.

4

I.

268

;$

2(4 40.

N._

TINE ARTS. AND INDIVIDUAL EXPRESSIONLevel 5

D. Recreation

OBJECTIVES..

,T,he student:

Watches.television withcompfehension.

VWith:assistance, performsconstrtactive tasks

sure time, e.g, gardening;crafts.

Participates,in groupgames or activities.'

'

Plays lawn games withmodified-rules.

Participate's dt organized

community recreation pro-grams.

With minimal sOpervision,attends community spectatorevents.

Uses some recreationalEcilities.

ponstrates abtlit to be .

t Isf camping 1eam.

^45r.

;4

TEACHING STRATEGIES'

Provide opportunities forstudent to watch television.Question studpnt about showto ,see if he understands.

Provide opportunities forleisure time. Give studentopportunity to try a wide

.variety of activities.

Play group game'. Have studentparticipate an try outseveral different parts.

Provide opportunitids toplay, lawn games.

Provide opportunities forstudent to participate inrecreation programs.

Encourage stusient to attendcommunity events.

-6Provide opportunities forstudent to attend camp, takepart in scouting group, etc.

269

2 El 5

EATERIALS'

4

c-

4

SITIZENSHIP AND'1N6IVIDUAL RESPONSIBILITYLevel 5 .

A. 'At Homef,

,OBJECiiVES{

1

TEACHING STRATEGIEgl. MATERIALS

The student:

Identifies extended .

family xembers b17.name

and role-

Associates extended.family members with whatconstitutailown family.

4

Identifies ways in whichfamilie)Olange

Participates. in thedecision.making process forfaQily recreational

. .

activit4e9 .

eI.

,

t

r-

Have student constructpictorial family treesof all members or makea poter.

Have student relate activities,to grandparents.

4

Visit a Senior citizens' home.

Have student compose a familyalbum, including extendedfamily. Have student bringefamilY-albumto school toshare with class.

Invite a ktandparent of aclass member'tó sghool fora special visit. Role playintroducing this guest.

Use students' families toshow an addition, leavinghome, marriage. Make posters_4o illustrate these examples.

Read StIries or compose yourbwn, aboutdeath, separatibn,and.divorce. Have studentrelate main idea .of story

and answer questions about.

content.

Have student-participate ina community recreationalclass or club, e.g. swimming,scouts.

Include student in discussionswhere p go for weekendoutings, weekend trips, andholidays. Ask for suggestionsand follow through on them.

270

'ft

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY :

Level 5A. At Home


The student:

PraCtises courtesi,es insbcial sitCation.

N

\

States anq obeys mostfamily rules.

With reinforcement,assumes res-ponsibility forself and belongings.

0

9

1014

Have gtudent rore playsocial exchanges such asgreetings, courtesies:

Have student predict out-comes of atibn piaures,e.g. greeting at dpor,receiving gift. ,

Make pictorial chart offamily rules.

Have student predict out-come of following/breaking'family rules. Utilizechart.

Utili.ze self-monitoringchore charts to help remindstudent of chore responsi-bilities, e.g. keeping roomtidy, putting clothes away.

-

Ask parents to provide anallbwance-when he.askimessome responsibili

6Give special privileges forcarrying out weeky duties,elrg. going out to eat,

inviting a ffiend over.

271

a

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 5B. At' School

4

OBJECTIVES

\.


01.

Tbe student:-

Differentiates be.tweenbelongings of self andothers.

Identifies school rules.

Have .student attach nametags to belongings theybring to school.

Role play borrowing itetsfrom others. 111

Role play lending items toothers.

Make a chart of school rules.Have student predict outcomesof not following school rules,e.g. running in the.hallway:falling.

With reinforcement, assumes Have student follow classresponsibility for self and routines, e.g. keeping coatbelongings. area tidy:

\frAssumes responsibility forspecific class chores/er-

,

rands.

Demonshrates respect forproperty of others withinthe class.

Demonstrate correct handlingprocedures forcommon equip-ment and have student model.

Utilize self-monitoringchore charts for classchdres.

272

,

CITIZENSHP AND INDIVIDUAL RESPONSI4ILITYLevel 5 t .

C. In the Community

OBJECTIES;',. . TEACHING, VRATEGIES MATERIALS .

V.

Ntr

.

The studeht:

Identifies additional com-munity helpers, e.g. scoutleader.

'Identifies functions'ofcommunity helpers.

.

X

-,,

Identifies some city/tbwnfacilities, e.g. historicalpark..

Have police speal(tOk.classabout Block Parents. Playa game involving identifying,Block Parent sign: .

Have dilferent-religioUsleaders visit school, andrelate how they are communityhelpers.

Discuss, the various clubs/ :

'recreational activitiesstudent participates in.Relate.ble role leaders playin beingfcommunity helpers.

Have stddent pair communityhelper with specific actions,e.g. police - getting lost;.

fireman fire/ambulpce re-quired; doctor, nTse -illness,,

Play a game whdre,studentmusematch picture of coin-- :

munity helper with an action,e.g. "The little girl has

'lost her bus fare and doesn't\. know what, to do-. Who should

"she get?":

Have student 4sk communityhelpers for a simple jobdescription. ReCord'onOart in classroom..

Visit different facilities.Purchase post cards or takephdtos. Have student labeland discuss activities inclassroom: '

**. 273

Veer

./ ,

4

CITI#NSHIP AND INDIVIDUAL RESPONSIBILITYLevel 5C. In the Community

OBJECTIVES TEACHINC STRATEGIES MAI.ERIALS

The student:

Ideritifies some culturaldifferences in peOplewithin own,community.

Sings some of the words tothe National Anthem.

1

Recognizes the importancerjf pthe Canadian Flag.

Ideniifies community rulesand routines applying toself. -

Have student participate indifferent community facili-ties, 'e.g. commmnity,centres

Provide opportunity for.stu-dent to visit ethnic shops,e.g. making purchase inChinatown, Native.Indian

,crafç centre.

Show films.

Have persons'of different, ethnic backgrounds viSit

school .and demonstrate anethnic cfaft/food.

Relate and have 4.tudent mod:61

lind by line.

'llow.pictures of t e Canadian Precision (film).Flag at Olympic ompetition, The Musical

4parliament grounds, etc. Ride (film)..

Discuss pride in beingCanadian. ,

f 4,Make pictorial sequencestrips for'community rulesand routines. HaV'e student

put in-order.

What is a Community(filmstrip).

People Are Alike.(fitlmstrip).

Children of CanadaSeries (film).The%Stories ofTtiktu Series (film).

%

.

Play sequencing games.

Have student follow simpledirectives while travelling,in or using communityfacilities.

274r

*z

, '

r

ConSUmer SequentialCards.,

Photo .,$equential

Oards.Kanata Kits.

Independent Living ,

Sequential Card.

p.

516

4

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 5

D. EnvironMental Education

OBJECTIVES ,TEACHING STRATEGIES

1. Ecology:

The student: .

Identifiea appropriatehabitat for familiarliving organisms.

Identifies appropriateways to behave vdthdomestic animals.

Identifies male andfemale animals of thesame'species. .

Y

Take s4udent on field tripsto various locations whereanimals are, e.g. birdsanctuary, zoo.

Have student match picturesof animal with

Show films.

Make po'sters -at-lhimals livirgin specific habitat, e..g. sea,mountains.

Demonstrate ahd have studentmodel behavior.

Take field trip.ttofarm to,observe how to interact withfarm animals.

Have student visit_animalshelter and locate informationori how to care for a pet.

Have a gluest speaker visitschool 'with a pet and'relate

how to interact with peta.

Visit a zoo or farm wherepictures may-be taken of ,both male andfemale specieg.Match the piqtures and

Use pictorial matching game.

275

Where Do They Belong?Animal Cla§sification.Ahimals Th'at BuildTheix Homes. *

Bighorn; Caribou ofNorthern Canad.;Cattle Ranch, etc.

'

Animal GrowthSequAantial Cards,

4.

a

CITIZENSHIP AND INDIVIDUA1 RESPONSIBILITYLevel 5

D. Envi.ronmental Education,.

OBJECTIVES

The student:'

Identifi,es two or moreattributes of plantmaterial.

Identifies growingenviroftment of familiar

fruits and vegetables.

Identifies light andwarmth as requirementsfor plant growth.

kecognizes that plantsneed soil to grow.

oft

TEACHING STRATEGIES I MATERIALS

Take student to plantlocations.

Have student sort fainiliarplant material, on oneattribute first andLthen.,a second, e.g. fruit/fruitswhich are sweet; leaves/parallel veining in leaves.

-

Have student visit a green-house or vegetable garden;locate root, vine, leafvegetables.

Observe fruit trees in fall;provide collection experi-ences, e.g. crab apple,naning cherry.

Show pictures of banana,tree in tropics; orangeitree in California.

Perform experiments withstudent where plants areplaced in cool, cold, ordark place'. Ot;serve

changes.

Perform experiments:toshow that plants needsoil, e.g. digging upgarden plants.

Make charts and observations.

276

3 f.)

_

Treeso ts.

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY,,

Level 5

EnvironAental Education

OBJECTIVES

- ,


The student:

Identifies changes inwater forms, e.g. ice,snOW.

4War

Rec.ognizO that some-animals need the groundfor homes'and shelter.

Ideritifies animals thatlive in mountain, plains,and near sea.

2. Weather:

The student:

Predicts weather accordingto conditions, e.g. snowin winter.

N

Perform experiments andobserve natural phenomena;melting: collect snow,andmelt on element, use water;freezing: make ice cubesin freezer, .observe whathappens to melted waterovernight during.spring.

Provide cipportunity tomiew underground animalhomes in the zod, e.g. rabbit,ground svirrIl.

Play sorting games with,pictures.

Have student observe skyand listen to forecasts;compare predictions todaily forecasts.

Make charts of weatherfor each of the seasons.

277

'The Life of AnimalsSeries:" Animal Homesand Ways AnimafsProtect-Themselves,etc. (filmstrip).

o Animal SolOng Games:Sea Animals,-.Farm

Animals, Forest,AniMals, WildAnimals.'Places Where Plantsand Animals LiveSeries' (filmstriA.

Pictufes from. magazines,

EXperimenttl.kience.Program.

CITIZENSHIP ANDLJNDiVIDUAL RESPONSIBILITY<.'Level 5 ;

D. Envi;Onmental Education ts,

OBJECTIVES'

The student:,

Identifies dsetO#'sourcesof heat% A-

'Identifies othei4ourcesof etTergy, e.-windandwater.

t

4. Pollution:

The student:

Disposes of litterappropriately.

,

.6.

Identifies aPproPriate,iloise levels ,f-or a

variety of situations.

5. Conservation:

The tud9V:'

Identifies appropriateareas for collectingnatural environmentsgecimens.

viv

s

'ATACHING STRATEiIES.

4.

-4

1.Have student use heatproducing appliancescorrectly, e.g. ovtnor.toaster to.cook or

q hake a simple fgod item.

Have student locate avariety of litter containerSin'different setting byfollowing simple directions.

Take student on a fieldtrip to local garbage dumpcar land fill site.*,

Take student to locationsin community wiclich havk rules,

regarding nóise level,e,g. library, restaurant.;

Have local provincial/national parks personnelspak to class aboutcollecting specimens,e.g. rulet regarding pickingwild.flowers.

278

NATERfALS

I.

j

CITIZENSHIP AND'INDIVIDUAL RESPONSIBILITY

Level 5

D. Environmental Educationond

.0pECTIVES, TEACHING STRATEGIES MATERIALS

The student:

Demonstiates.awareness.ofvariqus.ways to ConseTvetnergy.

.4

A

Visit a local park whichhai signs regarding collect-ing natural specimens,e.g. "po not pick the flowere

Take.studeqt on expeditionstot.collect specimens,e.g. flower garden, woodsfor non-living specimenssuch as cones, driedmaterials,

Have student turn off'lights., etc.

wow.-

fr

X'

UNDERSTANDM SELF AND GETTING ALONG WITH OTHERSLevel 6

A/ Knowleage of Self


-

1. Personal Zharacter-istics:

The student:

States and writes full'nage, address,,telephoi.T.,

number and birthdate.

States or writes names of,family members.

States/writes full name ofschool.

Identifies or marks ownproperty with appropriate,labels.

Identifies areas of inter-

est.

9

110

-t

Provide ,opportunities toprkctise filling out avariety of informationsheets.

Get blank employee applica-

tion.forms. Have studentpractise_filling these in.

Present pictui=es of family

members. Have student state/

write the nate of eachperson.

7Cfill in amiropriate infor-matrOn sheey, with names of,family members.

Have student Atate/writefull tame.of school'.

Have student choose his be-longings from among otherswhich are similar.

Ask student what he likesto do in his ldisurettime.

Have each student make adispla.); illustrating things

which they like to do; cutpictures from magazines orbring actual things.fromhome to add to the display.

280

Tape Recorder.

Social LearningCurriculut.

Photos of family

members.

Washington StateCooperative Curriculum,Binder 2.

Photo of sChool.

S.

_UNDERSTANDING SELF AND GETTING ALONG WITH OTHERSLevel 6A. Knowledge of Self

JECTIVES TEACHING STRATEGIES MATERIALS

The student:

/^

Demonstrates abilitiesand/or talents appropri-ately.

2. Physical Self:

`The stUdent:

Interprets and categorizessensory,input accurately.

S.

I.

Recognizes aspetts ofappearance which need.improving.

.

Measures height and weight,ana recognizes changes inthem.

Give student opportunitiesto choose-an activity forlkisure-time.

Eritourage all aisflay of

talent or ability byindividual stuaent.

Provide opPortunities for'student to be in'",spotlight"Encourage approprihteaudience participation.

Provide opportunity for social Learningstudent to categorize things Curriculum.which relate to the,senses

1

Increase the level of dif-ficulty as the student'sability increases, e.g. clas-.sifying sounds from loud tosoft, high, medium, low, etc.

. .

Draw student's'attention toaspects of "apvearence whichdIffer from peers'.

Provdde opportunities for,students to discuss differ-ences in appearances ofvarious people.

Have student measure heightana weigttt at regulsarsinter-

vals durAg year; plot theseon bar graph. Help studentto identify invireases and/or

decreases, and comparechanges.

, 281

3 u

Social,Learni,ng

Curriculum.

4

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS,Levels6.A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES s.0

MATERIALS

4

The student':

kecognizes responsibilitiesand privileges ApproPTiateto various age levels:-age to get a jb-age to change sctools or,educational levels

-lege to leave home-age.to drive a car-age to get married ,

-age to vote-age to drink alocholicbeverages.

Behaves appropriately insituations requiringprivacy, e:g. menstrual ucycle, mAturbation,adjusting clothing..

3. Emotional'Self:.

The student:

i

..

Id ntifies specific emotions Role play situations whicha 'in self and others from a involve-ftlotions. Have

variety of stimilli. student identify how thecharacters are feeling.

Sbow student variety Of,pictures of people. Askquestions whictl involve age

appropriateness, e.g. pictureof baby: "Can this persondrive a car?".

Expand the questioning by.asking "WhY?", or PWhynot?" or hy having the

rstudent make comparisons higL-'self._

Encourage student to use'appropriate setting forvarious situations. Provideappropriate guidance.

Making a feeling word dictio-nary as new "feeline wordsare introduced. 'Ask studentto, bring pictures toillustrate the word.

.Indicates specific Hav& student try to recallsituations which elicit specific situationi where he ,

happiness, sadness, nervous- felt certairi emotions.ness, and feeling.of being Encourage him to question whyleft oilt etc. he felt that way.. Ask how

the situation could be changedNo that he felt differently,

. .

better/worse?

1. 282

311S

Pictures of peopleat various ages.

Human Development'Program: MagicCircle/Inner Change,Exploring Our .

Emotions (pos;er set).

UNDERSTANDING SEI:F AND PET


.OBJECTIVES

ALONG WITH OTHERS

The student:

Practises coping withstress in a number of ways.

With supervision, practisesrelaxation techniques.

'Predicts emotionalreactions of self andothers in a given situation

Expresses and controlsemotions/in variety of

settings.

EACHINd STRATEGIES

(

MATERIALS

iscus pproptiate and,

inappro ate ways of dealing

with str44s4 e.g. time-out,listettings music, going.for a wal

Use role play.

Role play sftuatio where

student is ilivolve4 n

conflict. Have hi& TI.dicate

ways tp resOlVezit.

Capitalize on naturalteaching situations.

,

283,

3uf)

Relaxation - AComprehensive'Manual for Adults,Children, and Childrenwith Special Needs.

UNDERSTANaNG s'ELF AND.GETTING ALONG WITH dTHERSLevel $


OBJECTIVES4

TEACHING STRATEGIES- MATERIALS

1. Needs and.Motivations:, .

The student;

;.

With assistance, distin-,

guishes between needsand ilanis.

Initiates actioh ofothers when re'quired,e.g. gets help in threat-ening situations.

Acts in situationsrequiring own interventiom

Help student to recognizewhat he needs to satisfyrequirements for Basicdaily living: food:-crothings, etc:

Help the student pian awardrobe, identify thinphe needs and then pick

out same "extras" tosatisfy his wants. ,

Have student plan a grocerylist. Allole'a certain

amount omoney. Helpstudent list first necessi-ties then.the "frills":

Provide opportunity for Social_Learningcommunity helpers to visit Curriculum.the school to discuss theirroles.

Role play situations whichrequire the interyention ofother,people.

Role play situations whichrequire a student to satisfyqwn needs.

Provide opportuhities fora student to experience suchthings as: putting out acampfire, changing a light-bulb, cleaning up brokenglass.

284-

t

3 1,

?A'

6.



17

ObJECTIVES TEACHING STRATEGIES 'MATERIALS

2. Fattors Affecting

Relationships:

The student:

Responds appropriately tofamiliar and unfamiliarpeople, with respectto age.

Responds appropriately tofamiliar and unfamiliar

tpeople, with resp.ect to -

their'roles.

Role play situations wherestudent responds- appropriatelaccording to the age of the,persoh they are m4eting.

Encourage visits to classby members of students'families. Have studentintroduce his familymemberto the class.

Invite unfamiliar peop,le to

visit,your class.

Integrate ,som attivities

with regular asses ofdifferent aged students.

Role play situations wherestudent responds appropriArelyto people according to theirroles. Have student matchpictures of community,helvr,to action picture,e.g. doctorinjured child.

285

Oa.

Social Learning

Curriculum.

Job Puzzles.Occupation Photographs.Occupaticin Matchups....

Career IdentityCards.

;

,

UNDERSTANDING SELF AND GETTING ALONG WITH'OTHERS TY.

Level 6


OBJECTIVES TEACHING STRATEGIES:

MATERIALS

0 The student:

With assistance; distin-guishes between fantasyand realitiy., e.g. indicates

what'is real in storiesand.other media.

+Om

3. Handling Social Inter-actions:

a. 'Expressive Communica-tion Skills:

The student:

Communi.cates in a number

of ways, e.g. gestures,speaking, writing,facial exprevions.

Communicates with othersusing socially acceptablebehavior%

Uses appropkiate techni-,ques to obtain information.

"k.

.ar

Make a*list of accomplish-ments achieved,by real orunreal people. ,Read them*to the student. Have himidentify whether they weredone by a real person orby a storybook character.Aow pictures of charactersin a story and discuss if.they are real:,

Provide opportunities forletter writing.

Provide opportur1ties forstudent to participate inclass play or produce puppetshow for younger students.

Provide opportunity forstudent to converse withpeople ,both familiar,epd

unfamiliar:

Integrate student into-regular school functionsand/or classes.

Encourage student to usequestions Eo get snore informs

tion. °Have student plansocial 'petits; guide him as

to what information,he needsto provide.

286

Books.Comics. /-

Storytelling Posters.

UNDERSTANDING SELF AND GETTING.ALONG WITH OTHERStevel 6B. Social Relationships

OBJECTIVES

The student:

Modifies btehavior at theappropriate times or whendirected, e.g. stops cry-ing, settles down to re-quired actiUty.

-tr-

b. Receptive Communication

The szWent:

Recogni0,..es less obvious

mood changes in others.

Repeats short messages.

c.' Problem Solving andDecision Making:

The student:

Initiates and contributesto classroom decision-making.

Praise student for modifyiing

behavior as directed;iignoreinappropriate behavio s.

Using facial expressions,gestures, and subtle hints,,see if student can tell howyou are feeling.

Role play cer in moods.

Provide opportunities forstudent to.'deliver messagesto familiar and unfamiliarpeople.

Provide opportunity for stu-dent to-initiate and makeclassroom decisions. Provideguidance where necessary,e.g. planning of a party,,rearranging the classroom.

Encourage participation byeveryone. Praise irldividual

and group.contributions.

4

287

3 1

MATERIALS

1)-

,,,

`UNDiRSTANDING SELF AND GETTING ALONG WITH.OTHERS'

Level 6B. Social Relatibnships

OBJECTIVES

The student:4With encouragement,independently resolvesmost gonflicts with peers,usdng socially dppropriatemethods,.

TEACHING STRATEGIES, MATERIALS

Role play'conflict situations.Have student work through toresolve, '

When student sees a conflicton teleNnsion, on the playground, in the.halls, etc,discuss it with him. Roleplay if necessary. *Askstudent what can be done toresolve the conflict.

288

-311

F.

4Z.

4,

,

' TRAVELLevel 6

A. Way's to'Travel

'OBJECTIVES TEACHING STRATI...G-1ES MATERIALS

The student1.--

Chooses correct mode oftransportation for owndestination. .

o

Identifies forms of traveli

0priVate, public andcommercial.

Recognizes the need fora'driver's license todrive vehieles.

Participates in driver'straining (where appropri-

--,

Haye class plan an 'outing'

requiring transportation.

Utilize activities whichrequire student to iroupmethods of transportationon cost/feasibility andtime/feasibility, e.g. "Ifyou only have a dollar fortransportation phi cannottravel by taxi".

Have student make,a posterwhich tells who 'owndifferent vehicles,e.g. car: person/individual;buses: city/company, etc.

Haye student determine howPublic and commercialvehicles stay in business,e.g. to make moner, taoffer a service.'

Have student view anumber of different driverslicenses, e.g: car, truak:

Have student Uour a drivertesting area of the motorvehicles braneh and observesomeone taking a drivingtest.

Tour a school which offersdriver training, and havestudent view the Operator'sManual for a lic4nse.

Pittures of differentvehicles.Pictures,of'different destiq,atiops.

P.A. Manual, -1980.

Enroll student in an adapted, Driver Educition.

accredited driver's trainingprogram.

289

International Signs.

ft,

TRAVELLevel 6

B. Travel Skills


The,student:,

Demonstrates ability, to gSk. Have student role playfor and follow directions. asking for directions,

e.g. the location of a build

. Distinguishes betweenvehicular lights andpedestrian lights.

Telephones home and/orschool-to ask for help

, while travelling.

ing, bus route/stop.

Take student to familiartravel setting and have-himask for and follow simpledirections,from a bus driveror other fierson.

Ta'ke student into area whereboth pedestrian and vehicularlights may be seen. Crossstreqrts using pedestrian

lights, and comment on other .

traffic lights.

Take the student on a photoor slide excursion to findIlifferent traffic lights.

Have-student practisephoning hortle and school from

a variety of settings tomake t,request, e.g. "May I4ay out longer?.

Identifies more obtcure While in travel setting playlandmarks outside own locating activities with theneighborhood, e.g. recorT"'" student, e.g. "I will meetstore in f mall. you under the record sign".

et out on travelling tripsto make a specific purchasein a multistorecomplex.Have student view shopcoktents from window insearch for a specific item.Repeat process until thestudent becomes familiarwith the'setting.

290

TRAVELLevel 6B. Travel Skills


The studeeti

Travels unsui5ervised onbuses, e.g. from home towork and return, includingtransfers.

410,

Responds appropriaeelyto signs of information.

Differentiates betweenappropriate and'inappro-priate behavior of selfand others in public.

4

Accepts and exevises ownright of way in publicplaces.

Take student through thetravel route, as many timesas needed so he rememberswhere to disembark bus,and bus number for specific,locations.

Simulate asking fqr direc-tions to return home whenlost, or finding directionson how to take bus to a newlocation.

Have the student use,citytransit frequently .to meethis own travel needs.

Have student point out signsof iifformation and relay to'another student.

Have student practise res-ponding appropriately tosigns of information intravel setting.

Have student observe rulesfor riding on city transit,e.g. no smoking sign,priority seating symbol.

Have student make a posterof appropriate behaviors tobe observed inthe travelsetting.

Role play situations wherestudent aCcepts other'sright of way, e.g. lettingsomeone pass in1 a line-up,giving up seat on a bus.

TRAVELLeVel 6B. Travel Skills

a

OBJECTIVES TEACHING STRATEGIES NATERIALS

-The student:

Demonstrates ability to geton/off escalators andelevators, walk throughrevolVing doors, etc.

Does not accept fides fromstrangers.

e

Demonstrates appropriatebehavior while travelling.

Discuss the importance ofgiving others right of waybut allowing self to els('get "travelling".

Use picture's to determineconsequences of "unreasonable

'right of way to others",e,g. boy holding door and.missing the-bus.

Role play situations wherestudent must demonstrate ownright of way, e.g. passing, aslow person on sidewalk.

Have the local police come '

to school and speak to classabout the dangers of goingwith strangers..,

Simulate' situations wherestudent map be into accept a ride from astranger, e.g. haveAnunfamiliar parent drive upto a student while you arewalking/to the bus stop andoffer yOu a ride.

Give the student 'specialprivileges for appropriatebehavior, e.g. visitingfriends by bus, special fundsfor recreation.

- 292

316:

so"

TRAVEL



The student:

Demonstrates ability todeal with money-relatedsituations while tray-elling, e.g. purthase fare,lunch, snacks.

Recognizes the need tokeep'the epecific timeschedules for certainevents, e.g. catches busat 8:00 a.m.

Lead student through stepsof purchasing,4 selecting,and.

depositing fare for specificmodes of'transport he uses.Practise until he doesindependently.

Hal.m student deposit moneyin a locker.and store abelonging overnight.

In travel setting havestudent determine how muchcertain items cost,e.g. coffee, bowling.

Have student plan a reCe-ational outing which includestransportation. Help deter-mine cost of,transportationand the activity. Make_auzestudent has money left oVerafter the cost of these itemshave been figured.

Accompany student and helphim make decision how tospend his "excess" of moneyand still have return fare.

.If-the student has a.buspass, allow him.to handlerecreational and snack money.

'Help the student Prepare atime-line of daily activitiesto see the importance ofarriving on time. Discussconsaquences of'deviaeingfrom schedule.

293

3

sra#

.44

-,10.4mmwrj

TRAVEL


v

OBJECTIVES QCHING STRATEGIES MATERIALS

e

The student:

Crosses uncontrolledintersections in heavvtraffic.

T4avels safely within own'community, e.g. railway

4 crossings, negoti,atinglivestock.

Crosses_streets in busyareas.

Rides bicycle safely inall areas.

Ha've the student plan an

activity in which he mustfind out the time to catch abps for an event other thanroutine, e.g.."If I Want' togo tothe 8:00 p.M. shoi;Nwhen do I catch the bus toarrive on time?"

Practise crassing streetswith student. Repeat untilhe crosses.appropriately.

See Commvication section,Reading.

Discuss safety while trav-elling.,

Have.student practise follow-ing rules of riding.

294

32o

1

HEALTHtearel frA. Nutrition '

OBJECTTVES TEACHING.STRATEGIES

.

MATERIALS .

Tke student:.t

Selects foods andappropriate timesto eat.

Chooses a balanced (fiee:,

Demonstrates understandingthat good healt is

related to foot intake.

Practises quantity.

-1 1

control.

t,

Ask.parents to observe.'behavior. '.1f...funds avail-

able have,school luncheonsfor several weeks. Have

student prepare the menuarid meal% Discuss selection.

Collaborate with the hometo have student prepare ownlunch. Establish a rein-forcement system to encouragestudent to bring foods fromthe four food groups.

Invite ihealth nurse tospeak to students. Show

filmstrips.

295

NutritiOri Series.

Carida Food Guide.

DOartment ofAgricultureMaterials.

Menu (film).:

'HEALTH. Level 6

B. Fersonal Care

4P


1. Kno ledoe of Body:

The student:

Demonstrates understandingof the function of someinternal organs.

Demonstrates knowledge ofbody changes that occurwith physical maturity,e.g. voice change.

2. Care of Body:

The student:

Practises persbnal careand good.iroomily.

Recognizes that personalcleanliness is importantto self and others.

List major internal organs,and discuss their function.

Use resource person,e.g. school nurse. Illus-tratez using transparenciesand cRatts. Show film, film-strips.

Discuss, using charts, films,filmstrips: Compare and-contrast pictures of im-mature and mature malesand females.

Discuss meaning of goodgrooming.

'Feeling fine (film-strip).

Love, Sex and BirthControl for MentallyRetarded: A Guidefor Parents, Teachers'and Profpssionals.Sex Education for the

' Developmentally Desabled.

'Use visit from public healthnurse and dental hygienist ,

for factual information.Provide student with check-list to be used daily toensure all areas are covered.

Discuss and dramatize.

Show films. and filmstrips.

Use pictures/study printsto compare and contrastgood and poor health habits.

0,296

The Problem: Acne.

Self-Care Series.

\


OBJECTIVES TEACHING STRATEGIES MATERIALS,

The student:

Recognizes the importanceo sleep and rest.'

orts pains or symptomso illness or injury ins lf and others.

With supervision, performssimple first aid.

. 3. Drugs and Alcohol:

The student:

Takes daily medicationindependently (when ap-propriate).

States instances whenmedication may be required.

..Recognizes the possibleadirerie affects of alcohol,tobacco,and other drugs.

Create actual situationsthat requie'student tomake appropriate decisionsregarding cleanliness.

Discuss appropriate treat-aent for the existing prob-lem. Help student administertreatment. .

Make a chart illustratingthe time and the medicationthe student should-take. If

student cannot read timeuse an appropriate picturethat will illustrate relatedtime.

Role play situations wherestudent has an offer of alarger than normal dosage.

Dis*cuss possible effects oftaking too much medication. '

Show films, filmstrips,slides and use kits. Invite

appropriate resource people.

.Use bulletin board displays.

297

31) 3.

Teaaldng theModerately andSeverelyHandicapped, Volume 3.

t.,

'

HEALTHLevel 6

C. Community Healt,h Services

08JECT.IVES j .;TEACHING STRATEGIES MATERIALS

The student:

Utilizes the communityhealth service system.

Collaborate,with family.

Provide directiontand as-'sistance when necessary.

0 a

298

32,1

SAFETYLevel. 6

A. At Home and School

OBJECTIVES TEACHING 'STRATEGIES *MATERIALS--N,\

The student:

Demonstrates independenceand responsibility in.theuse of equipment andmaterials encountered athome/school, e.g.:-sharp objects-appliances;electrical outlets-tools-poisons-gym equipment-matches.

to.

Keeps work/recreationdrea orderly and safe.

Practices safety when ,

moving on stairs, in hall-. ?ways, on buses, etc.

'Piaptices fire safety.

Demonstrates ability toalert others in caqe of

fire.

See Levels 4 and 5 strategiesif student demonstrates aneed Ior exposure to specifictasks.

Periodically review safetyskills for specific areasas required.

Show Wms/filTstrips.

Bring in resource peopleto discuss safety inspecific areas.

Use charts and checklists asreminders.

299

Safety Se4ies.

SAFETY.Level 6

B. Commgnity


The student:

FolloWs safety rules inthe community.

Seeks help in an emergencysituation.

Demonstrates ability touse appropriate-sourcesof help.

411.

Observe behaviors andremind student,of safetyrules. Correct inappropriatebehaviors inmediately'byhaving.student statewhat is appropriate.

Show safety films forreview.

Teach phone number to beused for emergencies only(911), and discussapproprite situations

. that warrant using it.

3,00

3')('

MATERIALS

Bicycle SafeY.

1`

SAFETY .

. :Level 6C. Recreation

OBJECTIVES TEACHING STRATEGIES .

. -.

MATERIALS

the student:

Practices safety inrecreational setting,

'Demonstrates a degree of

indapendefte in the safeuse and handling ofrecreational space'andequipment.

Seek's help when injured.

Have student demonstrateproper use of equipment andfacilities to other students.

Role play situations thatare in4propriate; havestudent state what's wrongand demonstrate the appro-Rriate behavior.

301

3 9

WORLD'OF WORK-'L7e1 6

A. Career%Planning and Awareness

)(OBJEtTIVES TEACHING STRATEGIES MATERIAiS

1. Why Work:

The student:

Responds routinely totasks'assigned.

Participptes in, or seekshelp fOr, negotiating suit-able vewardit for taskscompleted.

Recognizes relationshilibetween task performanceand receiving of reward.

Performs some tasks toplease self and/or others.

2. Job Awareness:

The student:

Describes jobs of familymembers-in more detail.

' Provides details of morejobs.

\s's.

Decrease verbal prompts.

Mae contractliel agreement

with studvnt: successfulcompletion of t'ask bring's

given reward in terms offavoritd,activity.

Withhold reward if terms ofabove agreement not met anddiscuss why.°

Have student-put'up the flag,run errands inside and out-side schopl, etc. ,

As class assdicnment havestudents find out what kind'of work various family mem-bers do,-with details'of job,e.g. place of work, name ofcompany.

Haire student cut out picturesand make poster cif people who

work in similar kinds of jobs,similar places, similar,companies, etc.

p.

302

Magazines,

Journals.

Newspapers,

Janus Job InterviewGuide:

134

,


0


OBJECTIVES

Len/

l'EACHING STRATEGIES MATERIALS

7

The student:

3. Job Demands:

The student:

Demonstrates good workhabits in the followingareas:

A

-task completion- time managemNt- f9llowing instruction-listening skills- neatness and efficiency.

Complies with increasicomplex directions.

gly

Approaches and completes

tasks willingly.

' Performs cextain tasks

voluntarily.

4:t

Acc9pts praise and criti-

cism.appropriately.

Invite selected people inworkforce to visit school

fake field trips to varipusplaces of work..

Have student make scrapbookshowing many differentcareers, tools.

Provide work sh,eets for

student. A Pob for theday (week) chart", simple..home work assignments.

Give individual neatness andefficiency rewards. Givework tickets to be redeemed

at lunch time. ,

Provide a list of reasonable,pleasing tasks to be, done in

the,classroom. Ask for

volUnteerS without promise

of reward. Gradually change

list to more work oriented

tasks.

Increase ihdependence with'programmed learning devices,

e.g. computer assisted

learning.

303 1.

39:)

WORLD OF WORKLevel 64. Specific Work and Allied Skills

.44-1


, 1. Use of Tools andEquipment:

The student:

Se cts and uses appropri-ate ools ind machinds forspecific projects.

Independently follows the,rules pf organization, careand safety with respec to

'more complex tools, mate-rials arid equipment,

e.g: lathe, band saw,sewing machine.

With decreasing assistance,constructs more complexprojects.

2.. Following Directions:

The student:

Follows directions of in-creasing complexity.

Identifies person(s) irrauthority in spvific worksituations.

Accepts supervisio in

specific work situa ions.

Have student complete simpleproject incorporating homeand shop skills. Take pre-arranged field trips tohardware stores and house-hold departments to examine:various tools.

Make posters of rules ofmore complex tools and theiruses.' Use videotaped peerdemonstration and evaluationof performarice.

Make available a variety ofmaterials and allow studentto experiment.

Upe role Playing, e.g. roleof.foreman.

304

3 3 t

ialP4

WORLD'OF WORKLevel 613, Specific-Work and Allied Skills

et1.1

OBACTIVES TEACHING STRATEGIES MATERIALS

3. Decision Making:

The student:

Makes appropriate decisionsin familiar work situations.

4. Independence:

The student:

Demonstrates ability)toperform satisfactorily inunfamiliar work situations.

IC

Provide examples of correctwork. Refer to similar workof peers( discuss and com-pare quality of work. Let

students choose the neatest,work fortdisplay.

.Show films about decisionmaking and engage the classin discussion solving- theproblems outlined

Provide opportunities forthe individual student towork at unfamiliar taskswhich use previously acquiredskills, monitoring perform-ance when necessary.

,.305

Fair and Unfair(film).

1,

WORN) OF WORKLevel 6

C. Finding A Job

,C

44.

OBJECTIVES , TEACHING STRATEGIES

7P 1. Awareness of PersonalAbility and Interest:

4

1\-

The student:

Identifies jobs/careerswhich may be of 'specialinterest.

Identifies and/or selectsjobs/careers whichreflect personal abilities.

2. Awareness of,Process:

The student:

Demonstrates awarenessthat people.look forjobs.

DemonstAtes awareness ofspeckific procedures tofoll6w in finding a job.

Demonstrates suitablebehlkor fox job acquisi-tion: neatness, cleanli-ness, manners.

Discuss specif.ic jobs,.

e.g. carpenter's helper:-what skills are involved-what training is needed-does the student qualifyfor this job

'what can student accomplishin this area.

Bring visit to manpower.

Read diras.sified adssection of newspaper toclass and discust typesof jobs available.

Role Tlay how to apply inperson for lob, first withteacher, later with unfamiliapersot:

/

Practise completing anapplication form, providehelp if necessgry.

306

MATERIALS\I`

See school andopublic librarY forcareer orientedmaterial.

Local newspapers.

Various applicationforms from local '

bsinesses.

WORLD OF WORKLevel 6C. Finding A Job_


1.

The student:

Participates in workexperience program.

Provide opportunities todevelop telephone skills.

Tape intervieWs for play-back and discussion.

0

307

3 ff

Tele-trainer.

Special EducationHandbook: Establishing'a Work Study Program.

\ WORLD OF WORK\ Level 6

D. Keeping A Jobt.

OBJECTIVES TEACHING ,STRATEGIES

1. Awareness of Responsi-bilities:

The student:

Demonstrates responsibilityin work situations, e.g.:- punctuality

-personal hygiene'1,egular attendance- appropriate interaction

-attending to task

Provide a daily time check-in system in the class'room

and discuss consequences oftardiness and appropriatetime for arrival.

Continue a.daily hygiene

-safety awareness progrmn.

-appropriate discrimInatoryskills, e.g. questions, Display.attendance chart and

inappropriate requests. let students keep it up-to-date on daily baqis. Discussjat end of month (or week) andreward'best attendance record.

Play ,gaMes which enrncecooperation.

AC

e

Set up assembly line proceldures for class projects,e.g. bottle drive.

Improve task Vellavior by

using time devices and'improve ability to ignoredistractions.

Reproduce signs o.f warningand danger and visit areasdisplaying such signs.

Visit areas with potentiallydangerous machinery.

Discuss absurd or,inapproprAte requests. Discpss rto refuse such requests.

308

sons

MATERIALS.'

Teachin2 ExceptionalChildren.

The cooperativeSliortS and çThes

book:

Challenge WithoutCompetition.

Safety films.

}owl./

WORLD DF WOULevel 6

E. Workers Rights

4,!!


T

7tudent:

61emonstrates ability to .locate persons who canassist with matterssuch as:

- employment.benefits-pay'rights- social insurance number-contractual obligations7equal pay for equal work.

4

A

Use role play.

Make visits to informationcenters such as CanadaManpower. .,

Invite guest speaker forcareer oriented talks.

C.

309 v.

3!3

L


OBJECTIVES TEACHING STRATEGIES MATER'IALS

The student": e"

- Assumes responsibilityfor 'certain routines

regarding care of crothing,

e.g.:-doing laundry-folding and putting away,-identifying need for. repairs.

Chooses appropriateclothing for variousconditions and occasions,e.g. age, weather.

Selects own clothing,e.g. color and design.

Provide practice dpportuni-ties.

Demonstrate-laundry sequence:-water - detergent - washing -rinsing - dryina; etc.

Send home chart for%lengthof time at home involved-inclothing care.

Positively reinforce studentawareness of clothing care

4. needs: Emphasize goodf _clothing care and good

grooming, practices.

Play classification gamewith prepared picture cards ma'gazines.'

showing various articlesof clothing. Have studentclassify according toseason, occasion, age, color,etc.

k!

Pictures, catalogues,

Present occasions whichnecessitate changes inclothing, e.g. classroomVarties,.theme days, dress-up days.

CollaboPate wfth parentsto provide opportunitiesfor student- to select ownclothing.

Tige L4eld trips to stores,etc.

310

4

41%


A. Clothing

4

-OBJECTIVES TEACHING STRATEGIES

The seudent:

With decreasing assistance,sews simple garment byhand and/or machine.

1 -

With decreas g assistance,makes minor epairs,

e.g. patches, hems.

Have student experimentwith clothing constructiontools and materials.

Choose patterns accordingto student'ability, such as

4kimono sleeve blouse,elastic waist slacks, denimschool bag, fabric placemats,some sleeveless vests.

MATERIALS-

Sewing-machine.Assorted suitablefabrics.

311

33,'A

HOME MANAGEMENTLevel 6B. Food

OBJUTIVESa


The student;

Demonstrates appropriateeating behavior.

Demonstrates appropriatetable manners.

Demonstrates ilndependencein grocery shoppingroutines, e.g.:-making shopping list /purchasing some itemsexchanging an item.

Demonstrates ability tomake and use a simpleshopping list.

Plan meals on a weeklybasis.

With assistance, budgetsown money.

Prepares simple meals.

11,

4

Monitor behavior neces-sary.

Flan a menti, discuss what isneeded. Have student pur-chase the items.

EstablisRoUtines'forchecking supplies before pur-chasing more. Use pictures .

if student does got read.

Group items in categories or,as they appear in grocerystore, e.g. vegetables/canned.

Collaborate with home.

Plan a weekly menu and selectsome items to be prepared atschool.

Initially start with onemeal, e.g. lunch at school.

312

335

.0

Steps to Independence:Early Self-Help Skills,Intermediate Self-HelpSkills.Advanced Self-HelpSkills.

Food and Nutrition

What's Cooking.ABC Cookery.Let's Do Some Cooking.Turn Kids on to theGood Food.The Kids' Cookbook.kids in the Kitchen.Young HomemakersCookbook.Planning Meals and*Shopping.Classroom Cookery..Crunchy Bananas.

, HOME MANAGEMENTLevel 6B. Food

7


The student:

Interprets information ondated,perishables,e.g. milk.

Interprets information to40-use simple recipes.

Selects and uses commonutensils in food prepara-tion, e.g. measuring cup.

Assumes responsibility forcertain daily routinesrelated to food production,e.g. caring for livestock,gardening.

Performs serving and cleanup routines.

See tommunication section,Functional Word List.Establish routines where"oldest" product is placed

. in front of "newer" product.

Usel pictorial recipes for"sc atch" recipes.

Establish routines in foodpreparation, e.g. gettingutensils out before starting:

Use picture cook-books,matching for measuring forstudents who have poornumber concepts.

Establish suitable routine;monitor completion whennecessary.

313

3 `4

t

Cooking in the07)Classroom.

Help Yourself to Food.

Kids in the Kitchen.Cooking in theClassroom.



OBJECTIVES TEACHING STRATEGIES . MATERIALS

The student:

Identifies and performsjobs to be done, e.g. seessnow and cleans sidewalk.

Cares for own livingspace independently.

Demonstrates knowledge of

simple safety-procedures,e.g. turn off stove, unplug.

iron.

Makes simple repairs.

Make student responsible forday to day jobs.

Establish work- -study stations.

Coordinate home/schoolchecklist for own livingspace.

Provide opportunities topractise safety proceduresnecessary for own environment.

Have student make ,simple

, repairs, e.g. tightenloose screws, replace urned

out light bulbs, adju tcircuit breaker.

3 4

3.14

Independent Living-Sequential Cards.'

Lifestyles 70s.Housing and Home

Furnishings.InexpensiveApartmentDecorating.

HOME MANAGEMENTLeve1.6

D. Living Options

OBJECTIVES ,TEA'CHING STRATEGIES MATERIALL

The student:

Relates considerations inselecting furnishings,e.g. price, need, quality,color.

Explores personal choicesin living spaces.

V

Have student plan a colorscheme for a bedroom, livingroom. Make lists offunctional/non-functional'items. Incorporate priceinto student's budget.

Using magazines prepar5lists of types of housingavailable.

a

Visit different types offhomes, e.g. apartment,single/multi home dwellings.

.315

InexpensiveApartment Decorating.Finding a Place-to tive.

Buying Furneiture

for Your Home.

rTh

Apartment HuntingSeries.Homes and Lifestyles:''The Choice is YoUrs;

HOME MANAGEMENTLevel 6E: Child Care

OBJECTIVES4


The student:

Assumes simple responsibi-lities for younger children,e%g- short term,babysitting.

-

Leave student in situationwith younger school childrenwhere he is expected to actresponsibly.

V

4.

316

3.1')

iet

MONEY MANAGEMENTLevel 6A. Earning Money

OBJECTIVES

,


See Computation section: Measuruoent, A. Money.,

The student:

Demonstrates some under-standing of the value ofmoney, e.g. five cents willnot buy a car.

44. Recognizes coins and billsin combination.

Relates mber concepts to,coins to twenty-five.

Reads and writes-moneysymiols.

Uses words associated w thmoney appropriately, s*"e.g. sale, change, cheque.

Performs certain tasks toearn money, e.g. paperroute.

e

-.Discuss: "I have 50c, I canbuy ". "I have$50, I can buy I

Use cheques,.deposit slips,etc: Use hypothetically,then in reality.

1

.317

3 .1 -))

aLearn to Earn.

MONEY MANAGEMENTLevel 6B. Spending.Money

OBJECTiVES --TEACHING STRATEGIES MATERIALS

'The student:

Demonstrates knowledge'ofcbrrect amount of moneyfar items.

Compares prices betweentwo similar items..

Exercises greater independ-ence in selection andpuréhsing personal needs.

With assistance, preparesmonthly budget.

Discuss "We need to purchase. How much money will

be neede,4C.

Bring various things intoclass and discuss similari-ties and differences.

Take trips to stores,'pointing out comparativefeatures, e.g. price, label,quantity.

HaVe student make a list(pictures or words) of itemshe spends his money on withapproxivate or exact amountspent..

Use sample budgets and havestudent delete items thatare not a priority. Instructstudent what to do in:-emergency spending situa-

.tions

- borrowing situations- surplus situations.

318

34

A .

Let's Go Shopping,

Using Arithmeticin Shopping.

Computer AssistedInstruction.'

The Money Series:How to Buy Food;How to Buy Clothes;Banking;How to Budget YourMoney.Monopoly. .


' C. Saving and Borrowing -

OBJECTIVES TEACHING STRATEGIES MATERIALS. '

The student:

With decreasoing supervision,manages a b;ank account.

Saves, money for specialpurchase.

Demonstraes understandingof terms belated to bor-rowing, e.g. loan, payment.

Demonstrates responsibleattitude with respect toborrowed money, e.g. repayssmall loans. .

0

Recognizes credit cardand its use.

Set up hypothetical class-room borrowing situation #

involving loan, and payment.

Display Various credit cards.Ask "Where do you use acredit card", "When do youpay for things you bought?".

319

3.1.5

Dollars and Sense.

Credit cards f.rom

various std4es,businesses, etc.

4

MOTOR DEVELOPMENT'AND PRWICAL ACTIVITIESLevel 6


OBJECTIVES

The student;

Demonstrates ability toapply generalized objectcontrol skills to s4mplegame situations (seenmes and Activivies).

With some guidance,demonstrates proficiencyand initiates the perform-'ance of most Level 5 skills,

-TEACHING MATERIALS

Have student participate in

the dlial activities fromLevel 5 and engage in suchpartner games as table te nis,

shuffleboard, modifiedbadminton. '

3

Have swdent participatein the team games andactivities from Level 5.

tHave s udent participatein so ball and modifiedbaske ball.

320

3 lu

4.

Pr

f.*

mum DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 6B. Games and Activities


studenlp

"...Pemonstrates some profici-

ency in dual activities andparticipates in partnergames, e.g. table tennis,shuffleboard, modified bad-

?

minton.

Participates in A kppro-priate aquatics program.

.%Demonstrates proficiency inLevel .5 team games and

activities, e.g. softball,modified basketball, floorhockey, soccer.

Demonstrates proficiency inbasic dances, e.g. polka,square dances, disco.

Demonstrates proficiency inthe basic gymnastkics acti-Vities of Level 5.

,

Participates in life timesports activities, e.g.skiing, hiking, snow-shoeihg.

Play modified versions ofgames, eliminating boundarylines, etc.

Encourage student to enrollin the appropriate Red CrossProgram. !Provide competitiveexperiences, e.g. races, swimMeets.

Provide opportunities forstuldent to participate inthese dances so that you canevaluate their progress.

Have student participate in..basic,gymnastic activities,e.g, box horse, balancebeams.

'T.

321,

3 .1...

Jr. - Sr. HighsSchool PhysicalEducationCurriculum.

vir

MOTOR DEVELOPMENT AND PHYICALACTIVITIES6


a


The student:

9articipatesin recreation-

al activities, e.g. campingand related experiences.

Demonstrates proficiencyin track and field activi-ties, e.g. high jump,

)911edium distance races,

soccer kick.

Demonstrates ability toorganize group into tw6teams.

Performs the followingexercises: stretchingexercises, jogging, etc.

Demonstrptes knowledge ofmatters related to fitness,e,g pulse taking, artifi-.cial respiration rate and,proper diet.

I.

N

Encourage student to partici-pate in.back packing, boat-ing, fishing, etc. Emphasizesafety rules.

