Handbook for Instructional Staff: A Curricular Approach To Support the Transition to Adulthood of Adolescents with Visual or Dual Sensory Impairments and Cognitive Disabilities.

Autor/inn/en	O'Neill, John; und weitere
Institution	Jewish Guild for the Blind.; City Univ. of New York, NY. Hunter Coll.
Titel	Handbook for Instructional Staff: A Curricular Approach To Support the Transition to Adulthood of Adolescents with Visual or Dual Sensory Impairments and Cognitive Disabilities.
Quelle	(1990), (277 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavior Problems; Community Based Instruction (Disabilities); Curriculum Development; Daily Living Skills; Education Work Relationship; Experiential Learning; Friendship; Group Instruction; Mental Retardation; Multiple Disabilities; Recreation; School Community Programs; Secondary Education; Sexuality; Teaching Methods; Transitional Programs; Visual Impairments; Visually Handicapped Mobility; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Alltagsfertigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Freundschaft; Gruppenunterricht; Geistige Behinderung; Multiple disability; Mehrfachbehinderung; Re-creation; Erholung; Sekundarbereich; Sexualität; Teaching method; Lehrmethode; Unterrichtsmethode; Visual handicap; Sehbehinderung; Ausbildung; Berufsbildung
Abstract	This handbook is part of a packet intended to aid educators, families, and adult service providers to facilitate the transition from school to adult life in the community for students with both cognitive disabilities and visual or dual sensory impairments. Emphasis is on transition planning and community based instruction, including vocational experiences. An introductory section describes the curricular framework, the students to be served, student profiles, and relating to parents. Section II covers transition planning and includes a parent input questionnaire. Section III provides guidance for the community-based instruction and vocational experiences central to the curriculum. Instructional strategies are covered in Section IV including the following: using residual vision in functional activities; functional orientation and mobility programming; strategies for improving student responsiveness through awareness of auditory functioning; facilitating communication; adjustment to change; an approach to challenging behavior; group instruction; fostering friendships and other relationships; sexuality and intimacy; adaptations; prompting as an instructional strategy; and activity selection (recreation and leisure). Appendixes include a list of 43 references, addresses of publishers, and a list of products and catalogs for adaptive aids and equipment. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01