| |
| |
| Preface | |
| |
| |
| |
| Functional Curriculum Design | |
| |
| |
| |
| Major Principles of Curriculum Design | |
| |
| |
| Critical Curriculum Areas | |
| |
| |
| Transition Planning | |
| |
| |
| Student-Centered Transition Planning | |
| |
| |
| Interagency Planning and Service Delivery Efforts | |
| |
| |
| The Role of Schools in Implementing Transition | |
| |
| |
| Summary | |
| |
| |
| |
| Life-Skills Studies Reviewed | |
| |
| |
| |
| References | |
| |
| |
| |
| Designing Instructional Programs | |
| |
| |
| |
| Principles of Applied Behavior Analysis | |
| |
| |
| Deciding Whether to Teach a Specific Skill | |
| |
| |
| Developing Instructional Programs | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Response to Intervention: What Are the Challenges? | |
| |
| |
| |
| Common Features of RtI | |
| |
| |
| Implementing RtI | |
| |
| |
| Concerns and Issues | |
| |
| |
| Functional Curriculum and RtI | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Self-Determination | |
| |
| |
| |
| Description of Curriculum | |
| |
| |
| Curriculum Design | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Accessing the General Curriculum Within a Functional-Curriculum Framework | |
| |
| |
| |
| What Has Changed Regarding Access to the General Curriculum? | |
| |
| |
| How Is Access to the General Education Curriculum Achieved? | |
| |
| |
| Examples of Access to the General Curriculum | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Functional Academics | |
| |
| |
| |
| Functional Curricula | |
| |
| |
| Legislation Affecting Functional Curricula | |
| |
| |
| Functional Academic Curricula | |
| |
| |
| Assessment of Functional Academic Skills | |
| |
| |
| Instructional Methods for Teaching Functional Academics | |
| |
| |
| Implementing Functional Academic Curricula | |
| |
| |
| Functional Academics in IEPs and Transition Planning | |
| |
| |
| Summary | |
| |
| |
| |
| Commercially Available Curricula in the Domain Areas of Language Arts (Reading and Writing) and Math | |
| |
| |
| |
| Curriculum Strategies in Domain Areas | |
| |
| |
| References | |
| |
| |
| |
| Financial Planning and Money Management | |
| |
| |
| |
| Description of Curriculum | |
| |
| |
| General Approaches to Assessment | |
| |
| |
| Curriculum Design | |
| |
| |
| Assistive Technology | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Social Security, Work Incentives, and Benefits Planning: Navigating the Future | |
| |
| |
| |
| Why Special Educators Need Familiarity with SSA Disability Benefits | |
| |
| |
| SSA Benefits Available to Children and Adolescents | |
| |
| |
| Questions About Eligibility for Social Security Disability Benefits | |
| |
| |
| Questions About How Employment Affects Social Security Disability Benefits | |
| |
| |
| Summary | |
| |
| |
| |
| Student Earned Income Exclusion | |
| |
| |
| References | |
| |
| |
| |
| Positive Behavior Support | |
| |
| |
| |
| The Principles of Behavior: Applied Behavior Analysis | |
| |
| |
| Functional Behavior Assessment | |
| |
| |
| Positive Behavior Support Plan | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Social Skills | |
| |
| |
| |
| Description of Social Skills Curricula | |
| |
| |
| Approaches to Assessment of Social Skills | |
| |
| |
| Curriculum Design | |
| |
| |
| Summary | |
| |
| |
| |
| Annotated Reference List of Social Skills Curricula | |
| |
| |
| |
| Social Skills Assessments | |
| |
| |
| |
| Internet Resources for Teaching Social Skills | |
| |
| |
| References | |
| |
| |
| |
| Travel and Mobility Training | |
| |
| |
| |
| Description of Curriculum | |
| |
| |
| General Approaches to Assessment | |
| |
| |
| Curriculum Design | |
| |
| |
| Sample Individualized Transition Plan | |
| |
| |
| Using Global Positioning in Travel Training | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Community Participation | |
| |
| |
| |
| Description of Functional Community Skills | |
| |
| |
| General Approaches to Assessment | |
| |
| |
| Curriculum Design | |
| |
| |
| Summary | |
| |
| |
| |
| Ecological Inventory Form for Community Settings | |
| |
| |
| References | |
| |
| |
| |
| Living at Home: Skills for Independence | |
| |
| |
| |
| General Description of Curriculum Content | |
| |
| |
| Considerations for Assessment of Home Living Skills | |
| |
| |
| Curriculum Design | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Personal Care and Hygiene Skills | |
| |
| |
| |
| Personal Care and Hygiene Skills | |
| |
| |
| Persons Needing Assistance with Personal Care and Hygiene | |
| |
| |
| Decreased Focus on Functional Skills and Curriculum-Related Research | |
| |
| |
| Curriculum Based on Competent Peers in Future Environments | |
| |
| |
| Instructional Strategies | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Health and Safety Skills | |
| |
| |
| |
| Need for Safety Skills Instruction | |
| |
| |
| Overview of Curriculum | |
| |
| |
| Curriculum Design | |
| |
| |
| Summary | |
| |
| |
| |
| Select Individualized Education Program (IEP) Objectives | |
| |
| |
| References | |
| |
| |
| |
| Adult Services | |
| |
| |
| |
| What Educators Need to Know About Adult Services | |
| |
| |
| The Adult Service System | |
| |
| |
| The Role of the Schools and Adult Services | |
| |
| |
| Working Together | |
| |
| |
| Summary | |
| |
| |
| References | |
| |
| |
| |
| Preparing Students for Employment | |
| |
| |
| |
| Career Development | |
| |
| |
| Assessment | |
| |
| |
| Organizing Content | |
| |
| |
| Curricula Across the School Ages | |
| |
| |
| Summary | |
| |
| |
| |
| Sample IEP for Case Study 563 References | |
| |
| |
| |
| Going to Work | |
| |
| |
| |
| Integrated Work Models | |
| |
| |
| Quality Indicators of Integrated Employment | |
| |
| |
| Employee and Business Relationships | |
| |
| |
| Summary | |
| |
| |
| |
| Select Online Resources | |
| |
| |
| References | |
| |
| |
| About the Editors and Authors | |
| |
| |
| Index | |