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Independent Living Skills Curricula
Independent Living Skills Resources
G. Stenquist & N. Robbins. (1978). Perkins School for the Blind, Watertown, MA, 189 pp.
This curriculum was written for use with deafblind students. It is designed to be used by teachers, child-care workers, houseparents or others who are responsible for helping students to develop daily living skills. It is a set of suggested goals and objectives.
Subjects Covered:
Housekeeping Skills: Self-Study Course II
A. Yeadon & L. Newman, Eds. (1980). New York Infirmary Center for Independent Living, New York. 223 pp.
Subjects Covered:
R. M. Swallow, & K. M. Heubner, Eds. (1987). American Foundation for the Blind, New York. 93?p.
This book provides guidelines and strategies for helping blind and visually impaired children to develop, acquire and apply skills that are necessary for independence in socialization, orientation and mobility, and leisure time and recreational activities.
Subjects Covered:
R. Loumiet & N. Levack. (1993). Texas School for the Blind and Visually Impaired, Austin. 698 pp.
This curriculum serves as a resource and guide for assessment, evaluation, and instruction of students with visual impairments. Each volume is divided into goals which represent the major components of social competence. Each goal contains skills that are sequenced into age groups. Information is also included on adapted materials and special methods that can be used to teach individuals who have visual impairments. Numerous general education books and instructional materials are listed with individual skills as resources for teaching ideas and activities. Procedures and forms are included for initial assessment of a student's level of competence and for on-going evaluation of the student's progress.
Subjects Covered:
(1974). American Foundation for the Blind, New York. 120 pp.
This book presents instructional objectives related to the area of Daily Living Skills which include identification of the terminal behavior, the conditions under which such a behavior will occur, and the criteria for acceptable performance. Step by step procedures are also included for the effective accomplishment of each objective.
Subjects Covered:
J. Crawford. (1993). Kansas State School for the Blind, Kansas City. 38 pp.
Task analyses and instructional hints for teaching eating skills.
Subjects Covered:
J. Crawford, (n. d.). Kansas State School for the Blind, Kansas City. 30 pp.
Task analyses and instructional hints for teaching housekeeping skills.
Subjects Covered:
L. Widerberg & R. Kaarlela. (n. d.). School of Graduate Studies, Western Michigan University, Kalamazoo. 10 pp.
A set of task analyses are included for each aspect of eating.
Subjects Covered:
A. Yeadon. (1974). American Foundation for the Blind, New York. 96 pp.
This book offers a sequence of instructional objectives related to daily living skills and recommended step by step techniques for teaching each objective. It is designed for individualized instruction and can be used within a small class structure.
Subjects Covered:
P. Canter, M. Cole, B. Hatlen, & P. LeDuc, (1975). Living Skills Center for the Visually Handicapped, 2444 Road 20, Apt. C-105, San Pablo, CA 94806. 201 pp.
This book offers a recipe package for students who need recipes geared to their cooking abilities. The three levels of cooking are directly related to the cooking evaluations that are included in the book.
Subjects Covered:
The Home Service Staff. (1976). Public Service Company of Colorado, 55 15th Street, Denver, CO 80202. 62 pp.
This manual covers many aspects of kitchen skills and safety.
Subjects Covered:
P. Mangold. (1980). Exceptional Teaching Aids, Castro Valley, CA. 22 pp.
This booklet sets forth some general ideas and some specific techniques for eating that have been designed to help make a visually impaired person's skills more acceptable to others and a greater source of pride and pleasure to himself.
Authors: Anne L. Corn and L. Penny Rosenblum, 2000, PRO-ED Inc. Austin, TX:
103 pages
Order online: www.proedinc.com
This curriculum is designed for teachers, O&M specialists, and families to use with adolescents and young adults with visual impairment as they explore their transportation options as nondrivers. Finding Wheels has 10 units containing objectives for nondrivers, supporting information on the topic, and a list of suggested activities for nondrivers to further explore the topic. Scenarios of adolescent and adult nondrivers and low vision drivers are used throughout the curriculum to illustrate key points and the variety of options available for nondrivers. The curriculum can be used in a group setting such as a classroom, summer program, or after school club. It can also be used on an individual basis. It is an appropriate alternative to driver's education classes.
Subjects Covered:
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