Visually Impaired: Curriculum Guide. INSTITUTION Alberta Dept

DOCUMENT RESUME

rtns ED 226 538 EC 151 016

TITLE Visually Impaired: Curriculum Guide. INSTITUTION Alberta Dept. of Education, Edmonton. PUB DATE -82 NOTE /10p.; For relatedinformati4n,see EC 151

015-018: 1 PUB TYPE Guides - Classroom Use -.Guides (For Teachers) (052)

EDRS PRICE 411 MF04/PC25 Plus Postage. DESCRIPTORS Communication Skills; Curriculum Guides; *Educational Objectives; Elementary Svondary Education; Fine Arts; Home Management; Interpersonal Competence4,1Job Skills; Mathematics; Motor Development; Preschoo Education; Safety; Science Instruction; Self Expression; *Skill Development; Social Studies; 40reaching Methods; *Visual Impairments; Visually Handicapped Mobility; Vocational Education °. ABSTRACT The curriculum guide provides guidelines for developing academic'and living vocational skills in visually handicapped students from preschool to adolescence. The document, divided into two sections, outlines "objectives, teaching strategies, and materials for each,skill area.. Section 1 dbvers the following academic skills: communication/mathematics; social9studies, and science,. Tha living/vocational skills addressed in section 2 are divided into six'developmen'tal levels amd include: understanding of self and others, orientation and mobility, health, safety, work skills, home management, motor development and.physical activities, and fine arts and individual expression. Each skill area section in the guide is preceded by an introduction which offers information on teaching,methods, sample projects, and planning. Appendixes include a program overview chart, a'student profile/checklistr and alist of resources. (sy)

1 Reproductions supplied by EDRS are the best that can be made * * 4. from the original document. * ***********************$**************t******************************** U.S. DEPARTMENT 15$ EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI - /Pupdocument has been reproduced a. received horn the person or organization originating It Minor changes have been made to Improve reproduCtion quality

Points of view or opinions stated in tho claom mint do not necessarily represent official NIE Position or policy

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Curriculum Gu ide

"PERMISSION TOREPRODUCE THIS Aorta 's MATERIAL J±ASBEEN GRANTED BY EDUCATION

1982 TO THE EDUCATIONAlRESOURCES INFORMATION CENTER (ERIC)." RCA MK S CTon I

'INTRODUCTION

The purpose of ..is,curriculum guide is to provide guidelines fo edu cational.programming for visually impaired children and .dolescel.ls throughout Alberta.. The document was,written for the use-ofparcIts, teachers, school administrators and staff from.allied professions

Population or Target Group:

Visually Impaired (V.I.): The visually impaired child isone whosc visual condition is such that it interferes with his ability to learnun.:ss ed ucational adaptations atl made. Vi.ua limitations may ba further divided into the categories of.blind and partially sighted.

Educationally, a child is considered to be blind and a bra.11euser if, after all possible visual,Forrection, he must depend for learnng upon senses other than vision. All students in this voup are legally 'ind..

Partially Sighted: Educationally, a child is considered,to be part_ally . sighted if, after all possible visual correction, he requires specialma terials and services, but uses visual media including print in learning. The more severely visually impaire'd students in this groupare also legally blind. After,00rrection they will continue to have severely restricted

0 visual fields and/or visual acuities, in the bettereye, of 6/60 me::ic or 20/200 English or less. Some partially sighted students a're legall. blind. These* stddents often require the same degree of support.servicesas lind or brailleusing students.

Visual impairments may be thought of as ranging alonga continuum fr m a , slight vision loss to the extensive or total loss definedas legal,b:indness. Many'factorp, including the degree of visual loss, will determine thextent . of assistance and support neeessary for the individual visually impa,red stu dent. In addition to funding, consultative and material services prctided for all visually impaired"students thereare special fund,-, available :or the more extensive support required by legally blind students. /1

Educational needs vary for congenitally blind children and for those ,A.th adventitioup loss of vision. This guide attempts to make recommenddt-ons for children in all of,the above 'categories.

Although the specific needs'of multiply handicapped visually dren are not discussed in this guide much of the informa'zion would be telp7. ful to those attempting to provide for any child who hasa vision rosi,. 1 a

Scope:

Because of the pervasive effects of visual impairment on all areas of development it is essential that,children be given appropriate attention as early as possible. Ideally, assistAnce should be available from the day of diagnosis which in, some cases, is the day of birth.

The responsibility of the educational program continues until the student has made a transition to a program in,continuing education (either academic or vocational) or'to a job placement. This transfer between school and adult learning and living is critical period for the^ltudent in which he will need careful guidance,

InCluded in the vide are descriptihns of theeducationalcomponents (objectives, strdtegies and materials) for pre-school programs and curricula for Division I through 4..Specifically listed are sequences fot the development of specialized skills, suggestions'for modifying the regular cur'riculum for visually impaired students and reference material for each sutject area for further reading. The Special Educ'esion Handbook section The Visually Impaired Student in the Regular Class-oom is essential reading for teachers of (one or more) visually impairpd stddents.

.Note: This curriculum guide is a service publication only. The official statembrit regardirig the program for visually impaired students is contained in the Special Education Program of Studies. The information in ,this guide is prescriptive insqfar as it duplicates.the official statementgiven in the Program of Studies.. . .

A a ACADEMIC $ ECTIOn

^ TABLE OF CONTENTS

ACKNOWLEDGEMENTS

COMMUNICATION 1 Levels 1 and 2 (Preschool) 2 ,. Level 3 (Grades 1, 2 and 3) 11 Level 4 (Grades 4, 5 and 6) 23 Leve1.5 (Gradesc7, 8 and 9) 37 t , Lekrel, 6 (Grades 10,11 and.12) . 61

... .MATHEMATICS 65

Pre-Academic, Levels 1 and 2 (Preschool) . . . 66 Mathematics for Braille-using Studegts, IntrOduction 74 Mathematics for Braille-using Students,.Level 3 (Grade 1) 76 Mathematics for Braille-using Students, Level 3 (Grade 2) 81 Mathematicsfor Braille-using Stude-ts, Level 3 (Grade 3) 92 Mathematicsfor Braille-using Students, Level 4 (Grade 4) 100 Mathematicsfor Braille-using Students, Level 4 (Grade 5), 108 Mathematics forBraille-using Students, Level 4

(Grade 6) . . . . 115

Mathematics for Partially Sighted Students, Introduction 122 Mathematics for Partially Sighted Students, Level 3 (Grade 1) 123 MathematiCs for Partially Sighted Students, Level3 (Grade 2) 126 Mathematics for Partially Sighted Students; Level3 (Grade 3) 129 Mathematics for Partially Sighted Students, Level 4,, (Grades 4, 5 and 6) 131

- Mathematics for Visually Impaired Students, Level 5

(Grades,7, 8 and 9) , 137 , Mathematics for Visually Impaired Students, Level 6 (Grades 10,11 and 12) 141

0 SOCIAL STUDIES 144

Levels 3 and 4 (Grades 1,2, 3,,4; 5 and 6) . 145

_Levels 5 and 6 (Grades 7, 8, 9,10, 11 and'12) . , . 147

,SCIENCE 150

Levels 3 and 4 (Grades 1, 2, 3, 4, 5 and 6) . . L5-1 Level 5 (Grades 7, 8 and 9) 153°P Leve/ 6 (Grades 10, 11 and 12), 156 t e

411 tt -ACKNOWLEDGEMENTS

Tile following persons have contributed to various sections of the CUrriculum Guide for the Visually Impaired. ,Their assisEanceTh.s gratefully acknowledged. lote The Special Education Curriculum Coordinating Committee:

Dr. R. Donald Cameron; Professor Emeritus, Special Education,-University Alberta, Edmonton; Sarldfa Camardn, Principal, LynnLauren School, Wetaskiwin; Fred Cartwright, Private Consultant, Lethbridge; *Brian Cook, Teacher, Hamilton Junior High School, Lethbridge.; BrIan Henschel% Itinerant Teacher, Strathern Junior High School,'Edmonton; Mary Kroetsch, Assistant Principal, County of Strathcpna, Sherwood 'Park; ' Gwen Ledvitt, Early, Childhood Services Consultant; Alberta 2duCation,

Le,thbridge4 . Dr. Jean Moore, Coordinator, Special Education Curriculum Development, Alberta Education, Calgary'(dhairperson); Donna Newton, Special Education Consultant, Edmonton Public School Board, Edmonton; Roy Parry, Program Specialist, Calgary Public School Board, Calgary; Isabelle Reid, Parent Representative,'Edmonton; Betty Walpot, Editor, ..pecial Education Curriculum Development, Alberta

Education,* Calgary; a Jim Ward, Itinerant Teacher for the Severely Handicapped, Calgary.Saparate School Board, galgary.

The Visually Impaired Policy Committee:

Dr. Clapdia Ernes,' Faculty Of Physical Edutation, University of Calgary; Margaret Hatch, Consultant, Visually Impaired, Alberta Education, Edmonton; Dr. Ann Kennedy, Program Specialist, Calgary Bbard of Education; Ed Lau, Consultant, Visually Impaired, Alberta Education, Calgary. *Donna Morrison, Early Childhoon Services Coordinator, Taber School tiviSion #6; Lilly-Anne Selby, Educat_ional'Psychologist, Edmonton; Olwen Thomas, Librarian, Spatial Education' Resource Centre, Calgary Board of Education; Ariae tdsworth, Consultant, Visally Impaired, Albeita Education, Calgary; a Leila West, Parent Representative, Sylvan Lake.

Ad-hoc tommittee for the Academic Section:

Daphne Chutl:er, Braille.Class T6acher, Waverley School, Edmonton; Rodney Fay, Principal, McCauley ScHool, Edmonton; Colleen Kulthitsky, Braille Class Teacher,.Waverley School, Edmonton; Janet Parasynchuk, Consultant for the Visually Impaired, Edmonton Sep'arate School Board; Myron Phdlog, Itinerant Teadher for the Visually Impaired, Calgary Boara 'of Education; Margaret Powell, Itinerant Teacher for the Visually Impaired, Edmonton Publicv

* School Board; Pat hminiuk,.Early Childhood Services Administrator, Edmonton Public School Board. S. a r ... .. ep

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~~, COMMUNICATION . ° ,Levefs. 1 and 2,.Preschool~~

~~INTRODUCTIOa~~

The'regular preschool program is based on a multi-sensorY developmentd approach. This approach is most appropriate for meeting the needs of a visually impaired student. Long term goals and general objectives in a preschool program are ehe same for all children.

Teachipg strategies which are directed towards meeting tile needs of a visually impaired child can often benefit the entire groUp. Well planned,..sequential and concrete.learning experiences, on a one to one 'basis -and.in small and large grou0s, are appropriate for all, children: However, ,the visually impaired child will require more individualized attentIon: An aide may be able to do a consid-

~~'erable amount pf this work under the direetiOn'and guidance.of tHe teacher. .~~

°Often a visually impaired child will be enrolled ina pieschool program at a younger chronological age than his sighted peers. Some al:ay spend tdo or even_ three years in a preschool program.. This extended period provides an opportunity for the.visually impaired child to grov in an underAanding of eVeryday activities 0 that other children learn throUgh observation, and to develoP concepts and behavior patterns essential to sucdessfurintegration.

, 0 The preschool teacher is responsible for setting program goals, developing- and determining strategies for program implementation and overseeing the program and its' ongoint eValuation, -After initial assessment$ have been completed and re-. suiting information gathered and revie:qed the teacher will need.to develop a plan for tHe'child's ,rogram. The following are some 'factors which need to be consid- -ered in conjunction:with assessment iftformation. . .

1. The degree and effect of the visual impairment will,influence the setting of objectives. For example, partially sighted children,' who have resid4l vision, must,hgVe a.program which encourages them to use their remaining visiom. a 2. Scheduling provisions should allocate appropriate portionsrof the day for

~~. 'neces6ary individual instruction. For example; if the child's language devel-~~

~~4 .:opment vill'not allow him,to gain from story time involvement, this time may~~

~~be most useful for individual instrudtion. ,~~

3. Encouragement tb parents to become invofved in planning their child's progFam. Parents and teacher working together to achieve'mutually determined goals and objectives and sharing information facilitates'greater continuity and effect- , ivenessin'all facets of the child's learning. 0 4. Coordination to ensure that the'in-hcme inograms consistent with the pre- School program. ,

~~5. Coordination is also necessary if therapists, e.g. speech, physio- or occupational, are involved with the child'iworder that the various programs compli- ment eachother. , 1 s-~~

~~4 Is #2, . a~~

~~. . 4". . .. ., -..~~

O 0 k s . 1 , . .. . o :1 . 6., Long range,goals should include consideration.of.summer activities to main- , 'Consideration should also be given io , tain skills.and'exteta experiences. , . . ' future school placement'for the child. Q o. .. l . ''' t , ' r. - : $ .-- The teacher ds advised to contacI apecial resOurce people for assistance. : the preschool program-is located in an urban center and operated hy &school system, there are usually itinerant...teachers for the visually impaired within the system's special education department Who provide this astistance. Teachers in all other pfOgrams may corittict the consultaftt for-the VisuallY Imn'aired and the:.