Provide opportunity for stu-dent to participate inthese act-ivities and evaluatehis performance.

Play modified softball andbasketball. 1146

Provide opportunity for stu-dent to participate inthqrse activities and evaluatehis performance.,

s7e

Note: Other games andactivities may be introducedat the discretion of theteacher, to those studentswho show readiness andgenera' capability, e.g.

. .

volleyball, golf, racketsports.

322

Feeling Good(program).Color Me Red(text).

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIESLevel 6B. Games and Activitie-s

' OBJECTIVES _TEACHING STRATEGIES MATERIALS

The student:

Participates regularly infitness program.

4

"'ars

Have student participate invarious exercises whichemphasize flexibility,endurance, strength andspeed, e.g.:-flexibility: sit-ups- endurance: leg-lifts- strength: ch'n-ups.-speed: dista ce running.

323

Special Exercisesfor ExceptionalChinren.Motor Fitriess

Testing Manualfor the ModeratelyMentally Retarded.

w

MOTOR DEVELOPMENT AND, PHYSICAL ACTIVITIES4t

Level 6

C. Social Skills Related to Games and Activities


The studept:

9'Attends to the taskbeing presented.

Responds appropriatelyto instructor.

Demonstrates abili to

follow instructions ina group setting.

Practises appropriatecourtesies.

Demonstrates basicsportsmanship'in gamesand activities.

Follows specific gamerules and demonstratesfair p/ay.

Utilizes social skillsand practises safetyrules in new situations.

4`,

42/4

350

FINE ARTS AND INDIVIDUAL EXPRESSIONLerel 6


OBJECTIVES

4

MATERIALS

The student:

Demonstrates increasedproficiency in making

creative patterns.

Provide opportunity for

practice.

With some assistance, Discuss making objects for

creates shapes or objects, presents, for sale or just f

using materials such as mere enjoyment of making

clay, etc. something. Display finishedproducts, Have studentsevaluate while the objectis on display. Use films tostimulate their thoughts.

4

Demonstrates competence in Provide projects which will

usiqlscissors or other be of personal use and

tool to create designs value to the student

:oi.cut out patterns.

Demonstrates more detailand form in pain ing.

e.g. out out,a dress patternfor sewing:

Have student develop skillin cuing out and layinga rug in a specified spaoe(model of a room or an

actual situation).

Make puzzle from cuttinga piece of linoleum.

Invite resource people fromcommunity to teach a skill.

Have class construct fabricmural.

)

Have student paint w thwater colors, using asicwater color techniqu book.

325

How 2 Gerbils,

20 Goldfish, 200Games, 2000 Booksand I Taught ThemHow to Read.

Patterns.

FINE ARTS AND INDIVIDUAL EXPRESSIONLevel 6


OBJECTIVES . TEACHING STRATEGIES MATERIALS

The student:

Demonstrates greaterability in assemblingand creating forms andmodels.

11/

Chooses and namescolars of various items.

Demonstrates greaterdetail in drawings.

Have stnent assemble analready cut out lawn chair,or comple,te the enO.re unitfrom cutting to assembling,depending upon his capabili-

ties.

Have student sew a simple'article. Make "pop" art(color sections of onecolor, other sections ofanother).

Take field trip to mail-order and other department

: stores to make shopping1 choices or some minorpurchase.

Discuss color combinationsin student's room.

4Have student look intentlyat colors, then close eyesand recall the color.

Provide structured lessonson a specific Object,e.g.. leaves have veins.

326

3 .7

FINE ARTS AND INDIVIDUACEXPRESSIONLevel 6B. Music

OBJECTIVES TEACHING STRATEGIEY ,MATERIALS

I.

The student:

Practiies good listeninghabits when enjoying music.

Listens to music as aleisure-time. activity.

Plans, and initiates parti-cipation in group at localdance or other communityfunctions.

Continues to explore avariety of iristruments.

Participates in a socialdance (with a partner).

Sings parts of contemporarysongs from memory.

Carries melody to simpleharmony.

Selects and chooses appro-priate programs,e.g. television, radio.

Encourage the student's ef-forts in collecting favoriterecords, tapes.

Encourage the student to trydifferent records on loanfrom a public library.

Role play situations whichwill likely be a part of asocial dance or other commun-ity function. Have studentattend a school or clubdance, then community dance:

Encourage student performance ,

by positive response to thestudelit's action. Provideage appropriate activities,use hand bells, etc.

Get students to help eachother. Guide student move-ments until student gairitsome cotfidence and skill:

Encourage student to singmelody or attempt harmonypari.

327

FINE ARTS AND INDIVIDUAL EXPRESSIONLevel 6

C. Drama


The student:

With increasing ability,portrays a charagter froma simple story or play,memorizing voice inflec-tion, acting the part.

Demonstrates feelings andmmptions in simple play.

Demonstrates ability tobe part of,performinggroup.

Play game of charades.Assign role to act out.

Assign character, or havestudent choose own charactdrdepending upon student'sown ability and initiative.

Assign feelings to act out,have other students identifythe portrayed feelings.

Assign a role to stUdentand give opportunity topractice as part of thewhole group.

328 .

,..

FINE ARTS AND INDI,IDUAL EXPRESSIONLevel 6

D. RecreatioQ

OBJKCTIVES TEACHING STRATEGIES. . MATERIALS

The student:

Watches 'self selectedtelevision programwith cdmprehension.

Performsconstructive tasksin,,leisure time,

-e.g. gardening, crafts:

0

Pursues'a hobby,

e.g.. collection.

Organizes group gaMes or

'aorivittes.

;

*Plays lawn games, follow-ing standard rules.

Rarticipates in communitysports prcigram.

Attends communityspectator events on-own

Uses recreation facili-ties.

Initiates-own involvementin.camping, scouting, etc.

a

c-1

Provide opportunities towatch television. Questionstudent.as to c9intant.

Introduce a variety ofleisure time activitiesto student.

Provide opportunities and1 materials to pursue ahobby.

Provide opportunities farstudent to,plan games, and'activities, e.g. parties,dances.

Play lawn games withstvdent. Occasionalldeviate-erom rules, seeif seUdent will catchchanges',

Provide opportunity forstudent to participate insports programs.

Encourage student to attendcommunity events as a

spectator.

_Provide opportunities forstudent to use recreationfacilfties.

Encourage participation incamping, scouting, etc.

329

3:.;4,

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 6A. At Home

OBJECTIVE'S TEACHING STRATEGIES MATERIALS

The studen't:"

Identifies how roles andresponsibilities changewith age.

s

Associates ektended familymembers with whatconsititutes own family.

Identifies how own familyis unique.

Participates in thedecision making processfor family recreationalactivities.

Recognizes the need forcourtesy.

Recognizes alp need foramily rules.

Assumes responsibility forown behavior.

Make a chart of responsi-bilities for the broad'ageranges of child/adolescent"!

adult.

Have studetttlan a familyomting or special eventwhich requires a list of'persons invited.

Compare the number of 'family members of one stu-%dent with another.

Have students make,chart andcompare family rules,routines, holidays, andmembers.

6

Encourage vlsits to otherfamilies, during mealtime,or recreational activities,during a holiday.

Role play the consequences /-.of nqt using social ametities.

Have student predict the out-come of different familysi,tuations, e.g. breaking-anitem of value, eating supperbefore mealtime..

Have the student assist An -construction of family rules,make suggestions, and relatewhy he thinks the rule shouldbe included.

330

3 :;c) .1

CItliENSHIP AND INDIVIDUAL RESPONIBILITYLevel6B. At School

OBJECTIVES TEACHING STRATEGIES4

MATERIALS

The student:

Differentiates between,personal, private andpublic property. \

ItRecognizes the needfor school rule's.

Assumes responsibility.forown behavior.

Demonstrates respect,for property of otherswithin the scbool.

Make charts of personal,private arid public property.

Have student determine theuser/purchaspr of personal/privek:/public property.

4

Role play breaking school,Hare the student

predict outcomes of breakingthe school rules. Makea pictorial chat ofconsequences of breakingschool rules and advantagesof keepechool rules.'

Have the student suggestconsequences of actingresponsibly, e,g. earningprivileges, special peerrecognition.

Discuss cooftesy, acceptingresponsibility forrm;in...i4

actions, etc. - (

ve the student suggestays of demonstrating above

behaviors. Use student .

models and recognize thosestudents who demonstrate,these behaviord.

Have the student modelcorrect handling orpetsonalprOperty of others, e.g. gaining permission to handle/borrowanother's peisonalpropery.

Qr.,Lit?

^1

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY1.6vel 6

B. At School

OBJECTIVES TEACHING STRATEdiES MATERIALS

The .,ztudcnt:

Assumes responsibility forspecific class chores/er-rands.

-

dt'

N.40"

Give special privileges tostudent who demonstratesrespect, e.g. bbrrow again,peer recognition.

Construct self-monitoringchore,cliarts and awardspecial privileges to'student who carries outspecified_class choresefficiently and of highquality.

Discuss and evaluate qualityiand efficiency.

Pair students on specificwork tasks and have onestudent assist the otherin completing task.

lk

3,32

4

'4)


Level 6

C. In the Community


The student:

Identifies function of'canmunity helpers.

Associates appropriatefunction with communityfacilities

Describes some culturaldifferences in peoplewithin 'comwneommunity.

v

Provide hypothetical situatiorwhich describes settingrequiring a community.helper,e.g. getting lost in downtowntLffic and having.no money.

Have student record telephonenumbers of common communityhelpers% Demonstrate how toask'for information qn thetelephone.

Have different communityhelpers come to school todiscuss their function,e.g. hockey coach, blockparent.

(- Encourage student toparticipate in community'activities to get to knowown community hel

Visit common cofacilities and have studentparticipate in various

! activities, e.g. clubs,

Hat student participate invarious social activitiesoffered in community.

Have persons of differentethilkic backtround visit

schocq and demonstrate anethnic food, traft, etc.

333

3

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel 6C. In fhe COmmunity


The student:

States name of country.

Recognizel the importanceof the CAadian Flag.

444,

0'Recognizes the importanceof comMunity rules.

Include slide presentationshowing visitor's nativecountry.

Show various ethnic filmsabout different peopleliving in Canada. Stimulatepride in cultural practicesand ethnic origin.

Show O.ags which would beof iriireTest to student, e.g.

ethnic background, favorite,country, etc. Tell himflags'Are used as identify-.ing objectS, wod oftenjell;,'something of thevcoutiry.

Have student construct aclassroom pennant.

Use examples to impress eheimportance of rule's, e.g.preventing.abuse of recrea-tional facilitie.s.

Have thef\tudent predict

what wo ld happen if there .were no ules, e.g. ngerto self and others, truc-

'tion of facilities'.

View destruction or,shewpictures, e.g. litteredarea.

334

4,

to

Children of Can'ada

(video-cassette).

1

CITIZENSHIP' AND INDIVIDUAL RESPONSIBILITY(Level 6C. In the Community 4114

OBJECTIVES TEACHING STRATEGIES4s_

MATERIALS

The student:

With assistance, demon-strates some understandingof legal rights applyingto self.

Select topics of immediateinterest to student relAkedito legal rights.

Have*police visit school andspeak about legal 'right

topics.

Discuss the correct action,. e.g. not paying fo;wan item.-.going back to payiileyl.agefor going to aduli'moVie.

Discuss legal rights ofindividual:

"NI

335 -04

v4

A

CITIZENSHIP AND INDIVIDUALRESPONSIBILITYLevel 6D: Environmental Education

4

OBJECTIVES " TEACHING S*TEGIES pATERIALS

I. Ecology:

The student:

r Identifies why iivingorganisms live in specifichabitat.

Ideneifies appropriateways,to behave toward wildanimals. ,

r.:

,rDiscuss what animals eat,type of' home, how,they

protect themselves..

, Take field trips. Look forfoods that t)A.'s.-e animals

would eat, And some animalhomes, e.g. bird nests,rabbit holes.i

L

Show filmstrips' and.have stu,'Animals That Builddent recall information. Their Homes; How

Animals Get Food;

Discuss,characteristics of llow Animals Hid,e;

various organisms'.' How Animals YibteciThemselves;'The Life

. of Animals; AnimalFamilies (filmstrips).

Have local provincial/nation-al parks personnel speak tbcla'ss about rights of wildanimals, dangers of wildanimals.

Secure copies crf common

signs from parks personneland have student read Chem.

4,Visit a National Park.

Take field trips ,to local'parks where wild birds/squirrelS can be obgerved.

336

3C."

4

+.7

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY*

Level 6


' OBJECTIVES TEACHING STRATEUES MATERIALS .

The student:.

1,

Demonstrate or give verbaldirectives on how to behavewith these animals.

Stress animal rights aswell as dangers associatedwith making a "pet" of awild animal.

, Classifies related species, Use pictures of differente:g. cat family. animals in the tat, dog,

ruminant grDup. Have'student point out'characteristics, e.g. catshave claws, 4 feet, etc.

Classifies plant materialon two or more dimensions

Identifies.the basicrequirements necessary:for plant and vegetablegrowth.

Identifies the necessitylor.and common use ofwater.

Ic

;

Classify common attributes,.g, the bobcat, housecat

and'lion have these attributesand belong to the cat family.

Have 'student go on collecting. expeditions where he is

required to find dried/non-living material which has'two specified attributes,e.g. abape and color offruit/berries, Color andveining 4rangemerit ofleaves.

Have student care for indoorhouse plants, volunteer orwork.in greenhouse or plantand care for outdoor'flower/vegetable garden.

Make a chtrt and have studentkeep track of yhen he useswater during-daily routine.

337

%VP

Volr


Ii

OBljECTIVES TEACHING STRATEGIES , MATERIALS

The udent:ilt,

Identi43 different en7vironments where certain

9

plants and animals live,e.g. seashore, mountains.

61

<

Use common plants which areeasily recognizable and huntfor these plants in local

,area. Notice the type ofte:rrain, soil where these

plants grow, e.g. wAld rose;black7-eyed susan Stressidentification of commonplants of Alberta.

Observe anqals in local areaand note terrain,

Take a field trip to aNational Park. Have parkpersonnel discuss flora and-fauna of that area.

Wall Posters:Diving Ducks ofAlberta;Swans, Cranes'andGeese of Alberta;Broad Winged Hawksof Alberta;Falcons and Eaglesof Alberta;Fish of Alberta;Weasel Familyof Alberta;Large Car voresof Albe a;

Cloven oofedAnimals of Alberta;Puddle Ducks ofAlberta.

Show pictures of jungle-or Wonders of tht pesert;tropical animals and plants.. Places Where PlantsShow pictures of desert 'and AniMals Live

44f

,plants and animals; grow ',Series (filmstrips).cactus in the room.

ShOW films and have studentreCall information.

Identifies plants that Take student on field tripsgrow in mountains, plains, and point out plants thatand near sea.- are nativ,e...to own community.

Take a leaf or,flower sample'or other identifying attri-bute. Label-and mount underclear cover.

Collect and mount seashoreand/or plains/mountaingplant gictures on plpersand label.

338


Level 6

D. Environmental Education,

OBJECTIVES TEACHING STRATEGIES TERIALS

-2. Weather:

The student:

Interprets weatherinformation obtainedfrom med.i.a.

Ene

The stud nt:

Demonstrates understanding,of various sources ofenergy and their uses.

.4. Pollution:

The student:

States reasons fornot littering.

a

If

Have student relate weatherforecast..for the day/morning.

Make posters of observednatural'phenomen, e.g..darkclouds, sunny sky, and haveStudent suggest miaringattire for the day.

have student prepare a mealwithout using any heat\appliances or stove.

Ask student how lie would

I get warm after returningfrom school/work on awinter day, e.g. have acup of cocoa, sit in frontof a fire.

Have student view a litteredarea in real life or inpictures.' Impress conse-quences orlittering,'e.g. spoilefi scenergy, danger

4 of glass.

ATake a field trip to alittered area and notethe inconvenienee&whichresult, e.g. dirty0Avkbenches, broken glass'.on

paths:

339\_,

3 S3

10,wyu

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITYLevel .6 -

D. Environmental Education-

OBJECTIVES

The student:

Identifies why noisecontrol is important.

.40

iDemonst4.atesssome knowledgeof water and air pollution.

5. Conservation:

The ,s ttiden:

"....Identifies' reasons ,to

conselve naturalenvironment.

1 .

Identifies reasons forA

conserving energy.,


Simulate noise pollutionin a number of situationsand bave student predictoutcomes, e.g. during aconversation, while watching

television. Discuss.hearingloss as a result of noisepollution.

Visit local natural parkand have personnel speakto students about flowerconservatiOn.

Consttuct posters,of food-animal chains, e.g. bees .

need flowers to makekhoney,berries are needed for.birds' and animals' food.

Have student predict whath4pens I.:hen an animal'sfood source is removed-.

Show,films of endangeredspecies, e.g. whale, fox.

Discuss wearing out with,over use, e.g. light bulbsburning out faster, partsneeding to be replaced.

-cuss cost of tunning aP-pliances., more use meanspaying mere money.

-340

3

alb

v

APPENbIX A

QVERVIEW

I. I8M RSIANVINC srir ANh 4.riFING AIPNG WITH 01HFRSKnowiodgc of qeI(

11 VI 1 1

, .(I rt r-,011. I ( er-

iNci ,

RI sounds ti)

c.al Lcd 1

"z

dWAI,-

'ne.,, of what belong,. to

htm. p.

2.1

IIVLL 2.

With assistance, statisname andi age. p. 42

With asststance, statesnames oI 501110 family

membeis and friends.p. 42

With assIstance. tctog-ni,vs school.and home bysight or photograph.

p. 42

With o.o

.1,tance, tetog-propetty by

p. 43

Hymnist rates ef erem e

in cho to of toys.

p. 41

1.1 "FL 1

State, biome and tele-

phone number. p. 94

With assistance, statesNOMO now,. °I family

members and friends.p. 94

Recog11 i7es i.chool and

home by sight or photo-

graph. P. 94

Identilles own propertyby sight. p. 95

With assistance, choosesan activity of interestfrom among two or throeteacher s6lected activi-ties. p. 95

..... --

LEVEL 4...

With assktance, states/writes na4, a.ge, ad-dress and telephonenumber. p. 155

Recogniie- frequently

seen people by name.

P. 155

With e.sistance, statesor writes name ofschoo. P. 150

IdentIlle,Sor marks ownpropettv witW name.

P. 155

Chooses an ,li 1. 1 v14tv ofinterest from among twoor three. P. 156

Pit

uvri, 5

With assistance, statesand writes full nimo,age, telephone numberand address. p. 218

States, or writes with

assistance, names offamily member*. p. 218

Statos and wtites nameof school. p. 218

Marto, ot identifies own

property with appropri-ate labels. p. 218

faigages in activity of

own interest. p. 219

Responds appropriatelywhen, asked to demon-c.trate ability Or talept.

P. 219

1.1 vn,

States and writes fullname, age, lull addless,telephone number :muthirthdate. P. 280

Std1W, Or writes naml.s

of I.unu liv members.

P. 280

States/writes full nameor( school. p .

identifies el mark,. own

property with appropti-ate labels. p. 280

klentifies areas ofinterest. p. 280

Demonstrates abilitiesand/or talents appropkl-ii ely. p. 281

04'

.

t. lINMRStANhINWSMI, AND curINc ALM Wm (motsA. Knowledge ca Sul f .

2. 1111V41C.I: 414` I I :

WI t ist holt1 Iks ',A.M. (Pi I lit. 410 y

,It 'rel.it,11 to Itov. Ni p.

,lits t. !nat-.

hodyp lit . p.

Wi th ant V, ro og-91,s 1 f in nil rror .old/or I imi I 4,ir plioti,str.114.

p, I

Lizi I. 7

Wit 1.1 .v.ti I \it :mei.. Ittt411 I -J. los holly part,, rol:(1 vu

ti I hi. I I VI, "

p.

With as.if 'if .111e1., 1111.0( 1.-

1 4.(1111 11011% pat ( 11.

n. I

III'r03ml 71., 4011 lit In I r-;ror and, phosueg

4t.Int ry...nnrols t 'p I t ores orn pit turps of bald babies, old peoille

p. 2 (gr.:infirm). p. 43

\4

1.09:1. 3 CI-

I dent If les body part srola t ed Af 0 be I I ye

senses. 114 .96

W I t It .114t1 .ttt dace, I dem114 bslJ ',Art 4 .

.0 ?ill6

Hot (Ignites Own irii.irtt, Iiimirror og 74tographs.

With assi Caney , re 1 a t es

p I ktores, of people toape In t erms 'of bnby,mom, dod. p. 97-

i

Of

p.

1.1:10ii. 4

1 dent I f I es the f I vesens('s and )ndicat esho!'lv Pitt t s Involved.

p. 156

I iIe>it III es 110(ly (hi ri S.p. 15 /

Oetsonst rat 1.4 know I edgeell the ono Ion of 1)116,parts. p. 157

Describe,. specific141 I cs of his

own. nivicinonre. I). 157

Demount rates know! edgethat he prows . p. 158

Demons t rates know I V1110that growth takes pl derln people. p. 158

1..

5

nterp rot trlissl eat vis) r-1 zes. a)rtic sensory I npot

p. 719

Des r !hes pee I II rcit.:Oar teri stirs of theappearance of poorly.

P. 220

With assist.iorv, meassretheight'.1101, weight. andrecogn I zes phys teatchanges. ' 1, 220

'WI th asshseance, compare,.ui rferences In fpoI Wanand 14e lght s ((sing termssuch its tal 1 .heavy.

p. 220

Recogo (vs priv leKetnod respons ibi l I Liesappropriate to var loth;ar level 4. p. 221

1,11VEI. h

Interpret fi and rot ettor-7es sion'itory input

p. 781

itervght vs alip(4't ofappearance will eh Avis!imp Ow I ng.. p. 181

Measures height andweight , and recogn 1 ze's!it:Mites In them. p. 281

4

Itsoctrgnizes 4-espotp0-1411 t lea onnq pr v lejtes

appro4n- late to various 'age Itvels. p. 282

4 1

7

I. UNIARSTANDING SELF AO GETTINC AIAHIC WI1H OTHERSA. Knowledge of %elf

2. Physlia1 Sell:

3. rmotional

Itcsismd to emotions,tJ

eg happiness. asTer.P. 2

_Y

Rcliaxe, largo muscles inrespons to interoalstimuli, e.g. Wiosl,

rocking, direet (ontait.p. 2

3-4, 66.0

(MI. 2 . ,

With assistance.'tatesown sex. p. 44

4

With assistance, identi-attions requiring

privaty. p.

41111,

Inteeprets some facial/hodv p. 44

Relaxes large muscles Intesp llll to intvinalstimuli, e.g. music..

p. 44

1

States own sex. p. 97

identIlics actions

rogniring privacy.p. 97

Identifies silecifIr

emotions in self andothers, from facial ex-pressions,que.turv-,

verbalizations. p. 97 '

Tightens and relaxesspecific muscles whenrvuested to do so,e.g. fist. ii

0.11

Distint;ulshos betemen4oXVH hy names and ap-pearances. p. 158

Identifies appropriateplaces For actions re-quiring privacy. p. 159

Identifies specifieemotions In self midothers from facia41 ex-

pressions, posture,vdrbalizatious. p. 159

Tightens and relaxesspecific muscles whenrequested to do so,v.g. fist. p. 159

Ideptifies sonic mani-

festations of emotional

reactions, e.g. anger 4eight musclop. p. 160

*-Ideotifies meg differ-

ences between males 44And females, ineludingpriMary and secondatysexnal chiractotPstic,s.

p. 221

Identifies areas desig-nated private, apdbehdves appropriately.

P. 221.

Wittiffes specificemotions in sel( andothers from facial ex-pressions, posture.,

verbalizations% p. 222

Practises relaxation

techniques,,with super-vision. p..222

6

'.1trcogni7es signs of

stress in self and

others., P. 2?2

vvri, 6

Itehayes Appropriately Ini4ituationtoquirlift:'privacy, p. 282

Idu,neirhs spvei remotions in self andothers front a. %varlet v itlstimuli. p. 282

Practises coping withstress IA a number' ofways'. p. 283

With suppivimion, :practises relaxationtechniques. p. 28 I

Ptedicts emotional

reactions of self andothets In n given situa-.tio'n. 1).4281,

3.: 3

S.

4

1 . UNDERSTANDING SEIS AND GUT NG ALONG WITH OTHERSA Knowledge of Sel

I. km(tt hula Se I f :

114

R. soi it Itch( ionshilZ)

I . ,, Neotl, And tliit I ,,,,i t. I mot

M.11.es c needs known.p. I

\

dent i I ie., t am I Lirp,r,o to whom need,. can

cxtirissed. P.

.ns I', 4

(1C4 40t1W 1441)

og. iiiu,ig. r . thi rstp. 1

In tot:, Al ((Art I'mIto I at toted, I

ono I 71, ...Mt kind I Ii rI I. . por (-it t

mu p.

S.

Lry, I. 2

With assrstance, indi-cates reason,, for pre-

t,vsent emot on. p. 44

f

Txpresses ert In liveds

in doIly sf t uat'ions

.

I Onti faml 1 farperson th whom ,,ome

needs can be expre....e,die.g. parents. babys t -let, lonelier. p. 45

45

With tatter, , s,it isles smile, of tiwn needs ,

e.g. 'mime r, t h I Is .

p,

With I st an( c,' rot tig-,4,1tni. I Ilrul I kir and

inn ain I I l'ar pylon I wit It

respect t age Iii !crop.of 1,.11,v, mom. dad.

p, ItS

3

!dont f les gpec if icsituat ions or thingsthat make ii im happy,sati angry. p . 98

Expre.sses needs Indaily situations.

p, 98

I dent I f les apprope latepoi son to whom needscan be' expressed ,

g. parent s. 1i141,144)-r eacht4. p.

Wi assistanro. sotres own needs. P. 99

Categorl7c4 fam111.2rand lin lam I 1.1 or peop ItW it Ii t to igc

ba brot In r andonl.nown baby. p . 99

',Eva 4

I dent I Iles spec i fs it isit ions or, thingswhiclt make people Illppy ,sad, or ngry. ,-. p. 160

Dist Ingo I shes betweensome aggressive ond non-aggi ess I ve behaviore.g. hit t i ng/ t ouch tog,asking/demanding.

p. 160

o

I dent if icW appropr ateact ion "t!orylii red forspeC I f ic peed. p. 161

I den 0,(fes appropriateperson to whom needscan be expretsed,

school personnel .p. 161

Sat 1sf tes 1,541 mods. Inan approtir lot 0 .manner.

p. 161

,

Rw.ponds appnoprintetyt 0 Kamm I far and nn-I and I tar pe`op 1 e wi t Iirespei t to ag(' . . 102

r.

LEVU 5

Ina ieiiles spec if lcsituat I9ns which elicitharpiness, sadness,anger, etc. p. 222 '

With assistance. expres-ses and confrolsmoot Ions in a wir el), aset ings. p. 223

With assistAnce, distln-gui she!, between some -

neetis and wants. p. 224

hi I Oates act ion orothers when reit? red,e.g.. get s, help iii t breat-Oil I ng s I tuat Ions.

224

Av t 8 s I Luit lore; re-'qu ring own I,iiteivettEioii .

p. 224

,

Re-spends appnipri.it elyto 101111 I or iml ,

fond liar pepple' w tbrespect t Ii i(' . p. 221

1.1v11. 6

Indicates pectnat.ions which_ elicit

happiness, sadness, etc.p. 282

'Expresses and controlsmot Ions in variety ofse t tjngs . p. 281

It 01 tins littlice. disi in-guI Mlles 'bet ween needsand wants,. - p. 284

In Writes act Ion ofot hers when req ui nede.g. gots help in threat-en (lig s It out Ions.

p. 284

Act n iii sit pat ions re-quiring own Itniorvint ion.

p. 784

Responds appropr 1 ate 1 Vto faint 1 I ar and on-faml I Par people withespec t to age, p. 781

Q

7 44.

* 1. VNDERSTAND1NC SELF AND CETTI.NG ALONG wril, OTNER8

R. Socihl Relationships

.A

2. Factors Aifelettng

)Relationships:

WI tit. assIltance, re-cog-sizes some 1,imfliorstorybook or tel v,i sicharacters, e.g. Dona Id

k. p. 3

3. Handling Social

a. Expressive Common i ca-,t ion Ski ll

ax es 11S ingfacial expressions and a,limited form of verbaexpression. p. 4

3.4 ev,

2

With assistance, reoog,nizes role of !.:omerapt 1 tar and unfami 1 tarpeople, e.g. parents,teachers, policeman.

p : 45

With assist.ance, enti-

'fies some liatfstorybodk or tele sjoncharacters. 46.

Wit* assist/m-4 com-municates in a number orways. p. 46

Wlth ass istance, com-municates with others,

,us lug soc 1,01 1 v accep t-Jade beluiviors, P.a. no

interruptions. p. 46

Asks questions. p. 47

Recognizes ro les offault 1 iarepeop e,e.g. parents, teachers,1391 1 ceman . ' p. 100 .

I dent if les gharact ersin a strriry. p. 101

)1,

Communicates in a.number of ways,e.g. gestures , speaking,wri t ing; facia 1 expres-sions. p. 101

Cornmuni ca t es Us I ngsoc 1011v acceptable be-hay I or, e.g. maintaining

eve rontoet, ,gettIng

attention before speak-

Jng. p. 101

Asks questions to gethif.ormarion,-e.g. who,

whO , w 'p. 12ha t. 0

1.E1,1'1. 4

Responds ',lop ropr latelyto familiar and LfaMi 1 tar people, wi titresPct to their roles.

p, I6Z

iiames/descr ibes the,character or sieuationpresented in picture -or,story, p. 163

.

Communicates in anumber of ways, .

e.gt gestures, speaking,w.H.ting, facial ex14-es-SIMS. P. 163

Communicates wi th othersusing social lv act ept-oh lo behavior, e.g. main-taining eye contact,

gett inn attention lwforespeak I ng. p.-164

Uses a pp rorr I au. e Xech-iii gales to Obtain, Infor-mal Ion. P. I fa,

LEV ni. 5

Responds appropr iatelyto flami iar and un-

Jamillar, people withrespect to thei r roles.

p. 225

LEVEL 6

Responds appropriatelyto famil iar and un-familiar people, wi threspect. to t he r roles.

p. 285

,With assistance, identi-J

fies rUal and imaginarycharacter's and situn-

..

[ions.* p. 225

'

Communicates in anumber of ways.,

e.g. gesturgs, speaking,writeng, facial expres-

sion's. - p. 226,

tommunIcates with Milers

using socially accept-able behaviors. p. 227

0 a

Usqs appropriate tech-niques' 1.0.01A.11 11 Infor-mal ion. P. -227

I7

With assisCatIce,"distin-

guishes between fantasy'and realk*v. p. 286

t=4

Communicates in aOnmher of ways,

gpsturcs, spenkinw-riting, facial expres

s ions. p. 28

ysamMtri-eat.pit olhers

ing socially accept-able behavior. p. 2811

/Uses aupropr late t cult-n 1 unrs tp obtain infor-mal. Ion. p, 286

3-1"/- ,

.1

I. UNDERSIANDINE SELF ANDB. Social Relationships

---s.

LEM. 1

Express i Commilli I

tion Skills:

tommunIcates feelings In

variety of ways,e.g. laughs, tries.

p. 4

b. Reteptive Lommuni6-tion Skills:

Responds to both-verbaldna n'on..verba I ommuu it a-

t ion, e.g. Toughs when

titkled, stops when

dirooted. p. 4

c. Problem Solving andDecision- Making:

Actepachoices nae foxhim, e.g. pncting_Ilmits:on actions, choideS-re-

tattling Personal saretv.

v

. 5

CETTING ALONC WITH OTHERS

LEVEL 2

Communfcates feelin'As ina variety of ways,e.g. laughs, cries,

speaks. .p. 47

Responds to coMmuntLa-

tiou, boVh verbal andnon-verbal, e.g. laugh.;

when Something Is funny.

V. 48

Respoub appropriatelyto choices 11,idic for bim.

p. 48

LEVEL 3 LEvEL 4

Communicatlys feelings in Modifies own behavior

a variety of ways, at appropriate times ore.A. laughs, eries, wh'en directed,

rejects, accepts. e.g. stops crying, set- ,p. 102 4t1e:, down to required

activity. p, 164

Responds to both verbaldud non-verbal tommunlca

p. 102

Responds appropriatelyto obvious mood changesUn others. V. 164

'With assistaoce, repeats Repeats short messages.

short message. p. 103 p. 164

Respond," -appropriptcly Makes personal choices'to choices made for him. at appropriate times,

kr). 103 e.gi free time activi-ties. p. 164

4

Chuoses between'twoactivities. p. 103

Contributes to clasArooMdecision making. p. 165

LEVEL 5

Modifies behavior at .1114.'

propriate times or when.%directed, e.g. stops

'crying, s tits J10),wn.

irp. 227

Recognizes less ob'.lAuhmoods'in others. p. 227

Repeats,short ffessages. .

p: 227

V

Contributes to, and some-times initiAtes, class-room decision-making.

p. 228

LEVEL 6

Modifies behavior at. the

appropriate limes or

when directed, e.g. stoPscr!ying, settles d9wn.

p. 287

Recognizes le4s obvious ".

mood changes In othZ.rs.p. 2811

Rerats short messages.nt 287

initiates and cblitrl-

butes to classroom'decision-making. V. 287

1. UNDERS1ANDINC SELF AND CETTINC ALONG W1111 (TIMERSB. Social Relationships

e. Problem Solving and '.

Deets on Making:

Sceks help when fros-

trIted p. 5

I. 1RAVIA.

A. Ways tic Trave):

, -

[dent I f h the familyveh I rI.. p. 6

Demonstrate, In it 131

rstand Ing of travel-! Iuit. P. 6

cstabli,hedroutin for riding In

vehicle, p, 6

B. Travel Ski Els:

Itcsisnhk whc4 ,poken todirectly. P. 7

3 'SO

1,1 VI I. 2

Resolves some minor con-

flicts. e.g. sharingtoys. but appeals forhelp when nvic-oarv.

p. 48

Identifies some vehiclesp. 49

Demonstrates initialunderstanding of

identifies driverfarni Iv ve,hie he. eDad.

e

the

g. Momp: 49

ROWOnd4 to '.1 Mr le I OM-

mand4 related to travel .P. 50

vm. 4

Resol MIMI' MI nor con-

flicts, hut appeals forhelp when necessatY.

V. 103

1 dent I lies some ways to

rave 1 . p. 104

t hemons t rd t knoi4ledge

of paying for some formsof travel. p. 104

(dent if les drivers of

some vehicles. p. 104

10) 10144 simple t ravel

compd.:. P. 1051

OWL

-1.11,F.1.

a

With guidance, indicates

the general nature of Aproblem in a conflict81Lnal ion. p. 165

LEVEL 5-----

WI th encouragement , in-

de endent IY resolvesist conflicts with

hers, using soc la 1 lv

appropriate methods.

P. 228

ldent ifies ways to t ray- DI f ferent tales betwj'en4 p. 166 self-propel led and

vehicular travel.

p. 229

Demonstrates knowledge Identifies forms o(of paying for some forms travel requiring-fare.of travel. p, 166 P.- 229

Ident if les ci r I ye ru of Demonstrates underst...nd-some vehicles. p. 166 ing that adults drive

vehicles. p. '229

Recogn,1708 the need for

assistance:* In travelsituat Ions. p. 167

ldenti f les approp Hate

people to ask directionfrom, e. g: po 1 iceman,

bus driver. p. 210

LEVEL 6

WI th- encnurngemenl. in-

dependently resolvesmost conflletsaiw 1 th

peers, using sociallyappropr late met hods.

p.

Chooses coArect mode oftransportaL Ion for own

dest Ina t Ion. p. 289

itIdeall f ies forms )4

'travel: private. )11e

Meld commerc ial. p. 289

Aecogn I 7es the need f or

a driver's license todrive vehicles. p. 289

;Participates in driver's

training fwIt (Ippropri-

ate). p. 289

Detimnst rates oh ill ty to

ask- (or and fol 1 ow

Ai;ect I ons. p. 290

3

tt,

I I . 1RAVll.R. travel SkI 1 1

I dent I f I u some tins as-sot lated wi t h travel,

t rut k. p..7

0 If ercnt 1,it es betweenhoses and ot ht r vehh I es.

v. 7'

Inas w.o, iromul hole,e.0and v. 1

DI 1f r. it It , ill t wet ootlit r plat es.

V. S

qA./

LEVEL 2 1,071.:h

!den t I flys ob let ts re- Distinguishes betweenlatt'ul Iii trove 1 . p . the colors red, green,

ye 1)ow. p. 1115

Differentiate, betweeWbases and Other yell

p. 50

Recognizes familiar(lest I na.t I ens, e.g. grandma's hou,,e, groceevstore. p. SO

*States own namt.name of siliool. p. 105

Rut ogn I zes Immed at e t'o-vi ronment o f homeschool. p. 105

I dent If I Us own schoolp. 106

lhamais ites awaregess'of pkovriate behaviors.14511r fated Wit Ii publicplaces. p. 50

Ident iii 401111' basicpictorial of in-format ion, e.g. let ureof wow:0 /man on washroom0,1ors. . l06

yome behavior,wh I ch e p.propr late Inpub lie. , p. 107

4

1.1:VEI. 4

Reacts appropr lately tothe mean I pg of traf f iccolory. p. 167

St ati:s nome and addresswhen .seek log assistancein a t ravel si blot ion.

P. 168

Rut opal I ies immediateghborlitiod o f home and .

sehool. p. 168

With supe rv 1, ion, I dtmt i-f (es hos '.1 pais and :46ebus route numbers.

P. 168

!dont I f los some bas lewords of signs of infor-mation, e.g. danger. .

P. 168

hientlfle's behaviorswh id: are approPria to inoublIc, e.g. keeps ac-ceptable distance.

pi 169

LI:vri. 5

Ihmonst rates ab Ill ty tocross the street safely.

P. 230

Recogn I %Ps some pedes-trian lights. p. 210

'telephones home dnd/orschool for help whentravel ling. p. 231

I den t f jos "major land-marks ,outs Ide own neigh-bnritood In nearestcentral ri!a. r. 211

oIdentifies correct routebetween honw and schooland other specific lova-t long. p. 231.

!dent I f les .111 inctfeasingtimber of Nish- words.and s I gns of Informal. ion.

p. 732

Heat I lies inappropriatebehaviors of others Iiipubl lc. p. 232

1,1,,Vri. 6

st Ingti I sties betweenveyenIar 1 I flit H andpedestrian tights.

p. 2?0

Tel ephones home and/orschool t o'ask for helpwhile travelling.

p. 290

1 dent I f les more obscilrelandmarys outside cpak,neighborhood. 29 0

Travels unsupery I sod on,t)uses. p..e 29 I

Respond:4 appropriatelyto Signs of information.

p. 29 1 '

01 f emit tat es bet wonap priate and I napppr tat e behav lor of sel fand ot he rz In pub 1 lc,

, p. 29 1

. 3 3

1 :

I I rPrwri.Tra.vel

I I ti' I. 1

4IC'

With supervision. p-cac-

.....

LIWCI, 2

4

Domnistratrs InItlal4nderstanding tlytt money

Is needed for some formsof travel. 50

".

Recognvies that motor

. 1

0

Differentiatev betweenistrangers mur family andfrlends: p. 107

With reinforcement.

demonstrates appropriate/behaviors in public.

p. 107

With assistance. selectscoins lor fare. p. 107

Denapistrates Innlerst.ntd-

ing of travel associatedwith stn.( ific time of

day, e.g. time 1,14

p. 107

'ItemonstratA understand-

LLA/EL 4..... ......_

Differentiates betweenstrangers and fatfilly and

Wends: P. 169

Demonstrates some appro-priate behaviors at/lump and In pub I ie.

p. 169

Selects appropriate eoinsfor own fare. p. 169

Demonstrates (lintel-stand-

ing oi travel events

associated with specifictime of day. e.g. timehos ledvi.14. p. 169

Crosses streets in 'quiet

bri/EL 5

Clves right of way ap-propriaPely itt people.lnpublic places. p. 212

D.V,4 not accept riiles

from strangers. p: 232

With superviHon. demon-strates appropriatehavioe while ttlavelling.

p. 131

Demotrates understand-16g of money t5:11as as-

s;( Latcl with t

4,PVII, 6

Accepts ane ortercisestown right of Way Inpiddle places. p. 292

Demonstrates ability toget on/off escalators andelevators. walk throughrevolving doors. etc.

p. 292

tDoes not accept ridesfrom strangers. p. 292

Demonstrates appropriatebehaltior while travel--ling. p. 29 1

thalonstrates ahibity todeal with money-relats41

situations while travel-ling. . p. /91

Recognizes the need tokeep to sperlflt timeschedules for cestainevents. p. 294

Crosqesenteontrolled in-

e.g. ticket p. 211

!deign 1 I8 I icIjIctrI mit

t ow* 010 cl 1.111 ho ccl r -

ehanvd while owliing.e.g. AHIC11. p. 211

Demonstrates understand-ing of early/late In

.

relation to travel.

P. 233

Travels 4n lot:: independ-tises some safety role, vehicles constitote ing of roles h,r safe neighborhood of home and ently in specific' sittta- tersect-eons in heavye.g. does not rim int()streot. p. 8

safety hazard. f p. 51 rrosing. e.g. look .1

hoth ways. p.. 107

school. p. 170 JiOnS. e.g. home toschool. p. 234

traffic, v. 294'

,L,7

,

-1

-.

11. 111AVEC.,

B. 'Travel

11,1'1 I. 1

A.

Actepts fwd. p. 9

Identifies some items

that are,edibie. p. 9

Etpresses need [11 eat bygesturt.-., vocall7at1o11 ,*

searching for food.p. 9

Identifies tthe or more

fami 11.1r 0.0(14. p. 9 ,

I,

' r

1.111.1..2

With supervision, Mae-list..., some safety rules,

e.g. riding in veiNtle,

walking. . 11:51

Discriminates between-food and non-food.

p. 52

Identifies MOst items

that are edible. p. 52

Communitates the need

to eat. . .p. 52

ltkmtifies some foods by

name. pA 52

..

1,1.911, 1 s

ihsmutstrates uoder,tand-

iog or rules.01 saferiding, walking,

e.g. car, bus. p. 108

\,Distinguisnes betweenfood and non-food.

p. 109

With assistanee, dis- r

tinguishes between foodsthat are edible and in-

edible, e.g. spoiled,dirty. p. 109

Communicates the needto eat. p. 109

identifies some food, by

name. p. 109

1.111g04 Lom. s 1.FVEL 6..... ......,

With supervision, tra.;- fravels safely within Sinvels safer)/ within

els in community. own tommunit.v, e.g: al- own community, e.g. rail-

P. (70. ley crossings, open way crossings, negotia-

fields. p. 214 ting livestock. p. 294.

, .

Demanst.p.ates understand- Rides bicycle in own IlIdgiibicycle safely in

Ing of rules, of safe neighborhood following all-Treas. p. 294

riding, walking, rult.A. P. 234

e.g. ear, bus. p. 170

a...

With supervision, With superpision, Crossesnstreets in busy

crosses mOreets in busy , crosses streets in busy areas. , p. 204

aeeas. p. L70 ,areas.. p. 234

,

Distinguishes between Distinguishes between

foods that are etlible, foods that'are edible

and inedible, e.g. spoil and. Inedible, p. 235

ed, dirty. p. 171

A!.soclates meal time

with specific food itemsand a certajn order ofeating. p. 171

th supervision,elects food for apprti-

priale times. p. 235

Identifies many foods Identifies most foods Wv

by name. p. 171 name. p. 215

/I

0

Selects foods and appro-,print(' times to eat. .

p. 295

I I 1 .

A. - filar itlon

-i.i.vr r,

1.

Vat,. variety of roodA.p 9

Accepts quantity conttolof food constimptIon.

P. 9.

11. 14.rsonal CareI.

a. Knowledge of lçiv

With a,sistance, identi-;\ fies yome kodv pirts.

p. 10

1

1

' 3`1/43

?

/0"

Eats a variety of foods.p. 52

a

Ae.tepts qmnit.ILY control

of food consumption.

p. 52

With assistance, identi-fies some body parts.

P. 53

4

41.

With asistance, (las-silty,. final in at leasttwo food groups asfruit: meat, vegetables.

p., 109

,

Names a-feW food sonrcbk.

P. 109

.1

With supervision, eats avariety of foodn.

p. 10911,

Accept!. quantity control

of food womsumption.p. 109

With 'assiatance, identi-fies.some ,lmodY parts.

p. 110

4Statt.s the Function of

some body parts.p . 110

M!. 4, .......

Classifies foodor more gronpsc

fruit, meat.pa 172

Associates some foodswith thuir sources.

p. 172

Eats a wide Yariety offoods. J p. 172

With .7issistanve,

trols quantity of foodconsumptions.' p. 175

Identifies body parts.

p. 174

identifies Nome inter-nal organs, e.g. stomach.heart. O. '174

-1, Ey El. 5

dassiffe,.. food

food groups. P.

Associates Most foodswith sourer's. p. 235

With supervision, beginsto choosy balanceadiet, p. -235

Controls quantittr'Of

food consumption. andrecognizes reasons fordoing so. p. 2 )6

Identifies major exter-nal: and some internalbody parts. p. 237

LEVEL 6

Chooses.a balanced (Wet.'1). 295

Demon 4Eites unde-rstand-.

ing that gooji health is

related to food intaWe..p. 291

Practises quantity von-trol. p. 295 .

Demonstrates' inulerstand-ing of the flpetion of'sumo internal organs.

p. 296

11

Ill. 001J11R. Personal Care

1.* 1

1.. Knowledge of Body:

II

2. Care of the 1104Y:

Assists'in washing/dtylLig5111, v.g. bath. p. 10

to,operatis Whilt. teeth

arc Inte.hed. '00 10

Imitates hair brushing.

p. 110

Cdimplies with toilet

t ra liii lig .11 hr(11110.

V. 11

3'

LET. 2

Waskes mud dries handsand face, *. p. 53

Assists in baZhing/showering Including hairwashing. p. 53

With minimal assistant

brushts teeth. p. 53

With assistance, brusheshair. p. 53

Blows and wipe4 nos.51

Covers mouth whensnee7ing/coughing.

p. 54

Indicates the need to goto,the toilet. p. 54

a

Lrm 3

StAtes own sex. p. lIn

Washes and (Ivies hands,fare, ne(k! ears.

p. III

Completes most steps'inshowering/bathing exceptwae'er regulation.

p III

Brushes lecth Ind.:pend-

ently. p. III

itrugiu:s/eombs hair.

p. III

Independently takes vareof tolleting needs.

p. III

Demonstratvg. elementary

knowledge of body changesthat occur with phystral*growth. e.g. breastdevelopment!, muscular

development. p. 176

With xeInfortement,detminsttates approprlati,

self-care, grooming:andtoilet-Ng behavlot.

p. 175

Recognires Import.nme 01personal cleanliness, AN

IA affects others andself. p. 175

7--

1,1:V1:1,

Demonstrates some know-ledge of bodv changes inboth sexes, e.g. bteast.

development, mnsoplardevelopmellta. .p 217

"With supervision. pinc-t 'X'S pC ramial.40 1 eon 1 1-

ness,tfini g 1 poomping.

p. 237

Re( °gill 7eS (11.1( rsona 1

cleanliness is importantLo self and others.

,> p. 217

4

uvri, 6----- .

Demonstrates knowledgeof body changes thatoeur with physical,maturity, e.g. Vohs.change. P. 296,

Ptaitimes vrsonal cateand good grooming.

P.

Retoguiles that pertional

cleanjIness itt Importantto self nud others.

p. 296

391

41

li t. mann. Personal Care

l'1.1. I

2. Care of the Body:11.

Assm la.tes rest W 1th a

speC-ifit lotation: trib,

mattress, etc. p. 11

.'

Begins to,indit ate arva

of discomfort, e.g. wetpants. %p. 11

I.' Drogs and Alcohol:

Aclepts meditation'as(/ Amin d p. I I

t

4

LEvri. 2

Adlitsts clothes heforeand after toilet.ing..

p. 54

Exhibits good toilet

hygiene. p. 54

Asset iatt,,s rest with aspeeffic location,j.g. cit.lh, mattress.

p. 54

Begins to luditate areaof discomfort when feel-ing unwell. 54

rActepts, meditation 44

administered by 'trusted

adult. p. 54.*.

is.vci, 3

Romaios dry.while

r. III

Associates rest timewith quietness. p. 112

Commanitates discomfortwith int reasing specifi-

city. p. 112

Takes meditatiod onlywhen administered by,parent or trusted :Mutt.

p. 112

Lrvr.l. 4

to.

RecormAs the need fmrsleep andior _rest.

p. 175

iltyports accidents.. pain

or other symptoms ofp. 175

lakes medication onlyunder supervision ofparent or trusted adult.

p. 475

Recognizes there aretimes when medication,most be taken. p. 115

LEVU 5.'"'

