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A Curriculum for Teaching Clients to Use Landmarks while Traveling.
Peer reviewed Peer reviewed
MacWilliam, Laurel J. – Journal of Visual Impairment and Blindness, 1980
The article describes a curriculum for the visually handicapped which provides instruction in the four basic facets of landmark travel. The concepts included in the curriculum are: (1) learning the concept of landmarks, (2) remaining oriented to landmarks, (3) following direction based on landmarks, and (4) giving verbal directions based on them.…
Descriptors: Curriculum, Daily Living Skills, Program Descriptions, Travel Training
Orientation and Mobility Training for the Multiply Handicapped Deaf.
Peer reviewed Peer reviewed
Signorat, Monique; Watson, Arlyce – Teaching Exceptional Children, 1981
An orientation and mobility curriculum for multiply handicapped deaf students incorporates instruction in environmental awareness concepts, orientation reference systems, route planning, and auditory training. Instruction frequently includes a solo travel experience. The roles of the classroom teacher and of the mobility instructor are noted. (CL)
Descriptors: Curriculum, Daily Living Skills, Deafness, Elementary Secondary Education
Community Travel for Physically Impaired Students.
Millet Learning Center, Saginaw, MI. – 1989
The community travel program for physically impaired children at the Millet Learning Center (Saginaw, Michigan) blends skills from two professions: orientation and mobility, and physical therapy. Program goals include enabling students to overcome travel fears, to learn travel skills, to learn to make adaptations necessary for successful travel,…
Descriptors: Curriculum, Daily Living Skills, Orientation, Physical Disabilities
Pedestrian Safety Training Curriculum for Persons with Developmental Disabilities.
Illinois State Office of the Secretary of State, Springfield. – 1990
This manual provides a suggested curriculum, intended for use in the natural environment, for individualized instruction on street travel skills for adults with developmental disabilities. Suggestions are given for instruction in home or classroom; the community; vocational settings; recreational settings; and special pedestrian situations (for…
Descriptors: Adults, Curriculum, Daily Living Skills, Developmental Disabilities
Monroe County Community Schools Curriculum for Classes for Severely and Profoundly Retarded Learners. Working Paper 85-5. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.
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Dever, Richard B.; And Others – 1985
The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. The curriculum described in this project working paper focuses on personal maintenance and…
Descriptors: Curriculum, Daily Living Skills, Elementary Secondary Education, Homemaking Skills
Metro College for Living, Working Curricula, 1975-76. Ongoing Classes for Developmentally Disabled Adults in the Denver Area.
Kreps, Alice Roelofs; Redden, Cora – 1975
This curriculum consists of fourteen courses based upon basic life problems which are designed to provide volunteers in the College for Living (CFL) program with materials to teach survival skills to developmentally disabled adults. CFL is intended to supplement residential programs in and around Denver and aid institutions in orienting…
Descriptors: Adjustment (to Environment), Adult Education, Aesthetic Education, Basic Skills