' consultant 'in Early ChildhoodServices in theRegionalOffices oTAJ,berta Educe- . - . t.ion. Representatives for Handicapped Childrens' Services% the Canadian National Institute for the 31ind, arid the TubliO Health,:thtit may 'provide further asSi4-. -e :....; A ance. ,It is also possibre that a speeS or occupational therapist may be involved

in wo ing direCtly With the chIld:' . . . . . , ...... ).. - Mut of the manipulative materialsfoundflin a veschool classroom are appropriate for fuse with the visually impaired .child.Informatph about,specfal,equipmer-.

suc uas vests with different types of7asteners; a ban with a bell in it, story ' bookp which are in both braille and print, and assessment and program materills may,be obtained frow.the -itinerant teabher or cnnsultant. Some eplpirent may be. .. avallable on loan from the Materials Resobrce deOre, Alberta' Education, Edmonton.

. - ; Afpough there,are many different liethods for developingarrindividualized.educa-: tion program,.the prescriptive-model.has been particularily effeetive in,working with visually impaired children. This'model, in which goals aie estaVished and, objectives set out for a 'short tetm with changep or revidiona noted on the objectives sheet as they occur; facilitates frequent revilw of:the child's pro- grees'and the effectiveness vE the program. Progres"s can'be noted, and techniques, t..activities or focus changed as required. A,'ring binder with sheets divided,into the various developmental.aomains, general health'and emot*onal/behavioral'areas enables brief anecdOtal comments to be'made daily. These comments can,then be. reviewed quickly for any particulac aspect 0 the'child's developmen6 that is pausing concern. This can. be uded to'lacilitate the monthly review and the setting of objectives for the next sbort teim. When the aideshap tesponsibility fur much of the individualized woik this record assists the teacher to keep currdent

~~regarding the,child's development and progress. 'Underthe.preicriptive model the .~~

~~teacher, aide and parents will meet on a monthly basis wSth informal meecings and . communication throughout theiyear.,~~

. Communication and coordination are essengal. -Prequentlya-tflia is accomplished . 4d-through case conferences as well as ongoing,notes or phone cafls. *It is advisable to indicate the approximate numbcr of caseconferencos that be,held in the course of the child's preschool Year, the purpose of these and tbeapproximate time of the year, nll in the initial planning. In this N.4y.people who could contribute or gain.from such meetings can be notified well in a6ande sand,FaVtprovide assistance in determining agenda items.. , . .

~~The fallowing objectives may assist a teacher in developing an indiviclualizeft tiro-~~

~~gram. They are not intended to be a comprehensive listing of all areas involved . in preschool communication but are suggestions which may'be lielpful in determining where tebegin.~~

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~~t - DNNFUNICAtION Jlevel 1 and 2 (Preschool) ,...011 ,~~

~~'OB4CTIVES 0 . TEACHING STRATEGIES' MATERIALS~~

~~The child: (Stu~~

~~1 Attends when name is spoken. Initiany gain chiid's attention by touch when using his name.~~

~~Use child's name when expect- .4 ing hie to listen cr respond.~~

~~Use song "Where is (child's name)?" to the tune of Frere / Jacques. Have child respond, " re I am". erf. Manipulates objects and' Dra. cnild's attention to~~

~~plays with them. pleasurable objects: bells, : squdeze toys initiglly; later wind up and.push tOys.~~

~~. Assist child to develop associations between sound and object; allow for discovery time.~~

~~Request specific actions with various objects, e.g..tap aium three time's.~~

Makes Simple choices and Provide a choide of toys, requests. activities, e.g. pilk or .juicei bell oncar, sand box 'or doll house. Initially, once the child has Zade 't boice, reinforce by immediate cbmpliance.

~~Require further phrasee extension, e.g.,drink juice, please, play sandbox. O Use a consistent speech model j.n order that the child understands when he is to repeat.,~~

~~5.3 ,COMMUNICATION Level I and 2 (Preschool)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS 1000.1111M...00 The child:~~

~~Responds to simple requests Use simple requests, Wabash Guide. and performs required e.g. stand up, cduld to me. actions. Gradually extend to two and hree step directions. \~~

~~Us:.? game activities, e.g.."Simon Says".~~

~~Names and associetes Play('Show me" game:.foot, clothing with approptiate head, hand etc. 'Expand to let body parts. child give instructions;, check~~

~~to see if actions" are correct. 1~~

~~Have child indicate:appropri- Dress-up box which ate body partsfor2various contains large size garmentp, e.g. soaka, mitten, clothing. hat, ringb, shirt: . !~~

~~EXPaad to liaVe child-indicate~~

~~0 body parts on teacher, peer or~~

~~Uses vocabulary whf.ch is , Provide opportunities fOr Get A Wiggle On.~~

0 appropriate to situation. exploration of a variety of Move it. . mehningeul objects (bowls, shoes,400ns, etc.). En:- courage language which is associated witli the object and aceivity; Keep experiences at the 'concrete level. Ini- ti4ly reinforce aliprSpriate sdlf initiated speech:

~~Extend experiences to larger variety of objects and activities. 4~~

0 Note: A child may Ee display- ing withdrawal symptoms if he babbles or uses meaningless language frequently. Do not Ignore this behavior: Bring him back to reality by drawing Wis attention to Some meaningful exchange or activity. Re- quest assistance. N

~~5 13' COMMMNICATION 'Level 1 and 2 (Preschool)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Extend vocabulary development by using .comparisons: same' and different, shapes, funCtions,, textures, etc.~~

~~Provide opportunifies for' classificaiton of objects according to artributes, function, class, etc.~~

~~Provide'opportunities for the child to distinguish between fantasy and real life situations.~~

Demonstrates an awareness Provide many opportunities louch and Tell. of written language and for child the becOMe involved the process of recording with'simple story books, the spoken word. e.g. touching, listening, page turning.

~~Involve blind child with,twin vision books (available from M.R.C.). Teach child to open book, explore braille symbols, turn pages and discuss characters and action.~~

~~Use adhegive braille labels to ideatify objects which- child freqUently useS, e.g. chair, table,,bed. In- volve child in putting labels on these objects.~~

Involve partially sighted Lare Print Catalogue child with appropriate begin- for Story Books. ning books which have .simple, Visual Efficiency. clear illdstrations. Select Program. books which have good, bright colors and maximum contrast between figures. Discuss illustrations and envurage "child to examine pictures for increasingly finei details.

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~~COMMUNICATION fevel 1 and 2,(Preschool) . -a~~

~~ANN./~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Use the following story instruction techinqUe: , 1. Select simple itory, e.g. "Jack and'Jill", rather than "Three Bears" to begin;~~

~~. Prior to introducing story examine vocabulary to en-, sure that the child comprehends new words, e-.g. build in missing -vocabulary-by ,use of 'concrete objects and direct experience,-~~

. Involve child in reading the story, feel of book, , turning pages., feeling "bumps" (stress left to right progression in feel- 4 ing braille), guessing what will happen, supply- ing a rhym.ng word, /laming a character, etc.

~~4. Repeat story An relaxed atmosphere to improve understanding and enjoyment.~~

~~5. Strive for recall of story through use of questioning, dramatization, etc.~~

~~Follows instructions of Provide opportunities for increasing compiexity. child to follow increasingly complex directions. Give directions which are purpose- ful.~~

~~.11144414gaimilsoasamairstaroaraorsirraasamlwasorsamorammaaaaramtammrammorarftrammarosionamosks COMMUNICATION Level 1 and 2 (Preschool) '~~

~~OBJECTIVES TEACHINd KRATEGIES' . MATERIALS~~

~~The child:~~

~~Provide sequential instructions that-sometimes require a time lapse before the Child carries out the request, e.g. "After recess take this to the office."~~

~~Listens to and associates have child locate sound sounds with their scurces. sources, and associate name of source with'sound, e.g. refrigerator, car.~~

~~!Whennet sounds are heard give child-opportunities to- explore their soutces: typewriter, air-conditioner, cuckoo clock,. etc.~~

~~Go on listening walks, have' child follow .the sound of your lioice and footsteps. Stop to listen to and d;scuss environmental sounds.~~

~~Have child follow other Beeper Ball. sounds, e.g. beeper ball, wind up toy.~~

~~Have child recoid nature Tape recorder. sounds during listening walks and take these home to share with family.~~

~~Repeats Ample songs, Use similar techniques as for rhymes. story intrbdUction.~~

~~Use action songs and rhymes that are meaningful to dhe. child, e.g. "That's What It's All.About". Assist child through actions as'necessary.~~

~~Play rhyming word games to reinforce and expand'vocabulary. Ensure child understands teaning of words used.~~

~~8 G COMMUNICATION Level 1 and 2 (Preschool) 11.1~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The dhild:~~

~~Introduce initial consonant . sounds as child-is ready.~~

~~Teach the alphabet song,~~

~~Interacts with other chil- %Encourage parallel play. dren and cooperates with them. Encourage child to exp.lore, share, take turns and respond to playmates' questions of comments.~~

~~Encourage sighted children to identify themselves when near or interacting with the visually impaired, chird.~~

~~Encourage visually impaired child to ask questions re: identification of others and what they are doing.~~

~~Reinforce child's attempts at initiating verbal/social interactions.~~

~~, Uses meaningful vocabulary Provide ample opportunity to which deals with sequences discuss the order of events, in daily life. e.g. breakfast, school-time, lunch.~~

~~Reiate present.to what hap- pened yesterday and will' happen tonorrow.~~

~~Endourage child to describe simple.exporiences after they have occurred.~~

~~.Demonstrates knoT,itedge of Use dramatic play and rdle name, address and phone *eying. number. Play games which require this identification information.~~

~~9 7 , e COMMUNICATION Level 1 and 2 (Preschool) 1 s' ..~~

~~, , OBJECTIVES TEACHING STRATEGIES" MATERIALS ..1111,11~~

~~r a, The childC~~

~~Have the child phone home > 0~~

~~occasionally to reinforce 4., understanding of Use of phone number.~~

~~'- 4~~

~~1.t o COMMUNICATION~~

~~Level 3, Grades 1 -1. 3~~

~~--AtTRODUCTION-~~

The Level 3 Communication section is designed to assist the teacher towisrk with -- avisually impaired student in the regular classroom. Depending upon the degree of visual impairment it may be unmalistic to expect the visually impaired student to accomplish"as much,,as other ptimary grade students ir the usual three , year perl'od., - _

There are no special.glasses for partially sizhted students.--However, young braille-using students are generally enrolled in special classes for-instruction. The braille class teacher is= expected to know braille and to be able to Operate. S. '- the special equipment these students iequire. The teacher of a regular class who receives abraille-using student is not expected to,know braille or to be able to operate the special eqUipment. a This Communication section addresses implementing the language arts program for a visually impaired,student in the regular grade lito.3 classroom. Notes strategies and references are provided to assist the teacher. The term visually impaired refers to both partially sighted and braille-using"students.

The regular class teacher receiving a yisually impaired studebt should be fatiliar with The Program of Studies for Elementary Schools (1978), the Alberta Elementary el> Language Arts Curriculum Guide (1978), "The Visually Impaired Student An the Regular Classroom" section of the Special Education Handbook,and the appropriate section of the curriculum for the visually impaired. Teachers who have a braille- using student in their class are advised to examine the Waverley Project ManUal as well. This is a program for Level 3 (primety grades) braille-using students in special classrooms which Was developedoin Edmonton.

The teacheris advised to contact an itinerant teacher for the visually impaired' or che Special education coordinator of the local school jurisdiction. Where 'such service is not available the teacherthOuld contact a Consultant for the Visually Impaired, Alberta Education for assistanCe. Materials and equipment are available on a free loan basis from the Materials Resource Centre (M.R.C.), Alberta Education, Edmonton.

~~11.~~

~~l. a ° COMMUNICATION Level 3 (Grades 1; 2 aficC3~~

~~. A. Receptiv . Language~~

~~TEACHING STRATEGIES,.~~

~~. Listening Attract the student's arten- .fton through the use of his .-name, when-addressing hig 4 specifically, to avoid con- fusion.~~

~~..Encourage the-A-udent to . participate as &member of a ' group or class, and to listen and to follow group directions by providing positive rein-~~

~~- forcement for such participa-, tion.~~

~~. . . . Select poers and stories which incorporate imagery from senses other than vision into ligtening act;ivities.' Empha- size this as a valid means of~~

~~expregaion.e.g. select a poem . , which emphasize's-- theAound of-~~

~~the falling rain,1Provide---, 1~~

~~opportunity for discussion . aboutssmells and.tactile sensations.~~

~~- . . . Familiarize the visually im-. paired studen't With taped materialg and'operation of the 'tape recorder. (Recorders and~~

~~I'Materials are gvailable from .-~~

~~the 1401..C,) ..~~

~~. , IExplain to the braille-using student sounds whidh intxude, e.g. 'frOm-the air-conditioner, and. assist him to link soundsi with the objects which produce rI themn. ,~~

~~. . Pr6vide opportunity for dis-~~

~~1cu'Ssion to reinforce the stu-. dent's concrete experiences and to assist in extending his meaningfavocabulary. N~~

~~12 r~~

~~gOMMNNICATION Level (Grades 1,2 and. 3) , A. Receptive Language~~

~~OBJECTIVES TEACHING STRATEGIES. MATERIALS~~

~~Analyze the content.of materials forjistening activities, to enbre that the braille-, using student under-Stands the vocabulary before beginning the aVtivity.~~

Note: Visually impaired stu= -dents are frequently caught "off guard" by a greeting, comment 6r question coming from an unknown sourcb. They are,unsure of the:speaker,- and of whether the areettng or comment is meant for them or for somevne else. Hence they may pot respond or inte_act. This problem coUld-be

~~alleviated if classmates and ' staff members used the stu?-~~

~~dent's nametend indicated . their own names when addressing the studpilt.~~

~~Use appropriate sectiona of LiSten and Think. the tape recorded Listen and Think Series avgilable frOm the M.R.C. (with the entire class).~~

Viewing Be gware of the student's eye 0 condition and acuity in-order to adapt viewing activities appropriately for the partially sighted student. Discub6 with the itiner.ant teacher. See "The Visually 12?aired Student in the Regular Class- room", Section D. Planqing and Classroom Management, #6. Light Source aud Seating Ar- rangements, and Section E. Meeting Educational Needs, #7. 'Teaching'Techniques and odifications, which deals w th use of the chalkboard, models and media.