Recognizes the important('

of sleep and rest.p. 217

Reports paln or sympt.ems

of illness or injury hi

self or others. p. 237

With assistance, per-forms simple first.aid.

p. 237

modttationwith 1!el I-CAN I lig SUpV -VI.iott. p. 238

State,: int4ances when

medication niav be re-quirc;d, e.g. aspirin fot

headache. p. 218

LEVEL 6

Recogni4es the importanceof sleep and rest.

p. 297

Reports pain or symptomsof illness or inittry in

self or others. P. 297

With supi?rvislon, per-

forms simple first aid.p. 297

Takes daily meditationhichluisith,nuly fiv-

propriati.). p. 297

States instances when'titration may he re-

O. 297

Recognizes the possibleadverse effeets,mfalcohol and to.lutccv..

p. 238

Recognizes the possibir.advertise i:ffeves a

alcohol, tobacco andother drop.. p.

3 3

HEALTHC. Community Health Service,

\I I. 1

"health inlp-er,", e.g. nur,e, dtutur

p. 12

IV. SAFLIY

A. Homo and School

!login, to demon,trate' %ate 11,e of pidv equip-

% mont. obtetts and mat-t la Is. p.

1'

With a,,i,tauce, put,toys away. . p. 11

1 a.. 111 MOW' 111.1

On landing, tat.p. It

ihM.W.11 qv, ae and,,It Iv In use 01 ,mall

p. 11

3 '1

f.

avri.. 2

Actept, "health- help-

ers", e.g. nur,e,

p. 55

ii.. 1,1) 11,411011,C ra t

t 114e of play etitilp-

'Mel) t it, I(( t andftate-rIals. I). 56

Pat's toy., away.

.e

p. 5fi

Move, ,oluly on ,tair,,landing, ot(' . p. 56

nemon,tidies I Ind ,

',lett' In n,e 01 ,mal)

obiett,. p. 56

(dent I f persui.inel In

the health f ield,

e.g. muse, doe.tor.

P. 111

With ,upervi,lon, prat-tIscs safe use of°Wit, and matextals en-eountettld at home and atschool, e.g.: ,

- sharp ohleck:.

- appliances- electrical outlets

tool,- poi,on- gsum cquipment.

M. 114

Keeps work/plav areaorderly and safe.

v, 114

Hove, ,afcly onlanding, ett. V. 114

Ih.mol;s1 I Ho, (al,. and

..-11elv In 1140 ol sm04

(HIlvets. p. 114

*

---LEVEL 4

Identifies porsonitel in

the health field, andrelate,. them to theirlunctioim. p. 176

Prattlse, ,dfe use of'..ome of the pquipment

and materials encount-ered at home and at,,ehool, e.g.:- shurp oh/vets- appliances- electrical (millets

- toolspoison

'- gym eqtipment- matches. p. 177

Keeps woWplav area(utterly and safe.

V. 177

Practi,bs. ...Jett/ whiq

moving on %tail..., isti

611

p. 177

Lau s

Associate, metilvd1 per-,

..0nneI with the appro-priate vummunity.,.erytee

Ln,litutton, e.g. hospl-(al, clinic. p. 219

PractiNe, saCe use 01'most of the equipment

and materials enconot-erod at home and nt..epool, e.g.:

- sharp objectsapplinneeh

- electrivakoutlet,

- gym equipmept

- ibatchiss. p. 240

Keeps wolk/tetreationarea orderly and Wire.

1/. 240

Prat llses safet1/ whun

moving on stalls, in

hal 1.4.1. on dmmes, ct

p. :40

6

thill7es the communityhealth servite system.

p. 298

Demonstrates independ-ence and respon..ibilitv

in the u,e of eqtlipment

and materlah4 entounter-

er at home and at....chool. e.g.:

- shA objects- ppliances- eioetcleal outlets-

- gym equipment .

- mitobeg. P. ?99

Keeps worldrecteation"area orderly and safe.

P. 199

Prattlsus sa.fety when

moving on ,aat,r4. in

hallways, on bleu.", vie.um

(-1

44.

SAFETY'Home and School

LLY11, 1

11. Community

Regius ro practise haste.safety rules fol- unitising

and p1aviog outdoors.

P. 14

.11

1.1WEI. 2: ....

MI, supervision,fire safety,

drill, smoke -

detector response.p. 6

With.supervision, prac-tises,safety rules fo-r

walking and playing'out-doors. I. 57

1.8%Th 3

Folldws fire dri) 1routine. p., 114

T '

DemAn.strates ability toalert others in ease offire. p. 114

Practises some fel

rules. when wal ing

riding a bike. fp. 115

Recogniz:e..!_consequences

of nor'Mering tosafety rules. p 115

Accepts directiot in ,

emergency situations.p. 115

Recognizes sources,ofhelp in emergency situa-tions, snch as gettinglost,..e.g. neighbors,police, btot driver.

p. 115

1.F"Fl. 4.

s".

Practises fite safety.I. 178

Demonstrates ability toalert others in vase offire, p. 178

4

Practises some safety "rules Aen walklng or ;

riding a bike. p. 170

iecognizes the conse- .

quences of disregardingrules. p. 179

1

Accents direction Inemergency situations.

p. 179

Recognize% sources 4help In emergency situa-tions, e.g. neighbor,police. p. 180

s' LGVEL

Practises fire fafety.p, 240

Demonstrates ability toalert others in erni'd offire. p. 240

Practises safety ruleswhen walking or ridinga bike. v. 241

Demonstrates understand-ing of the consequencesof disregarding rules.

yA p. 241.

Reoogndzes an emeillgenev

situation and deMon-strates abillty to seekhelp. p. 241

Recognizl.soppropriatesources'of help. p. 241

4

0

4P

LEVEL 6.....

Yracttses fire safety.

p. 299

DemonstraCes ability toalert others In case offire. P. 299

Follows safety rules inthe community. P. 300

Seeks help In an-emejgency situation.

p. 300

Demonstrates ability to 4/1-use appropriate source,of help. P. 300

.

IV. 'SAFETY

C. Recreation

LINPL 1

Responds to supervisionin recreational settings.

p. 15

Seeks help verbally ornon-verbally when'hurt.=,

p. 15

V. WORLD OF WORK

t.11 A. Career,PCalping .and, Avareness

1. Why_Work:

With ,Isslstance, ap-pr6aches simple tasks.

p. 16

311

,

LFVEL 2

Begins to learn safe nserecrea,tional equip-

ment when using ICI:1y-

ground, etc. p. 58

Indicates 'need for help

when(hurt. p. 58

4

......_. .

1.....

Practises safety rules

in the,following areasand activities: gym,

park:, etc. p. 116

Identifies. dangers of

recriotional,equipment

in familiar situations.p. 116

Seeks help %then injured.

p. 116

With assistance, attempts With assistance,

simple tasks.. p. 59 responds appropriatelto tasks assigned in theclassroom. . p. 117

With assistance, recog-

nizes relationshipbetween task performanceand tangible reward."r p. 59

Recognizes relatiosshipbetween task perform-ance and reward.

p. 117

r-

LEM, I.

Practises safety rules

in the following areasand acaVities: gym,

parks, etc. p. 181

Identifies dangers of

recreationAl equipmentin most situations.

p. 181

Seeks help when injured.181

With some. assistaiRce,

responds approprCiltelyto tasks i)ssigned rh the

.classroem: p.' 182

With assistance, indi-cates types of rewardsavailable for tasks

completed. p. 182

Recognizes relationshipbetween task perform-ance. and receiving of

reward. p. 182.

°Al

LEVEL 5

Practises safety in re-

creational settling.p. 242

With supervision, usesreereational equimmentsafely. p. 242

a

Seeks help when inldred.p. 242

Reskindg routinely to, '

tasks assigned in the

clussroomr. p. 243

With assistance, indi-cates types of availablerewards foritaskscompleted. p. 243

Recognizes relationshipbetween task perform-ance and receiving of

reward. p. 243

4I

A LEVEL 6

Practises safety In re-

creq.lonal setting.

P. 301

Demousirates a degree ofindependence in the safeuse-and handling A( re-creational space and

cqinipment. "P. 101

Seeks help when inlhred.'

P. 301

Responds routinely to

tasks assigned. p. 302

Participates in, or seeks

bliklp for, negoriating

suitable r.ewzil-de for

tasks completed. p. 302

\ J

Recognizes relationshipbetween task perPorm-ance.a receiving of

reward. P. 102 I

V. -WORLD OF WORKA. Career Planning and Awareness

1. Why Work;

2: gib Awareness:

I. Job Demands:

Complies with simple;di rti t p. 16

4uj

LEVEL 2

Indicates that parentswork. p. 59

indicates presence andablience of parent(s).

. P. 59

With assistance, ftilItiwst tsJJjcLonta-attem;iLempt simple tasks.

p. 59

1:EVEL '3

A

Per forms some taskswithout promise oftangible tlewards.

. p. 117

With assistance, indi-cates that other peoplework. p. 117

14I t It Instruct Ion,_comp er4-k4 mpir-t-itttiotr

p. 118

Own, 44

Performs some taskswithout promise oftangible rewards. '

p. 182

With assistance, indi-cates whether othermember's of the familywork. . p. 182,

indicateS that otherpeople work. p.

e

With assistance, namessome forms of -work.

.p. -182

Ormonstratesr abi liLy to-tcr-l-nstrorti

and perform more dif-ficult tasks. p. 181

LEVEL 5

Performs some tasks toplease self and/orothers. ' p. 243,

Describes jobs of familymembers. p. 243

Provides details of somejobs. v. 243

.Demonstrates iblitty toeomp fete a- task sorrect-ly wfthiti time frame.

p. 244

Comp.! les` with Int-Teas-(ugly complex d I rect. Ions.

Approaches new .1;10:4p. 244

LEVEL 60-

Per gorms some tasks toplease self aitd/nTothers. p. 302

44-

':r

Destribes jobs of tami ly'members in more detail.

p. 302

Provides details of morejobs. - p. 302

Demonstrates Rood workhabits In t he' fol lowingarras: ttjsk comp let Ion,etc. . p. 103

Compl les wl th I net.Qts-(ttly romp I edt di rect

p 10 I

Approaches poi completestasks willingly. p. 101

4 0 :

,

' V. 0012Lo OF W0I,

A. *Career Planning and Awareness

,

LEVEL 1

.-

3. Job Demands:V

B. Specific Work and

1. lbw ofI

Tools and

FAjuipment:

Hanipnlates a variety of

construction materials,e.g. paper, play dough.

p. 17

. -.Playswith simple t

utensils. p. 17

4u2

.

LEVEL 2

Helps self In some

routine reituations.pA 59

With assIstan4,ref-iron& appropriately

10 praise. p. 59

,a

s

With assistance, identi-fles common utensils and

tools. p. 60

With prom ting, fotlowssimple rn o organ

zat (on, Core and safety

with respect to common

tools and materials:p. 60

*a.

Works and experimentswith a variety ofconstruction materials,e.g. Jolds and rips'

paper. p. 60

IEVCI, 3

With prompting, offersto help In routine

sitmations. p. (18

With assistance,

responds appropriately

to carrettions andpraise. , p. 118

identifies and demon-strates rudimentary Arse

944 Col.). tools,e.g. hammer, eggbeater,

scissors. p. 119

drows simple-inles oforgan zat tan, carf ant

spfky'with respect tocommon toots,and mate-,Hats, e.g. crayons Inbox, clean and return

brushes. p. 1\9

With assistance,constructs simple pro-

jects. p. 119

S

LEVEL 4 LEVEL 5-

Offers to help In

routine sitmitions.181

1th decreZIng assist-ance, responds appropri-'ately to criticism and

praise. .p: ,ft13

4011

identifies more toolsand demonstrates grcatetproficiency in their use.

P. 184

Follows simpli. rules_of

%afely.with respect,t.o,common tools and mat.e-

rial'IL'' p: 181

.'

1Co unstrcts ImPle pro-.

jects. . ,p. 484

Performs certain tasks

voluntarily. P. 244

Accepts praise andcriticism appropriately.

P. 244

With assistance, selectsand uses appropriatetoots for sgecific -pro-

/pets. p. 245

Independently folioys

tion, rare andrsaielYwith respect to toots,.materials and equipment..

p. 245

.0

With assistance,constructs More complex

projects. p..245

LEVEL 6

Perptills certain tasks

voluntarily! p. 303

Accepts praise and

criticism appr9priately.

Pr 303

.*

Selects and uses appro-

priate tools andmachldes,for specificprojects. . P. 304

t.

Independently follows .

tioft care and safetywith respect ttl,timre

complex tools, materials

and

1

With decreasing assist-

atCe, cunstructs.morecomplex projects.,

p. 304

4 3

tWORLD OF WORK 4'

NISpecific Wbrk and Allied Skills

)

.. _cm, 1 LEVEL 2

I. DeceSion Making:

Wi h 413, I ',tall& i 1 lions. 3;13 ( wl't II (Wil given a It et--

oat P. 17

4. independeme:

Demonstrates Ability 0

adjust adequately to.PeoPle.In the home si oa-LIM)), e.g. ludo/sitter

visitors. P. 8

C. Finding Job

Aw4reness of Personal.AbiLities antI Inter-

ests: '

401

With assist:it, choosesbetween two ven alter-natives In a variety of

p. 61

Demonstrate.% obility to

adlost adequatelv topeople in the home situa-tion, e.g. babysitters,visitors. p. 61

With .00.44-tance-. lden

Nos people In nniform,e.g. policeman, nurse.

P. 62

7

LEvEL 1

With assistance, choAsesbetween twil'or mole

alternatives. p. 120

Demonstrates ability toadios( adequately topeople in familiar situa-tions, e.g. school.

p. 120

NI people, e.g. nurse,-policeman. p. 121

With assistance, de-scribes certain typesof lobs, e.g. bakerbakes bread. p. 121

s,

With assistange, identi-fies lobs in the homeand school. p. 121

LEVEL 4

Chooses Independentlybetween two ot morealternatives. p. 185

Demonstrates 'ability toading. adequately to .

myopic and materials infamiliar and talfamillar

situations, e.g. main-tenance, Janitorialservice. P. 185

I.

DOscrihes certain typesof. Ohs In tile Immediate

ptcYlconment he Is capable

of,doing. p. 186

t

LEVEL 5

With assist.olie, mikesappropriate decisionsIn fumillar work shun-

your:. P. 246

With assistanip, demon-strates ability to per-form 'satisfaLtorilv in

unfamiliar work situa-

tions. - p.

With Asistance. Identi-fivs jobs/careers which.*may be of special Inter-.

est. pv 247

With assistance, identi-fies ibbs/careers which'reflect 'personal abili-

ties. p. 247

LEVEL 6

Makes pppropriatedecisions in familia)work situations. p. 105

Demonstrates ability toperform :-:atisfactoille

i.1) unfamiliar work situa-

tions. P. 305

-

Identifies lobs/careerswifich may be of recialinterest. p. 106

Identifies and/orselects lobs/careerswhich reflect.' pers061abilities. p. 106

405

76

V. WORMS OF WORK

C. Finding a Joh

1,1W1:1, I

2: Awarey of Process:

U.

LEVEL 2 LEVEL '3

Wit% decvasing assist-ance. demonstrates self-care skills, e.g. per-sonal hygi6ne. grooming.

p. 121

ot.

1.1inEl, 4

Reel/J:0,11 %PH the import-anceiof persgnalcleanlinest.c as it af-fects others and self.

Is 186

1.3

4.

Nit

A

S.

LEVEL 5

,Demonstrates,awarenessthat i;eople look forJohs.. p. 247

Demons t rat e.1n t fat,'axarrness of some. spec I-flit...E2ceeltsres that arofol,lowed When looltIngfor m: Joh. sp. 247

With assIstrince. demon-mbrat.eri .betuivior.4 sp It -ahlesf

;

or lob al.tittIslt Ion.4i p. 24/

Part lc litales In woo.experit'llee Ifrottrom.

p. 248

1

1,CVfl. 6

Demonstrates awareno (1that people look forlobs. fr. 306

40 4 'Demonstrates awarenessof specif le proc.edures .

to follow 'In f IntiThg alob. .. . p. 306

pepiongt rat OH tin I Nib tohelnothir for labac:Inisitiody po

r ,

Port I ci Nit PH III Woknx"Inrlonnn program. --,

p. .107

,

VI' WORLO OR WORKKeepmg a Job

LEVEL

I. Aw:l.cSne.sP.Pf

With assistance, respondsto some rIpt.ines and

expeetations, e.g.:- distingoishes betweendav nd night

,- personal hygiene- appropriate fineraction- ttends toiwsk.

E. Workers' Rights

VI.: DOM pANACEMEN1

A. CJothing

Rashes arms throughsleeves, pants thronghylegs. p. 20(

Removes simple clothing,e.g. socks, hat, mittens.

p. 20

Padtesqes s4 lf. il

71ppers and haltonsondoue. p. 20

403

A

LEYEI, 2

With assistance, re- ,

spoilt,. to some tontines

aad expectations, e.g.:

distIngalsheS betweeiiday and night

- pfrsonai hygiene

- appropriate Inter-action

- attends to task.

p. 61

Palls nn.simple gar-ments, e.g. pants,1-shirt. p. 64

hadres4e:!`self if

buttons andone. p. 64

With assfstance,responds to classroom

mul goexp ec tatiqns, e.g.: '

- punctuality

-.personal hygiene

appropriate inter-actionat.tendIng Coitask

- safety awamnessappropinte diScrimi-nattng

p. 122

Independently dressesself, e.g. cont.

p. 123

Independently nudressesgoll, e.g. coat. Pall"'

p. 121

LEVEL I.

Responds appropriatelyto'plassroom routines'and school expecrattons4ach as regular atten-dance, e.g.:- winetnality

-,personal hygiene- appropriate inter-action

- attending to Lank- safety awarenessappropriate discrimin-wiling Skills.

P. 187

>t.

LEVEL 5

I

,Responds tp classroomroutines and school 1

expectaskuls, 1- pnnettolity- personal hyglend- appropriate inter-

- attending to task- safeiy awarehess

-,appropriate.discrimi-.oating skills.

249

With assistance,'dentoasteates some under-

standing of workers'rights. p. 250 :

A

LEVEL 6

DemonsCrates respon-sihi I I ty In work -

sitnat lowl,

- punctuality- pers9nal hygiene- appropriate, Intel"-

action.- attending to task- safety awareness

appropriate Ilfscrimi-

ndtingliik1114;

P. 308

Insnmairralos abilitytO locale persons whocan assist With matterki

ns employment, '

heneflts, etc. p. 309

1

co

44°.4-4

VI.

A.

11011E MANAGE! NT

Clothing-

, *LE......Zipsand unzipszipper (withoutthe catch).

Unfastens snaps.

large

working

p. 20

p..20

PlaS on pop-on boots.p. 20

fakes ff shoes when

laces 'hreluntied andloosened. - p. )1

Demons,tratos awarenesb.of some common clothing

items. p. 21

410

LEVEL 2

Zips And onzips'large .

zipper on clothing.p. 64

Fastens/unfastens snaps,hooks. p. 64

Puts. on own Ones (notnecessarily on correct

Peet). p. 64

Attempts initial stcp$of shoe lace tying.

p. 65

Dresse4/updresses selfwithin a reasonable time

frame. p. 65

Demonstrates knowledgeof common clothing terms.

p. 65,

Demonstrates awarenessof own clothip. p. 65

Indicates knowledge oflocating of own clothes.

p. 65

tndicates preferences Inclothing selection,

p. 65

LEVEL 3

4

Ties shoes. p. 123

Dresses/utesses withina 'reasonable time frame.'

p. 123

With assistance, followssome home routines re-garding care of clothing.

" p. 123

With assistance, selectsown clotifhm. p. 124

, 4 ,oft

LEVEL 6/1

Follows home routinesregarding care'ofclothing, e.g. hAngingup, Acing in laundry.

p. 188

Withselect

tpervision,

own clothing.p. 188

Participates in purchaseiwn clothing. :

p. 188

LEVEL 5

Perlorms certain routinesregarding core of

clothing.. p. 251

Chooses own clothing forvarious conditions and

occasions. p. 251

Participates in purchase

of own clothing.p. 251

LEVEL 6

4

.Assumfo responsibilityfor certain routinesregarding care of

.clothingy P. 310,

Chooses aplopriateclothing for various

condltionli andocca-

4c 310

Selects own clothing,e.g. color and design.

p. 116

VI. NOME MANAGEMENT,

A. Clothing

MEL 1

B. Food

Chews and swallowstailids,, e.g. bite size

pieces., p. 22.

Sucks with a straw.

p. 22Cm.rs Drinks from a cup or .

glass using two hands,e.g. muice. p. 221

Feeds"self with a spoon4sonic spilling).

p. 22

LEVEL 2

Feeds self large fingerfoods, e.g. sandwithes,carrots, apples.

p, 66

Drinks fiorn a cup orglass using one hand,e.g. soup. p. 66

Associates specificfoods with appropriateutensils. p. 66

Feeds self with a it-Irk.

p. 66

Spreads with a knife.p. 66

Demonstrates rudimentaryuse of a knife,e.g. cuts banana.

p. 66

LEVEL, _3_ -

With assistance,practises elementarysewing skills. p. 124

Feeds self entire meal,nsing

p. 125

Cuts'using'fork andknife, e.g.,meal.

p. 125

---------------------LEVEL 4'

With assistance, sloessome simple sewing.

P. 188

A

LEVEL 5

With assIstance, doessimple sewing by haild ormachine. p. 251

LEVEL 6

With decreasing assio-tance, sews simPlegarment'lly hand and/ormachine. P. 341

With drecrensing assis-tance, makes minorrepaired. p. 311

4,4

Vi. HOME nANAGEMENTB. Food

LrvEL

With assistance, peels,fruit with hands,

, e.g. a banana. p. 22

Consume:* a meal as

ofjered. p. 21

nemonqttaies age appoo-priate table minners.

p. 2 3

4 A

Llivri. 2

Peels fruit with hands,

e.g. orange. p. 67

With supervision, addscondiments to food, 4

e.g. salt and pepper.p. 67

Uses serviette, whenreminded. p. 67

Pours from one containerto another, e.g. juice,

cereal. p. 67

Serves self from plateor dish. p. 67

Eats appropriate amounts,e.g., stops when full.

p. 67

Requests food at meal-time, e.g. second

helping. p. 67

Eats meal within a .

reasonable time frame.p. 67

Demonstiates age appro-priate table manners.

p. 68

LEVEL 3

Adds condiments to food,e.g: ketchup. p. 125

Uses serviette properly.p. 125

Serves self from a '

variety of containers.p. 125

Carries a tray/plate ofAfood. p. 1'25

Eats appropriate amounts,e.g. stops when full.

p. )25

RE:quests food at deal-

time, e.g. secondhelping.

Lats meal within areasonable time frame.

p. 125

Demonsttotes appropriatetable manners.

p. 125

LEVEL 4

Demonstiates .wptoprioteeating behahlor.

v. 190

""""lsifill," appropriatetable manners.

p. 190

LEVEL 5 \

hemonslialen appropriateeating behavior.

p. 751

Itomoostiates appropriate

table manners.p. 251

LEVEL 6

Domon4trates appropriate',eating behavior.

P. Ill

Demonstrates apploplial6table mrinnets.

p. 111

VI.

B.

num MANAGEMENTFood

LEVEL 1

Exhibits appropriatebeh6lor while shopping.

p. 23

-4

LEVEL 2

Demonstrates appropriatebellaiiior when shopping.

p: 681

With as, !stance. pre- g-

pares a simple snack,tr e.g: cheese and crackers.

p. 68

LEITL 3

ParticipaIes In familygrocery shoppingroutines. p. J26

Classifies obleets asfood and non-food.

p. 126

identifies places wherefood can he purchased.

p. 126

Prepares simple snacics,e.g. fruit. p. 126

Usc's soble common wen-sils.and took,e.g. m1,xing spoon.

p. 126

k UM 47 7--

Assists in family gro-cery shopping routines.

p. 126,

'Identifies_basic foodsto be eurchased.

p. 189

'Ns awl prepares ownfund] air schoole.g. sandwich. p. 189

Prepares uncooked break-fast, e.g. cereal,tWast, juice. p.

USel,e Some common utefi -

sils and tools.

p. 11)0

LEVEL 5

Performs ceAain groceryshopping routine4,e.g_ putting food away.

p. 253

Participates In makingshopping fist. " p. 153

Plans simple menrs.

pt 253

With supervIlefon, pre-

pares simple meals.p. 251

Identifies foods whichspoil without reftigera-

tion/freezing. p. 254 '

interprets some info'rma-'tion in simple xeeipes,jvg. canned soup.

, p. 254

'Uses common utensils infocArprepritation,

e.g. can opener, mea-suring cup. p 254

t

LEVEL 6 +

Demonstrates indepen-dence in groceryshopping roukines.

p. 312

Demqnstrates ability tomake and use a simpleshopping list. p. 312

,

Plaos-meat* pm 0 weeklybasis. p. 312(

Prepares simple meals.p. li3

interprets informationon dated perishables,e.g. intik. p. 312

interprets informationlo use simple recipes.'

p. 312

Selects and uses commonutensils in food prep-araEion, e.g. measuringcup. p. 31 2'

4 1 7

V1410 HOME MANAGEMENTR. Food

I

C. Maintniningihe lloMo"

Recognizes where, toys's

810 most familiarbelongings nre kept,

p. 74

Recognizes familir 4

housekeeping rontInes.p. 24

4

.

1.1NEI, 2

Identifies ownbelongings and their '

placement. R. 69

RecognIzek, and co-operates with4 familiarhousekeeping routines,e.g. puts toys ayay.

p.,

4

' -LEVEL 3_

Assists with choi'es -

relAted to food produc-tiou,

garden, 'feed.5,..ehickens.

p. 127

-

4esists in food prepara-tion serving and

clean-up routines.p. 127

4

Wirth superylsion, per-forms siMple ,tasks,

e.g. putting _toys awny.1p. 128

With Fluperylslon, per-Alms simple tasks,e.g. puttIng'toys awdy.

P 128

MEI. 4

Participates In choresrelated to foodproduckion, .p. 190

Participates in food .

preparation, serving and

clean-up routines.p. 190

With...prompting, iden. .

lilies lobs to he done,e.g. snowohoyeIlingafter Snow 1-a11. .'

p: ilir

Rekognizes need forobvious repnirr..

p. 191

LIWEI. 5

Performs certain choresrelat to foodproduction. p. 254

PerfoFnis serving and

cleawttip routines.

J p. 254

Identifies aiul performsjobs to be done,

otg. ITC'S 131305, p,ets

sboyel.and shovels.p. 255

tilth sopeyislon, caresfor own living spare. ,

p. 255

Recognizese need for lessobilious repairs.

I

ldenlifies sAfe andunsnf procedures inhome anagement.

p. 255

P. 255

OteeognIzes appropriatetime to call repairman.

- p. 255

MEL 6

Assumes responsibilityfor certain dailyroutines related to

food production.p. 313

Perfroms serving andclean-up routines.

p. 313

Identifies and pe,rforms

jobs to be done,e.g. Sees'snow nndclenns'sidewalk.

p. 314-

Cares for own livingspace independently.

p. 114

Demonstrates knowledgeof simple snferyprocednres. P. 314

Makes simple repairs.

p. 314

4 1 9

VI. 'HOME MANAGEMENT

D. Living Options

LEVEL 1

E, Child Cipe

VII. MONEY MANAGRENT

A. Eai-n1n$,Money

Picks out money from non-money, e.g. coins andwashers. p. 25

423

LEVEL 2.

Identifies some house-hold furniture,e.g. tabke, chair.

p. 70

Sorts coins by color andsize, e.g. pennies anddimes. p. 71

LEVEL 3 .

Identifies most house- ,hold furniture.

p. 129

Associates furnitorewithtcorrect room,e.g. ehble - kitehon..

p. 129

Identifies some differ-

ent homes people livein, ro.g. houve,

apartm,ent.. p. 1.29

Assists in care ofyounger chilitren.

p. 110

Identifies and labelstwo coins. p. 131,

Identlfies paper cur-rency as'honey.

p. 131

1

LEVEL 4

Ih4cribes main chprac-terlstics of householdfurnishings, e.g. color,site. p. 192

AsS'ociales furniture/furnishings with correct'finietion.

Identifies some differ,-

elle homes people livein; e.g. house,apartment. p 192

Mails In care ofyounger eltildfen.

p 193

--`-\

Identifies and labelsall cortis. p. 194

identifies two bi11s4.p. 194,

MEL 5

Selects,some of ownfurnishings for ownliving spate. p:'256

Demonstrates awareness.that a person's hyingspite(' may change,

e.g. when childien moveout on their own. ,

p. 256

With supervIsIn4assumes tenponsibilitiesfor younger children. .

p. 257

Demonstrates knowledgeof value of,all

p. 258

Identifies three bills.p. 258

With assistance recog-nizes coins and bills incombination. p. 258

.

LEVE1, 6

ReIntes consideratilmsin:selecting furni-shings, e.g. price,need. quality. p. 315

Explorcs personal 1

choiCk in liVingspaces. p. 115

Assumes slmple respon-sibilil hes lor yonngerrh II dIIen, )). 3,16

Demonstrates 41116understanding ofvalue of money.' p. 11,7

Recognizes coins and'Ibills in combination.

p. 317

VII.. HONEY HANACEMENTA. Earning Money

,4e

LEVEL 2

Rote counts tc5 five.

p., 71

With assistance. demon-strates appropriate

1n-store behavior.

T. 71

Demonstrates knowledgethat money is needed in,some situations.

p. 71

Demonstrates knowledgeof, concept "store".

P. 71

LEVEL 3

Rote counts to twelve.

P. 131

Recognizes that peopleearn money. p. 131

Associates performancewith reword. p. 111

With decreasing angle:-tnnce, demonstratesappropriate in-storebehavior. p. 132

Recognizes that moneyis needed to obtainarticles from a store.

P. 132

Identifies three differ-

ent lands of stores.p. 132

I

LEVAL 4 1:111/EL,5

Relates number conceptsto coins up teten.

, p. 196v%.

identifies dollars and'cents when written.

p. 194

Names five jobs forwhich people nre paid.

p. 194

Performs simple tapk forsmall amount of money.

. p. 194

With supervision, spendgsmall amounts of money.

p. 195

Associntes appropriatestores with theirmerchandise. P. 195

DemonstrijA4

of concepts,asOpcwithmoney.

'Relates number cotw<colhs,up to fl

7

endsand writes money ymbols

p. 258

Demonstrates knowl dgcof wnys to earn owlmoney. p 258 ,

Performs small lob4 toearn money. *W! 258

ated

258

cepts

teen.

. 258

*AO'

Purchases specifieditems independently.

p. 259

Recoggizes the correctstore For certainpurehaavs in own neigh-borhood. p. 259

.

LEVEL 6

Uses words associateswith looney appro-.Prkately. P. 317

Relyes number conceptsto oins up to twenty-Jive. 1 317

'Beads and writes money. p. 317

PerfOrms certain tasksto enrn money. p. 1117

;

Djulbastrates knowledge,

oroorrect amount or ..

money for items.p. 318

Compnres priccs.betweentwo slmilnr items.

p. 118

LA)

o,

.V11. MONFY MANAGEMENTB. SpIending Money

LEVEL 1

C. \Saving and A-

Borrowing

1

LEVEL 2

4

ASaves coins in piggy '

bank. r p. 71

\

LEVEL 3

Recognizes that moneyis kept in a specific ,

Place, e.g. Wnlik,piggy bank: p. 133

Associates time lapsewith Otaining or usingreward, e.g. allowanceon Saturday. p. 133

LEVEL 4

With as istance, budgetsallowanee p. 195

Keeps money in a safeplace for a specified '

period oelVtime.p. 196

Sdves mon6t for specialpurchase. p. 196

LEVEL 5

Partrcipates in t e

selection and pur haseof certain persojiai

items. I p. 259-

Budgets allowdace.p. 259

With 'supervision,

manags n bankjwcount.p. 260

Saves money for specialpurchase. p. 260

Demonstrates ability touse words associated withmoney. p. 260

LEVEL 6

Exe ises greater inde-ndence in seletting

and purchasing personalneeds. , p. 318

With assistance, pre-pares monthlY budget:

p. 3

With decreatii% ,super-

vision, man. ges a bank

account. P..319

Saves money for specialpnrchase. p. 319

Demonstrates'under-standing or terms.related to borrowing.

P. 319

Demonstrates respot-sible attitude withrespect to borrowedmoney. p. 319

Recognizes credit cardand iis use. p. 319

4 ')

VIII. MOFOR DEVELOPMENI AND PHYSICAL ACTIVITIES

A. FundamentaTS of Movement

C.EVEL 1

Dbmonstratot.full acqui-sition ofkhead control,etc. p. 26-28

Demonstrates rudimentaryacquisition of skillsrelated to running, etc.

p. 21-30

LEVEL 2

IP4

Demonstrates rudimeniarylevel of acquisition ofbasic motor sktils inlocomotor skills, etc.

p. 72-77

LEVEL 3

Demonstrates abilit; to

perform simple;tomhina-'tions of basic,motorskills. p. 134-136

Demonstrates ability togeneralize performanceof object clyttrol skillsin a variety of dimdel-

'p. 134-136sions.

With guidance. demon- ,

strates proficiency andinitiates r..12s_performance

of locomor3.i-Aills.e CC . p. 136

Demonstrates acquisitionof additional motorskills. p. 136

LEVEL 4.

Demonstrates ability toperform more complexcombinations of motorskilis. p. 197

Demonstrates the abilityto qneralize perfilrmanceof object control skillsin a variety of dimen-sions. p. 197

Demonstrates,proficiencyadd initiatesihe OerL,formance of mpst basdcmotor skills in areasunder Level 2.

p.- 198

Demonstrates acquisitionof additional mcabrskills. p. 198

With some guidance,demonstrates proficiencyand inItiates Levelmotor skills. p. 198

LEVEL 5

Demonstrates ability toapply generali2ed objectcontrol skpli to simplegame sanatiOns%

p. 261

Demonstrates proficiencyand initintes the er-'

formance o mo Level 3skills. p. 261

web some,guidance'.demonstrates proficiencyand initiates the per-formance of most Level 4skills. p. 261

k

LEVEL 6

Demonstrates abiiity to,generalired objectcontrol skills,to simplegame situations.

p. 320;

With some guidance,demons&rntes proficiencyand initiates theperformance of mostLevel 5 skills.

.p. 320

%rm. mom DEWELOPMENT AND PHYSICAL ACTIVITIESB. Cannes and Activities

LEVEL LEVEL 2

Uses some community out-door playground equipment,e.g. swinO slide, bars.

p. 31T

4 :2

Participates in activ-ities appropriate to theacquisition of theskills listed in theFundamentals of Movement.

p. 78

Participates in an appro-priate acquatics program.

p. 78

Participates in groupactivities. p. 78

Participates in elemen-tary rhythmic games andact"ivities. p. 78

Uses outdoor communityplayground equipment.

p. 78

sot

LEVEL 3

Participates in activ-ities appropriate to theacquisition of theskills listed inFundamentals of Movement.

p. 139-

Participates in an appro-priate aquatios program.

p. 119

Participates In loworganized games tofacilitate the learningof the skills listed inFundamentals of Movement.

p. 139

Participates in motor .

activities utilizingspecific special rhythmicpatterns, e.g.(marchIng.

p. 139

Demonstrates ability touse most outdoor play-ground equipment foundin community facilities.,

p. 139

Participates in activ-ities appropriate to theacqnisition of theskills listed in'Fundamentals of Movc9int.

Participates in an appro-priate^aquatics program.

Participates in elemen-tary water games,movement relays. elc.

199

Participates In simplegames, e.g. dodge ball,.parachute related games.

-p. 199

Participates in motoractivities uti,liziarg

rhythmic pptterna.p. 199'

LEVEL 5

Participates in dualgames partner activ-ities, using previouslyacquired skills.

p. 262

Participates In an appro-priate aquatics program.

p. 262

Participates In aquaticgames. p. 262

Pa clpaZes In some ,

team gamel and activ-ities. p. 262

rarticipares in basicdances, e.g. simplelpolka, square dances.

.p. 262

Participates in basicgymnastics program. ,

P. 262

LEVEL 6

Demonstrates someprofic4ency in dualactivities and partici-pates in partner games.

P. 321

Participates in an appro-()Hate aquatics program.

p. 321

Demonstrates proficiencyin Level 5 team gamesand activities. p. 321

Demonstiates proficiencyin basic dances,e.g. polka, disco.

p. 121

Del:row:grates proficiencyin the basic gymnastics)activities of Level 5.

p. 321

4

VIII. MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES


tra

--. -

LEVEL t LEVEL 2

Participates in localcommunity programs whereavailable, e.g. swim andgym.. p. 79

LEVU

Participates in such

recreational activitiesas toboganning, etc.

p. 139

Practises bicycleriding, using trainingwheels. p. 139

LEVEL 4 lEVEL 5

Participates in lifetime sports activities,e.g.. skiing, soccer.

p. 262

Demonstrates proficiencyin recreationsUactiv-Wes, e.g. bowling.

p. 263

Demonstrates proficiencyin Level 4 track andfield activitits.

p. 263

Participates in certainadditional events,

//Partic pates in recre-ational activities, ,

e.g. likating, bowling,cross-country skiing.

p. 199

p.

4.1. e.g. high jump. p. 263

(_Performs some of thefollowing exercises:chin-ups, etc. p. 263

Participates regularly Participates regulaely Participates regularly

in fitness program..Re, 140

in fitness program. ,p. 199

.in fitness program.p. 263

I

A%,/

LEVEL 6

Participates in lifetime sports activites.

p. 321

Participates in recre-ational activities,e.g. camping. p. 322

Demonstrates proficiencyin track and fieldactivities. p. 322

Demonstrates ability toorganize group into two

teams. p. 322

Performs the followingexercises: stretching,

etc.. p. 122

Demonstrates knowledgeof matters related tofitness. p. 322

Participates regularlyin fitnes.s program.

p. 323

4 31

VIII. MOTOR 4VELOPM1(N1 AND PHYSICAL ACTIVITIES

C. Social Skills Relatcd t Gnmes and Activities

LEVEL 1_

Demonstrates some abilityto attend to task beingpresented. p. 31

Responds appropriatelyto the instructor.

p. 31

Imitates appropriatesorial behavior orcourtesies, e.g. please,

thank you. p. 31

4 :32

LEVEL 2

Attends to task beingpresented. p. 80

Responds appropriatelyCO the instructor.

P. so

With prompting, func-tions in a group setting.

p. 80

Uses some appropriatecourtesies. e.g. please,

thank you. . p. 80

VW/

LEvEL 3

Attends to task beingpresented. p. 140


p. 140

Demonstrates ability tofollow Instructions in

a group setting.p. 140

Uses some appropriatecourtesies. p. 140

Participates ln co-operative play.

p. 140

e.

e

LEVEL 4.

Attends to the laSit

being presented.0*. 200


p. 200

Demonstrates ability tofollow instructions in

a group setting.p. 200

UsPs approprfatecourtesies.

Generalizes the nbOveskills to settings aidindividuals outside the

school. p. 200

Utilizes Social skillsand practises 9fetyrules Involved in co-operative piny 'mid other'

games. p. 200

LEVEL 5

Attends to the taskbeing presented.

p. 264


p. 264

Demonstrates ability tofollow instructions ina group setting.

p. 264,

Practises appropriateCourtesies. p. 264

Demonstrates basicsportsmanship in gamesand activities. p. 264

Follows specific gamerules and demonstratesrair piny. p. 264

Utilizes social skillsand practises safetyxnles In new situations.

p. 264

LEVEL 6

Attends to the taskbeing presented.

P. 124

Responds appropriatelyto tbe instructor.

P. 124

Demonstr"ates ability tofollow instructions Ina group setting.

P. 324

Practises Ippropriate

courtesies. P. 324

Demcinstratos basic

sportsmanship in'gnmesmid activities. p. 124 '

Follows specific gamerules and demonstratesfair play. p. 324

Utilives social skillsand practises safetyrules iv new sitnationA.

p 374

433

I.

LA)

A.

FINE ARTS AND INDIViDUAL EXPRESSIONCrafts, Hobbles and Activities

4-4

4

LEVEL 1_

Scribbles. p. 32

t

LEVEL 2

Holds pencil andscribbles. p. 81

V.

Hikes creative patterns.p. 81

Explores'irse of differ-

ent media. p. 81

LEVEL, 3

Holds rencil correctly.

,p. 142

Makes circular scrib-bling movements.

p. 142

Begins to make counterclockwise movements/

p. 142

Begins to make counterclockwise movements.

p. 142

Makes creative patterns.p. 142

Uses both hands to knead,pound, heat clay?

p. 142

1.4VEL 4

Demonstrates initialproficien in making

creative .tterns.p. 201

Uses both hands to forMshapes, e.g. ball.

p. 201

LEVEL 5 LEVEL 6

Demonstrates Increasedproficiency in making

creative phtterns.p. 325,

Demonstrates increasedproficiency in makingcrpntive patterns.

p. 265

.114 Demonstrates beginninginterest in otherformation. . p. 201

With assistant;e, creates

shapes or oblects usingmaterials such as clay,etc. p.0265

With some assistance,c'reates shapes or

objects, using materiplssuch As clay, etc.

p. 125

4

Demonstrates initial 08e Demonstrates use of Demonstrates re of Cuts and follaWs line on Demonstrates comperence

of scisscirs. p. 81 selssors. p. 142 scissors with n varietyof materials. p. 201

paper, cloth or otherAnnterials. P. 265

In using scissors orother joel to cre.1te

designs or cot out

p.ntterns. p. 325

Participates In a sensoryawareness program.'

p.N32

Paiticipates in a sensor)awareness program.

p. 81

4 '4

4 35

L.)

o

IX. FINE ARTS AND INDIV1 UAL EXPRESSIONA. Crafts, Hobbies and Ativities

LEVEL I

_

Plays with blocks andsimple toys. p. 32

Demonstrates a preferenceaccording to color.

p. 32

Stacks simple toys.

e.g. cylinder and rings,p. 32

L1 33

LEVEL 2 '

Plays with blocks andother slogole toy .

building sets. p. 81

Identifies two primarycolors. p. 82

identifies the top ofobjects. P. 82

Makes circles and linos.p. 82

Participates in themaking of simple,biaftprojects. p. 82

Makes flat hand motionsin finger paint activity.

\ p. 81

LEVEL 3

Begins Co use fingerlips in finger paintactivity. p. 142

Megins to make articlesfrom tox building sets.

p. 143

Identifies primaryoblects. p. 143

!destines top andbottom of obl(cts.

I" WI'

LEVEL 4

r", r

Makes recognizM)er.articles from simple toybuilding sets. p. 201

Distinguishes between,and names, common colors.

p. 202

Identifies top. bottomand sides of oblects.

p. 202

LEVEL 5

Demonstrates beginnffig ofpattern and form increating a painting.

p. 265

Demonstrates form And.eaftern in creasingobjects. P.'266

Identifies and namescolor differences.

P. 266

LEVEL 6

Demonstrates more detailand form in painting.

P. 325

Demonstrates greaterability in assemblingand creating forms andmodels. . p. 326

Chooses and names colorsof .;arions,ilems.

P. 126

437

,o

6

IX. FINE ARTS AND.1NDIVIDUAL EXPRESSIONA. Crafts, Hobbies and Activities

LIVE!, I

4M!v: It !

liv,11W4d,. Co MUsle,_ e.g. ,dtirle, vo(Alflation.

00"With as"gisiantc, part).-Ipates in some simplemusical games. IL. 13

With assistance, clapshands, hnit.ating adult.

. p. 13

(

LEVEL 2----- .

1.1W11. 1---

With assitange, useslines, squares and cir-ulsi shapesfor peopled objects.

P. 143

pprticipateselp,themaking of slmiliV craft

projects. p. 144

With osistance, pursuesa hobby. p. 144

4

Participates in directedrecreational activities:

p. 144

Listens to music for Listen,. Loomuslcenjoymcut. p. 81 enjoymeye.

N., .

41( i",- .--,,,N,

4, .,..s.

for

14;

WW1 asnl4iape operatv4musty pitultu log equip-

ment, e.g. record player.

p. 145

With assIstante, partit-. Participates in mushal'.1.pates In musical gampL. games. p. 145

p. 83

')

With assIstonce, imitatis Imitates simple rhythmicsimple rhythmic.hami (land movements.

movements., p. 83 p.

JPiN'

4

-..-

147,L 4

Uses iines,iarascircular shapes forpeople and objects,

p. 202

LEV.EL 5

more detail togs, p. 266

With assistance, com- Completes own craftpletQs ow croft project. project. p. 266

p. 203

Pursues a simple hobby. With assistancelcollects.p. 203 materials required Cor

own hobb},. ' P. 266

Participates in directed Seiects and pat,P,c1p6tesretreat tonal activitlos in recreational actrv-

p. 203 ales. p. 266

Listens to'music for tens Co M4sh forenjoyment for Increasing en eta for hu tensingperiods or time perio' of time.

P. 204 P. 262

Opciates miii. it pr9dticIng OlwracTs mosic producingeq41 pment, e.g. cassotte Nintpment, e.g. joke-re Irder. p. 204 box. p. 267

Al rChlpales in musital On own initiation, par-mines, gongs, q/or tjcipateg ln dance r

moves to music, p. 204 other,munical gam

LEVEL 6

Demonstrates greaterdetail in drawings.

p. 326

Practises good listeninghabits when enjoying ,

music. P. 377

1.1ste44 (4 Muth' WI 4.leisure-time activity.

P. 127

Plaits and initiates par-

thipation in group atlotal dance or other'community functions.

P. 327

-433

IX. FINE ARTS AND INDIVIDUAL EXPRESSIONB. Music

LEVEL 1

With assistance, beginsto use some rhythminstruments. p. 31

With assistance, stampsfeet while sitting.

. p. 33

With asscscance, moves

in time to repetitiousbeat. p. 33

With aq,,k; ince, par-

ticipates n some poopsongs and action songs.

p. 33

1

44,,

LEVEL 2

With ssistance, uses,some rhythm.instruments.

p. 83

With assistance,

mitates simple rhythmicfoot movements. p. 83

With assistance, movesIn time to repetitiousbeat. p. 83

WIth assistance, par-ticipates in group songsand action songs.

p 83

(.4

-------------

LEvEL 3

Uses rhythm instruments.

p. 145

A

Imitates simple rhythmicfoot movements.

p. 145

Moves in time repet1-4tiOus beat. p. 145

Participates in creativemovement activities.

p. 145

Part Icipate,7 in group

songs and 'Won songs,.p. 145\

LEVEL 4

Plays rhythm instrumentin simple pattern.

p. 204

Explores use of c hermOsical instruments.

p. 204

Performs si ance

steps, e. s9uares.p. 204

Improvises body move-ments to follow .tempo/

rhythm in a variety ofmusical selections.

p. 204

Peiforms creative move-ment activities.

p. 204

HUMS or sings somefamiliar songs. 4.

p. 205

Imitates high and low '

tones when heard.p. 205

LEtrEl. 5

Plays rhythm instrumenZin varied patterns.

p. 267

Continues to explore avariety of instruments.

p. 267

Performs contemporarydance movements and'form.

p. 267

Participates in socialdance with partner.

p. 267

Sings songs. p. 267

SlisS, following condtic-

toils direction.p. 267

Selects appropriate pro-grams, e.g. television.

p. 267

LEVEL 6

Continues to explore avariety of instruments.

p. 327

Participates in aspecial dance (with apartner). p. 327

Stops parts of cont,em-

porary songs, from memory.

p. 327 NI .

Carrfes melody to simpleharmony. p. 327

Selects and choosesappropriate programs,e.g. television, radio.

p. 327

4,11

4,J

IX. FINE ARTS AND INDIVIDUAL EXPRESSIONC. Drama

1

With assistance, attemptsto imitate simple actions.

p. 34

With assistanCe, attemptsto imitate simple sounds.

t p. 34

D. Recyeation

Entertains self playingwith toys for increasingperiods of time.

p. 35

41'

LrvEL 2

With assistance, partic-ipates in activities chatimitate actions of cer-tain animals, e.g. dog,

p. 84

WiF assistance, imitatessim le words or soundsasso hated with animalsand ople. p. 84

Begins to demonstratefeelings such asand sad. p. 4

With assisounce, partici-pates in group activity,

e.g, aciion song.,p. 84

Entertains self playingwith toys N,r increasingPeriod of time.

p. 85

With assistance, playssimple card gates. --

p. 85

LEVEL 3

Participates in activi-ties that imitate actionsof certain anjmals,e.e. dog, lion.

p. 146

Imitates simple words orsounds associated withanimals and people.p. 146

Demonstrates feelingssuch as happy and sad.

p. 146

Participates in a groupactivity, e.g. action.

p. 146

Entertains self playiugwith toys for increasingperind of time.

p. 147

With assistance, playsp. 147

LEVEL I.

snme independence,acts out a suggested setof actions. p. 206

With assistance, repeatsa verse or part of'astory. p. 206

Demonstrates feelingssuch as anger. p. 206

With assistance, demon-strates an individual.,

role as part-of a groupnEtivity: 0. 206

Lntertains self withresources at hand (commonItems). p. 207

Plays cards and boardghmes. p. 207

Utilizes art/craft skillsin leisure time.

p. 207

LEVEL 5

With assistance, portraysa character from a simplestnry or play. p. 268

Repeats a verse or partof a story. p. 268

With assistance, beginsto demonstrate feelingsand emotions in a pPay. ,

p. 268

Begins to demonstrate anindividual role,as partof-a group activity,.

11100'. 268

WatchePteleviston withcomprrhension.

,p. 269

With assistance, performsconstructive tasks inleisure time..

p. 269

\\.

