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Food Preparation: an Instructional Package with Adaptations For 1 , DOCUIERT REMISE ED 156- 924 08 CE 017 471 . AUTHOR CtiOford4 Glinda B.; mud Others TITLE- ,Pood'Prepasatioh; An Instructionii Package with . Adaptations for Visually Impaired Individuals. INSTITRTI6N North' Dakota School for the Blind, brand Folks.; North Dakota Univ., grand Forks.= Spi.iNSAGENCY' Office of Eiducation CRHEN),"Nashingtone_D.C. PUB DATE 76 NOTE 144p.. EDES PRICE MF-$0.83 HC -$7.35 Plus Postage. DESCRIPTORS *Cooking Instriction; Currictlux Guides; *Ppodg Instruction; *Home Economics; anformation Soufces; Instructional Hatrials; Junior High:Schccl Students; *Mainstreaming; Teaching Techniguesi *Visuaq,ly Handicapped;. worksheets ABSTRACT This instructional package, developed for the' hose economics teacher of mainstreamed visually impaired students, /. provides food preparation lessdn plans appropriate for the junior high letel. 'First, teacher guidelines are given, including characteristics of tile'visually impaired, orienting such students to the classroom, orienting class meakers to the visually impaired, . suggestions for effective teaching, and sources of assistance for teachers such as reading material's, 'organizations, az.agencies. .,. Next, the food preparation unit objectiites and unit generalizatiams° are given, followed by six lesson plans. The topics of the lesskOls-. are kitchen_ appliances and equipment, kitchen, work areas, cleanlinetss in the kitchen, aeasuring techniques, practicing cooking skills.s.and outdoor, cooking. Bach lesson includes objectives and.generalizatiArs, a pre- and postteSt with an answer key, a list of learning activities (i.e. teacher lecture - demonstration, inf9rmation sheets designed for all students and some especially for. the blind,- worksheets and --:., worksheet keys, games)*- additional learning activities, suggested films, bookb, kits of other resources, and special notes to teg teacher for presenting,the lesson o the visually impaired students. Concluding the package is a.list oX6addresses-for-food resource materials' pamphlets, books, cassett tapes, .films) and a gr% bibliography 'on foods and cookbooks with. indication whe,tker is available in large tgpM7-.braille, or record. (This ibistYpCtional . package is one of a. aeries _of instructionalpacicagesjdevelopedas a , part of a Project 0.ta*A Development cf Home Economics Curriculum for the'Visn5llyImpaired.) (JH) . ' *********************************************************************** *- Reproductions supplied- by EDRS Tthe best hat can be 4made *. fiom the origin document. ************************4********************************************** , a ti r4' b MOD PREPARATION: AN INSIRUCTIONAL4PACKAGE WITH =Prams FOR VISUALLYDIMMED pun-viDuAis Glinda B. Crawford C. Charles Dvorak Linda L. lia.stre . Janet L. Ulvin. :Department'of Home Econoftics andNutrition tiaivrsity of North Dakota I . and School for the Blind Gtand Forks, Voith Dakota,582O2 U S DEPARTMENT OF ISE WM, EDUCAT1014 WELFA E 4, NATIONAL iNSTITUTE OF %. EDUCATION . 1976 THIS DOCUMENT HAS BEEN REPRO 1. DUCED EXACTLY AS RECEIVED FROM- -, THE PERSON OR ORGANIZATION ORIGIN. ' ATING IT POINTS OF VIEW OR OPINIONS . STATED 00 NOT NECESSARILYREPRE. SENT,oFFICiAL NATIONAL-INSTITUTE OF EDUCATION POSITION OR POLICY s ".! t 4 .44 Thea4ectpresenter} or herein was perfOrmadurmientto, a grant fran the Omprehensive Emaoyment andTraining 44, Ftcdect #26 and a University ofAlardi DakotaFacultyleseareh Grant 43170-056. Project staff included: Glinda Crawford -Director analiomeEconomics Teacher-Mudadz' at. the University y-of North Dakota, C. Charles Dvorak- Director and Educational Director at the School for , , - /-the Blind Linda Mastre ,:Teacher Coordinator Janet Ulvin- , Home Economics .Teacher . , . Familia --Special Education Teacher Carol S - Braillist % . Karen - ClerkStenographer a 4 4 TABLE OF CONTENTS ; Foreword ..... : . 3 AcknoFiedgments 4 Guide linei for. Teachers of kainstrearretl. Visually Impaired Students '1 5 Urlit Oi;jecti ,. <4 . 10 ( (Lhit Generalizations". 10. I .. e LessonOutline ee, . '10 Lesson r. 1 - KitchenAppliances and Equipment 11 Lesson2 - Kitchen. Work Areas 34 'Lesson3 - Cleariliness In the Kitchen 0 ',42 . Lesson 4 4-- Techniques emit .... 0. .. 55 Les tieing Cooking .. 