~~13 21 COMMUNICATION Level 3 (Grades 11 2 and 3) A. Receptive Language,~~

~~OBJECTrVES TEACHING STRATEGIES MATERIALS~~

Give particular cbnsideration to the needs of the visually impaired student during preparation for the activity and in the follow upe in order to have him gain ivaximum benefit frOm viewing experiences. Provide opportunity Inr.all visually,iropaired students to preview end investigate materials and equipment to be used in a demonstration or in an activity.° For braille- using students 'provide additional verbal descriptions and time for'discussion. . Provide "hands-on".experience- to supplement or to substitutd for viewing such things as puppets, objects brought floor "Show and Tell", etc. 3 - , _ c Reading Note: post primary text-books are in large print. These should be adequate in print' size for most partially sighted students.

~~However, some studençs may need.further'conO.dera4on relative td size and ineensitY of print. Special large print mgteriald'may be obtainedrom the N.R.C.~~

. Haye tests and workskets pe- paled ahead of time, either using a'primary'print type- .44 writer or a felt pen.. Avoid usibg blue ditto sheets because the poor print quality and lack ofjcontrast causes unnecessary difficultylor the partially sighted students

~~2`14. CoMMUNICATION Level 3 (Oracles 1, 2 and 3). A. Receptive Language~~

~~4111M.11111~~

~~OBJECTIVES TEACHINGSTRATEGTES MATERIALS~~

~~Note: 1. Partially sighted Visual EfficiencY students slould be encouraged. Program. to use tVeir vision. Readitig does not catAe vision to~~

deteriorate. The primary % eeacher has the important responsibilieY of assisting the student4ro use hislimited vision effectively. Contact an itinerant teacher,for help in deviloping a program for. increasing visual efficiency.

~~2. Most visually impaired studenes read and write at a 41. slower rate than their classmates.Therefore, tasks may need adapting-so that the student carigain satisfaction from completing assignments.~~

Have the student choose his Mangold book stand. sownbest reading distance, even if this is"unusually close to the print. Provide partially sighted students with a book rest. Vary activities to void fatigue from 'reading. Consider some comperisatory exercises for relaxing tired netk and shoulder muscles. 0 As,speed and fluency become mere important, try to work indiVidually with a slow read-j ing visually impaired student rather than having him read aloud to, the group.

Encourage thejartially si ht- e4 student; Who has prescribed -reading-glasses-to-wear-them_ Occasionally monitor the condition of.the glasses, checking for scratched or, dirty lenses and Vent or broken frames. COMMUNICATION2 Levgl 3 (Grade's 1, 2 and 3) A. 'Receptive Language

~~-OBJECTIliES TEACHING STRATEGIES MATERIALS~~

' Obtain'information from the Monocular Mac. itinerant teacher, on the.uses and.limitAtions of the monocular 'distance aid, and how to assist the student who has, thig prescribed aid to use it effectively for viewing the chalkboard. Use the booklet, "Mondcular Mac" to explain the device to other seudents.

~~0' Assist the partially sighted student, through questioning and other techniques, to examine illustrations in readers and, story books.~~

~~When possible select books 'which contain illustptions 'which the partially sighted students can see and enjoy.~~

Note: 1. 'The braille-using The Teaching of student, ?,Torking from braille Brallle Reading. reading books which have been *transcr4ed from'the readers sighted classmates are using, will require mofe motivation And support in order that,the brailled stories may be made meaningful and enjoyable for him. -Also,- he may-experience-- ,problerg in his reading.as a 4. r9siat*Of :U.:frequently used braille contractions. Regular class teachers should refer to Cae section on braille in the. appendix Of'"The Visually Im-' paired Student in the Regular Classroom". Teachers should' also discuss these yroblems vith the student's braille instructor.

~~16 V/~~

~~COMMUNICATION Level 3 (Grades 1, 2 and 3). A.' Receptive language~~

~~OBJECTIVES , TEACHING STRATEGIES MATERIALS~~

2. As well as the"Language Language Master. Master" and other devices, Stokes place there arespecial ai0 which; holder. aAist ifartially sighted students'in reading, e.g, the Stokes place holder (bbtain- able from the M.R.C.) would be useful for-the student who . . frequently loses his ?lace in 3 reading. a For introductory dictionary work provide students with appropriate large print pr braiIled primary dictionarieS 0 (available from the M.R.C.).

~~TrOvide additional practice with alplabetical order, essential to.dictionary'nd other'work, through the-use of indexeda word boxes (see Spell- 'mg section which follOw0.~~

Assist the student in selecting,from the library those books which have good ptint intensity and size, e.b. bldck printon a non-glare white paper. Avoid unusual stylds of printing. Check with the itinerant teacher for other sources of large print and brained books for young chil= dren.

~~1116161116 woo winrirrarmirirri. .111 ..1% .; , COMMUNTCATION " 'Level 3 (Grades 1, 2.and 3) aNOW B.' Expressfire'Language~~

-9

~~OBJECTfVES TEACHING STRATEGIES ' 41ATERIALS~~

Note: 1. Visually impaired- studiats may. Wpr have an' ,aWarenes'sol appropriate ' posture, gestu'res and facial exr:r(issions. They. may need atvice and assistance in achiving'effective use*of these in speak,invactivities. PAraicipation in draMa pro- vidqvan excellent opportunity to develop skills which will enhance.speakeeeffectiveriess.

2. --Persónal space: in order- to pee people clearly the partially- al:Wed student- often.tends to stand.particularly close when conversing. Assist the StUdent to gain an idea of reasonable space between peOple in conversation N- 3. Entourage brallle-using otudents to face the,person os audience to whom they are speaking and'to.keep their heads"up.

Writina Note: 1' fie initial siAigeo of learnIng manuscript or cdrgivewriting the partially sighted student invariably misses the details of letter and number formation frow . chalkboard demonstraeions. 'Individual attention at this stage is essential. Work with the student at hissdesk or at the chalkboard. :COMMIWCATION ievel 3 (brades 1, 2 and 3) I 4 Expressive Language 4

~~OBJECTIVES TEACRING STkATEGIES liATBRIALS~~

~~NO.~~

~~'bnce the student understands the correctformation of the letters check periodically~~

~~for legibility and provide , remedial exercises as neces-1 sarY.,See Examples of Il- legibilities, page'68 of."The~~

~~Elemeiltdry Language Arts , .Curriculum Guide". Lindted'~~

. vision may cause the student- - to tend towards certain of these, e.g.. leaving the cursive "d" Open, whidn,could lead'to cohfusion between "d" and "cl" in speliPng and' 0 in reading what he has written.

~~If the partially sighted stu7 //- dent's printing or writing wanders above or beloW the' base line in his .note books, this generally indiCates that~~

~~he is not seeing the fines ' sufficiently. Use the size of tile student's own work as a xo draw a master sheet of lines for writing and make copies for use in, a binder.~~

~~Ifyords are consispently poorly spaced,in the student:s printed orwritten wdrk, suggest,that%he place,a finger between words as he is writing until the spacing becomes regular.~~

~~If writing is untidy.emphasize the correct method 61 joining letters within a word, see Difficult-CoMbinations, page 68 "Elementary lAtigi Curriculum Guide". a~~

~~COMMUNICATION Level 3 (Grades 1,.2 and 3) B. Expressive Language .01.,~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~tia Note: The lartially sighted studeht frequently has difficulties with spelling so assisting . him to write legibly is extremely important in helping hird to gain acclimate 0 images of words.~~

In,..the early primary.grades Grip-E-Z. use a commercially available Pencil Gripper. triangular pencia.grip to as-' sist the partially gighted student with poor fine-motor control to achieve the proper pencil grasp. -4

~~Checklwith the itinerant teacher for information and assistance concerning the braille-using student's use of the bTailler.~~

Spelling Encourage the students through praise, discussion and sensitive treatment'of spelling in their written work to take pride in'spe11ing correctly and assist them in forming a good base'for future spelling.

~~See "Helping Children Learn to Spell", pages 71-75, "Elementary Language Arts Curriculum Guide" for techniques.~~

For partially sighted students .copy spelling list in black felt pen. For braille-using students provide brained spelling lists for study. z 4 CONEUNIOATION Levei 3,(Grades L, 2 and 3) B. Expressive Language

~~OBJECTIVES TEACHING STRATEGIES NA. TERIALS~~

~~Use pretests to guide -the student to concentrate, during.. 'study time, on the words he does nbt-know.~~

~~Use basic word lists to enahle a student to develop writing power, as these words will give him a core vocabularrfor ritten &nark.~~

For supplementary spelling , Waverley Project. have the visually impaired student select his own words. Have the partially sighted student write these correctly in felt pen, on index cards,, Sand place,them in a word box. Have braille-using students- keep brailled wordg in word boxes.

~~Use games to endovrage dorrectBraille Scrabble spelling, e.g. Scrabble. Game.~~

~~Composition, Grammar and Refer to "Guiderines for Help- Organization of Informationing Students Express Their Ideas in Writing", pages 54- 57, "EleMentaty Language.Arts Curliculum Guide".~~

~~Encourage the use of imagery related to emotions, and the senses-in written compositions.~~

Encourage creative effort and extension of vocabulary in the student's compositions. Treat spelling errors with sensitivity and do not focus on this during creative writing time. Write words requested by visually impaired students in felt Pen or braille on index cards for their word boxes instead of Obtting them qan the chalkboard. Refer back to the s011ing section. 21 29 COMMNICATION LeVel. 3 (Grades 1, 2 and 3) B. \Expressive Language

~~\ OWECTIVES TEACHING' STRATEGIES MATERIALS~~

~~Provide individual assistance to teach punctuation marks and their vses as necessary.~~

Note: Skill in the organization of information is par- ticUlarly important to'the visually impaired student. Skill in selecting main ideas, sequencing, and selecting key words from writttn and spoken vaterial should be fostered and developed. Because of

~~slower reading and writing . speeds the visually fmpaired student'myst rely increasingly r upon notes which are neces- L sarily brief-a:1d precise.~~

~~.1 c.;~~

~~COMMUNICATION~~

~~Level 4,.Grades 4 - 6~~

~~INTRODUCTION~~

The objectives of the Alberta Elementary Language Arts Curriculum Guide (1978) are appyoririate for vigually impaired students in the upper elementary grades. Therefore, this Communication section is intended to be used with the above publication. Because of the cumulatii-e nature of .the ,content and skills recommended in the Languhge Arts program for grades 4, 5 and 6, thiS sections organized for use with the "Elementary Language Arts Content and Ski1lfold7 ouf chart for grade 6. It is essential that teachers read the "The Visually Impaired Student in the Regular Classrooi" sectian of the Special Education Handbook before implementing this section of the Curriculum.

0 The visuarlly impaired student should participate fully in the regular curriculum and school program. The aim' of this section is to alert the teacher to , the specie]: needs of the visually impaired student: It addresses objectives which may require special attention when planning,and providing instruction ;for the visually impaired student. Not4s, strategies, and references are prov'ided to assist theteacher.

The teacher is hdvised to contact an itinerant teacher for the visually impaired- or special education -coordinator provided by the'localcschopl jurisdiction. Where such service is not.available, the teacher should contact a Consultant ° for the Visually Impaired, Alberta Education. These resource personnel are able ' to provide information and assistance. Materials and equipment are available on a free loan basis from the Materials"Resource Centre (M.R.,C.), Alberta Educa- tion, Edmonton.

~~100 23 31 7~~

~~COMMUNICXTION Levei 4 (Grades 4, 5 and .6) A. Listening and Viewing cl~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. `Elements common to Language,Arts~~

~~The student:~~

~~Use appropriate tapes from theListen and Think Tape American Printing House for Series. the Blind I'Listen and Think" series (available from the~~

~~ApplAs listening and view-Involve the visually impaired ing skills. student in class viewing activities. (Viewing will be' dependent upon nature and degree of handicap).,~~

~~Have partially sighted student teview film strips independently. Use a rear-vier,/ projection scteen if benefteial.~~

For braille-using students provide a verbal description' of film or filnrstrip content prior to class viewing. Pair another student with the braille using student to review a film strip if netessary See'"The Visually Impaired Student in the Regular Calss7 room".

~~2. Elements common to receptive language~~

~~Demonstrates listening! viewing awareness: practicing behaviors.. Monitor tape quality by making "spot chedks" while the studen is listening and discuss with 'the student.~~

~~!!? 32 COMYWNICATIPN Level 4 (Grades 4,5 and 6) R. Listening and Viewing~~

~~OBJECTIitS TEACHING STRATEGIES MATERIALS , _ .~~

~~The student:~~

~~Provide follow-up activities, e.g. discussion, a quiz or role'playing, based on the content of a tape recording.~~

Assist the student toward independent use of thetape recorder and attachMents. En- courage use of the variable speed control mechanism on the tape recorder to increase the student's listening speed.