LEVEL 6

With increa'sing ability,

pot-trays a character

from a simple story or

play, memorizing.voiceinflection:acting thepart. P. 328

Demonstrates feelingsand emotions in simpicplay. p. 128

Demonstrates abjlity tobe part of performinggroup. - p. 328..

Watches self selectedtelevision program withcomprehension.

p. 329

Performs constructivetasks in leisure time.

p. 329

Pursues a hobby.p. 329

IX. FINE ARTS AND INDIVIDUAL EXPRESSION

D. Recreation

111,11. 1

-


p. 35

7.".

-

X. tIlIZENSHIP ANDINDIVIDUA1

RLCPONg'iBILITY

A. At Dome

identities :;ome areas

and items in the homeenvironment, e.g. bath-room, toys. p. 16

4.

Differentiates betweenimmediate family membevand others: p. 36

4 ,

ilvm 2

Follows/imitates other'piny activities.

p. 85

identifies an increasingnumber of areas anditems in home environ-ment, e.g. rooms,belongings. p. 86

Vt.

LEvEL 3......

Follows/imitates mplier

play activities.p. 147

With supervision, playsat community playground.

p. 147

With supervision, par-ticipates in community%events. p. 147

With supervision, visitsrecreational facilities.

p. 147

Attends day camp.p. 147

Identifies ownbelongivgs. p . 168

el

LEVEL 4

Creates play situationswhich include others.,

p. 207

(

With assistance, playslawn games with modifiedrules. p. 207

Plays at open communityparks. p. 207

With decreasing super-vision, attends communityevents. p. 207

With Aopervisiton, uses

some Tecreation facil-ities. p ;07

With supervision, attendscamp, does some scouting.

p. 207

LEVEL 5

Participates in groupganies-and activities.

p. 269

Plays lawn games with

modified rules.p. 269

Participates at nrgani7edcommunity recreation pro-grams. P. 269

With minimal supervision,attends community spec-tator events. p. 269

Uses some recreational

facilities. p. 269

Demonstrates nhility tobe part of camping team.

p. 269

Identifies belongings ofother family members.

p. 208

Identifies immediatefamily members by role.

p. 208

N

Identifies extendedfamily members by nameand role. Ic. 270

4

LEVEL 6

Organizes group gamesor activities.

p. 329

Plays lawn games, fol-lowing standard rures.

p. 329

Participates in communitysports program. p. 329

Attends tommunity spec-tator events on owninitiative. p. 329

Uses facil-

ities. p. 329

Initiates own involve-ment in c:mping, etc.

p. 329

't

Identifies how roles andresponsibilities changewith age. *310

) 4 1 5

X. CllIZENSUIP AND INDIVIDUAL RESPONSIBILITYA. At Home

ava 1

With assistante. prat-tif.es social amenities

applopitate for age,e.g. greets, comes whentailed. p. 16

With assist nue. followsfamily rulles applying toself. p. 16

B. At School

Identifies some areasand items in daily

environment. p. 17

#

4 '

LEVEL 2

t

Identifies a new memberof a family. e.g. baby,

p. 86

Practises socialamenities appropriate forage, r.g. greets, comeswhen called. p. 86

"-

With rtOnfdtvement, fol-lows famiLy jittles

applying_to self.p. 86

Identifies an incrisIngnumber of areas anddiems in school environ-ment. p. 87

LEvEL 1

Associates immediatefamily Members with what

constitutes own family.p:\148


p. 148

Practises courtesle,s.p. 148

Follows some familyrules. p. 148

Identifies own

belongings. p. (49

LEVEL 4

AsNociates immediatefamily members with whatconstiones own family.

p. 208


p. 209

Prattises courtesies.p. 209

Follows most family

rules. p. 209

With.reinforcemeut;assumes same responsi-bility r self andbelongings p. 209

Identifies belongings ofother tlassmates.

p. 210

a

LEVEL 5

Associates extendedfamily members with whatconstitutes own family.

P. 270

Identifies ways in whiChfamilies change.

P. 270

Participates in thedecison making processfor family recreationalactivities. p. 270

Practises courtesies Insocial situations.

P. 271

States and vbeys mostfamily rules. p. 271

WAth 1-einforcement,assumes responsibilityfor self and belongings.

p. 271

Differentiates betweenbelongings of self andothers. p. 272

6LEVEL 6

Associates extendedfamily members with what

constitutes own family.p. 330

Identifies how own

family is unique.

p. 310

Participates in thedecision making processfor family recreationalattivities. p. 310 '

Recognizes the need forcont-tesy,, p. 3100,

Recognizes the need forfamily rules. p. 310

Assumesiresponsibipty.for own'behavior.

p. 330

Differentiatses betweenper,sonal, private and

pub 1 ic propert v.

111

X. caluNsnIr ANn INDIVIDUAL RBSPoNSIBILITYB. At School

_

UV!' I. I

With assistance, followsrules applying to self.

p: 37'

plays in small group.

p. 37

with assistame, carriesout simple class chores/errands. p. 371

CO

( In the Community

Recponag in A positivemanner to uniformedimmunity helpers,e.g. nurse, policemtn.

V.

Responds to author! of

idults. p. 38

With accistince, iden-/ tiff-es own home.

V. 18

With reinforcement, fol-lows rules applying toself. p. 87

Plays In suiall group,sharing toys. p. 87

With assistance, carriesout simple group chores/errands. p. 87,

Associates uniformedpersonnel with peoplewho help him, e.g. nurse,policeman. p. BB

Responds to authority ofadults. p. 88

Identifies some area.s In

immodiate environment.p. 88

LEvEl.

Follows some schoolrules. p. 149

Demonstrates respect forproperty of others'within the class.

p. 149

Carries out simple classchores/errands.

p. 149

identifies some communityhelpers, e.g. police.

p, 150

Identifies most adults'with whom he deals asauthority figures.

p. 150

Identifies own neighbor-hood playground.

p. 150

LEM 4

Follows most schoolrules. p. 210

With reinforcement,assumes some responsi-bility for belongings.

p..210

Demonstrates respect for'property of otherswithhc the class.

p. 210

Carries out stmple class

chores/errands.p. 210

Identifies communityhelpers, e.g. publichealth nurse.

p. 211

IdentifieS most adults'with whom he deals asauthority figures.

P. 211

Identifies some communityfat fifties, e.g. stores.

P. 211

LEVEL 5

Identifies school rules.p. 272

With reinforcement,assumes responsibilityfor self and belongings.

p. 272

Demonstrates respect forproperty of otherswithin the class.

p. 272

Assumes responsibilityfor specific class

chores/errands.tt .5 p. 272

si

Ideidifies additionalcommunity helpers.

P. 273

Identifies functions ofcommunity helpers.

p. 273

IdentifleS come city/eown facilities.

p. 2)3

. .° .....LEVEL 6

.....

Recognises the need forschool rules. p. 331

Assomes responsibilityfor own behavior.f

p. 331

Demonstrates repfct for .property of otherswithin the school.

P. 331

Mu:TAWS tesponsihilityfor specific classchotes/errands.

P. 332

Identifies function ofcl!mmunity helpers.

p. 313

Associates appropriatefunction with communityfacilities. P. 331

4 I ti

X. CIFIZENSIIIP AND INDIVIDUAL RESPONSIBILITY

c. In the Community

s

I I va

4*-,)

LEM. 2

Identifies some neigh-

borhood friends.p. 88

Begins to behave in anappropriate manner whenNatlIonal Anthem is

Played., p. 89

With assistance, followssome community rules androutines applying tocell, e.g. puts garbagein garbage containers.

p. 89

,

LEVEL 3

Demonstrates awarenessthat other families in

uwn community aredifferent from ownfamily. p. ISO

Recognizes the tune of

the National Anthem.

p. 150

Identifies a flag.

p. 150

Follows some communityrules and routines,e.g. croi'sing at corners.

p. 150

Ats

LEVEL 4.

Demonstrates awarenessthat other families inown commnnity aredifferent from ownfamily. p. 211

Associates certainbehaviors with hearingthe National Anthem.

p. 212

Recognizes the Canadian

Flag. p. 212

Follows some commnnityrules and routines,e.g. crossing at corners.

p: 212

4

--

4 CEVEL

Identifies some culturaldifferences in people

within own community.p% 274

Sings some of the words

to the National Anthem.p. 274

Recognizes the importancof the Canadian Flag.

P. 274

Identifies communityrules and routinesapplying to self.

p. 274

LEVEL 6

Describes soMe culturaldifferences in peoplewithin own community.

p. 333

States name r17.74::::y.

p. 334

ecognizes the importanceof the Canadian Flag.

P 334

ReCognizes the importanceof community,rules. -

P. 334

With assistance,demonstrates some under-standing of legal rightsapplying to self.

p. 335

x.D.

CITIZEtisNlP AND 4NDIVIDUAL RESPONSIBILATYEiniironmOntal Edhcation

1

I.bc(1.1.(1.C.'

Recognizes familiaranimals. e.g. pets.

p. 39

:interacts wIt'h ptts,

With assist lAce,riden-

Lilies a mother animal.

pk '19

Itetogair, some'fimIliarplant forms, e.g. tice,grass, glower.

p. 39

With a,s'istanie, Iden-tifies Nome familiarfruits. 'p. 39

Identifies warer.

p. 40

.1,1WEI, 7

identifids some Familiarliving organisms,e.g. birds, fish.

90

Provides some aspect' of ,pet care, e.g. food.

Recogni?es that babyanimals have mothers.

ot

Recognizes some faTillarplant forinsf e.g. tree,grass, -flower.

p. 90-

Identifies some famil Varvegetables. -p. 91

keio'gni7es that a plantgrows. p. 91

Identifies sources ofwater In a familiar .

set t lag. pi 91

4

I.Evrt. 3

Identifies familiarliving organisms.

1 P. 1510

Distinguishes betweenpets and other domesticSoimals. n. 151

. .

-Differentiates betweenbaby and adult. birds,fish, etc. i. 151

Identifies one attributeof plain. materialFZ-,

tree.

p: 151

Identifies familiar'frpits and vegetables.

p. 1,52

identifies a locationwhere plants grow.

p. 152

-

4

ReckigniSes rain'as beinga watei lunnce.

LE1031. 4 I

crbup$_living organisms.as animals, ftsh, birds.

Distinguishes betweendomestiC ail wildnnimals. , p. 213

Pairs adult and babanimals of the%saspecies. p. 214

Classifies plant materifilon'one dimension,

by flowers.p. 214

t,Differontiates betweentrufts_and'vegetabies.

p. 214

Idelitifies glowing envi

tonment of familiar '

frnits and vegetables..,k p. 215

Identifies-water as arequirement for plant .

growth. p. 215

Identifies.4mmnn waterforms, e.g. river, lake

' . p. .215

, 4

LEVU 5

to,

Identifies appropriatehabitat forjamiliarliving organisms.

p. 275

Identifies appropriateways to behave withdomestic animals.

p. 275.

Identifies male and,female'animals of,thesame .spaies. p. 275=

t'Ide;n1Lies two or moreattributes of plentmaterial. p.'276

,c11,,

kdentifiesgrowing7envifonment of fnmi,liarfruits and vegetables.

. p. 276,

Identifies light andwal-nith as requirements

for plant growth.

p.1,

Recognize' that plan4snekitt soil to grow.

i. 276

Identifies changes inwater folms. p.

MUT 6

V*it.ifies why livingorganisms live insgetific habitat.

p. 336,

Identifies appropriate .

ways to behave toward .

wild animals:

p. 316

Classifies relatedspecies. p. 337

Classifies'plant m4terialon two or more dimen-sions. O. 337

ldenCifies the basic,

requirements necessaryfor plant and vegetablegrowth. f. 337

-6.

'IdentifleA the'necessityfor anci.common Ilse of

watvm, p. 317

4 S a(

CITI2ENSRIP AND INDIVIDUAL RESPONSIBILITYb. tnvIronmental Education

VI I

Identifies soil.

p. 40

Identifies own yard.

p. 44

2. Weather.

3. I rgy

D.-mon,t1. t , (ndimentary

underqtAm of hot

and cold.: . 40.4

/,

Differentiates between ,

light and dark.

1).

4"

Identifies soil.

p. 91

IdemtifIes one naturalform in own environment.e.g. hill; gravel.

p. ?!

.Ke,eps simple weather

chaet. p. 92

'"*"...

tDifferentiates betweenhot and cohl. ,p. 92

idenliflics 71 familiarlight source, e. lamp.

P. 97

N.

It ert, 3

Recognizes t.hat plants\ .

grow in 'Soil.

Identifies some largenatural, landforms.

p. 152

Keeps weather chart.p. 153

Differentiates betweenseasons. p. 153

Assonates some Items .

with prothiring heat.

I). 151

!dentin(of light

s qourceit.

p. 153

4

3

HIT I. 4

Recognizes that plantsgrow in soil. p. 215

Identifies an'animalthat lives in the ground.

p. 215

Associates certain land-forms with kihrious

activities. p, 2

Describes weather.

p. 216

Identifies some charac-teristics of each season,

.r. 216

Identift 98 tome sonreesof heat p. 216

hientIlies other sourcesof light and, heat,

e,g. candle, flashlight.

P. 216

identifies other sourcesor energy, e.g. OM!,water. p. 216

LEVEL 5

Recognizes that someanimals.need the groundfor homes and shelter.

D. 277

Identifies animals thatlive in mountain, plains,and meat- sea. -

p.-247

Predicts weather accor-ding to conditions.

p. 277

identbc10,-...utnt.of ;409l t.et,J,

of heat. R. 2/8

Identifies other sourcesof energy, e.g. wind,water. v. 278

6

identifies differentenvironments where der-Oain pjants and animalslive. p. 138

Identifies plants thatgrow in mcrtntains,

plains and near sea-. ,

p. 338

Interprets weatherinformation obtainedfrom' media. p. 339

Demonstrates under-sOndIng of variousnouretql of energy andtheir uso. . p. 119

4'35 ,

a.

X. CITIZENSHIP AND INDIVIDUAL IdSPONSIBILITY


4. .Poliiitiop:

With assis disposes

of lltterl p. 41

.oemon-itrates a varietyof responses to alfferinglevel.; of .sound.

p. 41

CoCr,

. 5. Conservation:

lica(ts to meaning:of

r gone".

liVil, 2

With Wssistance.tified,litter. p..92

Dihposes of litterapproprately. p. 92

Identifies scuir(es of

sound. p. 92

Djmonstrates intltillunderstanding of excess.

p. 93

Turns sow liyhts pnand,off. ,

'

p. .93

AMP

PfC1,11, 3

Identifies litter.p. 153

,

Disposes of litterappropriately. p. I54i

Identifies noises He (anmake. p. 154

Identifies excess,

e,g. lefe-over lunch.p. 154

Turns some app 1 fan( es

,and 1Ight.s ,nn and of f.

-154

4 LEvEL 4

.Recognizes a variety oflitter/containers.

p, 217

Dis'iTses of litter

appropriptely. p. 217

Identl4ps noites underhis p. 217

.`

,Identifies what to dowith excess. P. 217

141th reminder, iirrns

api4.0nees off.p. 217..

LEVEL'S

Disposes of litterappropriately. p. 278

identifies aNtropriatenoise levels for avariety of situatiorrS.\

p. 278

Identifies appropriateareas.for collectingnatural environmenospeciments. *T. 278ag

,Demonstrates awajenessof various ways to-conserve energy. .

,p. 279

LEVI:I, 6

z'SCates reasof; for notlittering. p. 339

Identifies why noisecontrol ifi,important.

p. 340

Demonstrates some.lnowl-edge of water and airpollution. P. 140

'

Identifies reasons to',

conserve naturalenvironment. p. 340

Identifies reasons for,emiservIng energy.

p. 340

c

APPENDIX B

STUDENT PROFILE/CHECNT

r

..,..

..

r

--.1

;

.

.1Ii

ille

II-1

.

t .

.............

....;

a)

>W....1

c)

.tr)

1i

-3.

liC

I

1

CN

I

1

.

.-.-

-_J

Citizenship A

and Individual

RespOnsibility

Fine Arts and

Individual

Expressioe

Motor Develop-

ment and Physical

Activities

Money

Management

'

Home

Management

1.r)

World of

Work

SaTe.t.y

.

Health

Travel

Understanding

Self and

Getting Along

'with. Others,

Checklist - Placement arid Assessment for Levels 1 - 3

Instruciions: Circle'the child/student responses:

Add up the number of "Yes" responses and place on the ORE line.

Convert the SCORE to LEVEL using the guide at the end of the test.

There are 10\components of the Checklist,

I

I. UNDERSTANDING SELF ANDGETTING ALONG WITH OTHERS

I. TRAVEL III. HEALTH,

4:

1. Responds to name when Yes No 1. Follows established Yes No- 1. Eats a variety of Yes No

called routine for riding in foods ,

vehicle, \-

1. Seeks help when frus- Yes No -2. With-supervision, ,

--Yes No

.

2. Accepts health ,Yes No

trated practises some safety helpers, e.g. nurse

4.rules, e.g. does not . . .

run bnto streetf

oi-0 3. Demonstrates preference Yes No 3. Identifies some Yes No 3. Discriminates be-

,. in choice of toy vehicles tween food and..

non-food

Yes, No

4

4. Resolves some minor Yes No ie. Recognizes that motor Yes No 4. Associates rest with Yes

conflicts vehicles constitute a . a specific location,---'

, safety hazard

5. States name and telephone Yes No 5. Identifies some way, s Yes No,

5. CoMMunicates the Yese./No--.

number to travel , need to eat- 4

6: Responds appropriately to Yes No 6. Demonstrates under- .Yes No 6. Identifies personnel Yes No /.

-choices made for him standing of rules ofin the health fieid%

,safe crossing

SCORE:

LEVEL:

4 u

SCORE: SCORE:

LEVEL*: , LEVEL:

bir

IV., SAFETY

I. Demonstrates care andsafety in the use ofsmall objects

2 Seeks help verbally-ornon-verbally when hurt

/3. Moves safely on sta,irs,

_ landings, etc,

%

4. Practises safety rulesfor walking and playing

-outdoors

f 5. Keeps work/play ateaorderly and safe

`ct) 6: Identifies dangerS ofrecreat4-onal equipment

in familiar situations

SCORE:

LEVEL:

4

Yes No

V.

1.

WORLD OF WORK

Complies with simpledirections

s

Yes No 2. Identifies significantadults

Yes No 3. Indicates that parentswork'

Yes No 4. Works and experimentswith a variety ofconstruction materials

Yes No 5. Recognizes the

relationship between- task.perPormance andreward

Yes 6. Identifies some uni-

formed people

SCORE:

LEVEL:

VI. HOME MANAGEMENT

YesNo 1. Remains dressed

Yes No 2. Recognizes familiarhousekeeping routines-,

e.g. washing dishes

Yes' Na 3. Pulls on stmple gar-ments. e.g. pants,

Yes No

Yes No

Yes No

Yes No'

Yes No

T-shirt.

. -

4. Identifies own be-, Yes No"longings and theixplacement

-

5., Demonstrdtes appro- i Yes No

priate eatingbeha or

Yes No 6. Identifies places Yes No

wljere food can be

purchased

SCORE:

LEVEL:

VII. MONEY MANAGEMENT

1. Picks out money fromnon-money

2. Sorts coins by color andsize, e.g. pennies anddimes

3. Rote counts to 5

4. Identifies and labelstwo coins

5. Associates time lapsewith obtaining or using'a rewdrd

SCORE:

VIII.

Yes Nop 1.

Yes No 2.

3.

Yes No 4.

Yes No 5.

41.

6.

MOTOR DEVELOPMENT ANDPEYSICAL ACTIVITIES

Demonsftates fdllacquisition of walking,climbing on, jumping,graSping/droppingobjects, rolling/trap-ping objectS

Use some communityoutdoor playgroundequipment

Yes

IX. FINE ARTS AND PERSONAL

EXPRESSION

No 1. Scribbles

Yes No

Demonstrates rudimen-. Yes, No

tary acquisition oflocbmotor, specificequipment, hody controf,and object,contrbl skills

AttendsNo task being Yes No

presented

Dgmonstrates proficien- Yes No

c}'Ain locomotor,

specific equipmgnt, bodycontrol,.and obAectcontrol skills

Demonstrates someability to participatein cooperative play

SCORE:

LEVEL: ': LEVEL: °

Yes No

Yes No

.2., Follows/imitates Yes .Npothers activities

3. Explores use of,dif- Yes No

ferent media, e.g.plants

4. Enteqains selfwith toys for in-creasing periods oftime

Yes No

5. Demonstrates use'of. Yes No,

scissors

6. Demonstrates feel- 'Yes No

ingS such as happyor sad

SCORE:

LEVEL:

.CITImsg? Agb.INDITTDUAL

. RESPONSIBILITY.

I.

,./(. ,

4 Identi4es some 'areas: Yes NOl

.,afid items dal rhe 'home -4.

'etivirOnmaht

Reacts to 'meaning of Yes No

"all gone",

r.

Piadtises,social Yes No

.a4nities appropriateforage st'?

. I

6

.4

lb..-bisposes of litter Yes No.

WapproOriately4

.. Associrites immediatefamily.members 4,7ith what

con'stitut.es'owp fatily .

Yes

.

'ey '4.-

No

'1.-

6. Identifies khe dun as- '4"*. Yed No.

21,......

sdurce of light.and heat

o

tZ,

SCPRE:

LEVEL: S.

,

A

S.

§CORING

'SCORg: LEhL1

0 1 1 ,

2 2

Test 14 - 5 3

1111

6 :rest using Test 2 for levels 4 - 6

SCORE: -7-,4

0 - 1 416.

Test 2 2 - 3 5 .

U.> . 4 - a 6a

NOTE:' For exact placement within a I4ke1 please refer to the,OVERVIEW SHEET which lis.ts all objectives in the

LIVINUVOCATIONAL SKILLS, SECTIONS.: I

.

*

Test 1 or 2 . (circle)

-Components:4

r

1.

SCORE:

LEVEL:

AL.

Hi

%

VII VIII IX X

.

I. UNDERSTANDING SELF AND -

GETTING'ALONG WITH OTHERS'

MN1. Recognizes-frequently

seen people by name' *

,Inatructions: Circle the Student reslionse.

,

Checklist - Placement and AssessmeA. -, Levels 4 - 6

Add up the number vf "Yes",responses and.pl'ace-on the CORE line.

Convert the SCOgE to LEVEL using the guide at the end b the test.

There are 10 components of the Checklist.

2. Makes personal choicesat appropriate times,SOe.g. activities free-

time.

.

3. States and writes fullname, age, telephone,number and address with-out postal code

Contributes to, and some-times initiates, classroomdecision making

a

II.

Yes No 1 .,

.

Yes No . 2:

Yes. No 3

'

Yes. No 4.

, 5. States and writes full Yesdedress,

teleAone number andbirthdate'

$

.or

4 ,

TRAVEL

DemOnStrates know-, ledge of p4ying withsoma forms of travel

t .

/es No

Crosses dtreets in °,:Yes', No

quiet neighborhood ofhoMe and school

Demonstraesstanding that adults

' drive vehicles

40 44

Yes No

Demonstrates under- Yesstanding of early/latein relation to-traVel'

5. .1. Identifies forms of ./ Yes No .

travel: '

public, commercial,

, .

III. HEALTH

1. Associates meal Yes No

times with specific 40°'

,food items andcertain'prdereatini

t' 2. ilecognizes thltthere are timeswhen medication

, mdst'be taken. v

Identifies Rostfood by name%

.

4. Recognizes possible Yes No

adverseeffects of$ alciphol and,tobacLonlhe user And others

,

5. Inposes a balanced _Yes No

diet1

470

6. -With encouragement,44ependent1y resolves mostconf4ots.wieh peet4a.,using socially appropri- ,

ate'methods

,SCORE:

LEVEL:

4

a-

Yes No .

*4-.

6: Crosses uncontrnled Yes No

intersections inheavy traffic

OP,

SCORE:

LEVEL:

$I

4et

4 -

6.

,

,

litilizes the com- Yesmunity health(serVicesyetem, withdirection andassistance whennecessary

SCOR4:

LEVEL:

4

4t.

r

..,

4

,

-

IV. SAFETY.

1. - Practtse fir.0-644gy

2. tdenti.46 dangers ofrecreational equipmentin moSe situatrons -

3. Practises safe use ofmost of the equipmentand materials encounteredat homeand school

4.

Ye No

Yes Ko

4,7 WORLD OF VORIC,

1. Performs some jobswithotit"promise-ofangible rewards

2. Responds appropri-ately ta classroft,ioutines and school-

.

Yes

Yes No

VI. ...HOME BANAGE}:IENT.

1. Follows home.routines regirding.

-care'of clothing

2. RecOgnizes need forobvious repair ofclothing.,

Yes No

-

Yes

,Recognizes appropriatesources.of help, e..-fireman, rescu% Unit,

,. . ,

DemonstrateA iadepend-ence and responsibilityin the use of equipment

li

ind materials encountered.the-homeisdhdol

r

'6:--r-Demonstrates

independenceand handlingal spate and. .

SCORE: '14

vL EVELT,.,

4

Yes -No

Yes No

a ddgree ofin the useof recreation-equipment

/Po

4

Yes No

Yes :No.

V?

expectations, e.g. '

punctuality, Personalhygiene

d.

3. Perfortt some'tasks to Yes Ndplease self and others

4. Demonstrates initial Yes

awareness of some\specific procedures that,...1._

.

arelfolló0ed when look-) ing fd4 a lob

5. Describes jobs of Yes 'No

family in more detail,

'3: Chooses oWn cloth- Yes Noing for Variousconditions and

occasions Ii

.4.Adentifies safe Yes No

and unsafe proce-t.. 1dures in home

6. Demonstrate; ability, Yes, No

to locate persfins who'

can assist in suchmatters as employmentbenefits, etc.

SCORE:

'LEVEL:

^

,

1,7

management

Assumes responsi-'T bility for home

,foutines, e.g..

iratuuming,' washing

-CIOthes

.6. Prepares simple. Meals

SCbRE:

LEVEL:

Yes No

Yep, NO

VII. MONEY MANAGEMENT

1. Identifies and labels

all coins

2. AsOciates apprOpriatestores with'.their

, merchandise.

3. Demonstrates knowledgeof value of all coins-

No4. Demonstrates ability to

dse'woras associatedwith money, e.g. bank,cashier'

,

5. Demonseraes some undex-'standing qf the valuelpfmoney, e.g. five centswill.not.buy a car

Yes No

Yes No

VIII. MOTOR DEVELOPMENT AND

PHYSICAL ACTIVITIES

1. 'Demonstrates the Yes No

ability to generalizeperforMance of objectcontrdl skills in avariety of 'dimension's,

e.g xlifferent_sizesf.f objects

2. Utilizes social. skills Yes No,

and practises safetyrules involved in co-opefative play andother games

No' 3. . Demonstrates aplity Yes

a

Yes No

Yee No

6. Recognizes credit card Yes .No

and its use.

4SCORE::

LEVEL:

1,

, 4 . J -kl

to apply gene alizedobject control skills

.\to simple game situations,basketball

4. Demonstrates proficien- Yes

cy in.-recreationalactivities sdch-asbowling, etc. ,-

IX. FINE ARTS AND INDIVIDUAL

EXPRESgION

1. Demonstrates initial Yes No

proficiency inmaking ,creative

patterns, e..g.

tinker toys,

;

2. Plays cafds and

board-games

No 'el 3. Cuts and follow's

line' on paper,

cloth or othermaterials

No' 4. Watches,televisionwith comprehension

, 5. Demonstrates some pro- Yes go".ficiency in dualactitities and partic-ipates in p'artner -games

sucll as table tenniS,

shuffleboard, podifiedbadminton

6. 'Demonstrates proficien- Yes No

cy in ftack and fieldactivities,

SCORE:

LEVEL:

1

5. Demonstrates more.detail and ,feirm in

painting*

6. Purs s'a hobby'

SCORE:.

LEVEL:

4

. . Yes No ,

Yes Ro

Yes %No

Yes No ,

Yes. No

4 " 8

X. CITIZENSHIP ANDINDIVIDUAL RESPONSIBILITY

f*, Recognizes,that families Yes Np

can change

2. Turns appliances off, n Yes ,No

reminders

3. Associates e3ttended Yes No

family members withwhat constitutes own

#tfamily

4., Demonstrates awareness of Yes No

various ways to conserveenergy

5. Identifies how own Yes No

family is unique

we). Identifies reasons to Yes No

conserve naturalco

environment

SCORE:

LEVEL:

4 " a

-et,

A

4.4.)

.0

.0

S.

Test 1

Test 2

SCORING

SCORE':

0 - 1

2 -. 3

4

6

LEVEL:

1

2 .

3

Test using Test 2 for levels 4 - 6

SCORE: LEVEL:

0 - 1 4

2-3 5

4-6 6

4%

NOTE: For exact placement within a level please refer to the'OVERVIEW SHEET which lists all objectives in the

LIVING/VOCATIONAL SKILLS SECTIONS. ,

Test? 1 or 2 (circle)

Components:

SC(RE:

LEVEL:

4 `.1 3

II

7.

,

iv

r!..-

VI VII

,

a

4

}

..

, 1,

a

I

7

---

,

,

at

,

'a "APPENDIX C

RESOURCES

7'

,

)

1

t

i

a ,

4 6 0

,

1

s.

aVEL

UNDERSTANDING SELF AND GETTING ALONG'WITH OTUERS

Exercises for YouriBaby Wm. Collins Sons and to. Canada Ltd:

Lullabies from 'Round the World Tom Thuillb Early Learning Library - Rhythms,

Productions 4

Portage Guide to Early Education Cooperative Educational Service Agency

TRAVEL

S

Baby Learning Through Baby Play: Parent's Guide for the First Two Years -

St. Martin's Preas,"Inc.

't4

Exercises for Your Baby - WM. Collins Sas and Co. Canada Ltd.

Loving and Learning:, Interactingtwith Your Child from Birth to Three Harcourt,

Bracd, Janovich, Inc.

Portage .buide to Early Education - CoopefatiVe Educatkonai'Service Agency

Wabash Guide for Early Developmental Training - W'abash Centre for Mental R tardation:

HEALTH

Feeding Your Child Collier Macmillan Canada Ltd.

Portage Guide to Early Education -.CooperatiVe Educational Service Agency........../

.

Toilet Training the'Retarded,- dmafk Associates

Trainingletarded Babies and'Vreshooltrs - CharleS C.. Thomas Pub. ..

WORLD OF Wqy, .Pour Seaso'ns - Instrucio Corp.

'HOME/MANAGEMENT

Developing Everycr4Skills,Series Kimbo Educahiona.1

Ear y Self-Help Skills - Research Press of,Canada

Ins ructional Sequences% Ea4ing'- Seaside Educational Associates

Nice ' Eay - Kimbo Educational401

A

HOME MANAGEMENT (cont'd.)

. -.6.

Portage Guide to Early Educa;.ion - Cooperative Edueational Service Agency. .

.

.,

, e'.-

TtojecerMore Daily Living Skis. - Univers,ity of Kansas

Project Vision-Up Curriculum - A Training Program for Preschool'HandicappedChildren - U.S. Dept. of Health,,Educationband Welfar-e-

. .

) Self-Help Skills Series KimbO Educatiohal

Socialization Skills'Adaptive Behavior Kiva" EduCational. A

Step-by-Step Dressing Edmark Associates

Steps to Independence: A Skills Training Series for Children.with Special Needs,-'Research Press Co.

Trainable Children: Curriculum and Prodedures - Jobn DAMECo.0411,-

Training for Independence - Developmental Learning MateTiali

Training Retarded Babies and Preschoolers - Charles C. Thomas Pub. -

aa

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES

Exercises fOr Your Baby-- WM. Oollins Sbns and Co. Canada Ltd.

-PREP: A Pre-School PlaS7 Protgram for Retarded Chifdren - Government of Alberta,..,

Social Services and CommunityHealeth .i

Teaching,Your Down's Syndrome Infant:. .A Guide for Parents - Uiversity Park Press,

FINE ARTS AND INDIVIDIIAL EXPRESSION

rDevelaping E4ryday Skills Series - Kimbo Educational

ExeFcises for Your Baby Wm. Collins Sons and Co. Canada Ltd.

Hap Palmer Records - J.M. Dent and Sons Canada Ltd.

Modern Mother Goose Rhymes and Songs - Rhythm Reaords /

Portdge Guide to Early Education - Cooperative,Edudational Service Agency,

Tom Thumb Early LearningfLibrary - RhythmsProductions

' CITIiENSHIP AND INDIVIDUAL RESPONSIBILITY

BabY'scFarm Animals -'Grosset and Dunlap Inc.

(

402

,

.3

.

LEVEL 2


Five Senses Poster Set - Setsco Educational Ltd. ,

Manikins with Vinyl Clothing - Psycan Ltd.

My Face and Bqr- lnstructo Corp.A

Peabody- EaFly Experiênces Kit -1 Psycan Ltd.

A

Peabody Language Tevelopment Kitg - Psycan Ltd.

Peace, Harmony, Awareness: A Relaxation-Pcogram for Children - Learning Concepts

Relexation - A Comprehensive Manual/for Adults, Children, and Children with

Special.Needs - Research Press Company

Sandman's fand Tape - Developmental Learning Materials

Wabash Guide for Early Developmental Training Wabash Centre for Mental Retardation

e^.

TRAVEL

The Accident Kids - Oddo Publishing, Inc.

Early Childfood Traffic Education - Alberta Motor Association

Large Knobbed Puzzle -'transportation - Preston,

Luck.)i Bus - Oddo Publishing, Inc.

Safety ontrheels - Dddo Publishing, Inc:

HEALTH

C.A.M.S. Self-Help Program Walker Educational-Book Corporatipn

-

Feeding Youi. Child - Collier MacMillan Canada Ltd.

Hap Palmer Records - J.M. Dent and Sons Canada Ltd,.1

Instructional,Sequences: Gpboming and Toileting Seaside Eduàational Assoc

. %

403

z13'

ation. 4

4#

.

-HEALTH (cont'd.)$ .

.Teachi,hg:the Moderately and SeverLy Handicapped, Volumes I, Irand III -

' University Park Press. #

. ,. Toil'et Training the Retarded - Edtark Associatest , '

Training Retarded Babies and Pesc'hoolers IRIPharles C. Thomas Pub.,

WORLD OF WORK'

4# 4.

Integrated Practical Activities for ElementarY G'rades, i980- Alberta Education. j.

When I 'Grow tip I Want T6 Be - G.L.C: PUblications..1

World of Work - New Readers Pr ess%

HOME MANAGEMENT

Crunchy Bananas and Other Great Recipes Kids Can Cook - Peregrine Smith, Inc..

Independence Training Book 3 - Western Psychological Seryices

Inttructional Programming for the Hengicapped Student Charles C. Thomas Pub.

Instructional Sequences: Eating/Dressing - Seaside tducational Associates)

Portage Guide to Early Edncation - Cooperative Educational Service Agency4

Project Mote: -.University of Kansas

,Prodect VIsioA-Up Curric9,1um - A Training Program for Handidapped*ChildrenU.S. Dept. of Health, Ed.4gation and Welfare.'

Step-by-Step DresSing - tdmark Associates ,

...*

, . , .

. ,

Steps to-Independence: A Skills Training Series for Children with Special eeds -

Intermedigte Self-Help Skills - Research Press

Training foe Independence - Developmental Learning Materials

'Training Ret,rded Babies and .Eresclioolers - Charles%C. Thomas Pub.. .

MOTOR DEVELOPAEN'T AND PHYSIbAL ACTIVITIES

The Clumsy Child: A Program of Motor Therapy"- C.V. Mosby Cb.

Movement Exploration Games lor the,Menta'llyarded - Peek Publications

' Peabody ia;ly Experience Psycan Ltd.

404

4 cLi.1

4

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES (cont'd.)

PREP: A Pre-School Play.Program'for Retarded Child\en - Government of Albexta,

Social Service0and Commpity Health7

Until the Whistle Blows A Collection of"Games, Dances and Activities for Four

to Eight Year Olds'-'Goodyear Publishing Co.

3 t

,,FINE ARTS AND INDIVIDUAL EXPRESSION

Arl is Elementary: Teaching Visual ThinIhng Through Art Conce.pts - Brigham

Young University Press

Creative Art for the Developing Child (A Teacher's Handbook for Earli Childhood

Education) Fearon-Pitman Pub4hers, Inc.

Creaiive Art for Learning - CounCil for Exceptional Children

Dubnoff School Program Teaching Resources Pub.

Psycan Ltd.

A Handbook of Arts and Crafts for Elementary and Junior High School - Wm. C. Brown

Co. Pubs.

Hap Palmer Records - J.M. Dent ana Sons Canada Ltd.

ICan Make a Rainbow - Inceptive Publications

Multi-Sensdry Educational Aids from Scrap Charles C. Thomas Pub.

Music for Spelal Education - Silver Burdett Co.-

Reactilng the Special Learner.Through Music - Silver Burdett Co.

Self-Help Skills Adaptive Sehavior - Kimbo Educational

Stamp-a-Bhape - Lauri Inc.

Teaching Crafts to the Mentally Retarded T.S. Denison and Co. Ltd.

Trainable Children: Curriculum and Procedures r John Day Co.


. 'Action World - McDonald Educational Ltd.

Animal BabieS*--Random House Inc.

The Classification Game - Iristructo Cofp.

405

.4

S.

-.

1

,

).

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY (cont'd.)

'Community Careers Flannelboard Set - Instructo Corp. Ar

)

Congonant Pictures for Pegboara - Ideal.

Family Face Puppets - Instructo Corp.. -

..

Mothers, Babies and Their Homes - Instructo Corp.

Peabody Language Developmegt-Kit' - Psycan Ltd. 6

.Singing Games I and 2 -'Bowmar/Noble Pulilishers Inc.*

Sta'rtetstPeople McDonald Edu cational Ltd. c-.-

-.=

.

-,4

Starters Places -'McDonald Educational Ltd.. .. .,

;:..

I

* r

,

,

,

"1. .

' Pa

a

.0

a

406, c

ifS' .6 .

,

,

,

0.4s

LEVEL 3

'UNDERSTANDIVG SELF AND GETTING.ALONG WITH OTHERS

!

Body Concept - Spirit Masters and II Developmental Learning Materials

D.U.S.O. Psycan Ltd.

.Exploring OA-Emotions - Setsco Educ.ational LLd.

' Senses Poster Set - Setsco Educational Ltd.

,

Human Development Program: Magic Circle - Human Development Training Institute

Instructional Programming r the Handicapped Student - Charles C..Thomas Pub.

'Job Puz2les Developmental Learning Materials

Kiddie QR - A Chdice for Children AR Institute

MP H.Large Body Puzzle - Developmental Learning Materials

My Face and Body Instructo Corp.

Occupation 4tch-Ups Developmental Learning Materials

Occupation Photographs - Developmental Learning Material

Peabody Language Development Kits - Psycan Ltd.

People Puzzles - Families -,Deve>pmental Learning Materials

Portage Guide to EaTly Education 4 Cooperaiive Education Service 4encyr

Relaxation - A Comprehensive Manual for Adults, Children, and Children with

Spuial Needs-- Resear-ch Press Company

Social Learning Curriculum - Charles E. Merrill Publishing

N7 Washington Sate Cooperative Curriculum, Binder 2 - University of Washington

What Would You Do? - Learning Development Aids

Workjobs Addison-Wesley Ltd.

\ TRAVEL :

Bees - McDonald Educational Ltd.

Directionality Form Frames: Vehicles - Ideal School Supply

Farm & Transportation Stencils - Developmental Learning Materials

407 .

47

-tRAVEL,(cont'd.)A

t*.c.Functional Signs/Match-ups - Developmental Learning-Materials

Home Safe Home Kit - Consumer and Corporate AffiarsiCanada

Large Knobbed Puzzles Preston Publphing Co.; Inc.

Road Signs,of thimes.- fdeal Schdbl SupplY Co-

S4fety Signs - Trend Enterprises.

Survival Signs - Ideal Publishin Corp.,

. -

Stories About Safety - Coronet Instruftional Media a

'I.HEALT'H

. ., . .

4CALUM.S,

eSelf-Help Program - Walker Education- Boak Corporation

Feeling Fine Series - January Productions

Instructional Sequences: Grooming and Toileting Seaside Educational AssoCiates

Look 'n Do Body Parts Activities - Developmental Learning Materials

My Face and Body Instructo Corp.

Peabody Early Experiences Kit - Psycna Ltd.

'Peabody Langu'age Revelopment Kit: L'evel 1 - Psycad Ltd.

Peabody Language Experience Kit: Level P - Psycna Ltd.-

Self-Concept - Body Parts DAce Game -.Devtlopmental Learnins Materidlsr

Toilet Training the Retarded - Edmark Associates

Your gourth Speaking Kits - Walt Disney Productions

SAFETY

Hansel and)Gretel - Bailey Film Assoc.

How to Have an Accident in the Home - Walt Disney Educational Media Co.

Jiminey Cricket's'I'm No Fool in Water Wale Visney Educational Media Co;

Jiminey Cricket's I'm Na Fool-With Electricity -.Walt Disney Baucational Media Co.

Wbat-s a Block Parent? - Tinsel and Sham Productions

.

WORLD OF WORN, ../-

.

.

0e

Tile Cooperative'Sports and Games Book,

:s Challenge Without Competition - Pantheon Books.

\.

Deal Me In! Jeffrey Norton Pubs. Inc.N

Human Development Program: Magic eircle - Human Development Traininganstitute

Mix and MatCh Puzzles - OCcupations - Developmental Learning Materials

Pre-Vocational Programme Packages - Vocational Research and Rehabilitation

Workjobs for Parents -.Addison-Wesley Ltd.

WorkjObs I and II - Addison-Wesley.Ltd.

Vi

HOME MANAGEMENT

. Advanced Self-Help kills - Research Press of Canadatb.

Institute

'Classroom Cookery - Creative Teaching Press Inc.-

Cook and Learn - A child's eook Book, 656 Terra California Dr. #3, Walnut Creek,

Ca. 94595

Co6king Activities for the Retarded Child 7 Abingdon Press

Cooking in the Classroom - Fearon-Pitman Publishers, Inc.

Crunchy Bananas - Sagamour Books

D.U.S.O. - Psycan Ltd.

EOucation for Independence - Province of Manitoba Dept. of Education

Help Yourself to Food 7 Ontario Association for the Mentally Retarded

Instructional Sequences: Eating /Dressing Seaside Educational Assoeiates

The Kids Cookbook - Nitty Gritty Productions

Kid's Garden Book - Nitty Gritty Productidn's

Kids in the Kitchift - Peninsula Publishing Inc.

Peabody Language Development Kit - Psycan' Ltd.

Planning Meals and Shopping - Copp Clark Publishing4

'self-Care Sequential Cards - DevelOpmental Learning.Materials

Step-by-Step Dressing - Edmark,Associates

Teaching Research Curriculum for the Moderately and Severely HandicappedCharles C. Thomas Pub.

409

2

HOgF MANAGEMENT (cont'd.)t

Training for Independence -.T6tal Program - Developmental Learning Materials

Turn Kids on to the *Good tiise Owl Pubfications

Young Homem'aker's Cookbook - fearon-Pitman Publishers, Inc.4.


Basic Motor and Ball Skills - Bowmar/Noble Pqlishers Inc.

A Clums0 y Child: A Program of Motor Therapy 7 C.V. Mosby Co.

Motor Fitness Testing Manual for the Moderately Mentally Retarded - AmericanAlliance for Healtli, Physical Education and Recreation)

Music Activities for Retarded Children - Abingdon Press

Play'Activities for the ftetarded Child - Abingdon Press. ,

PREP: 7-A Preschoo,l Play Program for Retard4Children - Government of Alberta,

Social Services and Community Health

Special Education Teaching'GAMes - T.L. Dennison anil Co.

Special Exercises fo%JxCeptional Children -"Kimbo Educational

Until theWhistle Blows - Goodyear Publishing Co.

FINE ARTS AND INDIVIDUAL EXPRESSION

Art Box - Educational Insigljts

t

Art World''s Art to.Touch - Bowmar/Noble Publishing Co.

Art is Elementary: Teaching Visual Thinking Through/Art Concepts Brigham

Young University Press

Creative Art for Learning C9uncil for.Exceptional Children1

.Creative Art for the Developing Child (A/Teacher's Handb k for Earlor Childhood .

Education) - Fearon-Pitman Publishers, Inc.'.(- I.

\J

Creative Art Task's for Children.- Love,Publishing Co:

Dubnoff School Program - Teaching Resources Pub.

Handbook of Arts and Crafts for Elementary and Jun,for High School - Wm: C. Brown Co.

Hap Palmer Records - J.M. Dent and Sons Cailada Ltd..

.410

FINE ARTS AND INDIVIDUAL EXPRESSION (cont'd.L1

Learning Through Art - Ginn and Co.- .

.Orientation Views.- Developmental Learning Materials

PeabOdy Language Development Kit - Psycan Ltd. 441

"Rdaching the Special Learner Through Music - Silver Burdett Co.

Spatial Relations Picture Cards - bevelopmentaf Learning Materials

Troll Read-Along Program - Troll Associates

CITIZENSHIP AND rNDIVIDUAL RESPONSIBILITY

The Big Golden Animal ABC - We5eern Pubiishing Co. Inc.

Birds - National G ographic EçIucational $ervicesI °.

Community Careers f annelboa d Set - Instruct'ci C6rp.

Do You Know? Animal Ames - Zoo - Pets/Farm - Urban Media.Materials

Farm Lotto - Edu-game

Lotto Game; Community Workers.; Our Neighborhood, - Edu-game

Lotto Game: My Pets Portion - Edu-game

Mix and\Match Puzzles Trend /hterpriaes, Inc.

40.

Motheis, Babies and Their Homes - InstrucAo Corp.

Multi-Ethnic Children Puzzles - Developmental Learning Mpterials

Peabody Language Development.Kits Psycan Ltd.

Starters: Trees Jungle - McDonald and Company.Pub. Ltd.Flowers Desert .

Rain CavegSnow MountainsRivers

The World About Us 7 Edu-game

Zoo Animals - Trend Enterptises Ltd.

err,

Zoo Lotto - Edu-:game

411

*

49i

Sr

"gal

ft

LEVEL 4

UNDERSTANDING SELFAND GETTING ALONG WITH OTHERS

Alternative Cafds - Developmental Learning Materials

Body Concept - Spirit Masters I and II - Developmental Learning Materials.

Body Parts Dice Game Developmental.Learning Materials

'Career Identity Cards - Developmental Learning Materials

D.U.S:O. Psycan.Ltd.

Exploring Our Emotions - Setsco Educational Lrd.

Human Development Program: Magic Circle - Human DeVelopment Training Institute

I.Know How You Feel - Bowmar/Noble Publishers Tnc.

Job Puzzles - Developmental Learning Material

Kiddie QR 7- A Choice 'for Children - QR Institute

My F.ace and Body - Inptructo Corp.

Occupation Match-Ups Developmental Learning Materials

Occupation Photographs - Developmental Learning Materials

.Peabody_Language Development Kit - Level 2 - Psycan Lt5 4 ,

Peace, Harmony and Awareness: A Relaxation Program for Children - Learnipg Concepts

People Puzzles -.Families jDevelopmental Learning Materials..,

R Axation - A Comprehensive Manual for'Adults, ailien and Children with $pecialeeds - Research Press Company

;..:

Social Learning Curriculum Charles E. MerrilllftbiIshingL

WashingtOn State Cooperative Curriculum, Binder 2 University of Washington

PWhat Nould, You Do? - Learning Development Aids

Workjobs Addison-Wesley Ltd.

,TRAVZL.4

Car Match-Ups - Developmental Learning Materials .

,. 4

Car Rally Game -.Developmentaf Learning Matefials

412

TRAVEL (dont'dM

Consuter Sequential erardg - Developmental LearninOlaterials

Functional Signs/Match-Up& - Yevelopmental Learning Materials

Integrated.Practical Activities for Elementary Lrades, 1980- Albgrta EducatiOn

Photo Sequential Chnds - Dgvelopmenthl Learning Materials

,Road Signs of the Times Ideal School Supply Co.

Safety f,or,Me,,Book I and II - Stanwix House.Inc.

Survival 'Signs - Ideal School Supply Co.

What Follows Next? - Ideal School Supply Co.

Winnie the Pooh on the Way to School --Walt Disney Educational Media Co.

HEALTH-

Just Awful - Addisoa-We'sley Children's Books

My Face and Body - Instructo Corp.

Yeaeody Early Experieace Kit - Psycan Ltd.

Peabody Language Development Kit, Level 4 Psycan Ltd.

'Your Mouth Speaking - Walt Disney Educational Media Co.

SAFETY

Bicycle Safety - Library Sound Services

Hansel and Gretel - Bailey Film Associates

. .Jiminey Cricket's I'm No Fool With Safety Walt Disney Educational Media Co.

'Jiminey cket's I'm No Fool'in Water - Walt Disney Educational Mdia Co.

Teaching the Moderate and Severely,Handicapped - Uniyersity Park Press

Winnie the,Pooh on the Why to School - Walt Disney Educational Media Co.

What's a Block Parent? - Tinsel and Sham Productions

'WORLD OF liORK

,Career Identity Cards - Developmental Learning Materials

os

tommunity Careers Flannelboard Set - Instructo 'Corp.

4 13

4/P 493

4.

WORLD OF WORK '(cont'd.)

