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Social Interaction Skills Curricula
Social Interaction Skills Resources
G. Kapperman, J. C. Matsuoka, & C. E. Pawelski. (1993). American Foundation for the Blind, New York. 115 pp.
The intent of this curriculum manual is to provide accurate and up-to-date information regarding HIV and acquired immune deficiency syndrome (AIDS) to adults who are blind or visually impaired. Although sections of this curriculum can be effectively used with young adults, the activities are generally geared for individuals beyond high school age who may be involved in various types of rehabilitation or outreach programs in the community.
Subjects Covered:
R. M. Swallow & K. M. Heubner, Eds. (1987). American Foundation for the Blind, New York. 93 pp.
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. 238 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:
B. J. McCallum & S. Sacks, Eds. (n. d.). B. J. McCallum, 1296 Mariposa Ave. San Jose, CA 95126. 59 pp.
The Social Skills Curriculum has been designed to assist teachers of the visually impaired, regular education teachers, related service personnel, and family members in designing social skills intervention strategies to assist students with visual impairments in developing social skills. This document is divided into three age groupings: Preschool (0-5 years), Elementary (Kindergarten-6th grade), and Secondary grade 7-grade 12). The Social Skills Assessment Tool for Visually Impaired (SSAT-VI) has been designed to parallel the curriculum format.
Subjects Covered:
L. Nielsen. (1990). Sikon, Copenhagen, Denmark. 109 pp.
This work describes an educational method which has appeared to have positive effect on the development of children who are blind and autistic, having autistic like behaviors, psychotic, or mentally retarded. This method has been used for children aged 1 to 18 years.
Subjects Covered:
L. Hagood. (1997). Texas School for the Blind and Visually Impaired, Austin. 382 pp.
This resource guide complies communication teaching methods and strategies. It is intended as a general resource for students who are deafblind or visually and multiply impaired.
Subjects Covered:
S. Z. Sacks, L. S. Kekelis, & R. J. Gaylord-Ross. (1992). American Foundation for the Blind, New York. 214 pp.
This book aims to link basic theoretical constructs of social development to the unique process that blind and visually impaired children undergo to learn and maintain social skills. It also presents applied research and strategies that will help to institute successful social skills training in schools, at home, and in the community.
Subjects Covered:
J. E. Korsten, D. K. Dunn, T. V. Foss & M. K. Francke. (1994). Therapy Skill Builders, Tucson, AZ. 162 pp.
This manual is designed to teach individuals unable to use formal language systems to communicate effectively through sensory-based strategies. A transdisciplinary approach is used to implement the program. Tactual and sensory skills are combined with communication skills.
Subjects Covered:
K. M. Heubner, J. G. Prickett, T. R. Welch, & E. Joffee, Eds. (1995). American Foundation for the Blind, New York. Vol. 1 687 pp., Vol. 2 136 pp.
These materials are designed to provide basic knowledge and skills regarding the effects of deafblindness on instruction and interaction, strategies for instruction and interaction, ways to assist staff members and families working with students with deafblindness, detailed information on the development of communication and orientation and mobility skills, discussion of important concepts such as transdisciplinary teaming and ecological models, and lists of resources.
Subjects Covered:
P. A. MacCuspie. (1996). Atlantic Provinces Special Education Authority, 5940 South Street, Halifax, N. S., Canada. 235 pp.
This book studies the social lives of children with visual impairments in public schools and uncovers many of the obstacles to social integration. It examines the intricacies of peer group interactions and provides suggestions for parents, educators, and administrators. Suggestions are made on how to provide special needs in ways that promote understanding in the classroom.
Subjects Covered:
I. R. Dickman, Ed. (1975). Sex Information and Education Council of the United States and American Foundation for the Blind, New York. 86 pp.
This guide can help identify major concepts that can be structured into a sequential program consistent with the background and experience of the students.
Subjects Covered:
(1975). American Foundation for the Blind, New York. 76 pp.
This is a collection of articles and papers on sex education for students with visual impairments.
Subjects Covered:
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