~~Intersperse periods of listening' with other acfivities.~~

~~Demonstrates UnderstandingEnsure tht the visually im-~~

~~. of the relationships be- paired student faces the tween listener/speaker. speaker.~~

~~Use the student's name when addressing him or wishing him to respond.~~

Interprets facial expres- ,Encourage the student to use- sions,gestures auditory cues,,e.g. tone, volume, pitch and pauses to compensate for any inability to interpret visual cues when he is in conversation with others.

Demonstrates awareness of Enable the sfudent to obtain contribution to meaning ofan understanding of visual design, special effects,..4effects such as costumes and sets for school plays, etc. through discussion and tadtile exploration prior to the actual staging. Provide a description of the plot or an opportunity for the student to ad_or_listen_Xn a _reading of the play before he attends"the performance. ;COMMUNICATION Level 4 (Grades 4, 5 and 6) .A. Listening and Viewing

~~OB.m.CTIVES TEACHING'STRATECIES MATERIALS~~

~~3. Elements specific to listening/viewing~~

~~The Student:~~

~~Note:'. Not all forms are appropriate, e.g. puppets for braille-using students.~~

~~Listens in widening con- texts using the,following . forms ...~~

Continues to demonstrate Use questioning, discussion, growth in auditory msmory. role playing,and other techniques to ensure that the student understands the content before he is asked to' memorize.portions of poems or,

~~plays. ,~~

~~26 , COMMUNICATION _Level 4 (Grades 4, 5 and 6). Reading and Viewing~~

~~'TEACHING STRATEGIES~~

~~1. Elements cOmmon to .Language Arts~~

~~The student:~~

~~Applies reading and viewingFor reading from chalkboard; skills ... - reading overhead projection and wall Charts - - av~~

~~For reading from print avoid' he use of ditto sheets. PrP- vide.felt penned copies'when possibie. If ditto sheets~~

.must be used occasionally, g select an intense copy for the pariially sighted student and place it into a clear yellow plastic page protector to provide more clarity. Obtain yellow page protectors from the M.R.C.

~~Obtain reading materials in I the appropriate format for the student: braille, large print or tape recorded.. .~~

~~Allow'for student's slower~~

~~reading speed by selecting , from readings assigned to. the class. . V~~

~~Consider use of magnetic-place Stokes Place Holder; holders for students wha A frequently lose their place when reading.~~

~~11. 2, . 35- COMMUNICATION Level, 4 ,(GFades 4, 5 and 6) B."-Reading and Viewing."~~

~~OBJECTIVES, TEACHING STRATEGIES"~~

~~'.The studente~~

~~Permit' and encourage the stu- J dent's use of a prescribed magnifier and/or a monocular telescopic aid in the Class- room.~~

Use explanations, as for print materials, witp the student who has braille charts s and diagrams. Provide verbal description for Pictuas omit- ted from braille books. Ad- vise student in advance of the print'page numbers for reading in order that he may have the correct braille volume ready for the lesson. Allow for slower reading speed by selecting fromeassigned readings. -Refer to the resource peisoh and "The Visually Im- paired Student in,the,Class-,, room" when working with braille-users. Provide opportunity for Optacon-user.6-

~~to read a variety of good . guality print material with this equipment.~~

~~2. Elements common to receptive language~~

Adjust rate-of reading ... Note: Braille-users and 'partial sighted students will beeading at slower rates. Red ce amount to be read by care ully selecting from reading a signments. Oral reading may\not be fluent. Discuss'seed read-i ing techniques with resource person.

~~0 COMMDgICATIOk Level 4 (Grades Lev 5 and 6) B! Reading and ViewJng~~

~~OBJECTIVES TEACHING STRATEGIES. MATERIALS~~

~~The student~~

~~Demonstrates an underr. Note: New vocabulary should standing of sight be provided ahead of the les= vocabulamy. , son for conversion to braille or large print.for the stit- dent's use.~~

When presenting a new'key word, spell it aloud.to assist the visually impaired student. ° * Reads increasingly complex Note: Concepts of distance, material., faentifies and size and time are del mdent infers relaaonships upon the student's exberience wf.th these.

~~Check the student's pefception of,distance, size and time as these'occur in the reading.~~

Continues to demonstrate,.._Note:.Braille book formats Vary froth print. The tran- sCriber's name and notes will be added. The body of text books will contain the pl.int text page number as well as the braille page number. Pro- vide the ,student with the print page numbers for the hext,lesson in order that he .will have the appropriate braille volume ready.

~~Uses reference books. Note: Guide words and pronun- ciation keys in braille dictionaries may cause diffi-~~

~~7 culty. Guide words are licated at the bottom of the page in braille dictionaries.~~

~~. 3 7 35~~

~~COMMUNICATI6 LeNiel4,(9radeb 4, 5 'iliading and Viewing N\N~~

~~OBSECTIVES TEACHING STRATEGIES MATERIALS~~

~~'Thestudent:~~

~~- 'Locates infórmation. When print charts.or diagvamq, are complicated, information may be simplified by having portions of the information Le placed on several charts or diagrams.~~

~~3. Elements specific to reading~~

Reads a wi:dening variety Note: The variety.of braille of material. material is limited, e.g. ther Are few recipe, poetry,)oke bdoks or children's magazines available in braille. .Poetry formats may differ ih the braille'bodks. Also do'not,assuthe that the .' studentInows particular formats, e.g, invitation, friendly, or business letter.

~~Continues to apply phonetic Note: Braille contractions and structural an4lysis to may cause,particular problems decode ..; in phonetic analysis,~~

~~e.g. braille and print syl- )~~

~~lables may riot always match ! as a'braille contraction may interferd. For example, the', brailled word "natban" is formed by two configurations, one for "n" and one for "ation".~~

~~See5"The Visually ,Impaired Student in the Regular Class- room" (Special Education Handbook).~~

~~30 38 . 1.5 COMMUNICATION 'Level 4 (Grades 4, 5 and 6) C. Speaking',~~

~~OBJECTIVES 0 TEACHING STRATEGIES ' MATERIALS~~

~~7 1. Elements-commoft to a Language Arts~~

~~The student:'.~~

~~, Demonstrates continuing Periodically monitor under growth in oral'vocabulary.stinding thrOugh,discusSion with the siUdentj as lack of experience may result in'him using 1.4cabulary which he does~~

~~not fully cOmprehend. .~~

~~2. Elements common to7 expressive lauguage~~

Demonstrates-continuing Encourage useof imagery,which ,growth in oral.vocabulary..ip,valid and meaningful to the - effective, figurativ.e student. Encourage him to use dedcription hased upon sound, . language.. feel; smell, etc. which,are related ,to senses other than s" vision.

~~3. Elements specific to speaking~~

~~Continues to demonstrate ProvAde feedback to the student control of ... on mannerisms, volume, pitch adjur4ing volume ... and rate of speec to compen- satefor lack of vi ual cues.~~

~~1. Encourage the student to participate in conversations through discussion of appro- Igriate behaviors and the 'retionale,for them,-ana by provision of opportunities for practice and feedback. - t~~

~~7 COMUNIOATION Level 4 (Grades 4, 5 and 6) C. Sieaking~~

~~OBJECTIVES TEACHING'STRATEGI-ES. 1.1ATERIALS '~~

~~The student: 9~~

~~Uses appropriate facial Assist the stucient to effec- evressions tively use facial expressions, gestures and Osture in speaking.~~

~~.Demmatrates accepted HaVeTthe student raLe his social behaviors... hancTwhen wishing to ask questions or,address.the teacher.~~

~~Have the student face the audience when speaking.~~

Whan initiating a conversation with an individual in a groui) situation have dhe Iiisually Impaired student. first name, the person to whom ihe is speaking thereby loCat- . l-ing and alerting ale persun he is addressing.

~~32 .~~

~~,40 /0~~

~~COMMUNICATION Level 4 (Grades 4, 5 and 6) D. °Writing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIAL§~~

~~1Elements common to the Languase Arts~~

~~The student:~~

Applies writing skills 1Note: Visually impLired stu- learned ... dents mai.begin to learn how to type when ready, usually di about grade 4. Tape re7; corded typing'courses ar.e' available from the M.R.ti.

5 .Have partially sighted set:- dents write with pencil or felt pen as necessary.- Have braille-using students braille no,tes for their own use with a brailler or slate and stylus and type assignments for mission to the teacher.

~~0 Have visually impaired students prepare a braille or felt penned outline as a guide~~

~~if making tape recorded re- .~~

~~ports. ,~~

~~Instruct the student in reL~~

~~quired formats. Provide , braille or,large print examples.~~

Emphasize the importand'e df accurate work. Praisd attempts to produce correct work. P Assist the student 6) learn ways of'proof-readlIng his own N_ work. Use short, success oriented practice sessions.

~~2. Eleme ts common to expres lye language~~

~~4 , Organizesnformation from Emphasize thrs uSe of resource a widenin ariety of people, interviiews, radio, and sourdess... audio rather than visual media.~~

~~eft 'COMMUNICATION Level 4 (Grades 4, 5 and 6) Writing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS ;'~~

~~The student:~~

Note: Monitor the amount of time the student spends onb assigned homework. Reduction in quantity through judicioug selection may be necessary if the student is spending an inordinate amount of time on homeworYbecabse of time in- -Volved in setting up equipment or because of his slower read ing and writing speeds.

~~Because social interaction is of prime importance, ensure that the student does not spend recesses and noon hours completing classssignments.~~

~~Cbeck that the student has a supply of material (braille paper) for writing.~~

~~3. Elements specific to 'writing~~

~~Writes in widening con Instruct student in specific texts ... formats., ema~~

~~Use resburce person for as7 sistance relative to formats, e.g. in poetry where formats in braille vary from print formats.~~

~~Provide opportunity for practice of specific formats. Direct student's attention to similarities and differences.~~

~~Obtain and pxovide large print and interlined braille exam ples for reference and to be used as models by the student.~~

~~.7.)~~

~~`tA COMMNICATION Level 4 (Grades 4, 5 and 6) D. Writing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Demonstrates abiliLy to useNote: The braille-using stu- Signature guide. standard forms of manu- dent should learn to sign his Raised line paper. script and cursive writ- name with pencil or pen. If ing the student has learned to sign his name, have him sign all work submitted in order that he will maintain this skill. If not, he will require special assistance to learn this skill.

Uses and extends basic Note: Spelling may pose spelling vocabulary. serious difficulty for pat- tially sighted students because they lack sufficient visual reinforcement of correct forms, and for braille- using students because of the nature of braille which involves many contractions, e.g. the braille symbol for k is also the work k-n-o-w- l-e-d-g-e.

~~Supply vo,cabulary lists of key words to students prior to new units of study in all subject areas.~~

~~Encourage accuracy.~~

~~Refer to handbook section and requestsaid if necessary.~~

~~Applies proof-reading Encourage the student to skills ... learn and apply some proof- reading techniques. Use small amounts of material for practice and to ensure success.~~

~~Encpurage Optacon-ilsers to use the optacon occasionally in proof-reading short pas- sages of work which they have typed.~~

~~tt. 35 COMMUNICATION Level 4 (Grades 4, 5.and 6) D. Writing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Uses dictionary ... Ensure that the student has a Braille or large large print or braille- pring dictionary. dictionary.~~

~~Check t,he student's ability level to determine the type and amount of instruction required.~~

~~Seek assistance or advice in skill building for braille- :using students.~~

~~Prepa,res a bibliography ... Obtain and provide large print or braille example of a bibliography as a model and a reference for the student.~~

~~Instruct in both format and , rationale for the preparation of bibliographies.~~

~~Direct student's attention to bibliographies in other books.~~

~~36 - . COMMUNICATION~~

~~Leve1'5, Grades 7 - 9~~

~~INTRODUCTION~~

The objectives of the Alberta-Education Language Arts Curriculum Gudde for Junior High Schools (1978) are appropriate for visually impaired students. Therefore, this Communication section is intended forcus'e with the above publication. Headings, numbers and letters correspond with those in the regular curriculum,Jmges 10 - 21. It is essential that teachers read "The Visually Impaired Student in the Regular Classroom" section of the Special Education Handbook before implementing,this Communication section.

The visually .mpaired student should participate fully in the regular air- riculum and chool program. The aim of this section is to alert the teacher to the special needs of the visually impaired student. It addresses objectives which may require special attention when planning and providing instruction.for the visually impaired student. Notes, strategies, and materials are provided to assist the'teacher.

The teacher is advised to cci4Act an itinerant teacher for the visually impaired or the 'Special educaticin coordinator of the local school jurisdiction. Where such service is not available the teacher should contact a Consultant for the visually Impaired, Alberta Education. These resource personnel are able to provide information and assistance.Materials and equipment may be obtained on a free loan basi... from the Materials Resource Centre (M.R.T.), Alberta Education, Edmonton.

~~37 COMMUNICATION Level 5 (Grade 7) fri~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 1THE COMMUNICATION PROCESS~~

~~The student:~~

2c Regular objectives Give attention to the develop- plus: Identifies the ment and/or extension of the appropriateness of skills required to use special special tools and equipment separately or in equipment, e.g. Opta- conjunction with each Other to con, tape recorder, improve communication, brailler, in setting up e.g. use of tape recorder with communication situa- foot pedal switch in conjunc- tions. tion with typewriter. Contact resource person if student experiences difficulty.

