Independence is a critical skill in preparing students with disabilities for success after high school. Secondary special education teachers equip their students toward task independence across skill domains (e.g., employment, independent living), yet there is little guidance regarding a simple and systematic way to do so. MADE 2 FADE (M2F) is a…

Financial responsibility is an important step toward independence for any student. This is particularly true for students with Intellectual and Developmental Disabilities (IDD), who may not have access to instruction in personal finance or basic financial transactions. When planning for transition, teachers should take into account skills students…

One common and effective approach used to teach vocational and independent living skills to students with ASD is technology-based intervention (Walsh, Holloway, McCoy, & Lydon, 2017). Such interventions include audio prompting (AP) and coaching, augmented and virtual reality, and video-based interventions, such as video modeling and video…

The most salient aspect of independent living and successful post-high school transition to employment is having the ability to independently use transportation. Adolescents and young adults with disabilities continue to experience significantly lower employment rates than their peers without disabilities (Wagner et al., 2003). One way to support…

Although the college and career readiness movement has propelled schools to further include all students into academic-based courses, students with disabilities continue to need instruction in skills needed for a successful life after school. Research has indicated that it is possible to design instruction to help students acquire skills in both…

Many students identified as having moderate and severe disabilities (MSD) benefit from a curriculum that includes instruction on the functional skills that they will need to successfully transition to adulthood. In particular, this includes students with cognitive disabilities who are most likely to qualify in the 1% who are eligible for the…

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) states that transition planning should begin at the earliest age appropriate and no later than age 16. IDEA requires schools to make collaborative efforts to provide students access to an array of postschool activities including integrated employment, postsecondary…

Video modeling (VM) is one of the strategies that may help teachers increase appropriate behaviors among children with autism spectrum disorders (ASD). Children with ASD exhibit deficits in the areas of communication, socialization, behavior, and other life skills. Teachers need strategies that are evidence-based to improve these skills in…

This article describes how one inclusive middle school addressed needs of students with significant disabilities for functional community-referenced skills including clothing purchases, buying groceries, eating out, crossing the street, doing laundry, and using a microwave. Program development, program organization, and involvement of peers…

This article offers a set of principles, procedures, and special considerations for teaching students who are deaf-blind with cognitive disabilities to make their own choices during mealtimes. The article shows how a typical daily activity can be used to teach choice making and how this skill can be increased in complexity as the student…

This article describes the Life Skills program used to improve the social skills of 12 students with learning disabilities in an Israeli middle school. Each of two groups (girls or boys) met weekly for 5 months to address social skills topics. The article notes gender differences in reactions and participation, and outcomes in such areas as…

Guidelines are proposed for development of early intervention educational goals and objectives that reflect daily functioning skills. Guidelines are presented as questions to pose when developing individualized education programs (IEPs) and individualized family service plans IFSPs). They cover functionality, generality, instructional context,…

A methodology for teaching students how to use a combination lock was successfully used with 7 students (ages 11-13) with moderate mental disabilities. Discussed are entry level skills, long- and short-term objectives, picture prompts, modeling and guided practice activities, assistance, feedback, and generalization. A detailed task analysis is…

This article explains how a 12-year-old boy with profound mental retardation and autistic behaviors, living in a group home, was taught to follow number- and color-coded directions so that he could independently cook his own meals in a microwave oven. The article covers materials used, the skills taught, adaptations for classroom use, and safety…

This article shows that unexpected gains can happen when teachers develop aggressive, innovative, and adaptive orientation and mobility (O&M) programming for children who are low-functioning. A case study illustrates strategies for using an adaptive mobility device, squaring-up, stepping out, and charting progress. Challenges to a successful O&M…