Communit); Helpers/- Instructo Corp.-

'Deal Me In! ief,frey.Norton Pubs., Inc.

r.P:A. Mandel, 19E80 Alberta/Education

Job Puzzles - DeVelopmental Learning Materials

Occupational Match-Ups Developmental Lea4ning Materials

Occupational Photographs - DevelOpmental Learning Materials

Pre-Vocational Programme Packages - Vocational and Rehabilitation Research Institute4

Real People at)Work,- Educational Research Council of America

Workjobs - Addisan-Wesley Ltd.

HOME ANAGEMENT

ABC Cookery - Argus Communications

Classroom Cookery - Creative Teaching Press

Clothing Care Series - Interpretive Education

Cook and Learn - A Child'sWalnut Creek, Ca. 94595

k Book, 656 Terra California Dr. #3,

Cooking Activities for the Retarded Child - Abingdon Press

Cooking in the Classroom - Fearon-Pitman Publishers, Inc.

Crunchy.Bananas - Sagamdur Books-

D.U.S.O. - psycan Ltd.

'YEducation for Independence - Provincd of Manitoba,-Dept. of EduCation

Food and Nutrition - Butterick Publishing

apelp Yourself to Food - Ontario Association for the Mentally ketarad

Housing and Home Furnishings: Your Personal Environment

Kids Cookbook - Nifty GrittY Productions

Kids Garden Book - Nitty Gritty Productions

Kids in the Kitchen - Peninsula Publishing Inc.

LeesTo Some Cooking -.Continuing Education Publisher

414

4

s.si

.. ea

;

HOME441ANA'GEMtNT (cont'd..)-mot`gerLs Cards`,',

.

PeabodY Kist Psycan Ltd\.

Planning Meals and Syopping Copp Clark Publishing

Teaching Home Economics to Special Students J. Weston Walch

Turn.Kid.6-610ttlie Goad Food - Oiss,Owl Publi,cations1 a /cli.),,,

',i, ,..-- ..

YoungtHomemaker's Cookbook - Fearorv-Pitman Publishers, Inc.

, 4 .. . .

MONEY MANAGEMENT ..'

- . ...

.

,.,

,.

AdvertisingAnit - ChildFocusCo.

Children's ending - Household Finance Co.

('a'

,11.0.1.9R DEVELOPMENT/AND PHYSICAL AQTIV.ITIES 4

BasicMotor and Ball Skills - Bowmar/Noble Publishers, Inc.

,DancS/Movement'E4eriences - Educational Insights Inc.

Movement Exproratrian and Locomotor Skills -'NIMIS

Speciar Wucation Teaching Games - T.S. Dennison and Co, ,,,

Until the Whistle Blows - Goodyear Publisbing Co.

.

FIN TS AND INDIVIDUAL EXPRESSION

-

Art 'Edpcational ights

ng

Art is Elementa'ry - Teaching Visual thinking Through Art Concepts - Brigham .

You University Pres .tor.,

Arts and Crafte for Slow Lefrners - Instructo Curriculum Materials.

Crafts for the Very Di sabled and Handicapped of All Ages - Cha'rles C. Thomas Pub.

O.

).

Creative Art for the Developing Child (A Teacher s Handbook for Eaily h hoo -

Educ4tion) - Fearon-Pitman.Publishere', Inc.

' Dubnoff School Program I (Level II) - Teaching Resources,

_,. .. .

_

A Hanabook of Arts and'Crafils for Elementary and Junior High Scbool - Wm. C. Brown Co._ .

4I's

-, .

.Hafi tialther keibris - J.M.Dent and Sons Canada Ltd. e

-

-

415

a

FINE ARTS AND INDIVIDUAL EXPRESSION (cont'd.)

Learning Basic 'Skills Through Music - Education Activities, Inc.

Reaching the Special Learner Through Music - Silver Burdett Co...

Tom Thumb Early Learning Library - Rhythms PfoductionsA

Tutorgram Teachdng Systems - Enrighment Reading Corporati& of America

Your Art Idea Book 7 Instructor Publfcattons


-Animal Families - National Geographic Society

Animal Growth Sequential Cards Developmental Learning .Materials

Animal Sorting Games: Farm Animals, Forest Animals, River'and Pool Animals, -

Sea Animall, Birds,- Insects Development'al Learning Materials

Animals Around You Series - National-Geographic Society

PS

Animals that Build Their Homes -.National Geographic Society

Birds of Canada #6 - National Film Board of Canada

*the Classification Game - InStrUCto Corp:

Concept Town - Developmental Learning Materials

------, ---- -Consonant Pictures for Pegboard - Ideal School Supply

tt

'

Experimental Science Program - Sportshelf and Soccer AS"sCiation,

..

Family Face Puppets - Instructo Corp.

Flora and Fauna of Alberta,- Karvonen Films Ltd.

Homeand Family Occupations - Edu-Media

How Does It Feel When Your Parents Get Divorced? -,-J? Messner

The Many Faces of Children Posters - Developmental Learn g Materials

Pitaces Where Placits and Animals Lite - National Geograp lc Society

Wbere Do They Belong? Animal Classification - Instructo Corp.

Zoo Babies - Natiolial Geographic Society

416

I.

'

LEVEL 5,

UNDERSTANDING SELF AND QETTING ALONG WITH OTHERS

AlternatiVe Cards Devleopmental Learning Materials

Career Identity Cards Developmental Learning Materials

Exploring Our Emotions Se'tsco Educational Ltd.

Human Development Program: Magic Circle/Innerchange - Human Development Training

Institute

I KnOw HOW You Reel Bowmar/Noble-,Publishers Inc.

Instructional Programming for the Handicapped Student - Charles C. Thomas Pub.S.

Job Puzzles Deireloppental Leaffting Materials4

Kiddie QR - A Choice for Children - Qk Institdte

-Occupation Match-tps - Developmenial Learning Materials

Occupation PhoAographs - Developmental Learning Materials

100-Ways tdEnhahte SeIr=C9ercept'In the Prentice.LHarl, rnc:--

tv,

Peabody, Language Development LeVer 1 and 2,- Psycan Lta, /-

Project Me Let's Look For - -tOwmar7Nob1e Publishe Inc.

Relaxation A Comprehensive Manual for Adults, Children and Childreb with SpecialNeeds - Research Press Co. 4

Sequengng Sizes Ideal School Supply Co.

Social Learning Curci-c-u7l;.- Charles E.'MerrAl Publishing

Storytelling Posters Developmental Learqne Materials

WAshingtOt State Cooperative Curriculum, Binder 2 7 Universiti) of Washington

4YEL <

Bicycle Safety - Library Sound Services

,Functional Signs/Match-Ups - Developmental Learning Materials

International Signs and ,Symbols - Developmental Learning Materials

I.P.A. Manual, 1980 Alberta Education

417 )

(.4 '"-1

1

TRAVEL (cont'd.)

Road Signs,of the,TiMes - Ideal School Supply Co.

Survival Signs - Ideal School Supply Company, Developmental Learning Materials

HEALTHa

Love, Sex and Iiirth Control for the 'Mentally Retarded: A Guide f6r Parents

Planned Parenthood ASsOciation/Institute for Family Research and Eclucation

Selif-Care Sequential CarIlls - Developmental Learning Materials

Self-Care Series - Inter retive Eddcation

. Sex Education for the Developmentally Disabled: A Guide for Parents, Teachers

/

and Professionals - University Park Press

Teaching the Moderately and Severely Handicapped Udiversity Park Press;

THe,Problem: Acne - Interpretive.Education

mkt

1,4

.SAFETY

Bicycle Safety - LibrNy Sound Services

JimineY tricKet's I'm No F661--Wiefi-5iletT=-Wdit Disuy Eucationdl-Media-C76".

Safety Series - Marshfilm Enterprises Inc.

WORLD OF WORK

,Career-Canasta - .Developmental 14arning Materials

Career CrOsswords - Developmeptal Leirning Materials

Career.Identity Cards -Ievelopmental Learning Materials

Career Puzzles - Ginn and Company ).

Deal Me In! - Jeffrey Norton Publishers Inc.

Janus Job Interview Guide - Janus Book liblishers

Mix and Match Puzzles - dccupations - Developmental Learning Mater

Occupation Match-Ups - Developmental Learning Materials

Occupatkon Photographs - Developmental Learning Materfals

Shop Safety - Interpretive EducAion

Pre-Vocational Program Packages ; Vocational Research and Rehabilitation Institute

Work Experience Education Handbook - Alberta Education

418.,

k 498

°HOME MANAGEKENT.

ABC,Cookery - Argus Communications

Classroom Cookery - Creative Teaching PressC.

44Cooking Activities.for-the Retarded Child - Abingdon Press

Cookihg in-the Classroom Fearori4itman Publishers, Inc.

Crunchy Bananas Sagamour Books

Food and Nutrition - Library Sound Services

Help Yourself,tO.Food - Ontatrio Association for the Mentally Retarded

Housing and Home Furnishings: Your Personal Environment Butterick Publishing

Independent Living Sequential Cards - Developmental Le.brning Materials

Inevensive Apartment Decorating - Kdhl's Inc.

Instructional Programming for the Handicapped Student - Charles C. Thomas P

,The Kids Cookbook - Nitty Gritty Books

Kids Garden Book - Nttty Gritty Books

titern--1-Fentirsura-Punt'string, In Ae-

-

Let's Do Some Cooking -'Continuing Education Publishers

Lifestyles - 'Lakeshore Curricu um Matenaals Center

*Planning Meals and Shopping - Copp Clark'Publishing

Turn Kids on to the!oGood Food Wisced1 Publications4

What's COOkini? - Ebwmar/Noble Publishing

Young Homemaker' COokbook - Fearbn-Pitman Pbblishers, Inc.

MONEY MANAGEMENT

Advertiling Unit - Child Focus Co.

Children's Spending Household Finance Co.

Dollars ind Sense - McGraw-Hill Ryerson Ltd.

MOTOk DEVELOPMENT AND PHYSICAL ACTIVITIESet.4

e Motor Fitness Testing Manual for the'Moderately Mentally Retarded - American '

Alliance for Health, Physical Edycation and Recneation

a 419

-0

V.

MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES (cont'd.)

A Practical Guide f9i Training M.R. to Swim - Canadian Red Cross *society

0Special Exercises for Exceptional Children - KiMbo Educational

Water Learning: A.New Adventure Peek Publications

FINE ARTS AND INDIVIDUAL)EXPRESSION

Arts and Crafts for Slow Learners - Instructor Curric4um Materials

Body Concept Spirit Masters. Developmental Learning Materials

Body Concept Template - Develovffental Learning Materials

Dubnoff School Yrogram I, Level II - Teaching Resourtes Pub.

A Handbook of Arts and Crafts Eor Elementary and Junior High Teachers Wm. C. Brown-t-'

and Co.

CItIZENSHIP AND INDIVIDUAL,RESPONSITILITY 1111

. 4

Animal Growth Sequential Cards - Developmental Learning Materials

AnimalfSorting Games - Developmental fearni;ng Materials_ . _ _

Animals That Build Their Homes - National eograptOeSocietyJBighorn_ - _tional_FUra Bgard of Canada,

.Caribou of Northern Canada National Film Board o CanadaA.Cattle Railch - National Film Board.oE Canada .

Ghildren of Canada Series - National Film Board of Canada

Consumer Sequential Cards - Developmental Learning Materials

,

Experimental Science Program - Sportshelf and SOccer Assocation

Independent Living Sequential Cards - Developmentaf Learning Materials

KanataKits - Alberka HeritaA Learning Resources

The Life of Animals - National'Geographic Society

The Musical Ride*- National Film Board of Canada

Photo Sequential 'Cards -.Developmental Learning Materials

Places Where Plants and Animals Live - National Geographic Society

420

CITIZENSIIIIP AND INDIVIDUAL RESPONSIBILITY (cont'd.)

Precision - National Film Board of Canada

The Stories,of Tuktu4Series - National Film Board of Canada

Treesorts - Developmental Learning Maeerials

Where Do They,Belong?,- Animal Classification - Instructo Corp.

4'.

421

54)1 /

I

AO*

,

LEVEL 6


A

Career Identity Cards - Developmental Learning Materia,

Exploring Our Emotions Setsco Educational Lid.V

Human Development Prpgram: Magic Circle/Inner Change - Human Development

Training Institute

Job Puzzles - Developmental Learning Materials

+.1

,

pccupation Match-Ups - Developmental Learning Materials.:

Occupation Photographs Developmental Learning Materials,

Relaxation - A Comprehensive Program for Adults, Children and-aildren withSpecial Needs - Research Press Company

/

Social Learning Currj.culum - Charles E. Merrill Publishing

Storytelling Posters - bevelopmental Learning Materials.

Washington State Cooperative Curriculum, Binder 2 - University of Washington

TRAVEL

Driver Education - tFItS -Ar

I.P.A. Manual, 1980 - Alberta Education

International Signs - Developmental Leaining Materfals

HEALTH

),)

Feeling Fine - January Productions

Love, Sex and Birth*Control for the Mentally ReEarded: A Guide for Parents

Planned Parenthood Association/Institute for Family Research and Education

Menu- --Natidnal Film -Board of Canada

Nutrition Series - Marshfilm Enterprises Inc.

Self-Care Series - Interpretive Education

422

5f 10

-HEALTH (coned.)

..., . 4,0 N. ,

.4

Sex Education for the Developmvtally Disabledf A'Guidelor Parents, Teachdrs -

and Professionals University,Park Press,

,441111i -,, 0.

"Teaching the Moderately and SeVerely Handicapped, Volume 3 - University Park Press

The Problem: Acne - Interpretive Education-

SAFETY

Bicycle Safety - library.,Sound Serviices

Safety Series - Marehfilm Enterprises Inc.

WORLD OF WORK

,

the Cooperative Sports and Gapes Book:. 4Challenge Without GO;petition - Pantheon Books-

Janus Job Interview Guide - Janus Book Publishers

Special Education Handbook 7 Alberta Education

43-

Teaching, Exceptional Children (Progress by Partners in Step) - Council for

Exceptional Children

,HOME MANAGEMENT

ABC Cookery - Argus Communications

Apartment Hunting - Kah;:s Inc.

Buying Furniture for Your Homd.,-. Hopewell Books Inc.

Classroom Cookery Creative Teaching Press

Cooking' in the Classroom - Fearoli-Pifman Publfgfiers, Inc.

Crunchy Bananas Saomeor Books

4'inding-a Place to Live - Hoi;eliellBoofcs Inc.

Food and Nutrition - Library Sound Services

-

Help Yourself to Food - Ontario Association for the Mentally Retarded

'Homes and Lifestyles - The Choice is Yours - Guidance Associates

Housing and Home Furnishings: Your Personal Environment ButteriCk Publishing

Independent Living Sequential Cards - Developmental Learning Materials'

4Z3

HOME' MAQEMENT (cont'd.)

Inexpensive Apartment Decorating - Kahl's Inc.

'Kids, Cookbook - Nitiy Gritty Books

Kids in the Kitchen - Peninsula Publishers Inc,

Let's Do Some Cooking - Continui,ng Echication Pub.

Lifestyles 70's - ReleVant Productions, Inc., .

Planning Mealand-Shop'ping - Copp Clark Pp ishing

Steps to Independence: A Skills T6ining Series for Children with Special Needs -

ReseOtoch i'ress

Turn Kids on to the Good Food - Wise Owl Publications

Young Homemaker's Cookbook - Fearon-Pitman Publishers, Inc.

What's Cooking? - Bowmar/Noble Publishers Inc.

MONEY MANAGEMENT ,

Dollars and Sehse M6traw -Hill Ryerson Ltd.

to-Earn - -Mafex Associates-

Let's Go 5hopping - Changing Times'Education Service

The Money Series: How to BUY-rood, frOw to-ffUy r1O-t-hes, Banking, How to Budget

Your Money - Hopewell Books Inc.

Monopoly - Parker Brothers

Usling Arithmetic in Shopping - Interpretive Education


Color Me Red NatiOnal Y.M.C.A.

Feeling Good - National Y.M.C.A.

Junior-Senior High School Physical Education Curriculum - Al-herta Education

Motor Fitness Testing Manual for,the Moderately Mentally Retarded - American

Alliance for Health, Physical Education and Recreation

Special Exercises for Exceptional Children - Kimbo Edutational

424

-

- FINE ARTS AND INDIVIDUAL EXPRESSION

Row 2 Gerbil, 20 Goldfish, 200 Games, 2000 Books and I Taught Them How to Read -

Westminster Press

CITIEENSHIP AND INDIVIDUAL,RE PONSIBILITY

Animal Families National Geovaphic Society

Animals That Build Their Homes - National Geographic-Socizty

Broad Winged Hawks of Alberta - Alberta Parks, Recreation-and Wildlife

Children Of Canada Series National Film Board o,f Canada

' .

Cloven Hoofed Animals of Alberta - Alberta Parks, Recreation and Wildliie

Diving Ducks of Alkerta - Alberta ParkS, Recreation and Wildlife

Falcons and Eagles of Alberta - Alberta Parks, Recreation ana Wildlife,/'

Fish of Alberta - Alberta Parks, Recreation and Wildlife

How Animals Get Food - National Geographic Educational ServiceS;

4

How Animals Hide National Geographic EdUCational Services .

How Animals Protect Themselves - National Geographic Educational Services

Large Carnivores "of Alberta - Alberta Parks, Recreation and Wildlife

_---- ---The Life ofdAnimals - National Geographic Educational Services

Places We Plants and Animals Live Series National Geographic SerieS

Puddle Ducks of Alberta - Alberta Parks, Recreation and Wildlife

Swans, *Cranes and Geese of Alberta - Alberta Park, Recreation and Wildlife

Weasel Family of Alberta - Alberta Parks, Recteation and Wildlife

Wonders of the Desert World - National Geographic Educational Services

425

4.

a

TABLE, CONTENTS,

ACKNOWLEDGEMENTS i

-

_INTRODUCTION

LEVEL 1NUMBEESMEASUREMENT

B. TimeD. Temperaeure

LEVEL 2SHAPES AND pOSITIONALS

NUMBERSOPERATIONSMEASUREMENT

A.

B.

C.

D.

E.

MoneyTimeCalendarTemperatureWeights and Measures, S.

1

2

3

- '4

5

6

7

8

1 9

1011

. LEVEL 3-SHAPES AND POSITIONALS 12

NUMBERS13'

OPERATIqS 15

MEASUREMENT I.

A. Money 16

B. Time 17

C. Calendar 18

D. Temperature )19

E. Weights and Measures 20

' LEVEL 4

.

ft.

,

*.

.

'.

.*

. ,.

. .

...

4.

21

22

24-

25

26

2728

29

-SHAPES AND POSITIONALS

NUMBERSOPERATIONSMEASUREMENT

A. MoneyB. TimeC. CalendarD. Temperature '

E: Weights gnd Measures

LEVEL 5. 31

3234

SHAPES AND POSITIONALSNUMBERSOPERATIONS

, MEASUREMENTA. Money 36

B. Time' 37

C. Calendar 38

D. Temperature 39

E. Weights and Measures 40-

LEVEL 6SHAPES AND POSITIONALS 41

NUMBERS 42

OPERATIONS 44

MEASUREMENTA. Money '45

B. Time, 46

C. Calendar 47

D. Temperature 48

E. Weights' and Measures ,49

APPENDIX A - Overview . . . : ........... 51.0" vp

APPENDIX B - Student Profile/Checklist 61--

APPENDIX C - Resources 66

ACKNOWLEDGEMENTS

The following persons have contributed to the Computation Section Of the

Curriculum Guide for the Trainable Mentally Handicapped. Their assistance

is gratefully acknowledged.

The Special Education Curriculum Coordinating Committee;

The Trainabie Mentally Handicapped Policy Committee;

and in particular 4s. Else Holtz and Ms. Kathly Coulter.

(

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5

41.

40'

INTRODUCTION

1The Computation section of the curriculum guide includes four units of

instruction. They are: Shapes and Positionals, Numbers, Operations and

Measurement.

It 4intended that this section be integrated with the Living/VocationalSkills section so that these,concepts will have relevance to the student.Wher,evet, possible concrete materials and familiar items shtkuld be'used'to

. teach the skills. Real life experiences are an important aspect of tran-'feiring mathematical skills, especially those involving money. It is re-

.commended th t these learnings be enhanced and reinforced by practice inthe etvironm nt in which the student will use thes-d"skills, e.g. the cord

munity.

- An overvie .of all objectives with a page refexence to the curriculum, as,well as e student profile/checklist are included to facilitate instruction

in this_se.ction. (For further explanation of pecialized teaching strate-gies see Introduction and philosophy and Gene;gl Guidelines to Instruction).

5u9

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9

NUMBERSLevel 1


(I)

-

Note: Real life sieuations and materials should be usedthroughout the computation section.

The child:

Distinguishes between oneand more.

1

erever possible

Blocks, stackingtOys.

Baby LearningThrough Baby Play.

MEASUREMENT'Level 1

B. Time

. OBJECTIVES TEACHING STRATEGIES MATERIALS ,.e4

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C

The c11d:

Recognizes specificactivities associatedmith.day/night.

As*ociates sd'unds withspecific time devices,e.g. s9.unds of a watch,;lam of a timer.

..

\

'Sing day/night songs,

e.g. "Wee Willie Winkie'.

Provdde Opportunities forchild to listen to and playwith a variety of timedevices.

Sing time-oriented songs withthe child, e.g. "Hickory,Dickory, Dock".

2

51

Watches, clocks,timers.

MEASUREMENTLevel 1

D. Temperature

I,

t,

1

- OBJECTIVES /..TEACHING STRATEGIES MATEgIALS

- - .A.

The child:

Reacts appropriately whencautioned*that somethingis hot.

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SHAPES AND POSITIONALSLevel 2

OBJECTIVES

of

Real life situations and materials should 81.tesed wherever possible.throughout the computation section.

Note:


The child:

Distinguishts between twogeometric shapes.

MatChes simple shapes,e.g. form board.

Differentiates between,uR/down, in/out, on/off,open/shut.

/

Builds with geometricblocks.

Play sorting games with thechild, e.g.. "Put all Sheblocks-here, put all theballs there".

JP40,

Encourage child to play witha variety of puzzles.

Play games, having the child 'follow siMple directions foeplacement in space,e.g. "Let's go out".

IUse large bloCks.

1

.1

4

4Soft Spongy Shapes.

4VForm puzzle.Shapes Sorting Box.Stencils.

NUMBERSLevel 2 .

OBJECTIVES , TEACHING STRATEGIES MATERIALS ,

The child:

Rote counts to five.

\,4

Selects first/last in asequence of objects.

Distinguishes between one

and more.

Play counting games 4with .

child, e.g. "One, two, goto the zoo". Emphasize use

of numbers in everydaysituations, e.g. countingcookies on a plate.

Emphasize first/last terMsin everyday routines.

,Play games with. the childrepeatedly using the termsone, more, e.g. '..Here's one,

give me more".

--...

e

NumberHole Template.6

Numeral Puzzles.

Primary PlasticNumerals,

. Abacus.

Blocks, buttons,beads.

150 Plus! Games4 ond Activities for

Early Childhood.-r7

Jumbo Color Dominoes.

e.

OPERATIONSLevel 2

OBJECTIVES TEAtHING STRATEGIES1

MATERIALS.

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The child

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Combijhes 2 sets of 1 each.

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Give child one object. Give

him one.more. lielp him. .

count-them: 0"

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all

MikSUREMENTLevel 2A. Money

OBJECTIVES TEACHING STRATEGIES k MATERIALS

The child:

Sorts coins by color andsize,-

Identifies the numberassociated with one object.

4

Note: Use real money,only.

Play games with tle child,repeatedly using the term

"one" e.g. "Give me onepenny".

1

7.1 j

7t

Coins.

MEASUREMENTLevel 2,

B. Time

r

OBJECTIVES

The child:

---..Recognizes specific

activities associatedwiih day/night.

Identifies a timetellingdevloce, e.g. clock, watch.

V

4TEACHING gTRKTEGIES MATERIALS

4,

11,417. Oild'play in housekeeping corner.

Verbally pair aCtivitiei:with time of day; e.. "Putyour pajamas on; Wisnight time".

Display pictures of avariety of objects and havethe child 'point to the

picture of the clock.

8

517 .

1

MEASUREMENTLevel 2

C. Calendar

OBJECTIVES TEACHING STRATEGIES 1 MATERIALS

The child:

With assistance, recitesdays of the week.

Recognizes that he has a

,birthday.

Assists in building adaily calendar.

Recognizes extreme differ-ences between seasons.

441.

Use the-names of the daySof the week in daily con.4-

.versations with child,e.g. "Today is Monday, s6Dad goes back to work.".

Sing songs about the daysof the week.

Have child participate in hisown birthday paity plana.

Haye children participate inthis activity each day.

Display and discuss picturesshowing obvious character-istics of each of the fourseasons.

9

51S

Seasonal PosterKit.

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MEASUREMENTLevel 2D. Temperature

OBJECTIVES TEACHING STRATEGIES ,MATERIALS

The child:

,Discriminates between hot

and cold.

Identifies a refrigeriatdrand a stove.

Incorporate the terms coldand hot in everyday conversa-tions with child.

Devise numerous situationsdirecting the child to thestove or refrigerator,e.g. "Get me the carrotsfrpm the refrigerator." .

10

r

,MEASUREMENTLevel 2E. Weights and Measures

OBJECTIVES,

0 -

The child:

. TEACHING STRATEGIES MATERIALS

.7

Exptbres the use of some

measuring tools,e.g. measuring c_upl__

Differentiats betweenbig and little:

Differentiates betweenempty an full.

0

Provide large containersfille&with differentimedia,e.g. styrofoam, rice, wheat,'sand, water, and a variety -

'of measuring tools.

As part of a snack 'programhave child assist in pre!--

1Yaring_recrpes which requiremeasuring, e.g. cookies.

Incorporate these terms ineveryday conversations with

,-

Introduce.in plai*s,ituaElon.

11

-

Kick the Junk'FoodHabit with Spackers.

,Teaching the Moderately',--

..and Severely Handicappd, Vol. J.'

Water"' Learning:

Nera Adventure.

.-



Ffote: Real life situations and materials should be used wherever possiblethroughout the computation section.

The student:

Identifqes two common geo-metric shapes, e.g. circle,square.

Traces common geometrTt/ shapes. :

Copies two common geometricshapes: .

Croups geometric objectsbyone characteristic,''e.g. shape.

Differentiates betweeninside/nutside, top/bottom,in front pf/behind.

a4

Engage student in activitiesinvolving discussion; manipu-lation and reproduction of avariety of materials withdistinct Characteristicssuch as shapes, size, color,texture.

Use templates.

Have the student followsimple directions for place-ment in space, e.g: stand inf.ront of class: put'thepencil on top.

12

Parquetry Materials.Color and ShapeMemory Game.Multi-VariantSequencing Beadsand Patterns.Form Puzzle.Size and ShapePuzzle.

Colored Inch Cubesand Designs inPerspective. ,

Shape Stamps.

Wipe-off Cards,

Rublper Picture Puzzles.

Feel and.MatchCombination Set.

No+

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NUMBERSLevel 3


Tbe student:

Rote counts to 12.

Matches numerals 1 9.

Have the student play 'count-ing games, e.g.. 'kOne little

indian"; etc.

Provide games and puzziesinvolving a clock face.

*Have child match to sample.

With assistance, reads and Provide materials for tracingwrites num.-Orals to 5. and copying.

Arranges numerals 1 - 10

in order.

Names ordinals: first,

mdddle and last.

Have student play gamesinvolving recognition of anumeral.

Help student with dialing 9fphone.

Provide plastic numbers orcards with numbers and havethe student order'them.

Emphasize the use of theordinals in everyday life.

Training forIndependence -'Total Program.150 Plus: Gamesand Activities forEarly Childhood.

Felt board, playingcards.Workjobs.Primary PlasticNumeals.

A variety ofnumber lines.

Discarded AGT 'phones.

Pictorial NumberChart Panesl.

Identifies the set of Have student play games Colored Plastic

objects which correspAtt locating the requested. -chips.

to a given number up to 5. number of objects, e.g. "Give.. me four chips".

4

A

13

5

'NUMBERSLevel 3..

1.1Por.


.The.student:

Identifies the number/numeral that correspondsto a given set of objects'up to five.

Demonstrates some linder-

standing-of the concept.."half", e.g. half an apple.

wo

Have student play'gamesinvolving matching spts ofobjects to numerals,e.g. "Count the blocks -How many - good - now findthe number".

Let student fold or clit

materials in half,e.g. paper, string, anddiscuss.Give choice between I-6 or

whole chocolate bar.

14

Size and ShapesPuzzles.

Mth Games thatTeach, Books 1,2, 6.

Spirit DuplicatingMasters, Countingand Writing Numerals1 - 10.

umbo ColorDominoes.

t*.

OPERATIONS

Level 3.1


The student:

Combines 2 sets of objects,horizontally presented, toa maximum of 5.

Names and traces symbols

=t +.

Solves simple countingproblems verballypresented..

Separates a set of objectswith a maximum of 5members. ,

Present a variety of additioproblems with counting aids.Verbally incorporate suchterms as count, how many,how many in all.Note: Provide maximumstructure by consistentlypresenting the larger numberfirst.

Whenever possible emphasizecounting techniques to solvepractical classroom problems,e.g. "How many students arein the class?" "How manysciSsors do we need?"

Present a variety ofsubtraction problems withcounting aids. 'Verbally '

incorporate such terms as'L2.11-ke away, how, count therd.

15

MATERiALS

Beads, blocks,paper clips.

Math Games thatTeach, Books 1, 2,6.

Blocks, beads,cards.

MEASUREMENTLevel 3A. Money

OBJECTIVES TEACHING STRATEGIEf MATERIALS

The student:

Identifies and labelsseveral coins, e.g. nickel.

Identifies by value lc,5, 10c coins.

Identifies currency asmoney.

Identifies the number,assoqeed.withoa se of

coins up to Iive,e.g. perinies.

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r..

z.

z.

Note: Use real money only.

Have student play sortinggames involving the label,e.g. "This is a nickel -give me all your nickels".

A

Note: Always arrange thecoins in such a way that thegreatest denomination cRinis shown in the left, orupper left most positionwith the lowest denominationcoin in the right, or lowerright position.

Have student examine coinsunder a magnifying glass.Have student make pencilrubbings of coins, e.g. bothsides of pennies. Have stu-'dent mark the impressionsshowing the cent value.

Note: Use real money. Makesure that:Canadian coins areused.

Play games with the student,repeatedly Using numberterms, e.g. "Give me three'pennies".

16

5 ') )

Coins.

6.

Training forIddependence -Total Program.

4/10.

os

4

MEASUREANTLevel 3B. Time

A


The student:

Identifies specific activi-ties associated with morn-ing, noon and evening.

.Differentiates between theminute and hour ha ds.

il

With assistance, tells timeto the hour and useso'clock appropriately

*so

t2\.

ssociates sounds of timetelling devices-vwith somespecific events,e.g. school bell, alarmclock.

Discuss with the class someactivities associated withmorning 'and evening, e.g. goto school during the day,sleep at night.

Have class construct chartshowing time specificactivities.

Rote drill, e.g. minute handis the long hand and 4.tpoints to the minute.

Use shaping techniques suchas exaggerating theof th hands: colorhands to corresponding colored circlesclock face.

lengthcodeto match-on the

Provide games and puzzlesinvolving a clock face.

Use flash cards with time totheyhour.written in digitalformat, e.g. 9:00.'Use shapipg techniques -color coding.

t 17

Cardboard clockface with manipu-,

lative hands.

Spirit Duplicating *

Masters: First Time,

Telling Book.Telling Time.

MEASUREMENTLevel 3

C. Calendar

Ma{

OBJECTIVES TEACHING STRATEGIES "MATERIALS

The stuMnt:

Retites the days of theweek in order.

Names some of the months.-

RAognizes a calendar.A

I.

States month of own birth-day.

Associates extreme weatherconditions with seasons,e.g. snow/winter.

^.110.9

Conduct class drills ofordering the days of theweek.

Have the student participatein,the daily class calendarroutines.

Use the names of the monthsin daily conversations andwith daily class calendarroutine.

Display a variety of calen-dars thrOughout the school.

' Whenever appropl.iate pointthem out and di cuss theiruse.

Make a class chart f birth-days of students a.d discussregularl'Y.

Display and discuss Picturesshowing obous character-istics of each of the fourseasons.

Make a chart of seasonaaactivities. Make chart show-ing clothing appropriate eoreath season.

Children's calendar.Today's Date Box:

A variety ofcalendars availablein the community.

'Seasonal Poster Kit.

MEASUREMENTLevel 3D. Temperature

OBJECTIVES TEACHING .STRATEGIES MATERIALS

The student:

Discriminates betweenboiling/freezing. sot

Identifies some heatproducing devices andappliances, e.g. fireplace,

oven.

Provide practiCal experiencesfor the student to make ide

cubes, popsicles; boilwater to make cocoa. Discuss

different outcomes.

Provide situations fOr thestudent to experience'the.warming up effects of avariety of devices,e.g. standing in front ofa fireplace or bonfire,turning on a heater.Discuss the effects.

-"IP MEASUREMENTLevel 3

E. Weights and Measures


The student:

Measures, using nonfstand-ard units of measure, for-approximate. results,

e.g. three cans full, twoclothespin lengths.

,With assistance< measuresobjects and lines using acm. ruler.

Differentiates betweenlarge and.small.

Differentiates betweenheavy and light.

Differentiates betweenlittle and much.

Differentiates betweenshort and long.

Set up a learning stationwith-pictorial task cards.

Measure cpmmon objects,e.g. desk top.

Incorporate these activitiesinto other areas: cooking,arts and crafts.

Use objects first and besure length does not exceedthe number concepts the stu-dent knows.

Color cue, starting and end-ing points of lines for ea'sy

measuring.

Continually provide oppor-tunities for the studentto"manipulate and comparea variety of materials whileincorporating the appropri-ate vocabulary.

-.20

v:t

Cooking in theClassroom.

Centimetre ruler.

SHAPES AND PdSITIONALSLevel 4

OBJECTIVES

1.


Note: Real life situations and materials should be used wierever possible

throughout the computation section.

The student:

Identifies four geometricshapes: circle, square,triangle, rectangle.

Copies most geometricshays.

Groups geometric objectsby two characteristics,e.g. size/color.

Differentiaees betweenover/under, above4e1ow.

Engage student in activitiesinvolving discussion, manipu-lation and reproduction of avariety of materials withdistinct characteristicssuch as shape, size, color,texture.

Have student follow simpledirections.for placementin space, e.g. jump overthe beam.

21

.

' A Variety ofParquetry Materials.Color and ShapeMemory Game.Size and ShapePuzzle.

Stencils.Colored InchCuhes.and Designs.Shapes Dominoes.Multimoes.Shape Stamps.

Wipe-off Cards:Pattern Repetition;External Differences.

auhber,Puzzles.

Feel and Match;Combination Set.

NUMBERSLevel 4

OBJECTIVES TEACHINg STRATEGIES MATERIALS

The student:

With assistance, rotecounts .to 50.

With assistance reads andwrites numerals to 20.

Arranges numerals 1 - 25 in

order.

ft

Names ordinalF: first to

fifth. 4

Identifies the set ofobjects which correspondsto a given number up ,to 15.

'Identifies the number/numeral that corresponds toa given number up to 15.

Have the students play groupgames.involving'cote countinge.g. bean bag toss, tag.

Have students count outfamiliar objects, e.g. play-ing cards, coinS,' nIpber ofstudents in class.

Provide materials forttracing and copyin&

Have student play gaLs invol

ving recognition of numerals.

provide practical experiencesTfor the student to applynumbers, 'e.g. fibone, select-ing television channel.

Provide worksheets for stu-dent to in missing

numbers.

Devise class quizzs forordering numbers, e.g. "Whatnumber comes,before 5?What number comes,between6 and 8?".

'Emphasize use of ordinals inevery day terms, e.g. firstof July.

Have student count out therequested number of objects,e.g. get 12 spoons.

Have'the student match setsof objects to numerals.

22

5

Training forIndependence -Total Program.-

Number Bing

IJorkjobs.

Math Games thatTeach, Books 1,

6.

Splkit DuplicatingMasters:. Cotntingand Writing Witerals1 - 10.

NUMBERSLevel 4


The student:AO

With asistance,,rotecounts by 5's and 10'sup to 30.

Describes .relationshipsbetween two sets as beingsame or different.

Have the student touch andrepeat the summing up,ofunits of 5's, 10's,e.g. coins.

Have the student count themembers of two sets andcompare the number..Non: Members of sets mustbe like objects.

Iaentifies a variety of Stress the presence ofuses of numbers, e.g.. age, umbers in the environment,bus number. e.g. license plates, street

signs, classroom.numbers.

Identifies the two halvesof,an object.

rN

Provide a variety of materials of, different size andshape divided into2halves.Have the student match thehalves.

23

:{7:1

Li -)

Cuisenaire rods.

Die, tokens, cardswith dots.

Household items,e.g. cutlery.

OPERATIONS_Level 4

OBJ'ECTIVES TEACHING STRATEGIES 4 MATERIALS

The student:

Combines two 'sets of s

objects Horizontally pre-sented, to a maximum sumof ten.

Reads and writes symbols =,+.

Solvd, written adaitionproblems, in horizontalfo.tm, to a maximum sum often, e.g. 4 + 1 = 5.

Solves word probIems,verbally presented, to amaXimum sum of 0.ve.

Separates a set:of-ohiectswith a maximuM ;of ten. .

_members.1

if

4p.

Present a variety of addition Beads, blocks,

problems with 'counting aids, paper clips.Verbally incorporate suchterms as cOunt, plus, add,equals, equal to.

Note: Pr6vide maximum struc-ture by consistently present-ing the larger' number first.

Show the stuAdent how to con-vert the-written problem in-to correSponding sets ofobjects, e.g. 3 + 2 = 5.

Provide rote drill andpractise exercises,e.g. 2 + 2 4.

Note: .Providspimaximum struc-tdre by consfEtently present.-ing the larger numher first.

Show the student how to con-vert the verbal problem intocorresponding.writtea format,e.g. Three blue cars and oneblue car. How many cars?3 + 1 =

,Prasent a variety of subtrac-tion problems with countingaids.

Verbally inCorporate suchterms as count, take away,minus, equals.

24.

Clown Math Addition.

Flash cards.

Math Games thatTeach, Books 1,2, 6.

,Blodks, beads,

cuisenaire f6ds,rulers, cards.

MEASUREMENTLevel 4

A. Money

44

*

, OBJECTIVES TEACHING 'STRATEGfN MATERIAL'S

The student:

Identifies and labels allcoins.

Identifies by value coins,1, ,5c, 10c, 25c.

'Identifies paper currency

'as money.

Identifies the numberassociated with a set of,

.coins up to ten, e.g. pen-'nies.

Demonstrates understandingof'the telationship betweenfive pennies and one nickel.

Differentiates'between,thenumber of-members of a setof coins and their sum to amaximum of,10e, e.g. howmany, how much?

Note: Use real money onljr.,4

Have student engage in tort-ing,act4vities involving theiabel, e.g. "Here is a.quarter, give me a quarter".

Note:' Always arrange thS.coins in such a waY,that thegreatest denomination coin is.

shown in the left, or dpperleft most, position with thelowest denomination coin inthe right; or lower position.

Have student comply-withrequests for coins by value,

both written..and"verballV,e.g. give me 10c.

Have student,run errands to'purchase small items withpaper Currency. .

2H ve student purchase smalli ems independently.

Have the student count thenumber of coins in given

sets.

Provide drill and practiseexercfses to convert nickelsto panOies and vice versa.

Note: mak& sure thatCanadian coins are used.

Present a variety of group-*ings of coins for counting."How many coins, how much?"

275

31

Coins' and $1.00

Training forIndependenceTotal Program...

MEAStiREMENT

Level 4B. 'Time

OBJECTIVEg* TEACHING STRATEGIES MATERIALS

The student:

Demonstrates understan4ing,of concepts before/dfter,e.g. after supper.

Uses the term o'clockappropriately:

Tells and writes time tothe hour.

Associates sounds of time-teliing devices with anincreasing number ofevenes, .e.g. recess.

ir

Discuss and encourage theAe of these terms whenever(IpproPriate.

Drill and practise usiflash cards with numbeHave the student match tocorresponding number on clockface and say the'time usingthe term "o'clock".

Have student manipulate thehour.hand according toteacher request, e.g. "Showme 4 o'clock". Then writethis time in digital f6rmat.(Tape down minute handspointing to 12.)

Use puzzles which match clockface time lo digital number.

26

5 3 :;

Cardboard clOckfaces with manipu-lative hands.Clock Stamp.

Spirit DuplicatingMasters: First TimeTelling Book.

Telling Time.

Time Bingo.

MEASUREMENTLevel 4 kt

C. Calendar

OBJECTIVES TEACHINt STRATEGIES

The student:

Identifies the diay of the

week, e.g. todayl is

Wednesday.

Have student participate indaily class calendar routines,including today's date.

Have student arrange cardswith names of the days ofweek in order.'

Conduct class drill exercisesto name the days before andatter a given day,e.g. Friday come after

Thursday.

States month of major Always pair month with

calendar events, event when discussing these

e.g. Christmas/December. 7 in class. Provide eachstudent with own calendar for

With assistance, usesnonth4y calendar.

States day and month af

own birthdaY.

States seasons'of theyear.

use throughout the year.Have student locate majorholidays or sports events onthe school calendar. X

Make a class chart of stu-dent's birthdays and discuss

regularly.

Make chart of environmentalcharacteristics of seasons,e.g. yellow leaves in fall.

Play games matching seasonalcharacteristics with appro-

priate season.

27

MATERI

Today's Date Box.

Identical calendarsfor each student,available at loCalbank.

9

MEASUREMENTLevel 4

D. :Temperature

Th


The student:

4'Discriminates betweencold/cool, hot/warm.

Identifies soie cooling.devices and appliances,e.g. fan, refrigerator.

%ow

Have the student experimentwith hot and cold wa4r taps.

Provide opportunities forthe student to alter theteMperatute of a varietyof items,Je.g. mix hot

.

water with cold, cold waterwith hot. Blow on hot food,

\cooling down a,drink, .

leaving icecream to melt.

Incorporate these terms ineveryday conversation's with

the student.

Provide situations for thestudent to expgrience thecooling effects of a va ietyof devices, e.g. settijello in refrigerator,standing in front of a an.

.28

5

'Sr.;

MEASUREMENTLevel 4E. Weights and Measures.." , \

OBJECTIVES

JTEACHING STRATEGIES MATERIALS

......0..

4

di&

Ito

Note: Be aware of metric colversion and make certain studert learnsboth metric and imperial terms as apply to his envircnment.

s..

The student:

Measures, using non-stan-dard units of measure, forapprokimate results,e.g. five pencil lengths.

V . %

Measures objects and linds,.using a cm. ruler.

I

Set up4

a learning stationwith pictorial task cards.

Measure familiar lengths, .

using body parts, e.g. hand,Tot lengths.

Have student measure objdots/' objects on a page and record

length.

Identifies standard termsused in measurement:dozen, meter, liter.

.

Identifies standard toolsof measurement,,e.g. ruler,bathroom scale.

c.,

.ta.....,

vUse activities where studentmust measure for constructionof simple projects, e.g. wood-en airplane, felt bookmark.

Help Yourselfto Food.

t

E.P.A. Manual.

,

Use these terms for practical Creative Math

projects, e.g. shopping, Experrences formeasuring height. the Young Child.

Play guessing games: 6I

want to weigh myself - Whatdo I use"?

'Make a picture book ofmeasuring tools.

,

.

Incorporate the use of thesetools in measuring activities.

- Measures in liters and half- Visit a store, dairy..

liters.

-

Use recipes which involve. measurement, e.g. juice,

cocoa, milkshakes.

1

29

5 '4

0

.*

iva

r I

Nr........"""'

r

MEASUREMENT*Level 4


6BJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Indicates size of some ofown clothing.

Classi,fies dissimilaritems by size.

Classifies obviously dissimilar items by weight.

Classilles like containersof liquid by volume,e.g. more than; less than.

Differentiates betweennear and far.

Measure heights and weightsof students and record onchart. Compare and discuss.

4%.

Aen appt"opriate incorporate'these terms in conversationswith the student, e.g. whiletravel trainfhg.

Note: rse appropriate terms,e.g. liter, kilometer, etc.

a

SequencingSizes.

Tabletop LogicalElements.

Comparison Balance:A

a



I

0

,Note: Real-life situations and materials should be used wierever possible

throughout the computation section.

The student:

Identifies some less coSm-

mon geometric shapes,e.g. cross, oval.

Consucts some commongeometric shapes.

Groups geometric objectsby three characteristics,e.g. shape, thickness,texture.

Differentiates between'most relational opposites,e.g. Upside-down, rightside up.

Identifies mos:t geometricshapes in the enviithment.

t..

A

)

la,

.

Engage student in activitiesinvolving discussion, manipu-/ation and reproduction ofa variety of materials withdistinct characterists suchas shape, size, color,texture.

Note: Use materials thatare functional where pos-sible.

^

e

Have student follow direc-tions for placement inspace, e.g. put it upside-down.

,

Superfection Game.Wipe-off Cards.

Shapes dominoes.Multimoes.Treesorts.

11

Design Blocksand Patterns.

Rubber Puzzles,Feel and MatchCombination,Set.DimensionalConcept CylinderS.

Engage student in activities . Superfection Game.

involving discussion, manipu- Treesorts.

lation, reproduction of avariety of materials withdistinct charac,teristics §uch

.

as shape, size, color,texture.

b31

..

..

A

a

NUMBERS.

Level 5

JECTIVES

-----,....--., The student:

IIP


r.

With assistance,orotecounts to 100.

N\

With assistance, reads anwrites numerals to 50.

Auanges numerals 0-50in order.

c,

Have the student play groupgames involving rote counting,e.g. Efean bag toss, tag.

AdPHave student start countingfrom various points, e.g. 52.

Provide materials for copyingof numbers.

Provide worksheeti forstudent to fill in missIng

numbers.Devise class quizzes forordering numbers, e.g..Whatnumber comes before 12?What number comes between18 and 20?

Names ordinals: first to Emphasize the use of ordinals

tenth. in everyday terms, e.g. ninthof Augusk.

Identifies the set of

objects which correspondsto a given number up 'to

25.

fdentifies the number/numeral that correspondsti a given set of objects

up to 25.

With assistance, counts ,

by groupings of 5's and

10's up to 60.

Have the student count outthe requested number ofobjects.

Have the studen;.< match sets

of obiects torKumerals in avariegy of situations,e.g. How many eggs in a

carton?' How many cars in the

parking lot?

Help student group in unitsof 5's and 10's using a '\

variety of materials,e.g. paper clips, pennies,

screws.

A

Clown Math Book 1. v

Cuisenaire rods.

OP

NUMBERSLevel 5 010'

OBJECTILIg5/

The'student:

TEACHING S/RATEGIES MATERIAI2

With assistance, describesrelationship of sets asmore than, less than, equalto, many/few. ,

With assistance, recognizesthe use of numbers in dailyliving, e.g. telephone /number, sbus numbers.

Identifies the fourquarters 'of an objet.t..

4

Have the students compareeach other's telephonenumbers for sameness anddifferences.

Provide a variety of mate-rials of different size andshape divided into quarters.Have the student match thequarters.

33

5.1

OPEthIONS.tevel

, OBJECTIVES; TEACHING STRATEGIES MATERIALS

s'

The student:

Translates sets:ofobjects, horizontallypresented, into written

notation.

With assistance, operatesa hand calculator.

With assistance, performsbasic operations' with a

'hand.calculator, includingrote use of decimal point.

Solves written additionproblems, in both thehorizontal andverticalform, to maximum sums

4

of 25 using countingaids,e.g.\ 10 + 5 = 15, 10

+5

15.

,Solves word problems,verbally presented,to a maximum sum of 10.

a

41t.

Present the student with a Coins.

variry of coins orderedfrom highest to lowestvalue and have him recordthe value of each coinseparated by a plus sign,e.g. 10 + 5 4- 1 + 1 = 17.

Note: Sum by using countingaid.

Use calculator with largenumbers.Set up store situation.

Have the student convertverbal problems into corresponding written format,e.g. 3 apples plus 2 apples

plus 2 apples equals howmany? (3 + 2 + 2 = 7).

34

Hand calculator.

OPERATIONSLevel 5

dl


The student:

Separates a set of objectswith a maximum of 25members, and records theresults.

Solves simple writtensubtraction problems, inboth horizonital andvertical form, usingcounting aids.

Present a variety QS subtrac-tion problems with counting

aids. Verbally incorporatesuch terms as count, takeaway, mirrobk, equals. Do not

use regrouping.

Have' the student convert thewritten prOblems into corres-ponding sets of objects. Do

nOt include borrowing.

35

Cuisenaire rods,ruler, cards.

Clown Math Book 1 and II.(subtraction).Ye Old Math, Additionand Subtraction.

MEASUREMENT ,

Level 5Money


4

See Living/Vocational Skills: Money Management section.

The student:

With assistance, reads andwrites money symbols,e.g. $ and c.

Identifies and labels thrtebills: $1, $5, $10.

Demonstrates understandingrof the concept of equiva-lence of coins up to 10c,e.g. 2 nickels = 1 dime.

Differentiates betweenthe number of members ofa set of ceins and theirsum to a maximum of 15C,e.g.. how many, how much?