5b Regular objective Provide lists of core vocabu- Spelling Research and plus: Demonstrates lary pertinent to the subject Practice:A Unified ability to produce unit prior to study of the Apptoach, Focus on etror-free typewritten unit. Exceptional Children work, e.g. (1979), 12, No. 2, - appropriate format 1-16. - spelling Ves Thomas Spelling. - sentence structure punctuation. Ensure that the student has assistance in proofreading.

~~Encourage student to review drafts of work or to have typewritten drafts read back in order that repetitions are corrected prior to submission of assignments. Consider use of buddy system.~~

Note: Appropria,:e braille or large ptint examples to illustrate formats, sentence structure and the use of punctuation are helpful in instruction and provide the student with a reliable reference for study and review. COMMUNICATION Level 5 (Grade 7)

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 2 THE SYSTEM OF LANGUAGE~~

~~The student:~~

1 Regular objective Note: 1. Advance preparation plus: Demonstrates will be required if mate.rials ability to recognize for study are other than the correspondence between prescribed text book. Optacon word in print and oral users may be given'short print vocabulary. articles to read. These should be given to the student in advance of the lesson as the visually impaired student will require more time to set up this reading equipment. Materials might also be brailled or converted to large print for the student.

2. Braille syllabication frequently differs from print syllabication, e.g. -ing and, -ed have special symbols. The word "knowledge" employs only the symbol.for "k", beneath the lowered "b" followed by "n", and nation is "n" followed by "ation" symbol.

~~To compensate for the student's slower reading speed assign shorter dictionary exercises. (Diacritical marks pose special problems for the visually impaired student.)~~

Chalkboard - Read information Pressure sensitized aloud as it is placed on the paper. board.(The buddy system could be.employed to provide an ac- curatr copy of lengthy chalkboard notes. The visually impaired student is responsible for having someone read these notes to him for review purposes. This reading may result in his incorporating -additional information into his own point form notes.)

~~39 COMNUNICATION tevel 5 (Grade 7)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 2 THE SYSTEM OF , LANGUAGEcontinued~~

~~The student:~~

Handouts - Make original or clear copies of materials handed to reiular students available to ihe visually impaired student to read or to have read to him. .Make essential materials available in braille for braille-using stu-

~~dents. r.~~

~~Student notes - Periodically have the braille-using student read and discuss his notes to ensure that he has,the essential information.~~

~~. '~~

~~-, \~~

~~si -7~~

~~COMMUNICATION \Level 5 (Grade 7)~~

~~OBJECTIVES . TEACHING STRATEGIES . MdERIALS~~

~~PART 3 RESEARCH, "STUDY AND COMPOSITION~~

~~The student:~~

1 Regular objective Encourage student to make plus: Locates alter- contributions to class discus- native sources of in-- sion based on listening to formation and develops radio and television news and specific techniques for special programs, e.g. docu- using them. mentaries.

~~Ensure Chat the student has a dictionary and a thesaurus in the appropriate braille or large print format. These dire available frOm the M.R.C.~~

Provide guidance for the-study of newspapers, periodicals, and pamphlets. Time extensions for assignments will be necessary. , Alert the visually impaired student to information service available from the public library and assist the student to learn to use this service.

2 Regular objective Note: Several sets of infor- plus: Uses appropriate mation on one chart or diagram adaptive tools in e.g. a weather map, may be researck. complicated for the visually impaired student. Information may be simplified by re- organizing it on to several separate charts or diagrams.

In reading assignments, when students are identifying.main ideas or locatins specific details, provide smaller amounts of material or provide extra time.to compensate'for the visually impaired student.s slower reading speed. S

~~C. COMMURICATION j.evel 5 (grade 7) .41~~

~~OBJECTIVES TEACHING STRATEGIES 0~~

~~PART 3 RESEARCH, STUDY~~

~~.4. AND COMPOSITION coatinued~~

~~The student:~~

4 Regular objective plus: Require the viSually impaired Demonstrates ability to student to make concise and make concise notes for meaningful notes during the study purposes. lesson. These point form notes should include subject, date,..topic, main ideas and supporting details.

~~Supplement the visually impatred student's notes with a tape recording or a carbon copy of the teacher's or, buddy's notes.~~

~~Require the visually impaired student to develop written or brailled outlines for all typed or tape recorded compositions or reports.~~

~~Note: Debating is a skill which enables visually npaired 'students to function A par with classmates and mkght be ccasidered as a regular part of the course rather than an option.~~

~~Note: In'illustrating ideas, a display of real objects, the use of sound or the development of tactile models would be more appropriate for a braille-using student than using pictures and posters.~~

In plotting -iriformation, en- cqurage the braille-using student eo use geo-boards braill graph paper, or wire screening. Large print graph paper is available from the M.R.C. for partially sighted students.

~~5 u COMMUNICATION Level 5 (Grade 7)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~- ,.. PART 3RESEARCH, STUDY ANI1 COMPOSITION continued z, The student: , EmphasiZe the value of correctly written communication~~

~~in a variety of formats. .~~

~~...~~

~~.., ..~~

~~. ,)~~

~~c 43~~

~~51. COMMUNICATION Level 5 (Grade 7).~~

~~OBJECTIVES TEACHING.... STRATEGIES lATERIALS PART 4 EXPRESSED TdOUGHTS AND VALUES~~

~~The student:~~

~~1 Encourage the student to explore tactile and auditory stimuli to extend personal experiences of the physical world.~~

Note: The visually impaired student's comprehension of what he reads is adversely af- fected by gaps in his experience. Many gaps can be detected through discussion with.the student. Although he may provide the anticipated response, discussion will clarify the student's knowledge for the teacher. The student can learn through direct experience, description and discussion.

Note: Related to the awareness of-changing values is the necessity for the visually impaired studentto learn about`current styles 'in cloth- , ing, hair styles and the use of cosmetics for specific occasions. Class time should be provided for discussion. See Living/Vocational Skills sectipn.

~~-If possible use a store display, mannequin for tactual exploration of clothing styles I e.g. hem lines, collar styles.~~

~~44 9 4-1 c. COMMTNICATIMT . . Level 5 (Grade 7)'~~

~~OBJECTIVS TEACHING STRATEGIES MATERIALS~~

~~i'ART 4 XPRESSED THGV,GHTS AND VALUES continued~~

~~The student:~~

~~Make:use of the rased lkne Sewell Raised drawing kit for diagramming Drawing Kit. the structure-of short stories and novels, e.g. the rising- falling action.~~

~~Employ description and dis- qt. cussion to, explain staging, lighting effects, etc. Use a ,Aiorama to indicate dimension, space and balance.~~

~~(.!~~

~~11.~~

~~, 4 4.~~

~~45 COMMUNICATION Level 5 (Grade 8) 4 46:~~

~~OBJECTIVES TEACHiNG STRATEGIES IfATERIALS~~

~~PART 1 THE COMUNICATION PROCESS~~

~~The student:~~

2b Regular cajectives rovide encouragement to Te plus: Uses special inforce \student's motivation. adaptive tools and Have student discuss and ex- equipment, e.g. 'Opta- plain llow'\he will organize con, tape recorder, tools and'materials Xor parti- brailler appropriately. cular communication situations,

~~'to create effective ' e.g. coordinating typewriteV communication situa- and Optacon. tions involving serf and sighted.~~

3h Regular objective Team student with a sighted' plus,: Demonstrates buddy'for.discussion and knowledge that signs exploration of signs which can t and symbols are used be perceived tactually, . 'fbr everyday purpOses. e.g. the distinctive shapes of.,..stop and yield signs.

Demonstrates knowledge Note:, This section of the of braille communica- regular curriculum would pro- tion' mode ,Ised by vide an opportunity for the, deaf-blind. braille-user, who has knowledge of the braille code and who may have an interest'in

~~' other codes, to explore and to assume a leadership role . In class,,discussion.~~

~~Describes deaf-blind Encourage the student to re-T braille communication search andshare knowledge to sighted peers. und to act as a resource person for the class when possible.~~

~~Have the student assume leadership role in r searcliing literature, e.g. Helen Keller, or braille code, or have student organize a demonstration, Of communication equipment.~~

~~VD COMMUNICATION Level 5 (Grade 8)~~

~~/01,,OBJECTIVES TEACHING*TRATEGIES MATERIALS~~

~~PART 1 THE COMUNICATION PROCESS continued~~

~~The student:~~

~~EncOurage student 'to interview someone who works with the~~

~~deaf-blind and to repprt back 3 tb the class.~~

5a Regular objective Provide constructive feedback plus: Demionstrates on appropriateness of the increasing ability in blind speaker's gestures and using appropriate volume. gestures and volume when speaking in a Encourage braille-using stu- . variety of situations. dents to describe experiences by msing non-visual imagery.

~~5b Regular objective Continually,stress the value 43lus: Uses correct of correctness in written spelling in typewritten communication with the sight- work. ed.~~

~~USes word lists in Provide lists of core voca- preparation for a unit bulary pertinent to units of of work. study in all subject areas prior to study ofthe parti- \ cular unit.~~

~~Demonstrates awareness Ensure that the writer, not, of need to use error- the proof-reader is making free sentences. (Makes corrections. ,corrections when first copy is read back by a sighted peer.)~~

Demonstrates ability to Ensure that the student has use varied vocabulary assistance in proof-reading. and to avoid overwork- ing words. Encourage student to review drafts of work, or to have typewritten drafts read back, to check for repetition, enabling him to correct work prior to submission of assignments. Consider use of buddy system.

~~47 COMUNICATION LeVel 5 (Grade 8)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~ART- TliE SYSTEM OF LANGUAGE~~

~~The stutlent:~~

1 Note: 1. Advance preparation willbe required if materials for study are other than the prescribed text book. Opta- con users may.be given short print articles to read. These should be given to the student in advance of the lesson as the visually impaired student will require more time to set up equipment and read the material. Materials might also be brained or converted to large print for the student.

2. Braille syllabication frequently differs from print syllabication, e.g. -ing and -ed have special symbols, lnlowledge - symbol "k" only, beneath - lowered "b" followed by "n", and nation - followed by "ation" symbol.

~~To compensate for the student's slower reading speed assign shorter dictionary exercises. (Diacritical marks pose special problems for the visually impaired student.)~~

Chalkboard - Read lesson in- Pressure sensitized formation aloud as it is paper. placed an the board. ,Buddy system could be employed to provide an accurate copy of lengthy chalkboard notes. The visually impaired student is responsible for having someone read these notes to him for review purposes.,This reading may result in his incorporating additional information in-

~~48 COMNICATION Level 5 (Grade.8)~~

~~OB4ECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 2ThE SYSTEM OF LANGUAGE continthad~~

~~The student:~~

~~to his own notes. Partially sighted students may use a monocular distance aid and should be free to move up to the chalkboard as necessary to read notes.~~

Handouts - Make original or clear copies of materials handed to regular students available to the visually impaired student to read or to have read,to him. Make essential materials available in braille for braille-using students.

~~Student notes - Periodically have the braille-using student read and discuss his notes to ensure that he has the essential information.~~

~~49 COMMUNICATION Lel.!el 5 (Grade 8) -~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS ;~~

~~,ew~~

~~PART 3RESEARCH, STUDY AND COMPOSITION .,~~

~~The student:~~

I Regular objective plus: Emphasize the usefulness-of Identifies the special research for study purposes by purposes of various discussion with the individual sources of information student,and in a small group and the function of their setting. parts, e.g. a) table of con- Provide time and encouragement

, . tents for student use of the library b) index to facilitate orientation and c) prefate practice in locating materials. d) glossary e) periodicals andEncourage student to use tOols pamphlets and equipment for research, f) biographical e.g. have Optacon users re- information verse camera lens to read g) indexes to re- card,atalogue. ference materials (card cp.alogue, , "..tader's Guide to Periodical Literature) h) appendices.

~~Demonstrates increased Provide guidance for the study proficiency in using ot newspapers, periodicals, print sources for re- and pamphlets. (Time exten- search. sions will be necessary.)~~

~~Note: A hraille-usirig student , may use the buddy system or an Optacon. A partially sighted student may use the buddy, system, a closed circuit television reader or other magnifying device.~~

~~Alert the'visually impaired student to information services available from the public library and assist the student to learn to use these services.~~

~~50 COMMUNICATION Level 5(Grade 8)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 3 RESEARCH, STUDY AND COMPOSITION continued~~

~~The student:~~

~~Uses sighted guidance Provide sighted guidance to for research purposes. assist the student in research when necessary.~~

2 Regular objective plus: Encourage the-student to Identifies and combines mobilize all necessary re- different kinds of in- sources available to search formation from different for amropriate information. sources using all human and media resources at Consult with the student re- his disposal, e.g. sight-garding books on the cLss ed guidance, teacher reading list, and their avail- consultation, Materials ability in the apprcpriate Resource Centre. format. Assist the student to select those books which will provide the most relevant information cosidering the student's slow reading speed.

