PCP, LSI2, Community and Domestic Instruction,

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PCP, LSI-2, Community and Domestic Instruction,
Recreation
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Agenda

• Review Checklist and Template for LSI-2
• Success in LSI-2
• Community Instruction
• Domestic Instruction
• Domestic Activity
• Community and Domestic Instruction Activity

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LSI-2 Success

• 1. Pay attention to notes and book
• 2. Further your writing with knowledge from the
  book
• 3. Write your complete lesson plan no latter than
  Saturday or Sunday by 400 PM
• 4. Review it Monday morning before class. And ask
  a few final questions.
• 5. Post questions with your next reading summary.
• 6. Dont rely on your evaluation checklist rely
  on your learning
• 7. Incorporate relevant feedback from LSI-1

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Learning Objectives

• 1. Know points for LSI-2 and How to succeed
• 2. Know instructional considerations for domestic
  and community skills
• 3. Know instructional considerations for
  recreation and leisure skills.

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What are Community Skills?

• Work in groups- see if you can come up with some
  skills based on your reading for today.
• Are they important to teach students with mild to
  moderate disability?

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Instruction in the Community

• Frequency increases the older the student gets
• Can take place combined with vocational learning
  activities
• Frequency is depend on student need
• For students with MM disabilities, may not need
  frequent visits

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Style of Instruction in Community

• Naturalistic
• For students with MS disability systematic
  instruction is essential
• Data collection is requisite
• Small groups

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Preparing for Community Participation

• Think about the community facilities and
  resources that you have used as you grew from
  childhood to adulthood?
• How did you participate as a young child?
• How did you participate as an adolescent?
• How do you participate as an adult?

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Community Preparation

• Know where you are going well
• Make sure all permission is granted
• Prepare students prior to leaving
• Be organized, and make sure students know safety
  and emergency procedures and you have taught
  them.
• Have contingency plans Transportation, crisis,
  etc.
• Take backpack with all needed information and
  instructional supports
• Go in small numbers
• Make sure an administrator knows where you are at
  and what you are doing
• Bring Communication (Cell phone)
• Bring money
• Use Parents, assistants, and volunteers, peers,
  older students

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Examples of transition activities related to
community participation and leisure

• Community experiences
• Development of adult living objectives
• Connection to adult services
• Instruction and related services

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Guidelines for effective simulation(Nietupski
Hamre-Nietupski, 1986)

• Inventory community settings to determine range
  of stimulus and response variations facing
  learners
• Systematically vary simulations to provide a
  sufficient range of instructional exemplars
• Use community performance data to modify
  simulation (See Nietupski, J., Hamre-Nietupski,
  S., Clancy, P., Veerhusen, K. (1986) and
  Branham, R.S., Collins, B.C., Schuster, J.W.,
  Kleinert, H. (1999). For reference

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Domestic Activities

• In small group Define Domestic outcomes (tasks
  peopled do) for different age groups
• Group A Pre-school and Early Elementary
• Group B Grades 3-5
• Group C Grades 6-8
• Group D Grades 9-12
• All groups- connect your outcome/activity to
  adult outcome you hope the student is able to do
  that will make them independent. Use your text
  and Syracuse for ideas.
• Finally, pick one and expand the skills needed to
  achieve it (Like figure 17-8)

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Teaching Domestic Skills

• Use Visual Supports
• Assistive technology
• Systematic Instruction
• Incorporate Families as much as possible
• Practice in multiple settings

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Quick Steps Lesson Plan

• 2 groups develop a community learning activity
  based for a student in high school
• 2 groups do a learning domestic activity for a
  student in high school
• Write an Behavioral Objective
• Describe the student Try to use a student from
  someone's practicum site or that they may be
  familiar with
• Explain a prompting strategey

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How can we define leisure?

• An individuals perception of freedom to choose
  to participate in meaningful, enjoyable, or
  satisfying experiences.
• Dattilo (1991)

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Leisure and Recreation as a Transition Outcome

• What leisure outcomes would you consider as
  successful outcomes for adults?

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Explanations for Unoccupied Free Time for
Individuals with Disabilities

• Lack of skills to participate in recreational
  activities
• Lack of skills in decision making or identifying
  preferences and choices in planning their free
  time
• Lack of information regarding resources and
  opportunities
• Lack of friends
• Family or caretaker imposed restrictions

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Families and Recreation

• What role does family play in a recreational
  assessment?
• Pick a student who you feel needs recreation
  instruction.
• Think of some specific questions you would ask
  the family
• Then pick an activity you want to instruct the
  student in.
• Develop an instructional activity based on what
  we have learned and the chapter you read.