Note: Use real money only.

Have student copy pricesfrom newspapers, magazinesand grocery items.

Note: Always arrange'thepaper currency in such a waythat the greatest denomina-tion bill is shown in theleft or uppetmost-left.,position with the lowestdenomination bill in theright, or lower rightposition.

Provide drill and practiseexercise to convert nickelsand pen fes to dimes andvice, v rsa.

Coins.

Present a variety of group- . Training for

ings of.coins for countin4. Independence -

Repatedly ask, "How many N Total Program.

coins, how much?" (cents).

Play money bingo. Have stu-dent shop for groceries withpatent, *teacher, etc.

36

MEASUREMENTLevel 5

B. Time --

OBIECTI:ES TEACHING STRATEGIES4k

MATERIALS

The studene:

Demonstrates understandingof concepts before/afterin relation to the clock'faêe, e.g. ,after 4 o'clock

Uses the term "half-pst:".-

apOtropriately.

WitA assistance, tells and. writes tiMe to five

.minute intervals.

With assistance,associates AM and PM.withgeneral time.of day.

With assiStance,operates time devices,e.g. alarm clock, oventimer,

,Discuss and,encourage the

use of these terms whenever

appropriate.

Pictorially represent thehalf-hour by dividing theclock Tace vertiCally withone half shaded, and disduss.

Provide worksheeEs forstudent to practise convert-ing clock face time todigital; format and vice

'versa.

Have student read time usin

a variety ofe.g. indoorsdigital.

clocks,

and outdoors,

ro,te counting by 5.'s,t

60:using a clock face.

Provide student with listings

of television schedule.Use travel,schedules forclass discussions.

Encourage the student to timeown performance, e.g. setximer for given activity.

Have student check time when

he begins an activity and

'completes ii. Have student

state how much time theactivity took.

37.

Clock face.

ClockPuzzles.Clock Stamp.

Spirit DupliàatingMasters: First Time

Telliu Book.

'Telling Time.

Time Bingo.

MEASUREMENTLevel 5

C. Calendar.


1

MATERIAlk

The student:

Demonstrates understandingof the concept yesterday,and tomorrow, e.g. "Itrained yesterday":

With assistance, uses aQalendar.

States day and month ofbirthdays of some familymembers.

Relates most months of theyear with seasons.

'Have student participate in Today's Date Box.

expanded daily Oass calendarroutinespy. e.g. "Yesterday was

ThursdaY, June 26".

Conduct class discussionsinvolving past and futureschool events..

Conduct exercises requestingstudents to name days of weekim terms of yesterday,and

t tomorrow.

Have student make a calendarof 'the month.

Help student to lb&ate andrecord own and others'birthdays'on his calendar.

Include name of currentseason with daily clasScalendar routines.

Om.

38

,

-

A variety ofcalendars availablein the businesscommunity.,

\

MEASUREMENTLevel 5

D. Temperature

OBJECTIVES

eft

MATERIALS k

104.

,The student:

Discriminates betweenwarm and c ol,e.g..weathe , temperature

of water.

With assistance,some temperaturecontrolling devices,e.g, thermostat, tan.

Associates own.physicalcondition with currenttemperature,e.g. perspiration/heat.

operates

Identifies a thermometer.

Introduce the student to avariety of water taps, in-cluding those color coded,e.g.oblue - cold.

Incorporate thise terms ineveryday conversations with.the student, e.g. what towear on a w.Ar,m :day versus

cool day..

Have_student use oven toat/cook synp1e ,dishes.

Discuss a variety of physicalreactions to temperatures,e.g. shivering when cold;sunburns.

Expose student to different

types ofeyherff97kters,

e.g. bZdyc outdoor,'indoor.

.

a,

4

39,

51! S

.

NIP

MEASUREMENTLevel 5 .


OBJECTIVES't TEACHING STRATEGIES

Note: Be aware of--Retric co

both metric alnd impe

The student:

With assistance, measuresfor coOwative results.

.Measures rooms, hallways-and larse obiects inmeters, using,'meter stick.

Identifies how familiaritems are packaged,e.g. egg,s - dozen, tinsowp - ounces. -

Identifies,and labelsstandard tools of measure-ment, e.g. .1.'eigh scale.

With assistance, measuresin ml., grams, e.g. recipes,.

Indicates size of Clothing.

On

MATERI LS

Aversion and make c'erlain stude t learns

ial terms as apply to his envir nment.

Use exploratory situationswhere students must usemeauuring devices,e.g. balance scale, differentsizes of containers, differ-ent lengths of materials.

A

Take field-trips to grocerVstores, hardware stores,,clothing stores.

.

Provide measuring experiencesand have stuClent locate thecorre6t tool before startingthe attivity.

ComparisonBalance;

Use metric recipes in cooking Department of

experiences. Start with the Agriculture Materials.measuring tool and match thesize. Use recipes that cor-reSpond to the marking oncontainer, e.g. measuringcyp or color coded containers.

Collaborate'with parents.Have student select own sizein personal clothing.

- 40 c


OBJECTIVES

a

TEACHING STRATEGIES' MATERIALS

Note: ,Real life situations and materials should be used wienever possiblethroughout the computation section. -

Thelsdtent:

Constructs most commongeometric shapest

1

Groups geometric objectsby a variety of charac-teristics, e.g. shape,color, size, texture,thickness.

41

Design Blocks'and Patterns.

Treesorls.

NUMBERSIeve.,1 6

F

OBJEeTIVES

The student:


Reads and Writes numeralsto 100.

With assistance, reads andwrites numerals beyond 100.

Arranges numejals 0 - 100in order.

Kames most,ordinals from ,

first to thirty-first.

Counts by groupings of 5'sand 10's.

With assistance, countsby groupings of 25's.

Describes relationships ofsets as more than, lessthan, equal to, many/few.

Recognizes the use ofnumbers in daily living,e.g, house and streetnumber combinations, postoffice400 numbers.

Have students participate inbingo games.

Provide worksheets cor stu-dent to fill in missingnumbers.

Devise class quizzes fix,ordering of numbers,' :

e.g. What numher comes becore78? Whatnumbers comebetween 62 ahd 65?

Fmphasize the use of ordinal§in everyday terms, e.g. June23rd.

Have student group in unitsof 5's and.10'6* using avarietrof materials.

Help the student rote countby 25's to 100.

Have the student count themembers of sets and comparethe number.

WitA class, 'sit the neigh-2

.borhood to locate same housenumber on several streets.Compare for sameness and dif-ference of adtress.

Post Office and apart-ments to examine mailboxnumhers.

'

4t

- 42

Bingo games.

Paper clips, coins,/pebbles. .

Cuisenaire rods.

Ouarters (25c).

-

4

e.

,

NUMBERSLevel 6

OBJECTIVES 44TEACHING STRATEGIES

<'

MATERIALS

The student: ,

Provide a variety ofmaterials and haveAhestudent divide kAto,halves,and quarters as requesped,e.g. cut, draw, fold.

/-*

OPERATIONSLevel 6

OBJEqIVES TEAHING STRATEGIES MATERIALS:

The student:

Operates a handcalculatbr independently.

Perfbrms basic operationswith a hand calculatorincluding rote use-ofdecimal point.

Solves written Additionproblems in both thehorizontal and verticalform, using a hand

calculator.

Solves word problems,verbally presented,to sums greater than.10,using a hand calculator.

Solves writteR subtractionproblems in bothhorizontal and verticalform, using a calculator.

Have students go on fieldtrips to stores to makepurchases and use calculatorto ascertain total cost.

.Provide drill and practiseexercises using practical

examples.

Have student converr theverbal problem into the'corresponding.,..written format

for use with a handcalculator.

Provide drill'and practiseexercises using practicalexamples, e.g. "I have a

dollar. It cost 78c. How

much do I get back?"

.44

ShOming list.

L

MEASUREMENTLevel 6A. Money

OBJECTIVES TEACHINO STRATEGIES MATERIALS

Note:- See.Living/vocsational

The student:

Reads and writes moneysymbols, e.g. $ and C.

Identifies and labels avariety of paper currency.

Demonstratessunderstandingof the concept of equiva-lence of coins up to 25c,%.g. 2 dimes + 1 nickel = 1

quarter.

Demonstrates some under:standing of the concept ofequivalence of coins uji to$1.00.

Differentiates between thenumber of members of a setAof coins and their sum to amaximum of 25, e.g. howmany, how much?

Skills: Money Management sect on.'

, 7

Note: Use real Money only. Coins.

Note: Always arrange thepaper currency in such a wavthat the greatest denomina-,tion bill is shownlin theleft, or upper left most,position with the lowest de-nomination bill in the right,or lower right position.

Provide drill practiseexercise,to convert pennies,nickels, and 4mes to guar-ters and vice v

csa.

Present a variety of gebtip-1

ings of coins for counting.Repeatedly ask, "How manycoins, how much?" (cents).

Use shopp'ing trips, etc.

45

4

MEASUREMENTLevel 6

B. Time

- OBJECTIV.ES TEACHING STRATEGIES.' MATERIALS

The student:

Demonstrates understandingof the concepts, early,late, on time.

Uses the terms "quarter'past" and "quarter to";appropriately.

Tells and writes time.

Associates A.M. and P.M.with general time. of,day.

Jrt

Operates simple'timing,devices.

Discuss and encourage theuse of these terms wheneverappropriate.

Pictorially represent theivarter hours by dividingthe clock ;ace and shadingthe apptopriate quartersand discuss.

Provide worksheets forstudent to.practise converting clock face timedigital format and viceversa.

9

ClockPuzzles.

to Clock Stamp.

Have student read time usinga variety of clocks,.e.g. '111400rs and outdoors,

digital.

Provide student with avariety of schedules fordiscussion and comparison,e.g. train and busschedules.

Encourage the student tobe responsible for settingown alarm clock. %

F.

5

Telling Tike.

Time Bingo.

J

MEASUREMENTLevel 6C. Calendar

N


The student:.

,Demonstrates understandingof the concept of thisweek, last week, and nextweek.

Uses the words "before"and "after" correctly incalendar terms.

Uses a calendar."

StaLs day, month_and year9f owm birthday:

o Relates specific Calendarevents with seasons,e.g. Christmas/winter.

Have student participate indaily class calendar routine.

Conduct discussions involvingevents of past, present andfuture weeks.

Involve student in discussionwhich facilitate use ofthese terms.

Have student record' special per4onal eventspedn own calendar.

Help student complete avariety of pub11(e....1orms which

require recording of his dateof birth, e.g. SocialInsurance Number.

Help the student locateand mark the days on whicha new season starts,e.g. June 21/summer. Then

have the student examinecalendar for given seasonand list special events forthat season.

47

r

A variety of'calendars availablein the businesscommunity.

MEASUREMENT. Level 6

D. Temperature


The student:

Discriminates between avariety of temperatures,e.g. cold, colder, coldest.

Operates"some temperaturecontrolling deviceS,e,g. thermostat.

Associates a variety Ofbody cOnditions with pre-vailing.weaW;ter.

111

Demo,nstrates rudimentaryuse of'temOeraturemeasuring devicese.g. outside thermometer.

4.

4

Provide oriporunities forthe student to compare arange of temperatures,e.g. fill jars with water ofdifferent temperatures bvcold, colder, coldest.

Discuss Physical reactionsto diff rent temperatures,e.g. fro tbite', peeling aftersunburn.

-

Color code a large outdoor

thermometer according togeneral tempeiature rangesusing conventional color

'-coores,, e.g. red for very

warm.

Hylp student read outdoortemperature.

48

.

MEASUREMENTLevel 6

.E. Heights and Measures


_

(

r)

,

Note: Be aware of metiic conversion 'and make certain studert learns

both metric and imperial terms as apply to his envircnment.

4The student:

Measures.for comparativeresults, e.g. heavier,than,shortec than.

,

Use balance scales and then

have students estimate.A

Use a matching procedure forlength.

Reads and measures in linear Have student measufe.size of

units, hallways, doorways, floortiles, carpet remnants.

4.

Identifies how.familiaritems are packages,e.g. meat.

Reads and meaures incapacity and weight units,e.g. ml., grams.

Identifies differences insize of containers in

°stores.. '

Indicates size of clothing.

*Demonstrates mastery ofconservation of mass,e.g. same/different.

1

t

Provide ex eriences wherestudent mu t measure tosolve a problem, e.g. eachair go through the doo ay.

dollaboratGo on shop

with patents.ing trips.

.. 4

Metric Introd tion

to Linear Measurement.Metric Madness.Metric Cooking.

, .

Provide cooking experiences erry Metric Cookbook.

which involve metric measure- .

ment. Metric Fun CookingCara,.

-Take students on field trips

to stores. Have studentspurchase different sizedcontainers of food.

Refer to the writing ofJean Piaget regarding conser-vation tests.

of

49

,

Young HomemakersCookbook.

0

c

,

A

MEASUREMENTLevel 6E. Weights and Measures

OBJECTIVES

f

r`v

The student:

TEACHING STRATEGIES ' MATERIALS

,Demonstrates mastery ofcdhserv'ation of weight,

6.g. same/different.

Demonstrates masLry ofconsvvation of volume,

same/different.

Compares familiar dis-tances, e.g. nearest,farthest.

Encourage use of these termsin everyday conversations

50

1'7711

5 ,0

4

A

t

,

,

,.

ANENDIX A

OVERVIEW

t

;

,

1

)1

pi

,

i

4

,

1

4.

I., SHAMS AlliPOSIIIONALS. _

LINFL

414

:.

,

4 ',lit,

*At'

CEVEL 2

Distinguishes betweentwo geometric shapes.,p. 4 A

liatches %11apes,

d.g. form board. p: 4

,

,

Vw

Diffheritiates betweeny/down, in/out, on/off,open7shut. p. 4

1

Duilds with geometricblocks. p. 4

LEVEI, 3

Identifies two common rgeometric shapes,.c.g. circle, square.

12.12;

Traces commom,geometricshpes. p. 12

Copies. two common geN-

metric shapes. p. 12 ,

I

qrougeometrie objectsby opc characterl%tic,e:g. shape. p. 12

Differentiates betweenin%ide/outside, top/ '

bottOm, in front of/be-hind. p. 12,

1

LEvri 4

IdentiTies Emir geometric shapes: 'circle,?quare, triangle, rec-'tangle. p. 21

Copies most geometric

shapes., p. 21 :

Croups geometric obby two charactcriste.g. size/color.

ect%cs,

2 1

6ifferentiates between.Iverjunder, aGove/below.

p. 21

.-v

. ,

1,.VEL 5

4-Identifies some le%scommon geometric shapes,e.g. cross, oval.. p. 31

/

Constructs some common .

'geometric shapes. 31

Croup% geometric objectsby three characteristics°e.g. shape, thickness,textum p. ,31

Differentiates betweenmost relational opposi-tes. e.g. upside-down;right side up. p. 31

Identifies most geo-

metric.sh4es 1.0 (heenvironment. P. 31

A

4

7,

LF.VE1, 6

Conseructs most common...geometric.shapes. FT-ATI

Groups geometric objectsby a variety of charac-teristirs,'e.g. shape,color, size, texture,thIckness% p. 41

.

1.1%.:00MBER'S

Distinguishes between-

one and more. P. 1

LFATL 2

'llote,counts to 5. p. 5

,Selects first/last in aof objects: p.5

Distinguishes betweenone and more. p. 5

0

LEVEL 3

Rote counts to p.13

Matches numerals 1 - 9.

p. 13

With Assistance, reads'andwrites numerals to

5. p. 13

'

Arrange numerals 1-10

in order. p, 13

Names ordinal.t! first,

middle and last. p. 13

glentifies the set of

idyjects which corre-sponds to n given numberup to 5. p. 13

Identifies the nomber/numeral libot corresponds

tO a Wien set oe ob-jects up to 5. p. 14

LEVRL-4 .

With assistance, rotecounts to 50. p. 22

With assistance, readsand,writes numerals to

20. p. 22

Arrange numerals 1-25'

1n oider. p. 22

Names ordinals f4stto fifth. p. 22

identities the set ofobjects which corre-sponds to a given numberup to 15. p. 22

identifies the number/numeral that correspondsto a given number up to

15. p. 22

With assistan're, rotecounts by 5's and I0.'s

up to 30. p. 23-

LEVEl. 5

With assistance, rotecounts to 106. p. 12

'With a'sslstanee, re;;ds

and writes mumerals to50. p. 32

Arranges numerals 0-50in order. p. 32

Arranges numerals 0-50io order. 'p. 32

Identifies the set ofoblvts which corre-.sponds to a given numberup to 25. p. 32

Identiflus the number/numeral that correspondsto a given sei of ob-lects up to 25. p. 32

0 -

With assktonee countsby groupings of 5's and

10'8 up to 60. p. 323

4,CVEL

ilead writes numer-

als to 0 p. 42

With assistance, readsand writes numeralsbeyond 100. p. 42 .

Arr.anges numerals 0-100

in order. p. 42

Arranges n9mcrals 0-100

Counts by groupings of

5's and 10's. p. 42

With assistance, countsby groupings of 25's.p. 42

44.

A

Cont'd.,

LEVEL

5

eee,

LEVEL 2 '

r

Demonstrate.ttome under-standing l le conceptof one "half", e.g, halfan apple. , P. 1%

LEVEL 4

Describ s relationshipsbetween two sets asbeing same or diffeerent.

p. 23 ,

Identifies v/ariety ofuses of numbers,,e.g. age, bus number.'

p. 23.

Identifies .thrtwohAves of an ohlect.p. 21

LEVEL 5

With assistance, de-

scribes rela0onshipsof sets as more thantless than, eqval to,many/few. p. 42

With assistaucC, recog-nizes [het use of

numbers In daily living,telephone

bus number. p.

identifles the fourquareers of an object.

P.

,

LMAM,6

Describes relationshipsof sets as more than,less than, equal tá,many/few. p. 42

.Recognizes the nse ofnumbers iu daily livingite.g. house and streetnumber combinations,post office box numbers.p, 42

Divides objects Intoharve', and quarters.p. 43

;

.11

ly...OPERAtIONS

j.

LEVEL 1. LEVEL 2

Combines tjnsets of.

one each. p. 6-

. .

I-LEVEL 3

,

Combines two sets of

objects, horizontal*presented, to a maximum

of 5. p, 15

Names.and traces symbols, -; +. p, 15

-

SOIVVH simple covingproblems verbally pre-

sented. p. 15

Separates n set of ob-,Jects with a maximum of

5 members. p. 15

LEVI.' 4

Combines t o sets of

objects, horrzontallypresented, to a maximum

of 10. p: 24

Reads and writes

symbols =, P..24

Splves written additionproblems, in horizontal

form, to a maximum"sumof.10, e.g. 4 + 5.

p. 24

Solves au-d problonw.verbally presented. Co .a maximant sum df 5.

p. 24

Separates a set of ob-jects with a maximum of

10 members. p. 24

to

--'77

LEVEL 5

4Eranslates sets of- ob-40

jects, horizontally pre-sented, hlto wtltten

notation. p.,34

With assistance, oper-

ates a hand calculator.p. 34

With assistance, per-forms basic operationswith A hand calculato'llincluding rote use of

decimal point.. p. 34

,Solves written addlt Ion.

problems, in bog the

horizontal:CT/tealform to ma tni nuts of

25 ustneulfng aids,e.g. 10 + 5 4 15.

10

+515.. p. 'V)

goitres word problems:

verba I I y presonted, t o_

maximum snm o 10.

p. 14

SeparaLes a set of oh-.jects with II Maximum of

25 members, and recordsthe results. j. 35

e ;soh;es simple wrftl oursubtraction problems, in

hoth horizontal and ,

vertical form, usinn

counting alds. p. 35

ter

,

LEVEL 6

6

,Operates a hand calculm-

tor Independently.p. 44 '

Performs basic operations"

with a tuuid ealculatOr'including 'rote use of

decimal pi)fnt. '11. 44

Solves wrltton additionproblenoi% in both the

horizoatal and verticalform, using a hand cal-2

Collator. p. 44

Solves word prvernally pr sentes,, to

slims jra te th,n010,

usin a ban lculator.

, 44

"Solves simple writtensubtraction problems, In*both horizontal. Zndvertical form, using

n calculator. vp, 44,

5 t

IP

6

IV.

A.

Ln

REASUREMENTMoney

# LEVEL 1............4

LEVEL 2

Sorts )etrins by color and

size p. 7

identlfies the numberassociated with one ob-ject. p. 7

LEVEL 3

Identifies and labelsseveral colns, e:g. nick all coins. p. 25

.el. p. 16.

LEVEL 4

Identifies and labels

Identifies'by value le, Identifies by value

5, 10c coins. p. 16 . coins, IC. 5C. 10C, 25c.p. 25

lOnsifies currenicy,as Identifies paper cur-

mAp6y. p. 16 rency as money. p. 25

Identifies the numberassociated with a setof coins up to 5,e.g. pennies. p. 6

\

4".

Identifies the numberassociated wl,th.a setof coins up to 10,e.g. pennies. p. 25

Demonstrates understand-ing of the relationshipbetween 5 pennies and 1

nickel. p. 25

ifferentiates betweenthe number of members ofa set of coins 'and theirsum to,a maximum of lOc,

mhny, how much?

p. 25

LEVEL 5

With assistance, readsand writes money symb ls.g. $ and C. p. 36

4

Identifies and labels 3bills: $1, $5, $10.

p. 36

Demonstrates muler'stand-ing of the concept ofequivalence of coins upto 10c, e.g. 2.nickels1 dIme. 1). 37

at

Differentiates betweenthe nuMber of Members ofcoins and their HUM to 0maximum of 15c, e.g. howmany, how much? p. 36

I

LEVEL 6

Reads and writes moneysymbols, e.g. $ and c.

p. 45

Identifies and labels avariety of paper cur,-

reney. p: 45

Demonstrates understand-ing of the concept bfequivaleoci. of coius qp

to 25c; e.g. 2 dimes + 1

nickel I quarter. p.45

Demonstrates some under-standing of the conceptof-equivalence of coins

up to $1.00. p. 45

Differentiates between

the umber of members qfet of coins and their

HUM to'a maximdm of 25.e.g. hbwfiany, how much?p. 45

tit

1V. MEASUREMLNTB. Ttme

LEVEL 1

Recognizes specific1111"tvities assdciatedwith dav/night. p. 2

Associates sounds withspecific time devices,e.g. soonds of a watch,Alarm of a timer. p. 2

LEVEL.2

Recognizes specificactivities associated'with day/night. p. 8

Identifies a time-tell-ing device., e.g. clock,

p. 8,

LEVEL 3

Iden'tifies specific

activities associatedwith morning, noon and

evening. p. 17

Differentiates between'the minute and hour

hands. p. 17

With assistance, tellstime to the hour adduses o'clock appropri-ately: p. 17

Associates sdunds of

time-telling deviceswith some specificevents, e.g. schoolbell, alarm clock. p. 17

LEVEL 4

Demonstrates understand-ing of concepts before/after, e.g. after sup-per. p. 26

Uses the term o'clock

appropriately. p..; 26

Tells and writes time

co the hour. p. 26

Associates sounds of

time-telling deviceswith an increasingnumber of events,e.g. recess. p. 26

LEVEL 5

Demontrates underst'and-ing of concepts before/,after in relation to the

.clock face, e.g. after4 o'clock. p. 37

Uses the term "half-past" appropriately.

P. 37

With assistance, t,ellsand writes time to fi

minute interi/als. pA7

With assistance, associ-ates A.M. and P.M. withgeneral time of day.

p. 37

With assil:tance, oper-

ates time devicrs,e.g. alarm clock, oventimer. p. 37

LEVEL 6

Demonstrates understand-ing of the concepts,early, late, on time.p. 46 rUses the terms "quarterpast" and "quarter to"approOlhately. p. 46

Tel ts and VriXes t ime.

p. 46

Associates M. and P.M.

with grifer: time'of

day. p. 6

Operates simple timing

devices. p. 46

5 '1')

/V. MEASUREMENTC. Calendar

-

LEVEL 1

U. Tempe iture

Reacts appropriate!whiFil cautioned that

thing is hot. p. 3

1f14!-

LEVEL 2

With assistance, recites

days of the week. p. 9

Recognizes that h 'has

b irthday. p. 9

Assists. in building a

daily calendar. p. 8

Recognizes extreMe dif-ferences between seasonsp. 6

Discriminates betweenhot and cold. p. 10

LEVEL 3

Recites the days of the

week In 'order, p. 18

Names somt. of the

months. p. 18

1001'

Recognizes a calendar,p. 18

States month of ownbirthday. p. 18

Associates extremeweather conditions withseasons, e.g. snow -winter. *p. 18

Discriminates betweenboiling and freezing.

19

,

LEVEL 4

Identifies the day oftJhe week, e.g, today is

Wednesday. p. 27

States month of malor.calendar events, .

e.g. Christmas - Decem-ber. P. 27

With assistance, osesmonthly calendar'. -

States day and monthbf own birthday. p. 27

States seasons of theyear. P. 27

Discriminates between

cold/cool, hot/warm.p. 28

LEVEL 5

Demonstrates understand-

ing of LItg concept Os-Corday, and tomorrow,e.g. "It rained yester-day,". p. 38

With assistance, nses '

fi calendar. p. 38

States day and monthof birthdays of somefamily members. p. 38

Relates most months cif

the year with seasons.

p. 380

s

Discriminates betwcien"

warm and cool,e.g. weather, tempera-ture of water. p. 39 '

4

4

LEVEL 6

Demonstrates understand-ing of the concept ofthis week, last week andnext week. p.-47

-

Ules the words "before"and "after" correctly Incalenda.r,terms. lall7

Ujes a calendar. ps.1 47

States day, month aThd

'Year of owh birthday.

p.

o 4Relat444 specific calendarevents with seasons,e.g. Christmas - winter.p. 47

Discriminates betweena variety of temperatures,e.g. cold, colder, cold-est. p. 48

-

iV. Cont'd.-- -------------

LEVEL

E. WetOts and Measures

atC.

. J

0

' LEVEL 2 LEVEL 3

Identifies a refrigera- Identifies some heattor and a stove. p. l0 producing devites and

appliances, e.g. fire-

place, oven. p. 19'

-

Explores the use ofsome measmring tools,

"e.g. measuring cup.p. 11 !

A

.1

Measures, usIng non-standard units of meas-ure, for approximateresults, e.g. 3 cans

fufl, 2 cloehesOnlengths. p. 20

WItIrassIstance, mons-,chjects and lines

using a cm. ruler. p.20

dv

LEVEL 4

Identifies some coolingdevices and appliances,e.g. fan, refrigerator.p. 28

Measures, nsing non-standard units of meas-ure, for approximate'results, e.4. 5 pencillengths. p. 29

Measures objects andlines using a cm. 'ruler.p. 29

identifies standardterms used in measure-ment: dozen, meter,

liter. p. 29

1,EVEL 5

tifq assistance, opuN.ates some temperaturecontrolling devices;e.g. theKmostat, fan-.p. 39

Associates own physicalcondltipn with currenttemperature, e.g. per-spiration - heat. p. 39

Identifies a thermometerp. 19

Widi: assistance, meas-

ure, fon comparativeresults. p. 40

Measures rooms, hallwaysAnd large objects Inmeters using meter stickp. 40

Identifies how familiaritems are packaged,

e.'g. eggs - dozen, tinsoup - ounces. p. 40

Operates some temperaturecontrolling devices,e.g. thermostat. p. 48

Associates a variety ofbody Iditions withprev.il g weather.p. 48

Demonstrat fs rudimentary

use of tel eraturemeasuring levices,e.g. outshe thermometer.p. 48

Measures for ccimparative `

results, e.g. heavierthan, shorter than. p.49

Reads and measures inlinear units. p, 49

Iden'tiffes how familiar

items are packaged,e.g. meat. p. 49

'.

,

IV. C0115'd.' d,-

417VEL I'

p.

LEVEL 2

,

' LEVEL 3

Differenbiates hetweenbig and *ittlei p., II

Di ffereati, tes between

eMpty and ull. p. II

*w

Differeti6ates betweenlarK and small. P. ZO

Differentiates be'tweenheavy and light. I. 20

Differentiates betweenlittle and much. p. 20

Differentiates between 'short and long. p. 20

MEI, 4 LEVEL 5

Identifies standardtools of measurementte.g. ruler, bathroomscale. p. 29

Measures... in liter ind

p. 29

r.Indicates size of someof own clothing. p. 30

Classifies dissimilarby size. p. 30.

Classifies obviouslydissimilar Items byweight. p. 30

Classifies liko contain-ers of li.quid by volume,e.g. more than, lessthan. p. 30

Differentiates betweenneae and far. p. 3a

757

Identifies and labelsstndat4 tools of meas-larement, e.g. weigh'scale. . 40

With assistance: meas-nre in ml., grams,e.g.AreEipes. p. 40

Indicates size of cloth-ing. p.

6

16

Ralls and measures incapacity and weightunits, e.g. ml,, grams.p. 49

indicates size of cloth-ing. p. 49

Identifies differencesin size of containersin stores. p: 49

Demonstrates mastery ofconseirvation of mass,

e.g. some/different. p.49

Demonstrates mastery orconservation of weightNe.g. same/dirferent. p.50

Demonst.rates mastery ofconstrvation of voluine,

e.g. same/different) p.50

Compares familiar dis-taness, vtg. nearest,NI-them. p., 50

5 :3

41'

. '

Stddent Name:

Age:\. ,

0,

4

Student Profile ,

....

Date: (Color 'codel

. ,Date: (Calor code)

v

.. )

-..

. ..

0

$

Level

6

5

4

3

2

4 ,

.7

.

. ..

.,

$

-

i

.r.

/1

SCORE:i

LEVEL:

57 .)lo L

r ,

\1

A

-

. .,

,

41

5 6 o .

Checklist - Placement and Assessment for Levele 1 - 6

Imstructions: Circle the child/student responses.

1-

1 .

Add up the number of "Yes" responses and place on the SCORE'line

Convert the qcore to LEVEL using the guide on the last page of the test.

There are 4 components,of the thecklist:

SHAPES AND POSITIONALS I,

,

1. Distinguishes between 2 Yes No

1

geometric shapes, e.g. ,

'circle, square

2. Differentiates betweenup/down; in/out, on/off,,open/shut

3S;

*

Identifies 2 common geo-metric shapes,' e.g.

circle, square

Yes No

.44

Yes. No-

.

4. Groups geometric objects Yes No

by one characteristic,e.g. shape

5. Identifies 4 geometricshapes: circle, square,triangle, rectangle

. '

II. NUMBERS

1. Distingui hes b tween Yes No'

one-and molce

2. Rote counts t ' Yes No

3.. ,Selects first, last ina sequence of objects

4. Rote counts to 12

,Yes .No 5. Demonstrates SOUR

understanding of thecontept "one half",e.g. half an apple

6. _Arranges numerals1 - 25 %in ordet

6. pifferentiates between Yes 'No.,

over/under, above/below

044,

III. OPERATIONS

1. Combines 2 Gets of .Yes- No

1 each

2. Combines 2 sets;horizontally pre-sented, to amaximum of 5

Yes No 3. Separates Ats ofobjects with amaximum of 5-members,

Yes No 4. C m ines 2 sets, Yes No

horizontally Pre-sented, .to a

maximum sum of 19

Yes No 5. Separates.a set bf

IYes No

Yes No'

Yes No

dtkjects 1.71.En a

maximum of 10 ,

members

Yes No .

6: Translaxes sets of Yes No

objects, horizontallypresented, intowritten notatioh

)

c

7. Constructs some commongeometric shapes, e.g.

triangle

Yes No - 7.

8. Groups geometric objects

by 3 characteristics,e.g, shape, thickness,texture

Yes No 8.

§. Identifies most geometricshapes in the environment

Yes No 9.

10. Groups geomettic objects Yes No 10.

cl\by a variety of character-'istics, e.g. shape, color,size, texture, thickness

11.

Icientifies a variety

of uses of numbers,e.g. age, bug number

Yes No

.

Names ordinals first' 'Yes No

to tenth

Identifies the 4

quarters of an object

Reads and writesnumerals to 100

Yeg No

Yes No

7. Solves simplewritten subtraction

di', problems, in,both. horizontal and

vertical format usingcounting aids

Yes No

Solves woed pilloblems, Yes Noverbally presented,to sums greater than10 uging a hand,.

calcUlator

9. Solves written sub- Yes No

traction problems inboth horizontar andliertical format,

using a hand calcula-tor

Divides objects into Yes NO

halvessand quarters

SCORE: SCORE:

LEVEL:, LEVEL:

SCORE:

LEVEL:0,

TV. 'MEASUREMENT

1. Reacts appfopriatelywhen7cautioned somethingis hot

10'

Yes No SC0RING:.1

r Number of "Yes" responses:

2. Sorts coins by color and . Yes No

- size

. Differentiates between Yes

full and empty

4. Identifies the value of. -Yes No

1c,.5c, 10c coins

0 - 1 r level l

2 level 2

3 --4 ,1eV4 3

5 - 6. level\C

7 - 8 level

5. Mea sures, using non- Yes No

standard units of Vor more level 6measuie, for approxiMateresults, e.g..3 cans full NOTE: For exact plcement within a'level please refer to the

OVERVIEW SHEET:J'which lists all objectives in the

6. IdentAies and labels YeS No COMPUTATION SE 'TION.

ali coint

7. Classifies like contain- Yes No

ers of liquid by volume,e.g. more than, less ehan

8. Demonstrates understand7ing of the concept ofequivalence of coins up

to 10C.

9. .Identifies and labelsstandard tObls of measure-ment, e.,g, ruler, bathroom

scale

Yes \No

Yes

10. Reads and writes mOney . Yes Nosymbols, e.g. $, c

11. Reads and measures incapacity and weightunits, e.g. ml, grams

SCORE:

LEVEL:

Yes No

-11

, ,

rn.

44

40

,

i

s

,I

,

I,

_

r

,

.4

APPENDA--c-----,.

c ,

RESOURCES

..

<

,

,..,. . "P

It

,

5 ..., ,

, . . (,-

'N.

.

-

I.

,

A

,

..

111......

I

-

E.

4

- .4

*

. er

)

LEVEL 1 1

4..-t 4-Baby Learning Through BabfPlay: Parents Guide for the First Two Years

. .

St. Martin's Press, Inc. , ,

.

.._ _

r

t. .1. ,

.

.0"-c

,

l

, r

- -

4

9

_

2

,

. *!

2

r

rk,

o

.1-

67

,.

4

5Z 3 r....

-

e

s.

0 LEVEL 2

Jumbo Col& Dominoes - Playskool

! Kick the Junk Food Habit with Snacker*s Madrona Press,'Inc.

Number - Hole Template - Developmental Learning Materials

Numeral Puzzles - Dei/leopmental Learning Materials

150 Plus: Games and Activities for Early Childhood - Tearon

f.Primaxy,Plast/c Numerals - Fearon-Pitman Pubs, Inc.

Se.asohal Poster Kit - Developmental,Laarning Materials

Shapes Sorting Box - Developmental Learning Materials

Soft Spongy Shapes - Developmental Learning Materials

a

F

Teaching the Modprately and Severely Handicapped, Volume I - University Park Press

Ilpr Learning - Peek Publications

4

68

\.LEVEL 3

Color and Shape Memoxy Game-- Devel6pmenta3. Learning Materials

'Coloured Inal4tAibes ana Designs tn Perspective - Developmental Learning MaterialsA

Cooking in the Classroom -,Feacon-Pitman Pilh.Zishers, Int.

Feel and Mg"tckCbmbinatibn/Set - LauriP

Form Puzzles'-7 Developmental Learning Materiaks

Math.Games That-Teach: Books."1, 2; 6 Creative Teaching Press. ,

Multivariant Sequencing' Beads Patterns - Developmental Learnlng Materials*

..,

150 Plus! Gas and Activities for Early Childhood - Fearon-Pitman Publishers, Ihc.

Parquetry PaperH D'velopmental Learning. MaterialS '

Rubber Pictilre PuZzles - Lauri

SeasonalPoster Kit - Developmental Learning Materials

Shape Stamps - Developmental Learning Materials

'Size and Shapes Puzzle 7 Developmental LearningMaterials

Spirit Duplfcatj.ng Masters: Counting and Writing Numerals 1 - 10 Instructo

Spirit Dupllcating Masters: First Telling Time Bodk-= instructo

Telling ime - Hubbard 5cientific Co. 0

Today' ate Box.- Developniental Learning Materials

Training for Independence - Developmental Learning Materials

Wipe-of* Cards Trend Enterprises

Workjobs: Activity-centered Learning for Early Childhood Education - Addison-Wesley,

Publishing Company

4

69

51Jo

(

T.EVEL 4

,

Clock Stamp.- Develophental Learning Materials- Ai

Clown Math Addition and Subtraction"- Frank Schaeffer-

Color and Shape Memory Game - Developmental Learning Materials

,Coloured Inch Cube'pesigns - Developmental Learning Materials

Comparison Balance - DeVelopmental Learning Materials

Creative Math Experiences for the Young Child Incentive Publications

Teel and Natch Combination Set - Lauri

4Heap Yourself.to Food - Ontario Association for the..Mentally'Retarded

Math Games That Teach - Books 1, 2, 6 - Creative Teaching Press

Multimoes - Developmental Learning Materials

Job.Puzzres Developme'ntal Learning Materials

,

; Parquetry P4per Devel9pmental Learning Materials

Rubber zzles - Lauri.

Sequencing Sizes - Ideal

Shape Stamps - Developmental Learning Material-6

Shapes Dominoes Developmental Learning Materials

/ Size end Shape Pu,Zzle - Developmental Learning Materials

N./

;,Spirlt Duplicating Masters: Counting and Writin, Numerals 1 10 - 'Instructo

Spirit Duplicating Masters: First Telling Time Book - Instructo

Telling Time - Hubbard Scientific Co.

Time Bingo - Teaching Resources

Tbday's Datp Box - Developmental Leafhing Materials

Training for Independence - Developmental Learning Materials

Wipe-off Cards - Trend Enterprises1

Workjobs: Activity-centered Learning for Early Childhood Education Addison-Wesley

Publishing Company .

4

70

LEVEL 5

Clock PuZzles - Developmental Learning Materials

Clock Stamp - Developmental Learning Materials

Clown Math Book I - Frank Schaeffer

Clown Math Book II - Frank Schaeffer *

Comparison Balance - Developmental Learning Materials

Design Blocks and Patterns Ideal/

Dimensional Concept Cylinders - Developmental Learning Materials

Feel and Match Combination Set - Lauri

Multimoes - Developmental LearninMatecials

Rubber Puzzles - JIaui

Shapes Ddminoes - Developmental Learning Materialsa

Spirit Duplicatingsters: ,First Telling TiMe Book - Instructo/^..\

Telling Time - Hubbard §cientific

Time Bingo --Teaching Resources

-Box-----Deve-lopmentel Learki-ing-14aterfals

,Training for Independence Developmental Learning Materials

Treesorts - Developmental Learning Materials

Wipe-off Cards, Colors and,Shapes Trend hnterptisesA S.

Ye Old Math: Addition and Subtraction - Fran1c Schaffer Publications

A

71

59 ,)

LEVEL 6

Clock Puzzles - Developmental Learning Materials

e .

Clock.Stamp - Developmental Learnig n Materials

Design Blocks°and Patterns - Ideal

Merry Metric Cookbook - Activity Resoufces

/-Metric Cooking The GoodheaL-Willcox Company Inc.

Metric Fun Cooking Cards - Teachers V

Metric Madness Scott Resources Inc.

Metric Introduction to Linear Measurement Instructo

Telling Time - Hubbard Scientific Co.

Time Bingo - Teaching Resources

Treesorts - Developmental Learning Materials

At

1Young Homemakers Cookbook - Fearon Publishers Inc.

72

s.-

2

TABLE OF CONTENTS

ACKNOWLEDGEMENTS

*' INMODUCTION

LEVEL 1Receptive CommunicationViewing

,r(Listening)

'Expressive Communication (Speaking/Non-Verbal)ReadingHandwriting

LEVEL 2Receptive Communication (Listening)Viewihg

.

ExpressiveACommhnication (Speaking/Non-Verbal)Reading

. ,

HandwritingSpelling

LEVEL 3 , 'Recepti4 Communication (Listening)Viewirig

Expressive Communication (Speaking/NoniFerbal)Reading

,

ii

1

2

4

6

7

8

.

.. . .

10

12.4 14

15

1, 16

17

19

. . .. . 21

23

HandwritingSpelling Is

1

LEVEL 4 . ,

,26

270

,

Receptive-Gommunication -(Listening) . : '. . 28. .

Viewing:-*' 1. . . .r30

Expressive Communication (Speaking/Non-Verbal ) . . . ,, .3

ReadingHandwniting

,Spelling

37

38

LEVEL 5'

Receptive Communication (Listening) 39

Viewing 41

Expressive Communication (Speaking/Non-Verbal) 43

Reading 46

Handwriting 48

. Spelling' 49

Nor

5 9,1

LEVEL 6Receptive CoMmunication (Listening) 50

Viewing . 51

Expressive Communication (Speaking/Non-Verbal) . . . 53

Readidg ' 55

Handwriting --. 57

Spelling 58

)

APPENDIX A - Overview 59

APPENDIX B - Student-Profile/Checklist 68

APPENDIX C Functional Signs/Symbols 75

APPENDIX D Resources 84

141,

4

.

ACKNOWLEDGEMENTS

4The following persons have contributed to the Communication Section

of the Curriculum Guide for the Trainable Mentally Handicapped. Their

assistance is gratefully acknowledged.

The Special Education Curriculum Coordinating Committee;

The Trainable silientally Handicapped Policy CoMMittee;

The Trainable Mentally Handicapped Communication Committee, consisting

. of the following-persons:'

Carol Johnson, Instructor Rehabilitation Studies, Early ChildhoodServices, Mount Royal'College, Calgary;'

Anne Parker, Masters' Student, Educational Psychology, UniNie ity

off\Calgary;Christine Possberg, Masters' Student, Educational Psychology,

o-f Calgary.

0

Unive sity

INTRODUCTIGNs

A. Teaching Techniques

This Communication section has been designed with two major principles in

mindt Firstly, it.has been set up to allow for development of functionalskills yhenever possible; secondly, it'has.been set up to correspond withthe living/vocational skills section, thereby allowing for,an integratedand functional curriculum.

Functional skills may be defined as follows:

Those skills which directly relate to the student'spresent age, environment and needs, and which willallow the student to function in the community ina meaningful, relevant fashion.

. 4In order to.ensure functional use of skills, the teacher should always try

tr to use materials commonly found in the home or community. Kitchen cupboards

are packed with materials that are more useful to teach a wide number ofSkills t an many of the kits which,contain materials which the student mayb nfami r with and wtich he may neVer use.

he keading module of this, section is the best example of.the integratedpproach to functional teachThg. By using the functional word approach,

b sed on the principle that the student makes a physical response to a visualcue, the studentt does not have to understand phonetics to survive in the com-munity.. When a Student sees'a sign "IN" he does not necessarily have toundertand that there are two letters and that they say IN; rather, he leatns,"This is the door I pugh to go in the store, hospitalwetc.". If a trainable

mentally handicapped student is able to read beyond efie objectives stated inthe curriculum, that student Should then be taught according to the .EducableMentally Handicapped Curriculum Guide, as it covers very well those higher

level reading skills.

seThis Communication section has taken the objegtives in the Living/VocationalSkills section and defined what functional li4tening, viewing, speaking, read-.

ing, writing and spelling skills th student needs to achieve the objectives

defined in 'the Living/Vocational Skills section.

A section on Nonverbal Communication follows and is intended as a referencefor those who will be teaching nonverbal students.

/)

,, f 1. .

An assessment tool has been devised which will allbweachers, to obtain an. -

overall view of how a student is functioning the:'area oft4e CoMmunication

NNOtsection.The assessment and guide have.not be lip based"2,6ni a.criterion-

reference technique. Often a s'tudent will miss some skills and yet be very

,capable of cOmpleting higher functioning skills. It would be of no henefit

for that student to have to: a) repeat earlier skills and b) repeat those

_skills to criterion.

Rather, the teacher should look at hOW the student is functioning noweanddetermine what compensatory skills he has developed: If that student canfunction.in that slcidll area, the teacher should go on to an area in which the

student ,cas 1it4e or'no skills and teach in that area.

Because' so much of the curriculum is set up to be'taught using a cue fadingtechnique, the following is a short explanation of how to teach any functionalwords, numbers, letters, names of objects, etc. This technique could be expand-ed to teach most skills in the curriculum (See General Guidelines to Instruction).

14

Step,1 Have two symbols to'be learned set up to(allow for maximum difference,in color,size,and shape:- the background is cued- the arrows help visually represent up

and down- the letters are cued- the size helps make the discrimination- the student is sorting the words used.

Sep 2

Step 3

Gradually decrease the most obviouscues, in this case the background color,- maintain the other cues.

The student is sorting the words usingcolor and size, and the arrows as a cue.Questions to be asked:'"If you wanted an up elevator, which

. .sign would you look for?""Put the down signs-'on tbe.floor and th-eup signs on the table."

DecreQ\the next cues, which would besize, until the student is Sorting thetwo words of the same size.The student is sorting using color cuesand arrows.

,

Examples

Green

DOWN/4.

Black

Green

.Black

?treen

-DOWN

Black

Yellow

Red

Green

Red

Green

Red

Step 4 Decrease the color cues until studentis sorting words of the same size andcolor using.the word formation andarrows to make the discrimination.

Step 5

Step 6

Decrease the arrow si.es Until thestudent is sorting the wordS accordingto their formation only.

Reintrdtluce distiactors to ensure thtthe student has discriminated the wordformation adequately, e.g., vary the .

size cards, vary the color of the twowords, play games with the words;

Step 7 -Add the third word to be learned inthe same manner as Step 1.

ExaMples

Same Color (Green)

DOWIJi

-4Black

P

Black

Same Color and Size

DOWN

\UP

tr;

UP

DOWN

ourDifferent//Color'and

Size

Note: When teaching functional words the visual cue should be built in as partof the existing letter formation and the word taught in its context, e.g. place

IN, OUT, MEN, WOMEN, on doors. Go into the community, have the studentsdo a great deal of matching.the "word formation" to- the actual facility. Some

examples of.how to cue words are:

L(N I E S

ouT

WALK

*iv

5

B. .Non Verbal CommunicatiOn

1. Student Identiffeation

There are many techniques and approaches that have been developed to provide

the nonverbal student with a communication mode. Manual signing and systematic

gesture systems have been used with those whç haVe the motor skills needed

to formulate an effective repertoire of signs For perSons too severely.

physically handicapped to sign, scanninglenc ding and direct selectionapproaches have been developed and are currently being used in a number of

communication aides (pictures, s)?lbols).

0 . /

The following guide may assist the teacher in deciding whether a particularo'

student is a-candidate fot a nonverbal communicatioh"Program. In all cases

however40verbal communication is the preferred mode, with'nonverbal providing

, .

the augmentativt technisue..

_ .

7.. .

Table 1 Factus that influence the el ection of nonvocal intervention

-* Influencing factors k1. Over 13 years of age2. Minimum progress followidg consistent speech and fanguage

therapy

3. Persistenc-orimitive oral reflexes

4. Eating skitls (history Of, or current-chewing, sucking, and

.swallowing difficulties) .

5. Grossly abnormal oral structure

6. Severe ndu omuscular involvement of respiratory; phonatory;

articulator7. Poor receptiv8. Severe to profo9. Unintejligible

10. Nonimitative (gNonimitative (v

12: Be)eior (uncoo13. Uncooperative

communicati

and reasonatory structureslanguagend hearing impairmentpeech,productionss motor)

cal)

erative, yperacti e)

nvironment unwilling to accept an alternative

system).

A/Positive response does not preclude the development of vocal -

skills. The items are suggestions; they are not definitive.

(p. 162, Teadhing the Severely Handicapped, A.A.E.S.P.H.) 14

7-)t

2. Sign Language

In signilanguage stu'dents are taught "gestures" or "hand signs" to express

their W'ishes, desires and feelings. Sigiilanguage is a.lisual/makkg Mode

but is limeys taughtsusing simultaneous signrng and sOeaing. Thus the stu-

dent has two' soarces of information using two different sedsory channels.

Sign language in many ca6es has also promoted spontaneous speech..1

In teaching signing a number of techniques Can be Used jto promote spontaneous

communicatiOn. They are:

Teaching Strategy

1. Start with signs that allow the *student to express what he ,

wants or desires. Often these are the condligte items,. Teach

single signs, e.g. cookie, first and gradually movelto multi-

complex signs', e.g. want cookie.

2. Signs may be taught using imitation or shaping (mou ing).

In shaping, phySically assist the Student to make t,e signby moulding the students hand(s) intio and through a.;sign.Gradually fade the assistance §o the student is shaped

(moulded) through the first motions pf the sign andexpected to complete the final action of the sign. is

always helpful to,hal,4e the concrete motivator in view,

e.g. cookie. _Batkward chaining,techhiques can be employed

now so all of the steps can be performed independently ,by

the student.' 93. Praise the student for using signs outside of " *gn lesson"

time. Ensure that other personS with whom the st dent deals

are.award of his particular communication mode, an place

certain expectations upon.him to utilize the system.