~~Discusses the possible Advise the student concerning sources of information sources of information before with teacher before be- he begins to compose. ginning to compose.~~

~~Requests time extension if required.~~

4 Regular objective plus: Encourage student to make Demonstrates ability to notes for personal use as well make concise notes in a as for study,purposes. variety of Situations and for various purposes. Require the visually impaired student ot make meaningful point form notes during the lesson. These notes should include subject, date, topic, main ideas, and supporting details. COMMUNICATION Level 5 (Grade 8) 1 ,

~~OBJECTIVES TEACHING STRATEGIES MATERIALS 1~~

~~PART 3 RESEARCH, STUDY AND COMPOSITION continued~~

~~The student:~~

Require that visually impaired students develop outlines, in approp'riate formats for their oum use, for all tape recorded compositions or reports and that they submit typed copies of these outlines with their tape recorded reports. Provide honest feed-- back and, if the student fails to benefit from the feedback in subsequent reports, re, strict the use of the tape recorder for this purpose.

~~Note: Debating is a skila which enables visually impaired students to function on a par with classmates and might , be considered as a regular part of the course rather than an option.~~

~~Note: In illustrating ideas, a display of real objects, the use of sound or the development of tactile models would be more appropriate for the braille-using student than using pictures and posters.~~

~~I.. plotting information, en- 1 courage the braille-using student to use geo-boards, braille graph paper or wire~~

~~screening available through , the Materials Resource Centre.~~

~~52 GU COMMUNICATION' LeVel 5 (Grade 8)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS .~~

~~PART 4 EXPRESSED THOUGHTS AND VALUES~~

The student: lb Regular objectives plus: Provide for formal and infor- Connies New Eyes. Shares perceptions of mal group discussion of human human problems in liter- relationships between charac- IButterflies Are Free. ature. ters who different needs and abilities. If You Could See What I Hear.

~~The Miracle Worker.~~

~~Emma and I. ld Review strategies for Part 3, number 4 of this guide.~~

~~5a Encourage student to explore tactile and auditory stimuli to extend personal experiences of the physical world.~~

Note: Related to the awareness of changing values is the necessity for the visually impaired student to learn about current styles in clothing, hair styles and the use of cosmetics for specific occasions. Class time should be provided for discussion.

~~See Living/Vocational Skills section.~~

~~If possible use a store display mannequin for tactual exploration of clothing styles, e.g. hem lines:collar styles etc. COMMUNICATION Level 5 (Grade 8)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 4EXPRESSED THOUGHTS. AND VALUES continued~~

~~The student:~~

~~5c Regular objecti'Ves plus: Encourage group discussion of Identifies elements of setting, especially if, liter setting 4m4 relates theseary description contains to his experiences. visual references.~~

5j Utilizes discussion and Employ description and discus tactual stimmli to gain sion to explain staging, idea of visual devices. lighting effects etc. Use a diorama to indicate dimension space and balance.

~~41. 05 4~~

~~62 4 COMMUNICATION Level 5 (Grade 9)~~

~~.10! OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 1 THE COK1UNICATION PROCESS continued~~

~~The student:~~

2a Regular objactives plus: Encourage student to use Analyzes communization special.tools and equipment,, °situations to identify and e.g. Optacon, tape recorder utilize special tools and and typewriter for effective equipment to appeal to communication with a variety various audiences. of audiences.

~~3a Regular objectives Plus: Provide feedback on student's~~

~~' Demonstrates awareness of use of personal space when the importance of personal speaking. space in oral commmnication.~~

~~Manipuiates appropriate mechanical and electronic devices to achieve effective communication. a~~

~~4a Ensure that the student participates fully in debates as this is an area in which visual impairment does not 01, affect performance.~~

~~4b Require the v#ually impaired student to submit essays which may be shordher than those submitted by regular students, but in which the qualrity of thought should be comparable.~~

~~5b Provide lists of core vocabulary pertinent to the subject unit prior to study of the unit.~~

~~Ensure that the student has assistance in proof-reading.~~

~~55 .63 a INIBINIIIIIIIIMMINIIIMINININIONBasstammosiskosarsairsorrara.roritrarir COMMUNICATION Level 5 (Gi.ade 9)~~

~~NIL~~

~~'OBJECTIVES TEACHING STRATEGIES.. MATERIALS~~

~~PART iTr.; COMMUNICATION PROCESS continued~~

~~The student:~~

Encourage student to review drafts.of work or to have typewritten drafts 'read back to check for repetition z11-labl- ing him,to correct work prior to submission of. assignments. Consider use of buddy system.

~~Continually stress the value of correctness in written communications with the sight-, ed.~~

~~Ensure that the writer, not be' the proof-reAder, is making the corrections.~~

~~.0)~~

~~6 .1 .COMUNICATION 4Leve1 5 (Grade 9)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 2THE SYSTEM OF LANGUAGE~~

~~The s tudent :~~

~~lb Regular objectivepL: Encourage student to use Uses appropriate proof-reading techniques in- punctuation in type- volving sighted guidance.~~

~~. 14ritten work.. ,~~

~~2b, c ". Encourage student to seek help from resource person.~~

~~5 Chalkboard - Read information Pressure sensItized aloud as it is placed on the paper. board. Employ buddy system to z provide an accurate copy of lengthy chalkboard notes.~~

Handouts - Make original or clear copies of materials handed to reghlar students available to the visuallylim- paired student to read or to ha lf. read to him. Make es- seeLial materials available in braille for braille-using students.

~~Student notes - Have the braille-using student read and discuSs his notes to ensure that he has the essential information.~~

~~57 C COMMUNICATION, Level 5 (Grade 9)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 3 REiEARCH, STUDY AND COMPOSITION~~

~~The student: la, b, c, and d Emphasize the usefulness of reseprch for study purposes by discussion with the individual student or in a small group setting.~~

~~Provide time and encouragement for the student to use the library to facilitate orientation to and practice in locating materials.-~~

~~Encourage.student to use tools and equipmetn for,research. Have Optacon users reverse the camera lens to read card catalogue.~~

Provide guidance for the study of newspapers, periodicals, and pamphlets. (Time extensions will be necessary.) Note: Braille-using students may use the buddy system or an Optacon. A partially sighted student may use the buddy system, A closed circuit television reader or other magnifying device.

~~Alert the visually Impaired student to information services available from the public library and assist the stu,..int to learn to use these ser7ices.~~

~~Provide sighted guidance to assist the student in research when necessary.~~

~~58 a~~

~~COMMUNICATION Level 5 (Grade 9)~~

~~6 OBIJECTI JES TEACHING STRATEGIES MATERIALS~~

~~. PART 3 RESEARCH, STUDY AND COMPOSITION continued~~

~~The student:.~~

~~2 Regular objectives plus:Encourage the student.to Relates own experiences mobilize all necessary re- to experiences describedsources available to search~~

~~in literatures . for appropriate information.~~

Consmlt with .the stddent regarding books on the class reading list, and their availability in the appropriate format. Assist the student in selecting those liooks which will provide the most.relevhnt information considering the students slow reading speed.

~~Advise the student concerning sources of information before he begins to compose.~~

3 Regular ok,ectivès plus:Provide opportunity for the Discusses materials withvisually impaired student to sighted person to help discuss illustrative materials in assessing,validity with the teacher or with of information. sighted peers.

5e Regular objectives plus:Have the partially sighted Makes first draft from student make handwritten or an outline using braille typewTitten first drafts. See or a'tape recorder. strategies Part 3, #4 for grade 8 students.

~~4 Reviews and corrects draft for presentation.~~

~~59 67 COMMUNICATION Level 5 (Grade 9)~~

~~.OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~PART 4 EXPRESSED THOUGHTS AND NALUES~~

The student: lb and c Provide for formal and informaEqma and I. group discussion.of human relationships between charactersIf You Could See What I' who have different needs and Hear. abilities. Debby.

~~Elizabeth.~~

~~Miracle Worker.~~

~~To Catch An Angel.' .~~

~~Butterflies Are Free.~~

~~Concept Development: The Egg; What Do You Do When You Meet A Blind Person? (films).~~

~~2 Regular objectives plus) Relates own experiences to experiences described in literature. le>~~

~~4 Regular objectives plus: Ensure that the student is in- Participates in the stagingvolved in a meaningful way in of drama productions. any staged production.~~

~~5 Regular-lObjectives plus) Make use of.the raised line Sewell Raised Line~~

~~Utilizes discussion and drawing kit for diagramming Drawing Kit. . tactual stimuli to gain ideathe structure of short stories of visual devices. and novels, e.g. rising-falling action.~~

~~Employ description an& discussion to illustrate staging or lighting effects. Use dioramas~~

~~to indicate dimension, space ' and'balance.~~

~~60 68 COMMUNICATION FOR THE VISUALLY IMPAIRED~~

~~Level 6, Grades'i0 - 12~~

~~'INTRODUCTION~~

The objectives of the Alberta Education Senior High School LanguageArts Cur- riculum are appropriate for visually impaired students. Therefore, this Com- munication section is intended for use with the regular curriculum. It is essential that teachers read "The Visually Impaired Studentin the Regular Classroom" section of the Special Education Handbookbeforeimplementing this .communication section.

The visualil, impaired student should participate fully in the regular curric-' ,ulud and school program. The aim of this Communication section is to alert\ the teacher to the specLal needs of the visually impaired seudent andto address aspectg of the program which may require special attention when planning for and providing instruction.

The teacher who has a visually impaired student in the'classroom is advisedto contact an itinerant teacher.for the visually imp'aired, or a special education coordinator provided by the local school jurisdiction.Where such service is , not available the teacher should contact\a Consultant for the Visually Impaired, Alberta 7ducation. These raeourcapersohnel are able to,provide information and assistance.-Materials and equipment may be obtained on a free loan basis from the Materials Resource Centre, Aloerta Education, FeLnionton.

~~The student will need:~~

~~1. acceptance and positive reinforcement from the teacher;~~

~~2. the use of specialized communication strategies,e.g. auditory learning, which may also be useful to dther students in the class.~~

~~The teacher and resource personnel should work togetherso that the visually impaired student will:~~

~~1, 'develop a range,of approaches enabling him to initiate meaningfulrelation- ships with othera:;~~

~~2. develop and extend his communication skills,e.g. braille, typing, use of the Optacon, or use of the closed circuit television readeror Othv reading devices;~~

~~3. develop ability to adap, to new situations by learning innovativeways of employing his skills and special equipment;~~

~~4. assume increasing responsibility for obtaining materials and making decisions about his worki'~~

~~4. 61 69 5. develdp efficierit work habits;~~

~~6. develop increasing competence and self-reliance in communications.~~

~~The student should be expected to:1116~~

~~1. participate in all classroom activities;~~

~~2. demOnst.rate the same quality of work and effort as his claSsmates;~~

~~Ls. complete i;iork accurately within a time period determined/by student and teacher;~~

~~4. make his needs known if he is experiencing problems with materials or requires extra time;~~

~~5. use independent study habits, and make his own arran.gements for necessary resources and assistan6e.~~

~~The teacher slould:~~

~~' 1. vary theFesources and approaches indicated in the regular curriculum, in order that the visually impaired student may participate fully with sighted~~

~~1 'peers; I~~

~~2. arrange to provide time on a regular basis for disCussion with the student;~~

~~3. cooperate with the studentand the resource person at the beginning of the term to oirganize the studet's work space to accommodate special materials and equipment;~~

4. acknowledge the visually i paired student's slower reading speed through increasinF the time aLtotte1 for an assignment, or by shortening the assign- mentthrough careful select on which would still test the student's knowledge andiability;

~~5. plan ahead so that the teache -made materials may be converted to the appropriate format, e.g. braill /~~

2 6 exercise judgement as to wheth ,r certain materials warrant time-consuming I. conversion to a more appropriat format for the visually impaired student. Occassionaily, provisionscan b made within the claPsroom to accomplish the same purpose, e.g. a classma e might read' a magazine article to the student;

~~7. use the vi*ally impaired student s name when directing him specifically to listen or tb respond;~~

8. place the onus on the student to emine an, assignment as soon as it is given and to asseSs the availability of mterials, needed to complete the work. For example, at an appropriate time thestudent should discuss with the teacher any adjustments which may have to bemade because of difficulties encountered. Changes agreed to by the teacher andstudent mild then form an informal contract. r 62

~~7 0 SPECIAkIZED STRATEGIES~~

~~Receptive Communication~~

~~In teaching listening skills, the teacfier should encourage the student to:~~

~~1. increase listening speed and effectiveness when using the modified tape recorder and attachments;~~

~~2. use the radio and television to keep abreast of current events and arrange for individual and group discussion of,programs- and events;~~

~~3. employ critical listening skills by exposing the student ota variety of oral presentations and subsequent discussion of them;~~

~~4. demonstrate attending behavior appropriate to his age andpeer group.~~

~~In teaching reading skills, the teacher should:~~

1. expect increasing independence in the student's selection of equipment and methods for obtaining the message from print (student options may include Optacon, closed circuit television reader, speed braille reading or utiliza tion of reader service);

~~2. allow for the student's slower reading speed by assigning shorter relding assignments.~~

~~In using media, the teacher should:~~

~~1. provide verbal descriptions to accompany visual media, e.g. chalkboards, film strips;~~

~~2. use the student as a resource person to de:ermine the most appropriate method of presentation.~~

~~Expressive CommuniCation 1~~

~~In teaching oral language skills, the teacher should expect the student to:~~

~~1. 'face the audience and to exhibit appropriateigestures and posture when A speaking;~~

~~2. participate fully in student organizations and school functions involving speaking;~~

~~3. show consideration for others by allowing others to express their points of view, expressing interest in the other person's comments, and by directing questions toward others in the group.~~

