Functional Academics

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Functional Academics
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Agenda

• Finish Inventory Development
• Brief Overview of PCP-Life Book
• Direct Instruction
• Functional Academics Math
• Functional Academics Reading

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Learning Objectives

• Understand how inventories are developed and used
• Understand the overview of the PCP-Life Book
• Understand some strategies for teaching math in a
  life skills context
• Understand issues in teaching literacy to
  individuals with intellectual disabilities
• Understand elements of a direct instruction
  approach to teaching life skills

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• Complete Inventory Development

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Overview Person Centered Planning (PCP)-Life Book
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Keeping Track of it All-Survival For the Rest of
Semester

• 245.12-reflections
• 383A- LSI strand which includes LSI-Video, LSI-2
• 383B- Personated Curriculum strand-PCP, Life
  Book, Family Interview, Inventory Data
  Collection with CT, Self-determination data,
  Social Skills data, academic data
• 204- Applied Project, tests, other assignments

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Life Skills Instruction for with Students with
Mild Disabilities A Direct Instruction Approach

• Objective Driven
• Specific ,conspicuous, and Modeled
• Repetition
• Sequenced and continuity of skills
• Scripted instruction
• Allows for conceptual teaching
• Guided Practice
• Reinforcement
• Independent Practice
• Corrective Feedback
• Evaluation using data-based decision making
• Generalization confirmation and teaching as
  needed

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Teaching Time

• Model both digital and analog clocks
• Repeat modeling frequency
• Use prompting strategies to fade support
• If a student is unable to learn the hands you can
  substitute a digital watch
• Use clocks that highlight critical features then
  fade the highlights
• Generalization is part of the problem so you have
  to teach to it

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Math Concepts

• Teach place value and other difficult concepts
  using realia
• Touch Math http//www.touchmath.com/
• Teach geometry using and real world shapes and
  other creative ideas such as string
• Have student make there own ruler
• Use geo-boards
• Connect math to cooking and other every day
  activities
• Make it fun!

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Literacy and Students With Severe Disability

• How do we define literacy for a student with
  severe disability?

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Key Concepts

• Pre-Symbolic Literacy
• Site Reading
• Phonological Awareness (students with moderate
  intellectual disabilities)
• Direct Instruction
• Concrete and Life Experience Based

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Communication and Literacy

• There is a strong link between the two
• Literacy instruction should be incorporated into
  communication methods (i.e., assistive
  technology) developed for students with severe
  disability
• For example, label communication devices with
  words they are intended to communicate
• Finally, help the student discriminate the words
  associated with commutation

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Example Images From a Communication Book and
Board
I worked on the Internet
I played tennis
I watched TV
I ate at a restaurant
I ate with my family
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Making Connections

• Literacy needs to be student centered (Choices,
  preferences)
• Literacy should be associated with meaningful
  activities
• Encourage a literate world
• Literacy should be fun
• Keep expectations high