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Download full textWalte, Samantha; Brown, Christerralyn; Wallace, Theresa – Office of Special Education Programs, US Department of Education, 2017
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Special Education, Prompting, Scaffolding (Teaching Technique)
Peer reviewedSchaeffer, Alice L.; And Others – Teaching Exceptional Children, 1990
The article offers suggestions for teaching secondary students with mild to moderate disabilities the school survival skills of attending class, arriving promptly, going to class prepared, meeting assignment deadlines, talking to teachers appropriately, and reading and following directions. (DB)
Descriptors: Attendance, Basic Skills, Daily Living Skills, Mild Disabilities
Stoneburner, Robert L.; Dowdy, Lynne R. – 1979
The booklet presents developmental and basic skills learning activities for parents to use at home with their handicapped preschool children to better prepare the children for school related experiences. Under each activity are provided a statement of what the activity seeks to accomplish, a list of materials necessary for the activity, suggested…
Descriptors: Basic Skills, Child Development, Daily Living Skills, Disabilities
LaBarre, James E.; Zahn, Donald K. – 1983
A summary of keyboarding as an increasingly essential teaching area in today's computer-oriented society is presented. Following a section defining keyboarding (the use of a typewriter-like board to enter information into technological equipment), the document discusses the need for this skill, when instruction should begin, what skill level…
Descriptors: Basic Business Education, Basic Skills, Business Skills, Computer Literacy
Larson, Keith; And Others – 1979
The document contains an instrument for the vocational assessment of severely handicapped individuals. Provided for each of eight assessment areas are a list of characteristics/procedures for evaluation and a form for recording results. The following areas are covered: general appearance (body cleanliness/grooming, clothing cleanliness,…
Descriptors: Basic Skills, Communication Skills, Daily Living Skills, Hygiene
Haigh, John A. – 1986
The manual is intended to help Maryland special education administrators and teachers plan and develop programs for students who will pursue a course of study leading to a high school certificate in Maryland. A life skills approach called the "Maryland Life Skills Curricular Framework" is designed to help students adapt to their…
Descriptors: Basic Skills, Career Education, Communication Skills, Curriculum Development
McCarron, Lawrence T.; Stall, Colleen H. – 1981
Guidelines are given assessing the community living skills of deaf students through an adaptation of the Street Survival Skills Questionnaire (SSSQ), which was originally designed for developmentally disabled or handicapped adolescents and adults. Adaptations include consideration of situational factors (such as visual distractions) and the…
Descriptors: Adjustment (to Environment), Adolescents, Basic Skills, Daily Living Skills
Taggart, Robert – 1984
This document contains tier locator and mastery tests, which form part of the Comprehensive Competencies Program (CCP) for adult and high school populations. The document begins with a detailed report on the nature and purposes of the tests. The report begins by discussing the structure of the tests, which parallels the structure of the CCP, and…
Descriptors: Academic Achievement, Adult Education, Basic Skills, Competency Based Education
Learning To Be Independent and Responsible. Functional Programming for People with Autism: A Series.
Dalrymple, Nancy – 1989
Children with autism cannot be taught independent and responsible behavior in the way that most "sociable" children are taught, due to their deficits in social interaction and communication. Children with autism must first build trust in order to feel secure and to be able to concentrate on learning new skills and behaviors. Environmental supports…
Descriptors: Autism, Basic Skills, Classroom Techniques, Daily Living Skills
Miller, Geoffrey Clark – 1978
This document contains one of two assessment tools developed by Proect Proud Option, which developed and field-tested a set of student- and job-assessment instruments that provide a strategy for determining (1) the vocational skills required on a particular job; (2) the functional skill levels of a particular student; (3) a process to determine…
Descriptors: Basic Skills, Communication Skills, Daily Living Skills, Difficulty Level
Fawson, Paul C.; And Others – Education of the Visually Handicapped, 1982
The need for a clear definition of basic functional competency for the sight impaired student is considered, and an outline of the required functional competencies and performance indicators is presented. Performance indicators are listed for the following skill areas: communication, computation, citizenship, consumerism, decision making, and…
Descriptors: Adaptive Behavior (of Disabled), Basic Skills, Competence, Daily Living Skills
Ensign, Arselia, Ed. – PAM Repeater, 1995
In educating children with disabilities, training for independence should begin early, and the "technology" may be very simple. This paper lists activities designed to increase gross, fine motor, cognitive, and eye-hand coordination skills needed for independent living. It encourages caregivers to engage young children in active learning…
Descriptors: Active Learning, Basic Skills, Check Lists, Cognitive Development
Riverside County Office of Education, CA. Div. of Special Schools and Services. – 1986
The guide is intended to provide a framework for helping special education students acquire those skills which will enable them to live and/or work in the community after high school. Based on a functional/critical skills model, the curriculum is organized in four learning domains: domestic (personal health care, home care, and family life/social…
Descriptors: Basic Skills, Career Education, Community Resources, Curriculum Development
Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies. – 1981
This handbook is designed for use by teacher educators in the preparation, implementation, and maintenance of programs on school-to-work transition skills for disadvantaged youth. It consists of five sections. Section 1 contains a listing of school-to-work transition skills (pre-employment, job search, and post-employment skills) for disadvantaged…
Descriptors: Basic Skills, Daily Living Skills, Demonstration Programs, Disadvantaged Youth
Gunter, Jock – 1973
Designed for use in rural Ecuador, addition and multiplication bingo games which promote number recognition and fluency in arithmetic operations are described. These skills are necessary for successful transaction at the market place where rural Ecuadorians must be able to buy goods and make change. The leader calls out a mathematical problem and…
Descriptors: Adult Basic Education, Basic Skills, Daily Living Skills, Developing Nations