~~In teaching writing skills, the teacher should:~~

1. provide opportunities for :Ale student to write for himself and a variety of audiences, and to use appropriate tools and equipment (writing for himslef and others might include personal reminders and notes 'by slate and stylus,

~~ar assignments and letters by typeWriter); ,~~

~~2. encourage the student o improve typing speed and accuracy for better communication with the sighted. 63 71 RESOURCES~~

~~Levels 1 & 2~~

~~.Guide: A Developmental Skills Attainment System - World-Wide Achievements Corporation~~

~~Visual Efficiency Prngram American Printing House for the Blind'~~

~~Every Child's Birthright: In Defense of Mothering - Bantam Books of Canada Inc.~~

~~Touch and Tell (AR) - American Printing House fOr the Blind~~

~~Infants and Mothers: Differences in Development 7 Dell Distributing Canada Ltd.~~

~~Parents and Toddlers - Dell Distributing Canada Ltd.~~

~~Cet A,Wiggle On - Inghan Intermediate School Distrfct~~

~~Move It!! Ingham Intermediate School District~~

~~Mangold Developmental Program of Tactile Perception and Braille Letters - Exceptional Teaching Aids~~

~~Listen and Think (AR) American Printing House for the Blind~~

~~Level 3~~

~~Visual Efficiency Program - American Printing House for the Blind~~

~~New Practical Webster Dictionary (large print) Dakota Microfilms Service, Inc.~~

~~Braille Dictionary - American Printing House for the Blind~~

~~The Visually Handica )ed Child in School - John Day Company~~

~~Visual Handicaps and Learning - Wadsworth Publishers of Canada Ltd.~~

~~Listen and Think (Levels AR, A,B) - American Printing House forthe Blind~~

~~Mangold Developmental Program of Tactile Perception and Braille LL ers - Exceptional Teaching Aids,~~

~~Dolcl, Word Cards (Braille) - American Printing House for the Blind~~

~~The Teaching of Braille Reading - Charles C. Thomas~~

~~P:atterns, Patterns, Patterns: The Primary Braille Reading Program - American Printing House for the Blind~~

~~, 4~~

~~RESOURCES~~

~~Level 4~~

~~Listen and Think (Level B) - American P,Iating House for the Blind~~

~~New PraCtical Webster Dictionary (large print) - Dakota Microfilms Service, Inc.~~

~~Braille Dictionary - American Printing House for the Blind~~

~~Basic Introduction to Typing - Sped Publications~~

~~The Teaching of Braille Reading - Charles C. Thomas~~

~~The Instruction Manual for Braille Transcribing - Division for the.Blind Library of Congress~~

~~Listening: A Curriculum Guide for Teachers of Visually Impaired Students - Illinois Office of Education~~

~~Level 5~~

~~.401 New Practical Webster Dictionary (large print) Dakota Microfilms Service, Inc.~~

~~Braille Dictionary - American Printing House lor the Blind~~

~~The Teaching of Braille Reading - Charles C, Thomas~~

~~Basic Introduction to Typing - Sped Publications~~

~~Listening: A Curriculum Guide for Teachers of Visually Impaired Students - Illinois Office of Education~~

~~Level 6~~

~~Websters New World Dictionary (large print) - World Publishers~~

~~Braille Dictionary - American Printing House for the Blind~~

~~Code of Braille Textbook Formats and Techniques - American Printing House for the Blind~~

~~Nemet)- Code of Braille Mathematics and Science - American Printing House for~~

~~thc. Blind A~~

~~INalimethilits2sitisilarrarrosastatali 1~~

~~, , f~~

~~6 ,~~

~~MATHEMATICS~~

~~;\ PRE-ACADEMIC~~

~~Levers 1 and 2, Preschool~~

~~INTRODYCTIPN~~

The preschool program is based on a multi-sensory developmental approach. Many of the activities are dependent uponovision. The visually impaired preschouler cannot assimilate'information presented visually. Emphasis must.therefore be , placed on auditory and tactual modalities but partially sighted children should be encouraied to use their residual vision to the maximum.

Listed below are strategies for assisting children to develop auditory and tactual skills, activities to stimulate the use of residual Vision, and suggestions far integrating visual, auditory and fine motor competencies. The olfactory and gustatory senses should not be overlooked. Opportunities must also

~~be provided for memory training and experiences involving seriation, causation . and other cognitive tasks.~~

ActivitLes in the preschool program should not be viewed as rre-requisites for specific academic disciplines to be presented in grade one. Concepts taught shoul& be based on the wider sphere of intellectual development. These concepts include discrimination and labelling of objects, and recognition of relationships based on a variety of peurtual and functional similarities and differences.

The activities planned to develop such concepts should be meaningful. For example, sorting cutlery into knives, forks and spoons for different sections of a kitchen drawer.s muei more appropriate for a four-year-old than sorting woOden circles and triangles into two piles. Whereas teachers can justify the latter type of activity on the basis of training basic skills, as far as the.blind child is concerned it has no purpose.

When working on auditory ,discriMination'teachers should work on environmental sounds helpful to the child for safety (car tires) and orientation (ticking clock) before less necessary 'discriminations such as farm animal noises.

~~Lowenfeld (1962) identified several principles which are basic to the teaching of visually handicapped children. The two most important are:~~

~~1. Concreteness: This stresses the importance of direct contact. Naming and describing is inadequate. The blind child needs guided experiences with real objects.~~

2. Uaified Instruction: A sighted child develops a visualized conceptual whole by scanning the total environment and focusing on parts. At the same t'me visual information is associated with sensory input from other modalities, and cause and effect relationships are recognized. For example, in a supermarket the sighted child relates the noises, smells and tactile kinesthetic impressions with visual information. In order for the blind child to develop organized, inter-related concepts, instruction must be especially designed so that he experiences given situations as wholes or units.

""/ The thematic approach provnes a unifying framework for the practice of skills arid introduction of new language and information. Activities from various developmental areas should be interwoven in logical sequence. Teachers must be prepared to draw the attention of the blind child to certain situations which provide opportunities for a sighted child to learn incidentally and spontaAeously. The visually Unpaired child needsmore guidance in his observation and interpretation of his environment. When teaching blind children, teachers must be specific in their'use of language. Language may have been learAed by rote and, although it may serve social needs, cannot be used s the' basis for instruction unless it has been associated with meaningful experiences.

~~GENERAL STRATEGIES~~

~~The teacher should:~~

~~1. Give the child new experiences one at a time.~~

~~2. Sequence learning experiences appropriately.~~

~~3. Provide adequate.opportunity for repetitiol of words, actions and activities until the child'is coniident with new learnings.~~

~~4. Describe the world of the blind child to him in meaningful terms and, as often as possible, let him explore real objects by touch, feel, and smell.~~

5. Use verbal description to acdompany co-active movement, i.e. have the child "watch" by putting his hand on the hand of the adult who holds an object or having the adult's hand encompass his while the two togethcr cause an object to perform a function.

~~6. Reinforce by verbal praise or hugs and squeezes since a blind child cannot see a smile of approval.~~

~~7. For partially sighted children, provide tactuk and manipulative materials which are brightly colored and in sharp contrast to the background.~~

~~S. Remember that the strategy for.teachng blind children is the same as that used in teaching sighted 'children: play.~~

~~67 PRE-ACADDMIC Levels1 and 2 (Preschool) A. Auditory~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS a , The child:~~

Develops'an awareness of Provide opportunities for the Tape Recorder. sounds in the environment. child to listen to a variety of tapes, instruments, household sounds, sound eoys, voices, etc. Go on "listening walks" with the child.

~~Attends to sounds in the Encourage the.child to listen env.ironment. for specific noises, . g e.g. voices, music toys. - .-4 Identifies the location of , a specific sound.~~

~~Discriminates between a variety of sounds and identifies these sounds b3 name, e.g. environmental sounds, musical instruments.~~

Recognizes rhyming ipprds Provi.O.i child with opportu- Hap Palmer Records, in stories, poems or songs. nities to hear many kinds of Nursery rhymes. poems, finger plays, songs and rhyming stories, and encourage him to learn to say some of them.

~~Develops an awareness of From a group of 3 words have initial consonant sounds. the child pick out the 2 words which begin the same.Have a child think of words that begin the same as another word.~~

~~o ,.~~

~~;.3~~

~~A8 1.-1 PREACADEMIC Levels 1and 2 (Preschool) B. Tactual~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Develops an awareness of Provide the child with oppor- touch through a variety,of tunities to explore Lactually, tactual experiences. e.g. lotions, powder, soap bubbles, water, sand, vibrations.~~

~~Manipulates a variety of 1 Encourage child to explore objects, toys, equipment, all the materials and equip- etc. ment in his play environment.~~

~~Demonstrates_the ability to A.P.H. Preschool sort and match by: Materials. - shape Sally Mangold~~

~~- size Program. . - substance (solid or liquid, hard or soft) - texture 0 - weight - embossed symbol - braille letters, numbers, words.~~

~~Discriminates between a variety of objects.and shapes and ideipifies these by name.~~

~~Discriminates between braille symbols (embossed lines, shapes, etc.) and identifies some braille letters and wrds, e.g. his name.~~

~~Reproduces simple patterns: - pegboard patterns' - block patterns - bead patterns - poker chip patterns.~~

~~69 PO-I-ACADEMIC Levels 1 and 2 (Preschool) C. Use of' Residual Vision~~

~~OBJECTIVES. TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Develops an awarenes\s that Visual Efficiency something exists in visual Program. field, e.g. lights, bright objects.~~

~~Attends to visual environ-.~~

~~Demonstrates the ability Have child sort pegs and beads to sort and match objecEs, into jumbo sized or small shapes, pictures, letters sized, sort blocks by color. or numbers.~~

Discriminate between and Have child identify individual identifies: and activity picturesc2swell - people as.details and colors in - objects pictures. - shapes (solid and Out- line) - color, color tones - pictures - letters, words, numbers.

~~Reproduces visuS41 patterns: - pegboard patterns - block designs - p'arqueery designs - toothpick patterns - poker dhip patterns - bead patterns - shape patterns - stamp patterns...~~

~~4 7~~

~~70 PRE-ACADEMIC Levels 1 and 2 (Preschool) D. Integrating VisdalAuditory, Fine Motor~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. General~~

~~The child:~~

~~Matches the appropriate symbol for the given auditory sounds.~~

~~Reproduces appropriate sounds for visual symbols.~~

~~\Follows directions ina pencil-paper task.~~

~~,2.\ Olfactory and Gustatory~~

~~Deelops an awareness of Have the child taste a variety smell and taste by a variety of foods, and smell foods and of stimulation experiences, a variety of fragrances and odors of the environment.~~

~~IderAifies and discrimin- atesibitter, sweet, sour, etc.~~

~~Identifips the location of Provide activities to locate smells and odors in the . smells of foods, flowers, environment. paint, perfumes, smoke, etc.~~

~~5. Auditory Memory~~

~~Reprodu&s sounds by clapping, tapping or playing musical instruments.~~

~~Demonstrates the ability to sequence 2,3, 4 verbal commands; 2, '3,4 musical instruments; 2; 3,4 bead patterns from verbal directions; digits 2, 3,4 in order.~~

~~71; So PRE-ACADEMIC Levels 1 and 2 (Preschool D. Integrating Visual, Auditory, Fine Motor~~

~~OBJECTIVES ,TEACHING STRATEGIES MATERIALS'~~

~~4. Tactual Memory 1 wri The child:~~

~~Identifi what (or who) is m4sing 'tom a group of people, objects, forms, shapes or toys.~~

~~- Reconstructs a series (2, 3, 4) of objecES, forms, jc)eads aftdr tactual ex-. posure.~~

~~5. Visual Memory~~

~~Identifies what (or who) is .missing from a group of ppople, objects, form!,,, pictures, numbers, letters.~~

~~Reconstructs a-series (2. '3, 4) of objects, forms, pictures, numbers, letters, after visual exposure. :~~

~~eft 6. Cognitive Tasks~~

~~Diffe rentiates between .same and different.~~

0 Demonstrates understanding of spatlal concepts: - across - up/down top/bottom above/below - over/under - first/last V - left/right - side ia-around, out of - middle between corner - on top of, nextto g - front/back - forward/backward.

~~72 .~~

~~. 81 v. PRE-ACADEMIC ..% Levels 1 and 2 (Preschool) D. Integvating Visual, Auditory, Fine Motor -~~

~~) OBJECTIVES TEACHING STRATEGIES° MATERIALS~~

~~, The child: N Demonstrates understanding of temporal concepts: - now/before/after - first/last fast/slow - start/stop begin/f4.nish - day/night -, - yesterday/tomorrow.~~

~~Demonstrates ability to compare size according to: - long, short, tall big, little, small - wide, narrow.~~

~~Demonstrates ability to match, using one-to-one correspondence.~~

~~Demonstrates ability to~~

~~rote count 1 to 10.~~

~~Demonst,ates understanding of number properties.~~

~~r Recognizes number symbols~~

~~0 - 10. .~~

~~Demonstrates undertanding of the concept of one more, or less.~~

~~73 Q0 :d.... I~~

~~MATHEMATICS FOR BRAILLE-USING S'filDBNTS~~

~~Levels 3 and 4; Grades 1 - 6~~

~~INTRODUCTION'~~

The objectives in this curriculum guide for braille-using students generally reflect those which form the basis of the mathematics program as stated in the Program of Studies for qementary Schools, Alberta Education. Variations occur in area:3 of special skill development unique to the braille-using student in .the teaching strategies and materialsthat are suggested. / "Pro.,ect Waverley" a developmental program for blind primary students, developed by'the Edmonton Public School SYstem, has been used elstensively t form the basis of the following grades one through three mathematics curriculum and is gratefully acknowledged. Primary teachers are advised to refer to Project Waver- ley for more de liled program suggestions.