4. Provide indirect information to the student tcr sole-Rroblems.If,jor example-, the student is_able to an0,7er the questioncl'What do you want?" provide the information in:a'two sentencesequence: "Do.you want the ,ball? What doyou want?". He can,

also be provided with:InformatOein a yea7no format. For

example, "Wbose car is this? Do you want Karen's cir7". 'This

provision of indirect information stre4thens inadental signing

as well as generates feelings.of independence, 'control,and

competence in the nonverbal student. a

-

3. Symbol Communication

Symbol communication may take many varied forms. The student may use

photographs, chips, line drawings, pictures, words or graphics to com-

municate their needs, wants and desires to others.

Symbol comilinication is typically used with those nonverbal students who

do not haye themotor abilities to perform sighing. In addition they must

also be able to respond to yes/no questions, possess cognitive skKls atapproximately the 2 year level, have object permanence, have eye or handpointing skills and have sufficient visual acuity tiz) make visual discrim-

. inations between symbols.'

Picture Boards may bqpeither pictures or photographs placed on a boara.This is one of the easiest systems to learn and is readily understood by

others. Picture boards may be teacher-made or conailercially prepared,and allow for a student specific vocabulary, e.g. water rather than drink.PIC Symbol System is commercially prepared and contains 400 symbols arranged,

in concept clusters, thus facilitating multi-symbol expressions. Pictures

appear in black and white and symbols are attached to the board as learned.

Beneath each picture is the picture name so the student can be easily under-

stood.

fired

tttt. 2

7s

Ear_ _Ere I Thumb fmgers Arm

\r

Nisim

:

Shampoo

pst

Closet Necklace

Toes Mouth

4111.

Chust Cut

Nose

Draik

1116

d5." Ski Ru Look See , atLJtTypical PIC Symbols (Pictogram Ideogram Communication, George Reed Foundation

for the Handicapped).

0

vi i

BlisSymbolics dev oped in 196A by C.K. Bliss, are graphic and non-,-alphabetic and include pictographic, ideographic and arbitrary components.

Blissymbolics provide the most comprehensive "Symbol communication". Mean-

ing can be taken directly from the pictographic representation or by re-

lating the symbol to an idea, or by arbitrary assignment of a meaning to a

partiCular visual configuration, e.g. numbers, arithmetic symbOls. Words

corresponding to the common interpretation of the symbol appear directly

beneath each of the 50 Blissymbols.

People

A A 1 _Liman woman father rpother person I, me

Actions

-

A A

feel walk, go grow come give geta,

Things/ Objects\/letter'

7V\bed ous4 animal

Emotions/ FeelingsV

IC!;)1,/happy, sad

Relationships and Prepositions

Iup down before' after

chair

excited

in

Somb basic Blissymbol representations

C.

viii

upset

ou t

(

Teaching Strategy

1. Symbol vocabularies should be selected on the basis-of each

student's skills and interests in mind. If these Symbols are

taught first, the student can begin to functionally_provokeacHon and response on the part of others. These inClude:

a) basic needs - toilet, eat, drink

b) emotions - happy, angry, sad

c) leisure skills play, television, recod, etc.

Nd) greetings - hello, good-bye

e) interests - story, book, etc.

f) actions - come,-go, etc.

g) nVironment - window, bed, hot, etc.

h) Iames of persons.

2. 1Labe objects and persons in the environment with the appto-

pria e,symbols.3. Inc rporate communication into daily activities.

4. Par the symbols with concrete objects/pictures during initialteaching to provide contextual clues to meaning.

5. Review symbols: .

a) NT the student match to your sample. Start With several

dissimilar pictures, and increase the difficulty of thediscrimination (experiment to determine the smallest size

,o1 picture the student can see).

b) Request the student to find a symbol from one of several.

6. Tracing symbols. (when physically able) May assist iazymbol

discrimination.

7. Use questioning techniques, e.g. "What do you want?" by having

student respond to his own board. (Construct your own boards

so that symbols are'added to the students personal board _only^

after he has,mastered them.)8. Shape 2 or more symbol sequences.

9. Reward student for attempts and successes by using the symbols.

ix

0

47

4. References

Blissymbolics Teaching Guideline. Toronto, Can.: Blissymbolics Communication

Institute, 1975.Clark, C.R., and Woodcock, R.W. Graphic Systems of Communication. In

L.L. Lloyd (ed.), Communication Assessment and Intervention Strategies.

Baltimore: University Park Press, 1976.

Kates, B., and McNaughton, S., and Silverman, H. Handbook for Instructors,

Users, Parents, and Administrators. Toronto, Cad.: Blissymbolics Com-

munication Institute, 1977. .-Sailort W., Wilcos, B. and Brown, Low (Eds.). Methods of Instruction for

Severely Handicapped Students. Baltimore: Paul H. Brookes,*1980,

chapter 7.Subhas, C. Maharaj. Pictogram Ideogram Communication, George Reed Foundation

for the Handicapped, Regina, 1980. ;

York, Robert L. and Edgar, E. Teaching the Severely Handicapped, Vol. IV.

American Association for the Education of the Severely/Profoundly,Handi-

capped. Seattle, 1979, p. 153-238.

1

p.

-""4,

C. Functional Words

The following is a list of suggested functional reading woassist the trainable Mentally handicapped student functionas possible within the community. Additional words should

the individual student's needs. (An expanded list appears

Curriculum Guide.)6 --

1. Community Signs

ASSISTANCEBICYCLES ONLYBOYS/GIRSTBUS STOPBUS ZONECASHIEg'.

CAUTIONCLOSED/OPENCUSTOMER SERVICEDANGERDEPOSIT SLIP .

DEPOTDETOURELEVATOREMERGENCY DOORESCALATOREXIT/ENTRANCEFIRE ESCAPEFIRE STATIONFIRST AID

2. Specific Words

a: Weather words- HOT/COLD- temzerature

b. Days of week- Sunday,Monday, etc.- Sun., Mpn., etc. ,

c. Months of yearMarch Mar., etc.

IN/OUTINFORMATIONLADIES/GENTLEMENKEEP OUT .

MEN/WOMENNO LOITERING

NO SMOKINGNO TRESPASSINGPEDESTRIAN CROSSINGPLAYGROUND ZONE f

POISONPOLICEPOST OFFICEPRESSPUBLI,C/PRIVATE

PULL TO OPENPUSH/PULLPUSH TO OPENRAILROAD CROSSING

4

d. Food labels/recipes- soup, mixed fruit, eggs, milk, etc.- "open other end", mix- "refrigerate after opening", etc.

e. Cleaning supplies/medicines- CORROSIVE, EXPLOSIVE, FLAMI1ABLE, POISON,

- "NOT RECOMMENDED FOR CHILDREN", "FOR ADULTS ONLY"

xi

6 A;

rds which willas independentlybe added to suitin the E.M.H.

RESTAURANTRESTROOMS

SALES DESKSLOWSOUTH/NORTH/EASTJWESTSTAIRSSTATIONSTOP/GOTAKE-OUT,

TAXITELEPHONE:TICKETSTRUCK CROSSINGUP/DOWNUSE OTHER DOORUSE OTHER EXITWAITWALK/DON'T WALKWASHROOMSYIELD

,

2. Specific Words (cont'd.)

f. Numerals- 1 - 100

g.. Color words- red/green/yellow

h.

(.

Money words- c, $, PAID, AMOUNT, DUE:CHANGE, BALANCE, CHARGE''

i. job related words /- Employer, Employee, Social nsurance Number,

,..

-Birthdate,,Previous JO') Experience, School/ -

Previous Training1

Personal Words._- Name, Address, Phone Number, Street Address,

City/Tow4, age, sex.

See Appendix for Functional SignstSymbols.,

NOTE: When teaching functional words it is important to note their configuration as they appear in the natural environment, e.g. capitIls,,lower

e, so that.they are taught in proper form.

xii

6' I"

-r

a

* RECEPTIVE COMMUNICATION (Listening)e Level 1

4t.

OBJECTIVES

;St

TEACHING STRATEGIES 1104ATERIALS,

The child:

Responds when called.

41.

Responds to a codthand,

e.g. "Don't touch".

.

Play name games, e.g. hideand seek.

Teaching ResearchCurriculum for theModerately and.

Use a physical/visual cue to Severely Handi-obtain the child's,attention.' capped, ch. 12.

Reinforce the child forattending arra gradually in-crease ime attended.

Phvsiellv cue the childwhen giving the verbalcommand.

Redirect child after commandis given.

With assistance, responds to Exaggerate own actions in

praise/criticism, response to chiPles behavior.

Responds to varying vocaltones, elg. good - GOOD.

Have child model appropriateresponse.

Give the child verbal feed-back regarding the conse-cluences of his actions.

Responds to music, e.g. clap- Physically assist child\toping, rocking. clap, rock, etc.

Initially use musiC with asteady beat.

Use familiar songs with arepetitive beat.

1

Project Vision-UpCurriCulum.Portage Guide toEarly Education.

Tbm Thumb, EarlyLearning Library(records). ,

411P

VIEWINGLevel I

4OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Visually scans for anobject.

Focuses on objects.

Tracks molving objects.

Attends to directed visualinput for 3 minutes, e.g.

EstabliShes eye contact.

Have child physically locateobj,ects in the room.

Have child physically locatehidden object, e.g. cookie.

Have to chfldren st'and infront of mirror and askchild to identify himself.Make sure child stands invarious positions, e.g..kneeling, sitting, sideways,behind, arms up, arms down.

Have child follow a brightlyeolored object, e.g. a flash-light or a loud noisemaker,from point A to point B.Physically prompt moveinnt-tof

head if chila cannot followobject.

Have child move an object .

with his hands and have himfollow it, e.g.toy car.

Play hide and seek games, orplay using manipulative toys.

Reinforce the child's attend-ing to the object. Gradually

increase the time he mustattend.

Physically turn child's headin direCtion of person towhom they are speaking. Fade

physical cues.

Before child communicates,cue with "Look" and point tothe person to be looked at.

2

Let's Look For: A

Visual PerceptionProgram.Portage Guide toEarly Education.

A Step-by-Step Le'arningGuide for RetardedInfants and

Children.

a

Puzzles wooden.

Puzzles rubber.

Project Vision-UpCurriculum. ,

Consonant xardsfor peg liokard.

Building Blocks.Portage Guide.

VIVINGLevel 1

ft


I.

The child:

Imitates some relationalconcepts, e.g. in/out, u,sing

concrete objects.

Imitates facial/body lan-guage.

With assistance, travelsoutside, using visual cues,e.g. fence.

Carry out aption paired withverbal cue, e.g. '2The block

is in,the box". Have child,model action.

Play "Simon.saA": use,,concrete objects.

Play games with the childasking him torgpitate action,e.g. crawl ufider the chair.

t

Use'exaggerated facial expression to express "happy","angry", etc.

Play games where child mustimitate your actions.

A

Play modelling games withthe child, e.g. "So big",

"Pat-h-cake".

Direct the child's attentionto specific features of theenvironment.

3

aloo,

Speak for Yourself:A Language Programfor the MentallyRetarded Child.

Teaching YourWings to Fly.

0

T

EXPRESSIVE COiOUNICATION (Speaking/Non-Verbal)

LevelT

OBJECTIVES :

ARP-


The child:

Uses sounds/single wopds/gestures.

Points to desired object,fe.g. cookie.

Praise approximations to-swards words/gestures.

Shape sounds into word's,

e.g. when child says, :

"m m m"; say "m m m moM7

,Sing songs with repetitiouswords or words that fade outas the song progresses,

, e.a "Bingo", "Old Mac-Dolikd".

41..

With-assistance, communica-tes familiar name, e.g. Mom-

.,MY.

With assistance, communica-tes first name.

Identifies some faMiliarobjects/persons.

Makes needs known.

Prompt child. Fade prompt.Initially accept approxima-tions.

Present various familiarobjects and ask, "What isthis?" Say word. Have

child imitate. Gradually

Jade cueS. FOr nonverbalchild have him imitate signor shape his hand into cor-rect sign.

Play "Show me" games usingconcrete objects/picturesor symbols for nonverbal.

,Present two concrete choices1;) child and have him choose.

nave him repeat verbal label,lere appropriate.

Reinforce immediately whenthe child uses a symbol/sound/gesture to make needs

known.

Note: Most objectives and strategies m4 be usedpfor both vstudents, using slight modificati.ons as appropriate f

The Teaching Research-Curriculum for theModerately andSeverely Handicapped.

Peabody LanggageSevelopment Kit.Portage Guide toEarly Education.

Language Acquisitionprogram for theRetarded or MultiplyImpaired.

rbal and non-verbalr the particular student.

9

EXPRESSIVE COMMUNICATION (Speaking/NonVerbal)Level l

OLTECTIVES l'EACHING STRATEGIES MATERIALS

The child:

Commuaicates, using facialexpression.

Oh

Rresent.lem to Che child

;IP

and say 4Uould you likethe ...?" Praise reply andrespond to his request.

Hold mirror, up to child's

face and say, "You lookhappy (sad)".

Model facial expressions forhappy and sad. Have thechild mimic this in front ofmirror while you label theemotion.

5

6 1

4

READINGLevel 1

OBJECTIVES

-


The child:

Points to familiar objects.

Sorts familiar items, e.g.ball, cup.

Tracks from deft to right.

Present object to child, say"Point to the ..." Guidechild's hand to the proper

response. Fade out physicalRrompt and increase thenumb$r of alternatives. -

Present pictures to childand describe, then have'himpoint to specific items fromyour description.

Present two personal belong=ings to the child and havehim give you one of them on

request. Increase alter-natives.,-)

Request a specific toy outof a selection of two.Guide the response.

kequesi a number of thesame items, e.g. "Pleasepass me all the dolls".

Show the child that bis co'atgoes in the closet and histoys in the box. Use a

hands-on approdch,.then fade.

Physically guide child'shead-to follow an object.

Use the child's favoritetoy and reinforce his track-ing of,the toy.

6

6

McDonald StartersSeries.

Consonant Picturesfor Peg Board.

TT 4

HANDWRITINGLevel 1

OBJECTIVES

oktTEACHING STRATEGIES MATERIAS

4.

The child:

Scribbles with'primarycrayon.

,

Provide child with crayonsand other marking Materials;reinforce and encourage self

expression.

7

4'

4.

----47EPTIVE COMMUNICATION (Listening)Level 2*

OBJECTIVES TEACHING'STRATEGIES MATERIALS

The child:

Responds tb full name.

Associates name with-0, famiriar others, e.g. peers.

Associates soynds withspecific objects, e.g. ani-mals, fire alarm.

Follows one-step direction.

Responds to prais,e/criticism.

111Responds to increasednumber of vocal tones.

10

6

Physically cue child whenname is used.

Play name games.

Using photos of familiarothers have child label byname. ,

(pave children sit in acircle:- Call out aname-andask a specific child to doan action, e:g. stand up.

Play games in which you. make-sounds accompanied bv facialexpres§ion. Have childguess the object that makesthe sound.

Have child make sounds, haveother children guess source.

Have different sounds ontape, accompanied by slides/pictures depicting thesound, e.g. telephone ring-ing and a slide of a tele-phone.

Provide feedback to child'sactions in appropriate toneof voice.

Expose child to a variety ofvocalizations and give labels,

6 1

Speak for Your lf:

AAanguage AcquisitionProgram for theMentally Retariied

Child.

Let Me Speak.

Language at Home.

Peabody LanguageDevelopment Kit.

Unit 1.

Rhythm InStrumentsj

Speak for Yourself: ,

A Language AcquisitIonProgram for theRetarded Child.

Listening Skills,

Unit 1.

RECEPTIVE COMMUNICATION (Listening)Level 2

ft

OBJECTIVES TEACHING STRATEGiES MATERIALS

The

Joills group when name is..called.

Physically accompany childto group (teacher or peer).

Beckons child to joiA,thegroup. Reinforce child'forjoining the group, e.g. have,him staii off the group'sactivity.

With assi.snnce, claps/ Have child imitate action's

stamps to simple rhythm to correspond with music.when mobile or stationary..

Aave child participate-withother children in a varietyof musical exercises,e.g. rhythm bank, marching,variety of rhythm instruments, ,

.'

9

Listen!

Why Di'dn't I'

Think of That!

Tom Thumb T'ark'r

Learning Lib.kar:y

(recor,ds); .

'

4

VIEWINGLevel 2


The child:

Visually attends tostationary objects.

With assistance, locates,specific objects contained .

in pictures.

At.tends to directed visualinput for specified time,e.g. television program.

With assistance, maintainseye contact. .

4 -

4

Use various physical, yisualand auditory proMpts to gain

child's attention.

.1 Gradually withdraw prompts,and increase time child isrequi,red to attend.

Play picture bingo, startwith simple pictures. Point

to object, have child imitate.Cover up any extraneous obj-ects to direct Child's atten-tion to spetific objeat,Point to a specific objectand_then have child modelthis behavior, e.g. blocks,ball: "Point to all the ones Action in Learning..

that are the same".

Lets Look For: A

Visual PerceptionProgram.


Create a Story-

Use a cueing procedure andgradually fade out.

Physically move child's face.\in direction of others whenthey talk to hith.

Prompt child before hespeaks by saying "Pleaselook at me when you speak".

Hold finger.up to obtain :

attention and have childfollow it to your face.

10

6 /

Story Cards,- TellWhat Part is Missing.

AO.444"

VIEWINGLevel 2

"Owe.

, OBJECTIVES 'TEACHING STRATEGIES MATERIALS

The child:.

With assistance, differen- Have child physically put

tiates between first/last, himself in the first of the

before/after, using conciete line, at the last of the

objeqts. line of students.

Differentiates between somerelational concepts, e.g.open-shut.

Use the natural time lineto build in those concepts,e.g. have child wash hands

, before lunch and after going

to the washroom.

Model a relational concept,e.g. shutting the door.

Have child imitate; pairwith verbal/nonverbal cue.

Ask questions such as, "Is

the door open or shut?".

Opposite Concepts.

Language AcquisitionProgram for theZel,arded and

Multiply Impaired.

Interprets some facial/body . Show pictures of "happy" to The Big Book of

'language. child and have him model. People and Words.

emotion.

Locates sode major land-marks outside within viewingdistance, e.g. tree in,yard.

Act7-L7M.happy" and havechild label.

Talk to class about thingsthat make you happy and sad.

Take field trips in immediatecommunity. Point out

spedifics obj4cts. Play

locatinf games.

11

-f/

61

EXPRESSIVE COMMUNICATION (Speaking/Non-Verbal)Level 2


The child:

Spontaneously uses familiarwords in the environment.

With assistance, communi-cates first name and age.

Labels some familirobjects/persons.

With assistance, uses someplurals, e.g. ,cats.

Makes needs known.

Praise the thild's attempts Helping Young Childrento label the objects in Develop Language Skills.immediate epvironment. For Pictogram Ideogramthe nonverbal child encourage Communication.spontaneous signing.

Have child imitate his namein response to "What isyour name?".

Prompt child by signing thefirst part of his name andhave him complete it,e.g. sign, picture of selffor the nonveral.

Use song games where eachchild names others andidentifies himself.

Have chiad hold and manip-ulate object wheneverpossible while you verbalizethe label,and haSe himimitate your word/sign.

Present child with more thantwo objects which he already'has labels for. Say thelabel, stressing the "s" atthe end of the wo?d.

Play games, "Show me.theshoe", "Show me the shoes".

Language Master.

Teaching ResearchCurriculum for theModerately andSeverely Handicapped,ch. 14.

Farm Lotro.

Go Together Lotto.

World About Us Lotto.

Developing OralLanguage withYoung Children.

Reinforce the child's Communicationattempts to verbalize/gesture Manual "E".needs.

Present a concrete item(toy, food) and ask4childif he wants it.

Note: Most objecti*es and st7ategies may be used for both verbal and non-verbalstudents, using slight modifications as appropriate for the particular student.

12.Air

6 1

-.

EXPRESSIVE COMMUNICATION (Speaking/NonVerbal)

'\ Level 2.

OBJECTIVES TEACHING STRATEGIES lf,

\MATERIALS

^..

The child:

Responds to emotions,e.g. happy, sad.

Have pictures of childsmiling; say "You lookhappy".

Exaggerate gestures/voicewhen talking about a specificemotion.

Show pictures of personsexpressing obvious emotions.Have child find the happy/sadperson.

..

e

A

.o-."--

..,,

4.

READINGLevel 2 ,

OBJECTIVES

c.


The child:

With assistance, labels,pictures of familiar objects.

Recognizes first name inprint.

Distinguishes between likeshapes, e.g. triangles/

squares.

to sample.

With assistance, followsleft/right format,e.g. words, pictures.

See Expressive Communication,Level 2.

Present the child's name andhave him identify it from achoice of two. Increase

choices.

Label the child's picture/storage area, e.g. hook forcoat.

Color cue shapes t facilitate discrimination. Fade

color cues.

Increase number and similar-ity of shapes over time.

Set up game situation whereshape discriminationimportant.

Have child return items totheir proper storage area bymarking each area with asample of,the item, e.g. pic-ture, symbol.

Use piece of cardboard toblock out the rest of thepage, moving it across thepage in a left to rightfashion.

Use activities that requirethe child to move from leftto right.

14

1.1 x.. A

Consonant Picturesfor Peg board.


Speak For Yourself:A Language Programfor the RetardedChild.

Puzzles - rubber.

I Can.

Teaching YourWings to Fly.

41,

7 HANDWRITINGLevel 2

% OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Explores use of differentmedia, e.g. finger paints,peAcils.

Makes circles and lines.

'N)

.

Provide assistance to the Activities for

child in using'various media. Preschool/Kinder-garten Language

Provide two different media, Development..e.g. clay, finger paints, anddiscuss differences intexture and applications.

Structure projectl-designs for

child to utilize andexperience various media.

Provide child with activities Wip-Off Cards.in which he traces lines.Fade the outline of these Trainable Children:

lines to the point where he Curriculum andis producing them independent- Procedures.ly.

Use above procedure forcircles after the child isable to make a line.

15

6

a

#

,

SPELLINGLevel 2

...


^

e

,

The( child:

Traces some letters Of thealphabet.

t

,

V

,

Have child trace over letters*of name using either large

.

block letters or brokenlines.

,

16

r

Alph-a-SpaceCombination.

111

,

,

e

RECEPTIVE COMMUNICATION (Listening)

Level 3

OBJgCTIVES TEACHING STRATEGIES MATERIALS

The student:

Responds to sounds in theenvironment, e.g. lunchbell, honking horn.

Follows simple directions.

Introduce student to sourceof sound,.e.g. bell ringing.

Show'student what to do when

they hear a specific sound,e.g. horn honking.

Role play student's responseto ituation, e.g:. fire

alarm.

Put various sounds on tapeand have student label andrespond to the sound.

Provide direction and modelthe response.

Have student follow thedirection given and providefeedback regarding appropri-ateness of response.

Have students follow eachother's directions.

4With assistance, responds Give a variety of verbal/non-

to command/praise/criticism, verbal commands/praise/criticism,and have studentmodel response.

Role play situations in whichstudent responds to verbalcommand/praise/criticism inmore than one way,e.g. "Please stop talking","STOP, cars coming".

Differentiates between, 2ut different emotional

and labels, obvious emotions situations on tape., Have

(4ased on hearing). student label emotions,'e.g. laughter, crying, anger,sad.

17

6)

Super Ears.

Listening Skills,Unit 1.

It's a HappyFeeling.

Tom Thumb EarlyLearning Library(records).

Speak For YourselfA Language Programfor the RetardedChild:

Peabody LanguageDevelopment Kit,Level 3.

Ackion in Learning.

10,


OBJECTIVES TEACHING STRATEGI,ES MATERIALS

The student:

Takes turn in a group whenteacher/peer calls-name.

Responds to more complexrhythms,

Set up a group situation. GOwaround in the circle whereeach student knows theirturn comes next.

Randomly pick students tohave.a turn.

Play games in which studentspick out the next player.

Increase variety of music.Play music of student'schoice.

18

6 )

Language at Home,Level 1.

r

,VIEWINGLevel 3

I1

OBJECTIVES_

TEACHING, STRATEGIES - MATERIALS

e

The student:

Changes level of attentionto suit the level of view-ing task.

Locat.es specific objects inprint.

Labels some objects inprint, e.g. cars on page.

Attends to directed visualinput of increasing lengthof time

fo'

Maintains eye contact.

I

1

r

Use picture cards with only Consonant Pictures

one object. Have student. for,Pegboard.

select an object from severalcards. ', etncepto-sort..

Use a frame to guide stu-. Flora and Fauna kit.

dent's attention to specificobjects.

Play stirting gaMes.-

Have student match symbol topicture; sign object name.

.,

Reinlorce the,student'sattenVing. Gradually in-crease the time attended.

Position student to maintaineye contact. Verbally cue

, student before speaking,e.g. "Look at me".

With assistance, arranges Help student dravi up Chart

pictures to form simple of own daily routines.

visual sequences, e.g. first/

last. Have student sort pictures

#

into a story sequence. Usebackward/forward chaining.Use symbols for nonverbal

children.

6"...t)

,

The Classification Game.

Go Together Lotto.t.


World Alpout Us'Lotto.

What's Missing-Lotto.

6

#

VIEWINGLevel 3


The student:

AO

With assistance,.placesobjects/self in specificrelational,context.

Interprets some facial/bodylanguage.

Gradually withdraw,cues,e.g. pictures of using atelephone, ordering ahamburger at a restaurant.

Play games where the studentmust place objects inspecific relational context.

Set up playing situation inwhich different gestures/

)

emotions are,exhibited.

Set up impromptu situationsin which student mustrespond. Give feedback reappropriateness of hisyesponse.

Describes main features of Incorporate these terms in

natural environment viewed, conversations'with thp stu-

e.g. "Big tree". dent while on field trips.

Take students on a scavengerhunt where they must locateitems trom given verbal

descriptions.

After the gesture/symbol hasbeen learned, e.g. tree,then and drily. then adddescriptions.

20

6 ) a

Langudge AcquisitionProgram for theRetarded andMultiply Impaired.

Body Language.

Flora and Fauna kit.

a

4.

EkPRESSIVE COMMUNICATION (Speaking/Non-Verbal)

Level 3


fr

MATERIALS

The student:

Uses noun/verb combinations, Vben student knows actione.g. "Me eat": '(drink) add the prbnoun to

sentence combination. Havestudent model.

Communicates full name:

ilkResponds to specific ques-tions re'self, e.g. "Howold are you?".

tiLabels a wide range offamiliar objects/persons.

Mode/ use of two words/signs.Gradually decrease cues untilstudent can use two words/signs on own.

Ensure student uses own firstname and then shape the useof last name (verbal/gesture).

In each new question modelresponse and shape its use.

Have peers ask questions ofeach otter.

Playint locating games usingconcrete objects. Increasethe number of objectspresented and introducecommunity based labels andfunctional words.

Have student pair picturewith symbol; picture with

Uses some plurals, e.g. cats. Present student with morethan two objects which childalrgAdy has labels for. 'Say

the label, stressing the "s"ilat the end of the word.

40044

Play games, "Show meNheshoe", "Show me the'shoes":

Teaching ResearchCurriculum for theModerately andSeverely Handicappe

Flying Staircase.

Flying Start:Learning tO Learnand Things Alive.

Target on Language.

4.

Peabody Articulation

Cards.

Language at Home,Level 1.

Goldman-LynchSounds and Symbols.

40

Let Me Speak.

p.

Note: Most objectives and st.ategies may be used for both verbal and non-verbalstudents, using slight modifications as appropriate for the particualr student.

21

6)-


4

OEJECTIVES TEACHING STRATEGIES,w

MATERIALS

The student:

Verbalizes needs in questionformat, e.g.."Me go?".

Labels emotions from simplesituations, e.g. Ogry,excited.

ComMOOtcates appropriatelyin group situation,e.g. "takes turns.

.#

1*

1

22

, I ean Make a

'Rainbow.

READINGLevel a

.OHJECTIVES.1.N

The student:

TEACHING STqATEGIES MATERiALS

,Recognizes familiar14.

community facility signs,e.g. telephone booth, -

washrooms.

Points to name on I.D.

.card Qn request.

Matches like functional

yords/sypbols.

4

1

Take the student on fieldtrips and point out various.signs/ Have student find asimilir one in the community.

Where possible, have student\,

use facility after locatingit, e.g. telephone booth.

Present slides of community

scenes. Have studentidentify the facilities in

the slides. Discuss who uses

them, why, when. -

Have student present the.

I.D. card on request."'

Praise student for keeping itin-his pocket and reinforcethelmportance of it con-taining his name, address and

telephone number.

Role play situations in thecommunity where the studentwoft,

may have to pre'sent his card.

Have student pair Word withsymbol/sign.-,

Go into community and pointout similar signs and discuss

their usage.

Play bingo, presentingvisually khe sign to be

matched.

23

A .

Functional signs (Appendix).

Road Signs of the TiMes.

'Functional SignaMatch-Up.

Training forIndependenceRecognition ofFunctional Words.

Survival Signa.

Look Alike Because,_Levels I and 2.

Functional SignsMatch-Up.

Learning AboutNumbers Manual.

I

,

1/4

READING'.Level 3

,

OLTECTIVES

The studen;t:

Sequences 9.ome letterS, ihwords,.e.g. name.

Finds top, Middle and bot-tom ofreading materials,e.g. clock face, menus,signs.)

Cue student to say/writefirst letters of his.name:

' Print put the student's namewail. the Mst letter *slight-

ly faded, e.g. Peter. Fade

out the last lefterthe student can produce thisb5rhimself. Use tHisprocedure for the rest of.the dame in a backwardchaining technique.

MATERIALS

Alph-a-Space.

Fl ing Start: -Learningto n and ThingsAlt

Workjobs.

Have student identify these Functional Signs.

positional Points on his own Telling Time.

Use conorete items so Road Signs'of the Times.

Mat the student Can Manipu-late them; point out and have Story Sequence.

student model the variouspositional labels. Opposite Concepts.

Positions book/paper correct- Model proper position.

ly.

Waits for receipt.whenmaking.purchase.

Physically move Ode st,udent

into'the-proper position.

Before a field trip discusswhat a receipt is, e.g, whogets one, who gives it andwhy.

Role play with the studentthe process of purchasing anitem.

Take student thfough.acashier lime,' -explain tbe

process. Then have him do it, while you assist.

24 6j_i_

I.

READINGLevel 3

OBJECTIVES TEACHING(STRATEGIES MATERIALS

The studen :

\1Recognizes wn bus, e.g.number, let v., picture.

4

Provide student with a cardwith his bus number on it andcue the actual bus whenpossible. Fade both of these.

Have student'sort cards withnumbers thaAre Slightlysimilar, e.g. 73-37.Emphasize differences.

Sh w slides of buSes andpo nt out where the numberis on the bus. Then havethe student point out the-number and tell you whatit is on the actual bus.

25

6 'I -N

V.

HANDWRITINGLevel 3


The student:

Holds a pencil/paper,correctly.

S.

Uses correct body positionwhen writing, e.g. sits upstraight.

Copies familiar shapes,e.g. circle, square.

With ,assistance, joins somegeometric shapes/lines toform figures, e.g. letters,numbers.

Prints some letters inde-pendently.

Use a hands-on approach toplace student's fingers intothe proper stipod grasp. If

this, is not possible use anadaptive grasp, e.g. fourfingers around pencil.

,Shadowboard the student'sdesk to show him where toplacf hisTencil when not inuse and where his writingpaper should lie. Fadeshadowboard. .

Give student a concreteshape to trace the perimetef.

Have student trace activitieswith the shapes outlined indark lines. Then fade ouCintensity of the lines, sohe is producing them inde-pendently.

Present completed figure,e.g. fetter, having thecomponents of the figurecolored differently,e.g. A blue

C.) red.

Have student practise thevarios shapes involved inthe figure.

Have student trace figure onworksheets that have beencued to emphasize the variousshapes within.

1

26

Pencil holders.

Name Writing.

9

Trainable Children:Curriculum andProcedures.

Wipe-Off Cards.

Feel and MatchCombination Set.

Dubnoff SchoolPrOgram 3.

Fairbanks RobinsonProgram, Level 1.

SPELLINGLevel 3

--C.

i

OBJECTIVES TEACHING STRATEGIES-.

MATERIALS

\

The student:

Copies some letters of thealphabet.

Recognizes some functionalwords.

Associates sounds with someof the common consonantsand vowels.

_

(

Initially, use template tohave student form letters.

Color code the beginningand end of the letters.

Use directionality arrows.

"0

Trainable Cytildren:''Curriculum and .

Procedures..

Introduce dissimilar con- Flying Start.

sonants first such as M and R.

.....54tow student a consonant/

vowel and have him model thesound.

Fade the physical cue, andquestion "What does thissay"? 'Show me (name)'.

..

a


OBJECTIVES TEACHING STRiTEGIES MATERIALS

The student:

Classifies sounds accordingto importance, e.g. siren.

qs,

Follows more complexdirections.

Responds to command/priase/criticism.

VIZ

With assistance, differen-tiates between, and labels,less obvious emotions (basedon hearing).

Teach the importance ofemergency sounds. '

Show slides of emergencyvehicles accompanied bysounds. Model how torespond to that sauft,411avestudent respond to thesesounds and give feedback.

Provide direction and modelresponse.

I.

Latening AidesThrough'the Grades.

'Ensure the student can follow Distar Language

the first step of the Levels 1 and 2 (revised).

directions before adding the

second part. , Listen!

As student completes firstpart of direction, add theext part of the sequence.

Gradually increate speed of

directions.

Set up situations in which Project Me - Let's

response to praise/criticism Look For.verbal command is a pre-requisite to the next step,e.g. puzzles.

Role play different emotionalsituations. Have studentlabel the emotion:

Show pictures of differentemotional situations. Help

student to identify theemotion associated with thepicture. Have student usefree imagination to followthrough the.emotionalsequence.

28

6 `)

Moods and Emotions.

New Wheels%

Mgm's New Job.

I'm Running Away.

New Neighbours.4


As


The student:

Responds to directionsnivento a group in familiar set-ting.

Responds appropriately todifferent types of music,e.g. western vs. churchmusic.

Cue group to listen to Lespeaker. Have student askquestions on what has been

said.

Reinforce student for listen-ing and asking questions.

Cue student regarding appro-priateness of response to

music.

Si

29,

) 1/4)

Music for Fun, Music .

for Learning.

Peace, Harmony andAwareness.

It's a Happy Feeling.

0

VIEWINGLevel 4

00,


The student:

4.)

Identifies some non-printvisuals, e.g. signs.

Discriminates betweenessential and non-essentialdetail.

W.ith assistance, maintainseye contact through dis--tractions.

Attends to directed visualinput for a specific periodof time.

Relates a simple sequenceviewed in picture format,e.g. sequence cards.

See Living/Vocational SkillsSection: Travel.

Point out various signsthile on community excursions

Take class on a photo-takingN expedition to take pictures

of signs.

Have student role play whata picture is about.

Ask student to describepeople in'the classroom.

Describe the action whilethe student is looking.

Direct student's attentionto first/middle/last.

30

Functional Signs(appendix).

Concepto-sort.

Go Together LottoSign Language.

Speak for Yourself:.A Language AcquisitionProgram for theMentally Retarded Child.

Story Cards: Tell Whatis Missing.

,7

Consumer SequentialCards.

Visual SequentialMemory Exercises.

Sequential PictureCards I and II.

Percepticin Task Cards.

Rerceptual SkillsCurriculum.

.11

VIEWINGL.cvel 4


The student:

Indicates a relationalposition of self/object inresponse to a specificquestion.

Changes position of self/object in response to aspecific situation, e.g.moves closer to table.gr,

Responds to.increasingnumber of facial/body lan-guage situations.

Have the student performvarjousjelational activitiesusing both objects andpersons, "e.g. put all the

chairs around the table, goit on the chair.

Direct the student's atten-tion to a variety of stimuli.Prompt student, e.g. "Pushthe cart down the right handside of the aisle". rade

p1rompt.

Direct student's attentionto different facial/bodygestures and what they mean.

Play charades where studentmust guess what the bodyaction means.

Describes natural material Go on scavenger hunts. Have

viewed with detail. students compare similar/.imilar characteristics.

Take photos while on

expeditions. Point out de-.

tails to students.

31

6 `i

Teaching the Moderatelyand Severely Handicapped.

..Discovering Oppos

Language AcquisitionProgram for the Retardedor the Multiply Impaired.

Body Language.

Flora and Faunaof Alberta.

Poems and Pictures.



The student:

'Uses simple sentences,e.g. "I want a cookie".

Cue student to talk in asentence.

Teaching ResearchCurriculum for theModerately and

Model ,signing a sentence.and Severely. Handicapped.

have the stsidzIt repeat it.Pictogram Ideogram'Communication.

Communicates personal infor- Play games where student mustmation abort selc

'

e.g. tele- identify himself when his adilwphone number. dres4 or telephone number is

read.

With assistance, givesgeneaT information aboutfamiliar situations.

Labels familiar objects/persons, using adjectives.

Have student 'Suse the I.D.

card to recite phone numberand address'. Fade thisvisual cue out over time.

Role play witfl student In-

;idents where he should givepertinent information.

Play attribute and sortings, game to teach concept ofcolor, shape, size adjectiveconcepts.

Point to the object and say,"This is an orange chair".Have student repeat; withdrawthe verbal cue.

For nonverbal student havestudemt use color attributein conjunction with label,

.e.g. orange juice.

Let Me Speak.

I Have Feelings.

Play 'N Fit.

Fit-A-Shape.

Concepto-Sort.

Early Childhood Math.t'

Project Me; Try

This on for Sizeand Shape.

Create a Story.

Learning StLase:Learning ThroughMovement.

Note: Most objectives and stiategies may be used for both ye-bal and non-verbalstudents, using slight modifications as'appropriate fiCI7 the particular student.

32

EXPRESSIVE COMMUNICATION (Speaking/N6n-Verbal)

Level 4


The student:

. U'ses plurals.

Asks simple questions tosuit the situation.

States why an emotion takesplace in a simple situation.

4

States some of own emotions.

CommuniAtes appropriatelyin group situations, e.g.voice level.

Model the type of questionswhich may be asked e.g. "Youwant this?" for nonverbal.

Set up situations, havestudent ask own questions.Give feedback regarding theappropriateness of thequestions.

ROle play a situation,andprompt student's discussionof emotions involved in the

situation.

Show-pictures/slides whichshow glotions 'and have stu-dent tell.why he thfnks theemotion was exhibited.

.1.7hen student looks happy say, I Have Feelings.

"You look happy today, why?".

When st.uden1 exhibits anemotion ask, "How are youfeeling?" If student mis-labels emotion give studentappropriate label and explain

'that lcabel.'

Model appropriate social Con-

versation. Cue student re-garding appropriateness ofhis commul(cation techniques.

Have students role play"good" and "poor" speech.

Whenever possible in a groupjgive immediate feedback re-garding appropriateness ofstudent's'communication.

33

READINGLevel 4


The student:

Matches word to thefamiliar communityfacility, e.g. telephone

booth.'

Go into the community andpoint out the vaxiousfacilities; have the studentUse them:e.g. store,restaurant.

Play bingo,type games wherethe picture is 'presented andthe student has to cover thecorresponding word. Cue and

fade out as necessary.

Presents information on Ensure student has an I.D.

I.D. card: name, address, card in.his possession.

',.. phone number.

Responds to functionalwords in context.

Have student practiseproducing information on

this card,

Take student into thecommunity and have him usethe various facilities.

'-(

TERIALS

1

-.

Distar Reading:Levels A and 2 (revised).

-Distar Language:

'Levels 1 and 2..

Education forIndePendence.

Real Life Reading.

Sign Language: A

Survival Vocabulary.

Training forIndependence -

,

Recognition ofFunctional Words.

Functional WordAtch-Ups.

Arrange for various activitiesthat require student to findand use these facilities,e.g. store.

Alphabetizes by first Ensure student can match

letter, e.g. names, files, letters that are the same.

Then with cued material havestudent match material tofile. Fade cue.

A

Alph-a-Space.

READINGLevel 4

,0

6RJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies some inf6r,-mation required on simpleforms, e.g. library card.

Locates specific itemon reading material,e.g. price ta'g, size, menu

selection.

ft

Interprets tome infor-. mation on cash registerreceipt, e.g. total, date.

Cue I.D. card to match that'of cued form. Fade cues.

Provide actuA forms and havestudent 411 them out withyour assilstance.

Teach the student tha.t thereare various cues to look forto find, specific information,e.g. for size on the tagit mill be printed, usuallyintthe middle and Will be .after the letters SIZE. This

can be emphasized byincreasing the size or colorof these letters ,on asimulated tag.

Go' into the communityfacilities and LISP actual

reading material.

Purchase several items withstudent. Then review cost ofitem, amount paid, change

%

received.. Point these out on

the receipt.

Have student fill insimulated receipts givenspecific purchases. Facili-tate this by role playing thepurchasing.

35

Real Life Reading.

Sign Language: ASurvival Vocabulary.-:

Reading Labels.

REAbINGLevel 4

0 JECTIVES

(.-

The student:

44

TEACHING .FTRXTEGIES 4 MATERIALS

Utilizes reading skills,'e.g. to take appr priatebus.

1.

f

11,

.4e2

ole play the apprcepriatebehavior on the bus.

While'ritiling the bus with

tht. student, point put andinterpret the signs heshould_be attending to.

f

0.

4

. 36.

or,

nANDWRITINGLevel 4


The student4,

Uses correct body positionwhen writingz e.g. sits up,straight.

Joins some geometric shapes/lines,to form figures, e.g.name, number.

4Foims words in left to rightpattern on a designatedspot.

Writes first name.

Model proper .posture.

Move the student's,bodYinto the proper position.

Reinforce the student'ssutcessive approximations toproper posture.

Present completed figure.Have student practise shapesindependently, then useshadowboard or stencil toproduce figure.

Use a piece of cardboard toblock out rest of page sostudent attends only to thespecific area ned'essary.Moiie the cardboard acrosspage in a left tg rightfashion.

4

Dubnoff SchoolProgram 3.

I Can Do It:Manipulative Series.

Trace out letters on designed Name Writing.spot and have the studentcopy. Fade the letters.

37

4

1

SPELLINGLe'vel 4

OKJECTIVES TEACHING- STRATEGIES MATERIALS

The student:,

Copies some printed,wordsin contejs

Spells some key informationfrom memory.

,

Associatesincreasing

7onants

9

sounds withnumber ofand vowels.

an

Have student take fieldtrips into community to copywords or take pictures, e.g.telephone.or type of tele-

phone booth.A

Select one piece of informa-tion at a time to teach usinga cueing/fading method, thenprovide worksheet's for stu-'

dent drill.

Vary the formats on whichthe information is transfer-red, e.g. "Please write yourname on the top of page","Sign here: written signa-ture".-

Have student use a type-writer to transfer informa-tion.

38

4

Perception ask Cards:

Name Writing.

'Washington StateCoopgrative Curriculum,Binder 2.

Flying Start:'

Learning to Learnand,Things Alive.

RECEPTIVE COIT,IUNICATION

Level 5 .

OBJECTIVES TEACHING STRATEGIES MATERIALS,,

The student:

Modulates sounds accordingto need, e.g. turns upstereo, whispers.

Follows specific directions,community.based.

With assistance, discrimi-nates between appropriateand- inappropriate commands/praise/criticism.

Differentiates between, andlabels, less obvious emstions(based on hearing).

Responds'to directions givento a group 10 familiar get-ting.

**I

Create situations which re-quire student to modulatesound, e.g. speaking Over arecord playing, whisperingwhile others are at work.

Cue student when it is appro-prj.ate, e.g. when playingrecord player too loudly (:).speaking too softly.-

le play a number of sitltions in which student asksfor and is given directions.

Set up sftuations in com-,

munity in which student mustask fof directions.

Reinfo'fce student when res-ponse is appropriate. Cuestudent when response isinappropriate.

Role play situations wi.thcritiéism/p.raise, if it isappropriate or inappropriate;have student explain why.

picreasé number of emotionswhich student axposed to.

Ensure that group commandsare built into'eMerydayclasses. EARS (Early Approaches

Distar LanguageLevels 1 and 2 (revised).

Receptive LanguageActivities.

I Know How You Feel.

Project Me Lets

Look For,Speak for Yourself.

to Reading Skills).Cue student to follow anotherpeer who is responding. . listening Skills,

Unit 2.

39

RECEPTIVE COMMUNICATION (Listening) cLevel 5

OBJECTIVES ,,T.EACHING STRATEGIES

-4,

MATERIALS

The Student:

Responds appropria41y todifferent types ormusicin various settings.

"447.

A

-

Assiti different students asleaders.

Have dance classes.

4

Set up school dances whereappropriate social behavioris expected; when dancingwieh a partner, asking some-one to dance.

ir

44*

VIEWING' Level 5

OBJr TION

The student:

Relates meaning of non-printvisuals, e.gt. signs.

Describes relevant detailswithout visual cues.

Views. attentively for-aspecific period of time.

Ma'intains eye contact

through distractions.

Relates a siniple sequence

viewed in action format,.e.g. film, television.

.

States relational conceptsin a,variety of situations.

P. '.;

TEACHING-STRATEGIES . MATERIALS

Take student to a shoppingarea and have him find thestore which is appropriatefor a specific purchase.

Shop,for groceries accordingto categories, e.g. fruits,vegetables.

Ha.i7e student describe various

'imaginings'. Ask student toclose his eyes and imagine aspecific scene.. Ask student

to 'describe the.scene.

Play taped stories. Ask

student to describe therelevant details pertainingto the story.

Have student arrange picturesin order, describing thesequences as he puts them in

order.

Have the student look atpictures: slides, films, etcor

Ask questions:"Where is the"The . . is at-theof the box". Have student

complete seritence.

I I

41 ).

6 i -.

Real People at Work.

Peace, Hat:mony, andAwarenes. A RelaxationProgram for Children.

Troll Read-Alongs.

4

&rstimer Sequential

Cards.

Sequential Cards3,I, II and III.

Speak for Yourself.

L

VIEWINGLevel 5

OBJECTIVES TEACHING STRATEGIES MATERINIS

The student:

'Changes position of self/object in re,s0Onse to aspecific'situation,e.g. following distance.

Responds accurately to bodylanguage cues.

Compares sensory impressionsfrom natural environmentviewed.

Direct the st'udent's atten-tion to a variety of,stimuli.

Role play specific situations.

Play charades where studentmust guess correct meaningof a gesture.

NA.

.42

Body Language.

Flora and Faunaof Alberta.

ftkit,.

1

EXPRESSIVE COMUNICATION (Speaking/Non-Verbal)Level 5'

6BJECiIVES TEACHING STRATtES MATERIALS

The student:

Uses a combination of dif-ferent sentences, e.g. "MayI have a cookie? I'm

hungry".

Gives general informationpbout self.

Gives general informationabout familiar situations..

Prompt tudent with questions Pictogram Ideogram

after e makes a statement Commdnication.

so he ives you more infor-mation

Have "show and tell" situa-tions where the studenCisadvised, before he speaks,to discuss the object undercertain dimensions, e.g.tell first, where they gotitem, wheni, and, what it is

used for.

Reinforce any attempt to usemore than one senterfte,throughout the day in otheractivitiey.

Provide a framework in whichso rela6't this information, so

that the student is able togive relevant raher thanirrelevant information. Use

a cue card with relevant, iteMs listed.

Set up situations, e.g. games,songs, where the studentsintroduce themselves to each.other.

Provide student with a frame- Moods and Emotions.

work torgive this information,e.g. cuk cards, lead ques-tions or modelling.

Take field 'trips into thecowmunity to vilP varioussituations and discuss uponreturniftg to the classroom.

Note: Most objectives and strategies may be used for both,Verbal and non-verbalstudents, u,ing slight modifications as ap priate for the particular st dent.

43

ev. 6

EXPRESSIVE COlvD1UNICATION (Speaking/Non-Verbal)

Level 5


The student:

a

Describes object/person inmore than one way, e.g: same/differed? adverbs.

Uset irregular plurals,.e.g. mouse - mice.

Uses some verb tenses,e.g.opast tense.

Play games where student isrewarded for the amount ofinformation he providesregarding a particular topic.

Have a scavenger.hunt wherethe item is describejl rat.her

than labelled.

F4esent student with, two

objects and have him describesimilarities and differences.Highlight with.a color cue toassist student in this dis-crimination:

Provide student wiS a frame-work with which to describean object or person. Provide

a card with key questions,e.,g. size, shape, color.

Teach the 'singular noun first,

pair with picture of groupsand teach, e.g. tooth -ipeeth.

Play games.

Set up situations in whichthe plural is used-to explainthe situation.

Have stUdent complete anaction. 4Ask what he did.Have student state whatactioa he says-in pasttense. Model respowes,if.necessary.

Ask student what he didpreviously, cue regardine-which verb to.use, e.g. "Iwatched te avisidn".

4

Peabody ArticulationCards.

ABC Lotto.

What's Missing Lotto.

Let Me Speatc.

f

EXPRESSIVE COKMUNICATION (Speaking/Non-Verbal)'Lqvel 5


41.

The student:

Asks appropriate questionsin familiar situation.

Interprets 7and,rabels

envtions'in a siTplesituation.

Explains reasons 'for own

Addresses a group in afakili,ar situation.0 w

a

Set up specific situations -

.and demonstrate types ofquestions which are,accept=able; have §tudent model.

Provide feedback regardingappropriateness of questionsthroughout the day.

Before student speaks, cue,"Am-T the person to ask", or,"Is this the right time toask me a question".

Use role play, pictures.

I.

When student exhibits anemotiollt, ask, "Why are you

...?" Have student explainreasons in words they know.Guide ple student to expressall t-tle reasons he is.feeling

that way.

