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.
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.
Daily Living skills: Eating, toileting, dressing and undressing, motor development, learning to be independent, personal hygiene and grooming, choice and care of clothing, socially appropriate behavior, self-esteem, etiquette, home management, communication, learning through play, low-vision devices, sex education
Orientation and Mobility: Concepts, awareness of the environment, sensory training, travel techniques and devices
Leisure and recreational activities: Elements of recreational education
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.
Volume I: Social Competence
Interaction with family, peers, and others
Recognition and expression of emotions
Personal and social aspects of sexuality
Physical aspects of sexuality
Problem solving, decision making and planning
Personal and civic responsibility
Volume II: Self-Care and Maintenance of Personal Environment
(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.
Personal care: Hygiene, grooming, cosmetics, clothing
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.
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.
Kitchen hints & gadgets
Level I cooking evaluation & recipes (e. g., instant breakfast, frozen orange juice, baked bacon, baked potatoes)
Level II cooking evaluation & recipes (e. g., Manwich sandwich, hamburgers, oven chuck roast, chicken and rice casserole, grilled cheese sandwiches)
Level III cooking evaluation & recipes (e. g., spaghetti, baked meatballs, chili con carne, lasagna)
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.
Types of visually impaired persons in the United Sates
Guiding a blind person
General suggestions: Kitchen familiarization, identification and labeling, aids and appliances, measuring liquid and dry ingredients, cooking and pre-preparation suggestions, touch and feel in cooking, safety suggestions, range and safety precautions, portable appliances and safety precautions
Plan of action, letters to workshop participants, questionnaire, recipes and techniques, staff training, suggestions related to program presentation, program format, room setup, follow up evaluation
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.
Finding Wheels: A Curriculum for Nondrivers with Visual Impairments for Gaining Control of Transportation Needs
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.
understanding visual impairment and implications for nondriving