65 Lesson '6 - Outdoor Cookir"i 83 Addresses forFoods' Resource.Eater-NA° 93 BibLiograghy 95 : e .4 .. e X , ` I 4 0 (11 4 - / issr" !.7 .. , 1 cj , FOREWORD This instructional' package is 4 one of a seriescc-instructional packages develaped as a part of a project entitled "Developmentof Howe , . Economics Curriculum farthe ,Visually Impaired". The focusoftheie instructional packages is. to, direct.the honeeconomics teacher "toward , successful integratidh of the visually impaired studentintothe regular classroom. NOconcept "areas were selectedfor the 'instruOtional pack- ages because of physical.orientation; they lare food preparation and clothing cons tion. Other areas of home economics"with manna. ' physical, orientation (sucli as-nutrition) were.,not selectedsince these areas would require the least adaptationsfoi the visually iiipaired.,. students. Curriculum was developed within ti isge 'areas_basedupon Ooritgat.. ; Identified, by curriculum: guidesto be appropr, iate for the junior iiigh . .. age level. The instructional packagedinclude thef011ar.4 . teacher : 4-.-r'' , guidelines for successful mainstreaming,objectives,7genera1itations, pre-test, learning activities, post-tests,furtheractivities -and - ..., - .suggested resources. The information sheetshave two title placements . Titlesin the upper left ,2orner are for ,all students. Titles whiChaid centered are for the visuallyitpaired studentonly.`" 2. Lessons are planned ;for time than one periodoft%14struction. Care- . i i ful .study bf each lesson by the teacher will help determine:' :'4. , i r . 11 The amount of material thatcan be' covered in,pach dada Period. .,- \., 2.Skills which must be demonstrated. 0 3.SupplementarynlateialsWhiakmist.be:orgred.."- * 4.Resq4Cepereon'th0 tmistbe (.* . $ a' t 4 o ACKNOWL7GENTS The project staffexpresses- appreciation for the valuable contri- butions made by many individualsto this ,project. Their comments and suggestions helped influence thecontent matter and the revisions which Thv feel mikethis instructional package'veryuseable by home economics teachers. We are especially gratefulto Pamilla Trudegu (Special Education Teacher) and the home economicsstudents at the North Dakota School for the-Blind. Withadt them, thefield testing would not have been aS meaningful.The field testing of thesematerials insured their appro. priateness when teaching visually impaireds ts. -cial appreciation is givento th eipxoj ec consultants. They were pi Ruth P. Hughes, Head of BbmeEconomics Lion, and Dr. Sharon Redick, Assistant Profess&of Bone &anomie& ttold, Iowa State University. Appreciation is extendedto these individuals for the know- ledge and encoRragement-givenus. ff' We appreciate the support given bynumerousstate supervisors of boateconomics. These individuals alsogave suggestions of possible reviewers from their respectivestates. The reviewers for the instruc- tional package were:Ruth Anderson, Fargo North High School,Fargo, North takkaAa Vonne Jackson,Carlisle High School, Carlisle,: Iowa; Hamel Johnson, Central Junior HighSchool, Sheridan, licaing, and JeanielOwlei, Depart Mentof Home Economics, University of NorthDakota, Grand Forks, North Dakota. We thank than for their comments and ideas forrevisions. 4,4 The support and advice given.bymamlersofcurAdVisoryCommittee is greatly appreciated. Therprovidada broad viewpointWand varied ex 'llertise in the , the visually impaired. The commit-. teamedbers werel 0 son, Ed Christianscn., Jape Messinger, Ruth Hill, Kathy Riske, Susan to, Betty Bender, Dean Stenehjem,".Threese. :Clark, and Majore Lovering. , 'AppreCiation is'also extendeitoJean:Thomas, -AbsisaL qui Administrator for the State of North 't Dakota.Her guidance was most Helpful in the implementation of this project. We thank Lois Schneider fOr herpart in the initiatinpand develop- inentoof this project. / , d 1 . We appreciate the help of Carol Kelley,Graphics Designer, Instruc7 .. , tionalOonmanicationsforthe illustrati ds atdraOcillgs used in this ptiblication.. 11r- . , ,. n . ' s We further Wis'h to aCknowledge t iavalUable contributions -ofthe project secretary, KarenBlegen,and project braillist, Carol Strinden, who, typed and brailled themany drafts, and revisionsof these matekials, 5 I . r .- Z t T 4 .4. o r _ h ' o 7 ° a ( ,t It 'T s 5 4: GUIDELINES FOR TEACHERSOF ..Who Are the Visually Inpaired?. 1 . , The term visually impairedhas two or'cathgories4educationally blind and partially sighted. t 'Those students whose visualacuity is too low of reading' printor whose vision is not the pliniary-,_channelfor education are classifiedas educationallyblind. Echicatiaiiilly blind .childrenmay need to rely solely on Braille or recorded 'materialsas their primary mode, of learning. However., they tray havetom useable vision-fOr shape and -formperception. Most blind studentscan move around readily familiar surroundings, . either because they havelight perception orecognizefamiliar objects. lidwevecc, imst educationallyblind, children11 need to have sow 'oriel-, tation, andmobilitytraining in unfamiliar dings. *.--- . .. , Partially sighted studentshave limited-1/48Jan after correction. Thesestudents are ableto and should,be .endouagedto use vision as thef:rmajorcikavenue of learning.,However, ufey may need touse large print and/or magnification-of some type..
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