Cue student regarding appro-priateness of reason asrelated to emotion shown.

Set up a group situation ofpeers and have each studenttake,a turn speaking. Startwith introducing self togroup, describing what some-one is wearing, etc. Non-

verbal students should-participate as well.

45

65,2.

Moods and Emotions.

RkADING,

OBJECTIVES- TEACHING STRATEGIES.\MATERIALS

The student:

Reads some labels when tncontext, e.g. grocerywords.

PrAents full informationon I.D. card: age, sex,

whom to contact in case ofemergency.

Reads, land responds appro-priately to, functionalwords.

Uses personal address/tele-phone book.

Identifies information re-quired on simple forms,e.g. cheque, catalogueorder form.

Responds to specific writtenmaterials, e.g. prices ofitems, menus, time.

Take the student on'variousi- Sign Language: A

field trips and point out Survival Vocabulary.

and label or have the studentlabel various items. Distar Reading

Levels 1 and 2 (revised).

Have student prictise pre-

senting information.Functional Signs

Match-Up.

Functional words(apperidix).

Assist student in developinc" -0

a personal address/telephonebook.

Teach student to file andretrieve by us.ng the firstletter of the last name.Use cueing of the file letterand the first rbtter in thelast name to facilitate this.

Get actual forms and practise Forms InYour, Life.

filling them out.

Go on field trips andpractise fill4jig out forms.

Simulate material, cue keywords that are relevant.Model how to respond to thecues. Fade cue.

46

Real Life Reading.

Real Life Math.

Real Life Reading andWriting on the Job.

"Math Activity 2,.3,

READINGLevel 5

OBJECTIVES

rhe student:

Reads key words on a bill,e.g. name, amount, date due.

Utilizes reading skills totravel independently, e.g.

t .


Accompany students into thecommunity in a variety ofsituations and cue what to

watch for.

Send students out forspecific purchases or to arestaurant to practise theskills.

Provide practise.

Practise this in the com-munity, pointing out signsthe'student should attend to.

47

Young HomemakersSeries.

Training forIndependence -Recognition ofFunctional Words.

HANDWRITINGLevel

OBJECTIVES TEACHING STRATEGIES NATERIALS

.1)e stu,i2nt:

Prints words.

Writes some personal infor-mation.

Have student use manuscriptand join letters, e.g. JOHN.'

s.

48

Cursive Wipe

Forms In Your Life.

SPELLINGLevel 5


The student:

Copies printed words in .

context, e.g. food labels.

Spells key information frommemory.

Utilizes some phonetic clues,in spelling, e.g.'short*vowels, initial4onsonants.

Color code word on the item,e:g. tins of food, laundry

tags. Fade cues.

Have student copy word thatis emphasized.

When writing forms, cue in-formation to be copied,eg. cheque:Pay to the order of

Have the stOdent generateinformation into a number ofstructures situations, e.g. L

role play applying for a job.

Use the student's real life /

situations such as applyingfor I bank account to proyid/e

spelling list.

Provide drill and repetitionworksheee.s to -snsure mastery.

Cue those.relevant soundswhich are important in:sound-ibg out wod or discrimi-nating one word from:another,e.g. "What washroom signbegins with L?" (LADIES).

"Put all the wor4s whichbegin with B together".

49

" ,.RECEPTIVE COMMUNICATION (Listening)Level 6.- Ito'

f

' OBJEeTIVES TEACHING STATECIESt MATERIALS

The student:

Follows general dire'ctions,community based.

Discriminates between ap-propriate an4ApappropriAecommands/praise/criticIsm.

Differentiateg between, andlabels, less obvious emoloils(based on hearing).

ftesponds tdirections ,

given to a.group in the;communityt'e,g: bus depot.,

Responds' to music in leisure%community, dance:

"'"I

. ,

,

'4 r

IncreaseAnumbevf'situations

student 's exposed to.

)

Take-student into the com- ,

munity and train him accord-ing to his needs, e.g.waiting fOr a bus..

Expose_the"gtudent to anumber of situations thatallow,him eoiform preference.

50

657\. 4- . , 6

I.

VIEWINGLevel 6

OBJECTIVES, TEACHING STRATEGIES /'- MATERIALS

.0

'The student:

Responds appropr ately tonon-Print vis s, e.g.

tra.ffic signs.

Describes experiences'formulated from materialviewed,lie.g. print and non-print.0

Views attentively fior a

specified period of time.

Identifies visual presentsrtions as being real orfantasy.

onds to yisual cues inhE'com1nuniIy, e.g. negotia-

ting aisles.

Responds appropri tefy tobody-language cues.

Provide opportunitie; forthe st'tldent to practise

responding to community signs. Self Care Series.

Real Life 'Reading.

Have student vieiLsliab,films, televisiAbetc. and ,

relate to others What.he seesand how it affects him.

3

Show pictures and ask thpstudent to describe diem.iStart with large, unclutteredpicEures. Gradually decreasesize and increase amount ofinformation inpictore.

Show objects momentarily andhave student dettribe.whenhidden.

lShow slides, videO, etc. andask student:"Did you like it";'Why or why not!!:

"WhAt did you-like best init". .

The Problet - Acne:

Poems'and Pictures.

Moods and Emotions.

Clothing Care Series..

Safety Series.

Bicyc/e Series.a

0

Show slides, etc, of Peopleexpressing differepe feelings.

-

Ask student to descrihe,that Body Language.

emotion and why it mighthave taken place. ,

, 51

4

VIEWING4evtel 6'

OBJECTIVES TEACHING STRATEGIES MAT.E*ALS

the student: .

brows condlusions aboutsituations based on.bodylanguage.cues.

Describes sensory impressions.from 'materials that

have been vieWed, e.g.spring flowers.

Go out in the community andview various situations ofpeople interacting, e.g.-people kissing at a busstop, sales person beingrude.

11? Back in the classrooM roleplay what could have

' happened.I.

Show pictuvs and have,student guess conclvsion.

Role play specific situations

Encourage studen;. todescribe visual impressionsas well es other sensoryimpressions, e.g. auditory.

-;

0

52..

6 r

.

EXPRESSIVE COMMUNICATION (Speaking/Non-Verbal), Level 6

( OBJECTIVES' TEACHING'STRATEGIES MATERIALS

The student:.

Carries, on a conversatiori,

etg: describes familiar'situations, gjves directions;sequences events.

Uses,verb tenses correctly.

Help student to linksentences together by asking

'questions, e.g. "And thenwhat did-You do?".

Ask student to give caredtions In a simple situati ne.g. on tep directions.

Provide he 1rst portion-ofan if/then tatement and have'student comçilete it with or

without'suggetednatives.

a. .

Show .a series,o visuaaction scenes; h e s udentdescribe what has hapPened/ .

. . 4

is happening and will happen..Cue on 'appropriate verb

'

..

tenses..

- Reinforce accurate verbt.t.age in everyday converse-

tion; cue when verb' usage is,

indorrect.

Uses antonyms/synonyms. -Elave)studerit sort picturesdepicting opposites and/orsimilarities. Ensure thatStudent labels cards,

. e.g. hot' "ts oppoS'ite to"cold,:car "is the same as"

automobile.

Play games "What is the op-

posite. ofr.

The Cola Kit.

'1

f

A

Disdovring Oppositese

Note: Most objectimes and stratdgies Tay he used for both verbal and nom-verbaf

' students, using slight modifications as appopriate for the particular, student.n

53

4bn

EXPRESSIVE COMilUNICATION (Speaking/Non-Verbal),

Level 6

OBJECTIVES TEACHING STATEGIES MATERIALS-4re

The student:

Asks appropriate quegtionsin a varietySOD situations.

Responds appropriately taother people's emotions.

Describes other person's

emotions accurately.olk ,

Addresses a group,infamiliar situation.

4

'Give feedback regardingapprbpriateness of student'tresponse tb other peoples'eulotions.

Set up situations in *yhichvarious emotions are pvtrayedand give feedback regardingstudent's,reSponse. .

Set up ftuations in which.student is asked about con='.sequences or caukes ofspecific emationslfk

.

Show videb-tapes.oftdifferent.situations and as ic. students

to state if a person'sresponse was appropriate ornot.

Gi;.re students a tdpic to \.

, discuss, e.g. what happenedon the weekend,'how to get to

his house. .

Prompt student to build up aseries of ideas.'

Reinforce proper speaking'habit;, e.g. look at thegroup, stnsi/sit sLlf.

4$*

I.

r

4

4)

a

READINGLevel 61. ,

z.,

OBJECTIVES' TEACHING STRATEGIES': MATERIAS

The student:.

Reads labels out of context,item on ir6cery list.

PresenOyersonal informa-tion in a number of ways.

Read0 and demonstratesunderstanding of, functional*Words, e.g. recipes, .D.,instructidns.

t

Uses telephone directory ebfind specific names/numbers.

With assistance, fills insimple forms, e:g. job "ap-'

plication, social insurance,medical forms. t.

Have student sort cued cardsof various fUnctional6words.

Ask the student what theAabel is and as.,he verbalizesyou say it'with.him.

Read label and, have the, stu-d Survival Reading

dent repeat it. i Task Cards.

Provide student with a.

symbol:dictionary.

Cue varius key words, e.g.tablespoon vs. teaspoonand cile corresponding items.Fade cues.

ft

Have student find simplenames, e.g. A letters, in thetelephone directory byattending tothe key n es in

the :topoiright_hand corn

Have student 'find hi o

name/number,

, Have stu4ent praciis6 with

actual forms..

I

I

55

6

,Coaing Activities fcihe Retarded Child,

Help Yourself to Food.-

Forms in Your Life.Teeing Time.Budgeting Worklrokf.

Sign Language: A, SurVivaf,Vocabulary.

0

Formvin Your Life.

e

READINC #

Level 6

.- OBJECTIVES TEACHING STFATEGIES MATERIAL

I.

Ihe Stud ht:

Utilizes pecific written4 materialsin daily living;

e.g. orders food frommenu, shopping.

Reads and'interpretspersonal bi/ls, e.g. tele-phone, gas.

Reads a route Map, busschedule.

c A

44

Provide practise. Budgetgg Workbook.

4.121'

4

4

HANDWRITINLevel 6

-

,

aa*

OBJECTIVES.- TEACHING STRATEGIES MATERIALS

110 Nos

The student:

Formi words legibly.

4411.

6

Have student practise or copy ',Forms in Your. Life.various words.

Reinforce successiyeapproxiiiations at'formingvarioud words..,

Prompt the kudent to write/print clearly beforeheattempti- to reprodurthe,word.

"7---

57

6

Perceptual DevelopmentCards.-

a

,

SPELLIKLevel 6

, 1

OBJECTIVES TEACHING STRATEGIES MATERIALS.

The stude4:

Spells key informationore-' quired in daily living.

t",

Utilizes phonetic clues in

I.

Show the student where to putthose key words in'a number,of situations and how to findthem, e.g. use visual cUesvuse a dictioRary: time

related woroV- days Of Week,date on a.cheque, date on a

. requisition, date on an

application.

Make up a booklet containingthese'wOrds'relevant to thatstudent's needs, e.Oname,address; shopping list,,.height, weight.

4

,

,

a

r.

.,

os

4

tC.

4 on

APPENDIX Al.

OVERVIEW

.4

%. /

,1

..

If

-

.

4

4

-

A

-

:-

5,

1.

st

..

fin

\

::.

.0'

i-c

)

1. RECEPTIVE COMUNICATUN (Listening)

HATT. I LEVEL 2

Responds to fall name.Responds when rAied.p.

Responds to a command,e.g. "Don't touch."

P. 1

Associates name withfamiliar others,

e.g. peers.

p. 8

p. 8

Associates sounds withspecific objects,e.g. animals, firealarm. p. 8

Follows one-step direc-tion. p. 8

With assi.tance, re. ionds Responds to praise/

co to praise/criticismp. 1

444

criticism. p. 8

Responds to varying vocal Re4nds to increased

tones, e.g. good - COOD. number of vocal tones.p. I

Ittspowes to music ,

eg lapping, rocking.P.

e

p. 8

loins group when nagr'is called. p. 9

-With assistance, claps/stamps to a simpleihythm when mobile orstationary. P. 9

LEVEL .3

Rpsponds to familiarsounds in environment,e.g. honking horn, lunchbell. p.I7

Follows simple direc-tions. p.I7

With assistance,responds to commands/praise/criticism. p.I7

Differentiates between,and labels, obviousemotions (based on'

hearing). p.I7

Takes turn in a groupwhen teacher/peer ral)s,name. p.18

Responds to more complexrhythms. P.18

LEVEL 4

a

44

Clasifies soundsaccording to importonce,e.g. siren. p.38

Follows more complexdiredions. p.28

Responds to commands/praise/criticism. p.28

With assl,stance, differ-

entiates between, andlabels, less obviousemotions (based onhearing): " p.28

Responds to directionsgiven to a grow infamiliar setting. p.29

Osponds appropriale'ly'to dilferent types ofmusic, e.g. western %T.church music. p.29

4

LEVEL 5

Modolates soundsaccording,to need,e.g. turns up stereo,whispers. . p.39

Follows specific direc-\Lions, community based.

p.39

With assistance, dis-criminates betweenappropriate' and inappro-

printe commands/praise/criticism. p.39

Differentiates between;and labels, less obviousemotions (based on

hearing). p.39

Responds to directionsgiven to 'a group in

familiar setting:i p.39

4

Responds appropriatelyto'didfereht types ofmu4lc in varioussettings. p.40

LEVEL 6

r

I.

Follows general direc-tions, comMunity bnsed.

p.50.

Discriminates betweenappropriate and inappro-priate commands/praise/criticism. p.50

Different),ayrbetween,and labels ess obviousemotions (based onhearing). p.50

Responds to directionsgiven to a group in thecommunity, e.g. busdepot. p.50

Responds to music infeisure time', e.g. com-

munity dance. p.50

VIEWING

LLVEL 1

visually scans for an

object. p. 2

Focuses on objects. p. 2

lracks moving objects.p. 2

Attends to dircctedvicnni input for threeminutes, e.g. game.

crNp. 2 *.

Lstablishes eye contact.p. 2

IMitates some relationalconcepts, e.g. in/ont,using concrete objects.

p.

LEVEL 2

Visually attends tostationary objects. p.I0

With assistance,specific objects con-taloned inftetures. p. 0

Attends to dieectedvisual lnpnt for speci-

fied time,e.g. televlsidn program.

R.10

With assistance, main-tains eye contact. p.I0

With assistance, differ&entiates between first/Last, before/after,using concrete objects.

p.I1

Differentiates betweensome relational concepts,

g. open/Out. p.11

A

LEVEL 3

Changes level or atten-tion to suit 'the level

of viewing task. p.19

Locatd's specific objects

In print. p.I9

Labels some (fleets inprint, e.g. cars onpage. 1/0 p.I9

Ofttends Co directed

visual inpnt forincreasing length of

time. p.I9

Maintains eye contact.p.I9

With assistance, arrangesobjects or pictures toform a simple visualsequense, e.g. first/

last. p.19

With asSIstance, placesobjects/self In specific

relational context. '

p.20

LEVEL 4

identifigs some non-printvisuals, e.g. signs.

p.30

Discriminates betweenessential and non--

essential detail. p.30

Attends Jo directedvisunJ input for n spec-ified period of time.

p.30

With assistance. mhin-tains eye contact throughdistractions. p.30

Relateq a simple sequen(eviewed in picturee.g. sequence card .

p.30

Indicates relationalposition of self/objectto responie'to nspecific responso.:p.31._

LEVEL 5

Relates meaning of non-

print visuals,e.g. signs. p.41

Vegcribes reliwantdetails withont visualclues. p.41

,

Views attentively for n I

specified period Oftime. p.41

Maintains eye contactthrough distraciions,

p.41

Relates n simple s;:quenceviewed In action format,e.g. film,- television.

Ap.41

States relational con-'eept*In a variety ofsituations. p".41

a

LEVEL 6

Responds appropriatelyto non-print visuals,e.g. traffic signs. p.51

Describes expghencesformulated frommaterial 'reviewed,

e.g. print and non- .`

..p.$)

Views attentively for n,specified peridd of

time. p.5I

4 a 4

Identifies Visual pre-sentatiups as being real"or fant4sy. 1%51

III. EXPRESSIVE COMMUNICATION (Speaking/Non-Vetlal)

LEVEL 1

Uses sounds/single woyds/gestures. p. 4

i4ith'assistance, com-

municates familiar name,e.g. Mummy. p. 4

With assistance, cum- .

nntnitateS first namoli). 4

'

Identifies Some familiarcr, oblect,./persons. p. 4,1,..)

LEVEL 2

Spnntaneously uses '

familiar words in theenvLronment. p.12

'

With assistance, Com-mInfleates first name.and

age. 4 p. I 2.

Labe4s.some familiaroblect;:/persons. p.I2

LEVEL 3

Uses.noun/verh comhina-tions,e.g. "Me eat."

11.21

Communicates full name.p.21

)

Responds'to specificquestions re self,

e.g.aBow old are you?".

p.2I

Labels'a wide range .of

familiar ohiect.s/peYsonsp.2I

,

assistance, uses Uses Some 'plurals, .

some plurals, e.g. cats.,p.13

e.g. cats. p.21

+

Makes needs known.. p. t4 Makes needs known. p. I 1 Verb:1117es needs in

question format,e.g. "Me gn?".

s

p.22

4.

,

f

LEVEL 4

Uses Simple sentences,e.g. :I want a cookie."

p.32

Communicates personalInformation about self,

e.g. terephone number,p.12

With assistance, givesgeneral infbrmationabout familiarsituations. p.32

Labels familiar ohjec'ts/persons, using adlec-Lives. p.32

Uses pluralS. p.33

Asks simple questions tosuit the situation. p.

S.

LFEL 5

Uses* a combination of

differentsentences,e.g. "May 1 haw acookie? I'm hungry."

p.41

CiVes general informa-tion abont self. p.41

ayes general iSrma-tion about familiarsituations. p.43

Describes object/personin more wnY,

ame.g. se ifferent,adverbs. ' p.44

Uses.irregular plurals,e.g. mouse - mice. p.44

Uses some verb lenses,d.g. past tense, p.44

Asks appropriate ques-tions In familiarsituations. p.44

LEVEL 6

Carries on a conversa-tion, e.g. describesfamiliar situations,gives direction,sequences events. p.53

sN

Uses verb tenses cor-rectly. p.51

Ilses synonyms/antonyms.p.51

Asks apprntu=late ques-tions in a variety ofsitnations. p.54

6 F.,

r

EXPRESSIVE CONNICATION - continued

LEVEL 1_

Communicates, usingfacial expressions. p.

p.

LEVEL 2

Responds to emotions,

5 e.g. -happy, sad. "p.13,

t

la

LEVEL 3

Labels emotions from

siMple situations,e.g. angry, excited:

p.22

Communicates, appro-

priately:In groupsituations, e.g. takesturn s . p.22

It

LEVEL 4

States why aR emotiontakes place in a simple

situation. p.33

a

States some of own

emotions. p.33

Communicates appro-

priately ilj...groupsituations, e.g. voice

level. " p.33

4

41,

LEVEL 5 ,

'interprets and labelseniotions in a simple

situation.

(p.45

Explains reasons for own

emotions. p.45

iiddiesses a group in a

familiar situation.p.45

d

CEVEL 6

Responds dppropriatelyto otheC people'semotions. p.54

Describes other Oeople'semotions accurately.

p . 514

Addresses a grodp in'a

famil-iar situation.p.5.4

6

IV. READINC

LEVEL 1

Points to familiar

objects. p. 6

Sores familiar items,e.g. boll, cup. p. 6

Track4 from left'to

right. p.'6

LEVEL 2

With assistance:labelspictOres of familiar

objekts. p.14

Recogrth.es,ffrst name

imprint. p.14

DisLnguishes betweenlike shapes', e.g. tti-

angles, squares. . p.I4

Matches to sample. p.14

With assistance, followsleft/right format,e.g. pictures, words.

p.I4

LEVEL 3

1

atesognizes 'fsmillik4pm-

munity facility signs,

e.g. telephone-hooth,washrooms.. p.23

Polipts to name on I.D.

card.upon (request. p.21

-

Matc,bes liKe functional

words/symboils. p.23

Sequences some letters

in words, e.g. name.p.24

%

Finds 'tim, middle and

bott.om.61 dikadingmaterial, e.g. clock,face, menus, signs. p.24

4

Positions book/papercorrect15,. p.24

1 ' .

'4

fLEM 4 LEVEL 5

Matches word to the

familiar communityfacility, e.g. telephone

booth. p.34

Presents information oq,

l.D. c_Ard:_ name,address, phone number.,

p.34

Responds to functionpl

words in context. p.34

,Alphahetizes,by firAt.letter, e.g. names,

files. , p.34

Identifies .some informa-

tion required in simpleforms, e.1A. library card.

p.35

Locates specific item on

reSding material,Pike tag, s4e,

menu selection. p.35

Reads some labels whenin context, e.g. grocery,

words. p.46'

Presents full informs-tion,on I.D. card: age,

sex, whom to contact Au_

emergency. p.46

Reeds, and.respondsappropriately to, func-

tional words. p.464

Uses personaP address/telephone book. , p:46

Identifies Informationrequired.on simple forms

e.g. cheque, catnlogue-order fotm. p.46

Responds to specificwritten materials,e:g. price of items,

menu, time. p.46

LEVEL 6

Reads labels out ofcontext, e.g. items on

grocery list. p.55

Presents personal infor-oultion in a number of

ways. p.55

Reads, and demonstrates.understanding of, func-.

tional words, e.g. 1.0.,

recires,Instructions.p.55

Eses telepbone directory

to findspecific names/

numbers. p.55

With assistance, fillsin simple corms,e.g. job application,social insurance, med-

ical form. pt55

Utilizes specifoic writ-ten material in dailyliviniL e.g. ords4mgom,menu, shopping, 56

,

t3N

READING continued

' LEVEL l'-----

um, 2

a

V.

LEVEL 3

Waits for receipt whenmaicing purchase. p,24

Recognizes own/bus,e.g. number, letter,

.picture. p.2?

NOTE: Whenever approprl;Communleation,sectused.

LEvEL 4

Intetitriits some infor-

mntion onkash tlegisterreceipt, e.g. total,date. p.35

Utilizes rending skills.e.g. to take appeopriatebus. p.36

LEVEL 5

Rends key words on abill, e.g. name, amount,date due. p.47

Utilizes reading skills.to travel indepindently,e.g. bus. p.47

te. if student shows ability to read, theton of the ENII Curriculum uide should be

aVEL 6

Reads and interpretspersonal bills,e.g. telephone, gas.,

p.56

Reads a route map, busschedule. p.56

0

V. HANDWRITING

LEVEL 1

Scribbles with primarycrayon. p. 7

';LEVEL 2-------

Explores use of ditfer-.

ent media, e.g. pencils,finger paints. p.15

Hakes circles and lines.p.15

a

LEVEL 3

Holds )!,.pencil/paper

correctly. p.26

dses correct bodyposition when writing,e.g. sits up straight.

p.2,6

Copies famiriar shapes,'

e.g. circle, square.p.26

With assistance, ininssome geometric shapep/lines to form figures,e.g. letters numbers.

p.26

Prints some letters in-dependently, e.g. name.

p.26

LEVEL 4

Uses correct bodyposition when writing,e.g. sits up strhigbt.

p.37

Joins some geometricshafses/lines to formfigures, e.g. namenumber. p.37

Forms words in left toright pat,tern on a

,ddpignated spot. p.37

Writes first name. p.37

LEVEL 5

O.

Prints words. p.48

Writes 'some personal

in1ormat1on. p.48

LEVEL 6

<

Forms wards legibly.p.57

I-

1

VI. SPELLING

LLVEL 1

,.

...

*

;

- _

...

r l

e

..

LEVEL 2.-

r

Traces some letters of .

the alphAbet. p.16

N

k

#

\.4

r

..

. , .

LEVEL

'Copies some letters of '

the alphabet..

Recognizes some func-tional words. p.27

. I '

Associates sounds w4thsome of the coMmon con-sonants and vowels. p.27

:

4

LEVEL 4 I

'CopieS some printed '

words in context. p.55

Spells some key infor-mation from memory. p.38

Associates sounds withan increasing number ofconsonants and vowels.

p.38

I

f

4

1#

'\

N1

t

N

-..------------------LEVEL 5

Copied printed words incnntext, e.g. foodlabels. p.49

Spells key information 'Spells key informationfrom, memory. . p.49 required in gaily'

. living.

LEVEL,6 -

Utilizes some phonetic Utilizes phonetic cluesclues In spelling, In spelling.e.g. 'short vowels, .

Initial consonants. p.49

4

I*

1

IP

MI

i#

..

*.

A

WOO..

APPENDIX B

,STUDENT PROFILE/CHECKLIST,

.4

6:30

4- Student Name:

Ager

Student Profile

fi

e

Daie: (Color code)

Date: . (Color code)

Level

6

.

.

.

.

I

,

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.

1

i.

.

4 Ir

.

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,

,

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a.

:

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. C

5.11 .........-......

.

.,

.,

.

..

4.

.

I ..

.

, e

3

.

.

3,

.

.._____.

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ara

..

.

SCORE:

CIt-4 0 (DH. C")

(f) fDrt c(D rtO H. H.H. 0 .O ID fD

rt00

LEVEL:, 1

11 III Iv

,l_l

1 J ___J___4.

-Chectlist - Placement and Assessment for Levels 1 - 6

Intructions: Arcle the,childtstlident responses. *4

1,

Add'up thecnppibevof "Ye.'s" responses 'andCPlace on SCORE line,

Convert'tte.SCORE to. LEVEL using the folIowig guide.

There are 6.cómponents to the test.*2.,

There are 6 components of the checklist.

There-speadorlOg* j

RecePtive.Communication,'Viewing, Speaking',

Expressrive CoTmunication

SCORE:

0 - 1

2 - 3

10+

Spelling, Handwriting

A.

LEVEL:

1

SCORE: LEVEL:

1

2 1 2

3 2 - 3 3

- 4 .3 - 5 4

5 6 - 7 5

\ 6 8+ 6 4

NOTE: Pbr exact placement within a.level please refer to the OVERVIEW SHEET which lists

all objectives in the-COMMUNICATION SECTION.

,

I. RECEPTIVE COMMUNICATION

1. Responds when called

2. Responds to music,e.g. clapping; rocking

3*

Associates sounds withfamiliar objects

4. Responds to increasednumber of voc'al tones,e.g. good.- GOOD

t.5. Follows simp'le directions

6. Takes turns in a group'when teacher/peer callsname

t

7. Classifies sound acCordingto importance, e.g. Mud.,

soft

8. Responds appropriately.t0different types qf music,e.g. western vs church '

.

Checklist - Placement and issessment for Levels 1 - 6

Yes No 1.

Yes No 2.

Yes No 3.

, Yes No 4.

/

Yes No 5.

Yes No 6.

,

Yes No 7.

Yes No 8.

VIEWING

Visually scans for an Yes No

object

_Imitates facial body Ye's No

language

Attends to directedvi6ual input for spec-ified/time period,e.g. t'Aevision program

Yes No

Locates some major land- Yes

marks outside withinyiewing distance,/e.g.'tree in yard

Zhanges levtl of atten- Yes

tion to suit the'levelof viewing task

Describes main features Yes

of natdral environmentviewed, e.g.-"big tree"

Identifies some non-print visuals)e.g. signs.

Changes position of self/object in response to a

Ipecific situation,.g: moves closer to

table ,

III. EXPRESSIVE COMMUNICATION

1. Uses single words/gestures

2. Communic,tes usingfacial eicpressions

Yes No

Yes No

3. ,Spontaneously uses .Yes No

familiar words inthe environment

No 4. Makes needs known Yes No

No 5. Use's' nounATerb com- Yes No

binations, e.g. meeat

No 6. Communicates appro- Yes No

priitely in a groupsituation, e.g. takesturns

Yes. No

No

7. .Use.s sj.mple sen- 'Yes, Notences,.e.g. "I wanta cobkie".

8. Asks simple questions Yes No /

to suit the situation

9._ Modulates gound according Yes No

to need, e.g., tutns up -

siereo, whispers -

- 10. 'Responds to directionsgiven ttf a group in a

familiar setting

-

Yes No

1 . Follows general directions, Yes No

communit? based

12. ReSponds tb'direetions_,,given a group in, the (

community, e.g. bus depot

SCORE:.ILEVEL:

6

Yes No

IS*

9. Relates meanitlg of non-

/ print visuals,I .

e.g. signs_

0

Yes No-.

10. Compares sensory impres- Yes

sion from natural,envitonment viewed,

e.g. touch of leaves

9. Uses a combination Yes No

of different sen-tences

No- 10. ddfesses a group n Yes No

familiar situation

'11. IdentAfies 'trisual presen- Yes 'No

tAtions as being real.or fantasy

,

12. Draws conclusions aboutsituations based onbody laftguage cues

SCORE:

LEVEL:

Yes No

11. Carries on a conver- Yes

sation about familiarsituations, givesdirecticins, sequences

events

a Describes other'peO,Rle's emotionp.'

accurately

SCORE:

LEVEL:

Yes No

IV.. READING

1. Points to familiar objeqts Yes No

4

2. Tracks from left to right .Yes No

3. Recognizes first name in Yes lip

print

4. Matches to sample Yes No

5. Recognizes familiar commu- Yes- No

nity facility signs,e.g. washrooms, telephonebooth

6. Recognizes own bus,e.g. number, letter,

picture

7: Matches word to thefamiliar communityfacility, e,g. telephonebooth

8. Interprets some informationon a cash register receipt,e.g. total, date

601

Yes No

Yes .No

Yes No 8. Prints Words

V. HANDWRITING

,

,l. Scribbles with primary: Yes No

craybis

2. Explores use of differ-ent media, e.g. paints,pencils, finger paints

VI

1.

SPELLING

Traces some letCers Yes No

of the 'alphabet',

e.g. name

Yes No 2. Copies some letters Yes No

of the alphabet

3. Ilakes circles and lines Yes No

4. Holds pencil/papercorrectly

Prints some letters

independently,e.g. name

6. Uses correct.bodyposition when writing,e.g. sits up straight

Yes No

yes No

Yes No

7. Forms words In left,to Yes No-

right pattern op adesignated spot

. Associates soundswith some of thecommon consonants andvowels, e.g. b, m

4. Copie4 printed 'words Yes No

in context

Yes No

S. Spells' some key. m Yes No

',inTorMation from

membry, e.g.'name

6. Spells key informs- Yes No

tion broth-Amory, '

e.g. name, telephonenumber

7. Utilizes some phon- Yes Noetic clues in spelling,e.g. short vowels,initial consonants

8. Spells key informs- Yes No

tion required indaily living,e.g. shoppinelist

9. Reads some labels whenin context, e.g. grocerywords-

Yee No 9. Writes.soMT.V4S2nalinformagon: 1`0.

Yes No

Niklógibly.

,cc-0,- .0

10. Reads icey words on a bill,

e.g. name, amount, datedue

Yes No lo_ Forms 'Y'es No

11. Reads labels out of con-text, e.g. items ongrocery list

Yes No

12. Reads and interprAtspersonal bills,e.g. telephone, gas

a Yes, No

SCORE: SCORE:

*LEVEL: LEVEL:

gS

Ng

. Utilizes phonetic Yes NO'clues in spelling, -

long-vowels

SCORE:

LEVELC

6L45

11

r

4

I.

'APPENDIX C

FUNCTIONAL SIGNOSYMBOLS

6 '2

WASHING .

CHLORINE.BLEACHINd

DRYING

.IRONING

DRY CLEANINd

6 .4

(red)

Do NotWash

(Yellow)

4111111

Dry Flat

Hot'

(red)

(yellow)

)LVHand Was.b

Do Not Iron

a. Clothing Care

(Yello$

.

../ \

(yelkow) (green),

(green)..

. 40°,

C,

. LLIL50°C

./. Machinelgash.- Machine Wash -

lukewarm .-',. 4 warm - gentle,

gentle

Do Not UseBleach

(yellow)

Tumble Diy -low temp:

(red-)

Iron 'at Low

Setting

'S.S1

Do Not Dry Clean

T.*

se Bleach AsDirected

(green)

Tumble Pry -med. temp:.

(yel104)

(green)

Hang toDry

(yellow

Iron at Medium

Dry Clean dt Low Temp.

Machine Wash - Machine WiSh\warm 7 normal hot'.--

w

Co

0A

0(green)

(44

04.)

1E-11

4CO

r-0 0

r-1 1-1

Iron at High .1.4

Cd

SettingO LH

rn1-1 ww 4.1O w4-4 3-4WO

ta.

P PO 0

Prip Dry

(green)

(gieen)

Dry Clean

693

Washrooms Women'sWashroom

First Aid

PotableWater

Groceries

,

.444.

Showers

LitterContainer

b. Services

Men's

Washroom

Telephone

Gasoline

seN%

panii PAccommodation' Parking

,

Fires Firehose

(Orignials available from Parks Canada.)

77 °

Facilities 'Post Office

for the

Handicapped

112

Change Rooms' Information

Car Ferry

Firewood

Restaurant

4111HI

Smoking

Danger

MIN

High Voltage

*Golf

Rus Tour

Viewing

'outh Hostel

c. Summer ,

Recreation

Playground

Camper Trucks

"--11(

111111110111

Tennis

:Bicycling

Nature Talk ,.Camping

Shelter Hunting

(Orignials available from Parks Canada.)

HorsebackRiding

Hiking

r,

Trailers

Ild1P°

All TerrainVehicles

S.

Cars

Back-Packing

Picknicking

Trail Bikes

Downhill*Skiing

tireIce Skating

v

d Winter

4

Recreation

\.

\

ross-CountrYSkiing

Snow-MObiling.\ .

Gondola

(Originals availdbfe from Parks Canada.)

79

Ski Jumping

Tobogganing

loogt.

Swimming

A

e. Water .

Recreation

-59111IIII

Scuba Diving

italgSail . Motor'

Boating Boating'

Docking

Rartage

' ZOOM

Iat

41,VBoat Tie-up

Fishing

4

WPM%Row Boating

Launch Ramp

Diving

(7

(Originals available frail Parks Canada.)

.80

Anchorage

Tour Boats

e

11Car Rental Restaurant

11111Baggage

Claim

11

I e51-. aro

Customs

f. Travel/Transportaticiir

Coffee Shok Bar . TicketPurdhase

(14INISPISMS I

Immigration No Smoking' .Spoking

Parking No Entry Telephone Mail

Lockers

HotelInformation

BAggageCheck-in

No PaTking

Se

IP

First Aid Lost did

Found

AT

sI, 4111.-flik

4411,

Elevator Men's Women's Toilets

Toilets Toilets

Information

ri; 64Q 54 4114Bus Ground Rail Trans- Airport

, Trans- portation

portation

1

4$1`

Stop

440.-

School Zone

-

Railway Crossing

BUCKLEUP

Seatbelts

Traffic/Community

DOH'V/All̂

VAIDon' t a /Wali,

SCHOOL

Sch9ol Crossing-

ONE

WAYmily

,One Way

1

Block- Parent'

Don' t' Walk/Walk

-

-Pla33grdUrid

Yield

to,cigE

EIA

(Original and additional signs available from the Department oTTransport or the local Police - Traffic Education Program.)

..,

82 ef ,

h. Hazardous Products

DANGER*(red background)

PoisOn

Poison

Flammable

k t

WARNING(orange-background)

Flammable

Explosive

CAUTION(yellow background)

r *

Pdj.son- Flammable

Explosive

/Corrosive

ACorrosive

Explosive Corrosive

s

( (Originals availa,hle from Department of Consumer and Corporate Affairs.)

4,

83

a

APPENDIX D

RESOURCES

7 16

dif

bor.

LEVEL I

RECEPTIVE LANGUAGE (Listening) f

The Teaching Research Curriculum for Moderately and Sevefely Handicapped -Charles C. Thomas Publishers

Tom Thumb Early Learning Library Rhythms Prociuctions

Vision-Up Curriculum Dept. Of Health, Education dnd Welfare

VIEWING

Let's Look For: A yisUral Perception Program - BOwmar-Noble Publishers Inc.

Portage Project - Cooperative

Rubber Puzzles. - Lagri Inc.

Speak for Yourself: A Language Program for the Mentally Retarded Activity Records Inc.

Speech and Phonics: Form-a-Sound - Ideal School Supply

A Step-by-Step Learning Guide for Retarded Infants and Children - Syracuse UniversityPress go'

Vision-Up Curriculum U.S. Dept. of Healtfi, Education and Welfare

Wooden Puzzles Simplex

EXPRESSIVE LANGUAGE (Speaking/Non-Verbal)

Language Acquisition Program for the Retarded or Multiply Impaired - Research Press ,

Monterey-Avonmore Curriculum Book I and 2

Peabody Language Development Kit Levels I and 2 Psycan Ltd.

Portage Project - Cooperative Education Service

The Teaching Research Curriculum for the Moderately and SeVerely Handicapped -Charles.C. Thomas Publishett

READING

McDonald Starters Series - McDonald Educational

Speech and Phonics: Form-a-Sound - Ideal Sthool Supply

f"

RECEPTIVE LANGUAGE (Listbning)

Farm Lotto - Edu-game

Lee Me Speak - Souvenir Press

Listen! - Creative Resources

Monterey-Avonmore Curriculum Book 1 and 2

. LEVEL 2

:!

: '

V.

Peabody Language Development Kit - Psycan Ltd.

Listening Skills, Unit I - Scholastic Magazines Ind. A

Speak for Yourself: A Language Program for the Mentally Retarded Child ActivityRecords, Inc.

Tom Thumb Early Learning Lfbrary - Rhythms Productions

: Why Didn't I Think of That: - Bowmar/Noble Publishers Inc.

VIEWING,

, Action in Learning - Ideal School SuRply

The'B,ig Book of People ,and Words - Goodyeat.Pub: Co.

Create a Story - Three, Four, Five, Publishers: Inc.

Language Acquisition Program for the Retarded or Multiply Impa red - Research Press,

Let's Look For: A Visual Perception Program - Bowmar/Noble Pu lishers Inc.

McDonald Starters Series - McDonald Educational

Opposite Concepts Instructo Corp.

Story Coards - Tell.What Part is Missing Milton Bradley Co:

Visual Discrimination Material, Books 1 - 3 - Educational Supply Associates

4

EKPRESSIVE LANGUAGE (Speaking/Non-Verbal)'

CoMmunication Manual "E" - Bureau of Education for the Handicapped USDE Washington

Deve1o0ing Oral Language with Young Children, Book 3, Self-Image - EducatorsPublishing Service

86

7118

EXPRESSIVE LANGUAGE '(Speaking/Non-Verbal) - coned.' .

Farm Lotto = Edu-game

Go Together Lotto - Edu-game

Helping Young Children Develop Learning Skilli - Council for Exceptional Children

40046leaching Research Curriculum for the Moderately and Severely Handic,,ftedCharles C. Thomas Publishers

World About Us Lotto - Edu-game

READrING

Feelings Inside You and Out Loud Too - Celestial Arts

I)Can - Hubbard Scientific Co.

Letters from Calico Cat -'Children's Press

McDonald Starters Series - McDonald Educa.tional

Moods and Emotions - David,C. Cook Publishing Co.

af,

Rubber Puzzles - Lauri Inc.

, -

Speak,for Yourself: A Language Program for the Mentally Retarded Activity Records Inc.

Speech and"PhonicS: Form-a-Sound - Ideal School,Supply'

HANDURITIMG,

Attivities for Preschool/Kindergarten Language Development - Milliken Pub. Co.

Trainable Children: Curriculum and Procedures - John Day Co.

Wipe-off Cards Trend Enterprises

SPELLINGA

Alph-a-Space-Combination Lauri Inc.

Monterey-Avonmore Curriculum Wok 1 and 2 -

87

7 j

14.

LEVEL 3 gg

RECEPTIVE LANGUAGe (Listening)

Action in Learning,- Ideal School Supply

It's a Happy Feeling - Rhythms Productions

Listening Skills, - Unit I, Easy Ears -Scholatic Magazines Inc'.

Peabody Language Development Kits - Psycan Ltd.

Speak for Yourself: ,A Language Prograi for the Mentally Retarded - Activity Records Inc.

Super Ears - LoWeli and Lynwood Ltd.

Tom Thumb Early Learning Library,- Rhythms Productions

VIEWING

The Classdfication Game - Instructo Corp:

Concepto-Sort - Educational Performance Associates Inc.

Flora and Fauna of Alberta --Kariinen Films Ltd.

Go Together Lotto,- Edu-game

Langauge Acquisition Program for the Retarded and Multiply Impaired - ResearCh Press

McDonald Starters Series McDonald Educational

Speech and Phonics: Form-a-Sound - Ideal,School Supply

'What's Missing Lotto - Edu-game

World About Us Lotto Edu-gameA

1.

EXPREBSIVE LANGUAGE (Speakfng/Non-Verbal)

Flying Start: Learning to I:earn and Thing's Alive - Brooke Educational Publishing

Goldman-Lynch Sounds and Symbols Development, Kit - Psycan Ltd.

I Can Make a Rainbow - Incentive Publications

Learning Stait:case - Learning Concepts

88

7

a

EXPRESSIVELANGUAGE (Speaking/Non-Verbal) - coned.

Let Me Speak - SOuvenir Press- ,

. ,..,

Monterey-Avonmore Curriculum -:Book'l and 2

Peabody Articu tion Cards - Psycan Ltd.

OkTarget on Language - Chist Church,Child Center

'Teaching Research Curriculum for the Moderately and Severely Handicapped -Charles C. Thomas Publishers A-

:

READING

Alpha-a-Space Combination Lauri Inc. '

Flying.Start: Learning to Learn and Things Alive -'Brooke Educational Pub.

Functional Sign's Matcl-Ups DevelOmental Learning Activities

Learning About Numbers Manual - Brooke Educatiorial Pub.

Look Alike Because, Level 1 and 2 - Teaching Resources Corp.

A

Opposite Concepts - Instructo Corp.

StoryiSequence - Instructo-d-orp.

Survival Signs - Ideal'School Suppay

Telling Time,- Hubbard Sc entific Co.

S.

4

Workjobs: Activity-cente.d. Learning for Early Childhood Education AddisonTWesley

HANDWRITING

Dubnoff School Program, Level 3 - Teaching Resources Corp.

Fairbanks-Robinson Program Level 1 - Teaching Resources Corp.

Feel and Match Combination 'Set -.Lauri Inc.

Monterey-Avonmore Curricul4Olooks 1 and '2

Name WIsiting - Hubbard Scientific Co.

Trainable Children - John Day Co:

. Wipe-off Cardsir Trend Enterprises

1

89

st

SPELLING

flying* Start: Learning to Learn and Things Alive - Brooke Educat4onal

t

Trainable, Children: Curriculum and ProcedureS - John Day Co.,

90

71

LEVEL 4

RECEPTIVE LANGUAGE (Listaning)

DistarT,anguage I, II, III - Science Research Associates

It's a Happy Feeling - Rhythms Prbductions

I'm Running Away - Children's Press

Listen! - Creative Resources

0

Listening Aides Through the Grades - Teacher's College Press

Mom's New Job - Children's Press

Moods and-Emotions - David C. Cooke Publishing Co.

Music for Fun, Music for Learning - Holt, Rinehart-and Winston of Cadada

New Neighbours - Children's Press

New Wheels Children's Press

Peace, Harmony, Awareness: A Relaxation Program for Children -,Learning Concepts

Project Me Let's Look For - Bowmar/Noble Publishers Inc.

VIEWING

Artworlds: Art to Touch - Bowmar/Noble Publishers Inc..

Consumer Sequential Cards - Developmental Learning Materials,

Conceptg-Sort 7 Educational Performance Associatg4 Inc.

iscovering Opposites: Reading Skills Kit - Instructo Corp.

Flora and Fauna of Alberta - Karvonen Films Ltd.

Go-together Lotto Edu-games

Language Acquisition PrograM for the Retarded or the Multiply Impaired -Research Press

Perception Teask Cards - Milton Bradley Co.

Poems and P;gures - Evans Brothers

9 1

7 1 3

4

-VIEWING-(COnt'd.)

Perceptual Skills.Curriculum - Walker.Educational Book Corp.

Sequential Picture Cairds I - IV :-'Developmental.Learning Materials

Sign Language: A Survival Vocabulary - Janus Book PUb.

Speak for Yourself: A Language Program for th& Mentally Retarded Activity Records Inc.

Story Cards: Tell What Part is Missing - Milton Bradley Co.

Teaching the Moderately and Severely Handicapped - University Park Press

Visual Sequential Memory Exercised - Developmental Learning Materials...EXPRES6IVE LANGUAGE (Speaking/Non-Verbal)

.. .

Concepto-Sort - Educational Performance Associates

.

Create a Story.Books - Three, Four, Five,'Publishing Ltd.

Fit-a-Shape - Lauri Inc.

I Have Feelings Wise Owl Publications

Learning Staircase Learning Con6pets

Learning Through Movement Bowmar/Noble Publishers Inc.

.Let Me Speak-- Souvei4r Press

Play 'N Fit - Lauri Inc.

Project. Me: Try This on for Size and Shape - BcAmar/Noble Publishers Inc.

Teaching Research Curriculum for the Moderately and Severely Handicapped -

Charles C. Thomas Publishers

READING

Alph-a-Space,Combinatidn - Lauri Inc.

Distar Language I, II, III - Science Research Associates

Education for Independence - Province of Manitoba Dept. of Education

- Real Life Reading - Scholastic - TAB Publications, Ltd.

Sign Language: A Arvival Vocabulary Janus Book Pub.

92

71,'L

w.,

HANDWRITING

Dubnoff School Program - Teaching Resources

I Can Do It: Manipulative Series - Bowmar/Noble Publishers Inc.

- Hubbard Scientific Co:

Perception Task Cards - Milton Bradleytto.

SPELLING

ying Start: Learning to Learn and Things Alive Brooke Educational Pub.

Monterey-Avonmore'Curriculum Books 1 and 2

Name Writing - Hubbard'Scientific Co.

Washington.State Cooperative Curriculum; Binder 2 - Univeisity of Washington

.*

93.48r

LEVEL 5%.

RECEPTIVE LANGUAGE (listening)

Distar Langilage I, II, III - Science Research'Associates

EARS (Early,ApProaches to Reading Skills) - idd-Media

I Know How You Feel - BowmartNoble Publishers Inc.

Listening Skills, Unit 2: Earpower - Scholastic.Magazines Inc.

ProleetMe - Let's Look For - Bowmar

Receptive Language Activiiies - Go-MosIndustries, Inc

Speak for Yourself - Activity Records, Inc.

VIEWING

Clothing Care Series - Interpretive,Education

Consumer Sequential Cards - Developmental Learning Materials

Flora and Fauna of Alberta Karvonen Films Ltd.

Peacy, Harmony, Awareness: A Relaxation Progren 'for Children Learning Concepts

Real People at Work - Ch:yng Times Education Service

Sequential Picture Cards I, II, III - Developmental Learning_Uaterials

Speak for Yourself Activity Records, Inc.

.Troll Read-Alongs - Troll Associates

EXPRESSIVE LANGUAGE (WSking/Non-Vertal)

ABC Lotto Edu-game

Moods and Emotions - David C. Cooke Publishing Co.

,

Peabody Articulation Cards - Psycan Ltd.

What's Missing Lotto - Edu-game,

'Iv

94'

7!(1,

.*AtREADING

Distar Language I, II, III - Science Research Associates

Forms in Your Life - Globe Modern Curriculum Piess

Math Activity 2, 3, 4 - Brooke Educational Publishing Co.

'Real Life Math -,Scholastic - TAB Publications Ltd.

Real Life Readj.ng Scioolas*tic --TAt Publications Ltd.

Real Life Reading ahd Writing on the Job Scholastic Book Services

Sign Language: A Survival:Vocabulary - Janus Book Pub.

YOupg Hothemakers Series.- Pearon-Pitman Publishers Init.

RODWRITiNG

Forms in Your Life - Globe Modern Curriculum Press

95

7 1"

air

,A,

BEVEL 6

VIEWING

Bicycle Safety - Library Sound Servieei

Clothing Care Series - Interpretive Education

y't

Moods and Emotions - David C. Cooke Publishing Co.

Poems and Pictures - Evans Brothers

Real Life Reading - Scholastic - TAB Publications Ltd.

Safety Series - Marshfilm Enterprises Inc..

Self-Care Series - Marshfilm Enrerprises bac.

The Problem - Acne - Interpretive Education

EXPRESSIVE LANGUAGE (Speaking/Non-Vei-bal)

The Cola Kit - Academic Therapy Publications

Discovering Opposites: ReadingsSkills'Kit - Instructo Corp..

READING

Budgeting Workbook Interpretive Education

Cooking Activities for the Retarded Child - Abingdon Press

Forms 'in,Your Life Globe Modern Curriculum Press

Help Yourself to Food - Ontario Associattion for the Mentally Retarded

Telling Time - Frank SChaeffer Publications

Sign Language.: A Survival Vocabulary-- Janus.Book Pub:

Survival. Reading Task Cards - Teachers'Exchange of San Francisco

HANDiCITING

Forms in Your 1..-fA - Globe Moeern Press

Perceptua evelopm nt Cards Set 1 and 2 - Ideal School 'tipply Co.

96

A

1nmriptors - eric - department of education

Documents