~~Braille-using students will generally take longer than their sighted peers to~~

de'velop ,.. thorough understanding of basic matnematics. Concepts must be taught seqpentially to mastery and this process simply cannot be rushed. Although this guide uses a grade division similar to the regular program of studies,it cannot be assumed that the entire mathematics program sliould be.Lmpleted,in six consec- utive years. Progress will be highly individual. Even wieh the poskible tutorial and/or resource rOom assiseance a;c1 appropriately sequenced learning experiences some blind students Tay take an extra year or more.'to complete the entire program. If progress, in tile other major subjects areas is grade level equivalent some sp ia1 provisions may be necessary to enable the student to complete the:. elementary mathematics progiam in the junior high school. do,

clMany machame.i. s concepts are increasingly abstract in nature and are normally taught by using a variety of pictorial representations. Tactual drawings of these representaEions are frequently confOsing and consequently not as effective asthe corresponding pictorial drawings. In order to develop a thorough understanding of basic concepts braille-using students will require more "hands-on" concrete experience than their sighted peers.

As the braille student progresses he will gradually learn to read the braille standard mathematical or Nemeth Code symbols. Also, he will learn to use special equipment such as the abf 1, the brailler, the Sewell Raised Line Drawing Kit, s and the talking (Speech-p_ ) calculator, which serve as learning aids and reA cording devices.

To encourage and motivate the student, the teacher may,wish to introduce the usq of the Speech Plus calculator as early as grade one. This shouldpbe used primarily as a self-checking device until ,the student has mastered the mathematical skills. The calculator can be used for regular computation at tho teacher's diScretion.

~~74 83 /~~

~~The Optacon is not recommended for general usinathematics because of the reading difficulty presented by vertical arrageme ts of numbers, however, it could be used for reading wird problems.~~

\ The teacher who has a braille-using student ir the c ass should use the curriculum guide and "The Visually It-paired Stud nt in t e Regulat Classroom" section of the Special Education Handbook in conjunct on with the appropriate Program of Studies and the regular mathematicS curriculum guide for the particular level and grade.

neregularclassteacherwhohasabraille-Lisingstuderktintheclassropmis not expected to know braille or use the specialized aids\and appliances,. The teacher will receive assistance from a trained itinerant ',teacher of the visually .impaired or a special eeucation consultant from Alberta Eucation. These resource personnel can give advice on the apprOpriate type of equipment and materials required and provide suggestions regarding adaptiv'e methods tha't will assiSt the Leacher in moeting student needs, Also, the teacher'will have access to equipment and materialb for students supPlied on a free ioan basis by the Materials Resource Centre (M.R.C.), Alberta'Education, Edmoton:

~~, MATHEMATIQS (Braille-using) Level 3 (Grade 1)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Numbers~~

~~The student:~~

Identifies equivalent sets Use one-to-one correspondence: Science Activities of concrete objects through cups-glasses, spoons-bowls, for the Visually manipulation: shoes-socks, children-chairs. 'Impaieed, Unit 9., Familiar objects from student's environment.

~~Makes comparisons using Be gure to stay within the the terms more than, less range of the student's'experi- than, and equal to. ence. ,~~

Group similar objects into Construct boards. "sets" and call them sets, Divided 1)oxes. e.g. sec of J cups,,set of 6 Work Trays. spoons. Be sure small objects are in a controped area,- spools, sticks, geometric shapes, etc.

~~Introduce less familiar ob- Washers; pencils, jects to students and group crayons, marbles, them into sets up to nine jacks, rocks, food elements. items ec.~~

Count real objects. Provide Science Activities many experj.ences. Strive for for the Visually a sense of two - 2 shoes, 2 Impaired, Unit 4. 4mitts, 2 feet etc. Use count- Numberaidese ing apparatus. Cuisenaire Rods.

~~Associates I set of con- Use sets of objects 0-9. Science Activities crete objects with the Introduce term - symbol for for the Visually numerals 0-9 oially. number sign. Impaired, Unit 13.~~

Recognizes braille symbols Introduce terms - symbols Fingers, classroom 0-9. 0-9. objects, sorting trays, braillpr, braille Associates a set of con- Practise with variety of con- paper and traser, cards crete objects with the crete objects, e.g. use cards with tact4e objects braille symbol 0-9. containing 7 buttons and the attached, e.g. sandpaper, brained numeral 7. Cut top felt. right corner off card so that Use 10 clothes hangers student will know when the with different numbers card is right side up. of clothes pins attached. r-- 1-----:-:."-----

~~MATHEMATICS (Braille-using) Level 3 (Grade 1)1~~

~~OBJECTIVES TEACHING STRATEGIES ISMATERIALS~~

~~Numbers continued~~

~~The,student:~~

Orders the braille symbol's Use container (box, bag, Braille worksheets from 0-9, and supplies envelope) with number involving missing missing numerals before, (braille) on outside and in- numerals. after or in between given side objects match to outside Number Sticks. numerals. number (buttons, blocks,;?:, crayons).

Expresses orally and Use popsicle sticks, e.g. 1 Counting objects - 6rai1les numbers as sets ofbundle of ten plus 1 = 11; 1 up to 100 popsicle tens and ones. bundle of ten plus 2 = 12. sticks. Group in bundles of 10. Tongue depressors - elastic bands. , Regfoups a number-of con-: crete objects as sets of tens and ones.

~~Reads, brailles and orders Use same strategies as for numerals from 0-99. 0-9. ,~~

~~Operations'and Properties~~

Demonstrates understanding Join sets of objects,'begin ncrete objects, of the process of eaition with sums up to 5; follow sorting trays. and subtraction. with subs up to'9. Stringing beads. Take Away Came.

~~Separate a set of oLjects,~~

~~o with minuends up to 9.~~

~~Reads and brailles symbols Order braille number cards- Braille number cards. for numbers 0-9. on clothespin line or rack. Braille plaSring cards (delete face cards).~~

~~e , 86 L I MATHEMATICS (Braille-using) Level 3 (Grade 1)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Operations and Properties continued~~

~~The student:.~~

Have studentconstruct own Concrete objects. braille ca-ds and match sets Nemeth Code of of objects with braille Braille Mathematics number. Use oral drill ar' and Saentific .aisedOine worksheets for Notation, 1972. operation problems. (Students must give appropriate operation sign.)

Reads, brailles and solves 'Have student braille and Concrete. objects, addition and subtraction solve stor'y problems. Provide strin.8ing beads. equations involving sums braille worksheets. Primary Abacus, and minuends up to 9.

Note: It is difficult for a young blind student to ar- 'range figures in vertical columns.on the brailler, however, he should be encouraged to read both the horizontal and vertical formats in his texts.

~~Measurement~~

~~Tells 'time to the hour Work first on 12, 3, 6 and 9 Clock. only, using a clock with as positions for food on Learning to Tell Time~~

~~braillenuMbers. . plate. is Fun (record)...~~

~~Recites the days of the Keep a class calendar. week in order.~~

tompares m'asses of tWo con-Introduce the student to con- Science Activities crete objects flusing terms crete objects for varying for the Visually such as heavier than, less weight beginning with quite Impaired, Unit 26. than, higher than, lower dissimilar objects, gradually. Classroom objects. than, etc. Balance Scale, fruits, Proceed to balance scale - vegetables. Science. Science Activities for the Visually Impaired, Unit 6.

~~78 MATHEMATICS (Braille-using) Level 3 (Grade 1)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Measurement continued~~

~~The student:~~

Compares the capacities of Incorporate with daily living Water table or buckets, two containers by using a skills - how to measure styrofoam cups, plastic non-standard unit of mea- liquids and dry foods. Do cups and jars, jugs. , sure, using the braille some estimating by exploring Cans - baby food etc. symbols "more than" and size of krarious containers, sand, dustbane, rice, "less, than" when recording then measuring 2 containers dried beans, etc. results. I. with a third one, recording Raised graph paper or the results. Record approxi- .other methods of mations and final results On charting results. student _record sheet. Plastic fit together blocks (good for graphing results).

~~Demonstrates an awareness Have students sort money ac- Real money. of the differing sizes and cording to size and edge. In-Play store. values of coins. troduce singular value of each coin.~~

~~Geometry~~

Classifies by manipulation; Provide "hands-on" experiences Solid geometric shapes. 3-D objects according to using 3-D geometric shapes. Science Activities various. attributes. Initially have students ex- for the Visually plore shapes, then build with Impaired, Unit 12. them.

~~Discuss and have students 3-D Models. examine tactfully 3-D objects and models.~~

~~'Cs ft Have the ttudent classify, by manipulation; a wide variety of shapes according to the various attributes, e.g.round' shapes: ball, button.~~

~~Introduce circle, square, Touch mnd Tell Books. tirangle with Touch and Tell Books and teacher-made materials.~~

~~:do MATHEMATICS (Braille-using) Level 3 (Grade 1)~~

~~'OBJECTIVES TEACHING STRATEGIES 'MATERIALS~~

~~Geometry continued~~

~~The student:.~~

~~C. Use the raised line drawifig 5ewell Taised Line kit to reinforce geometric Drawing Kit. concepts.~~

Have students build 2-D tri- Form boards. angles and rectangles with manipulative material, e.g. with popsicle sticks, straws and glue if required. t-- Note: The braille7using student will require assistance in the traniition from concrete objects to his pictorial jepresentations as raised line drawings in the braille text books.

~~Graphing~~

Collects data from immedi- Have investigations, e.g. how ate environment by using'a many boys or girls in class. one to one correspondence As each girl calls out name between real object and put a counter in box. Count tactile representation. counters.

~~Constructs simple graphs Raised line graph from data collected in paper. investigations.~~

~~.8b C. 4,~~

~~8 9 anal at~~

~~MATHEMATICS 7(Braille-using) Level 3 (Grade 2)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~.. .aalaab INTRODUCTION~~

Thebraille-using student should be'assesses upon beginning each new year of a mathematics program to determine concept and skill development levels. Instruc- tion should begin at this level. Frequently students may still require further instruction in the previous years' program before proceeding. Progress will generally,Be slower than that.which is made by sighted peers.

The braille-using student in an integrated setting for mathematics will require the assistance of an itinerant teacher for the visually impaired to assist him in learning to use the necessary braille mathematical symbols and the appropriate - mathematical aids.

The abacqs, a mathmatical aid used in computation, may be used during the grade 2 year if the student has progressed sufficiently to be able to use it. Thc abacus can be used to reinforce concept of place values (ones, tens, and hundreds).

~~RcJerences: The Abacus Made Easy, author Moe Davidow; A Simplified Manual for Teac:ting Cranmer Abacus. Workjobs. Teaching Aids.~~

~~Numbers~~

~~The student:~~

Identifies the cardinal Establish ordering, continue Investigating School number associated with a in this manner for 100-200. Mathematics: el - e6, set of objects. ell, e13,e15 - e18, g5 2-g6, gll, g13 top.

~~Orders numerals and Establish order 1-200. Concrete objects. recognizes "betweenness" 0-100.~~

~~Reads and writes numenals Use rote counting, practice Abacus. reading and braining nudbers. Hundred pegboard Continue to 999. and cylinders.~~

~~a.a MATHEMATICS (Rraille-using) Level 3 (Grade 2)~~

~~OBJECTIVES TEACHINGSTRATEGIES MATERIALS~~

~~Number s continued~~

~~The student:~~

~~Sets numerals from 0-999 Introduce terms greater, 'and demonstrates under- greater %than, greatest, standing of place value lesser, less than, least.~~

~~using abacus. . Use oral drill - what comes after 87, befbre 16..~~

~~.troduce inequality symbols: greater than, less than.~~

~~Use clothesline with clothespins with braille numbers'attached.~~

~~Use braille number cards, e.g. have student take 2 cards and put in correct sign.~~

Identifies multiples by Practise counting by .10' s to Investigating School counting by 5's, 10's and ,100, use concrete objects in Mathematics: Unit fe 100's. bundleS oflu. page 36. Concrete objects - Use oral drill, rote counting. sticks, Dipe cleane'rs, tongue depressors etc.'

~~Use dimes. Nickels$ dimes.~~

~~Have student braille numbers.~~

~~Practise counting by 5's to 100, use concrete objects' in bundles of 5.~~

~~Lise oral drill, rote counting.~~

~~Usenickels. MATHEMATIC,S (Braille-usfng)~~

~~, Level 3 (Grade 2)~~

~~MATERIALS~~

~~Numbers continued~~

~~The student: -~~

Identifies and represents Introduce student to terms,; Investigating school fractions (halves and half, halves, quarters, Mathematics; h21 - h29. quarters) using concrete fourths, one fourth, one half, materials. two fodrths, three fourths, part and whole through manipulation of concrete ofajects; begin with halves, quarters.

~~Use styrofoam, sponge, cardboard shapes of-parts of a whole,~~

~~e.g. cardboard~~

~~Use food, e.g.~~

~~1 or ange~~

~~14 apple etc:~~

~~Operations and Properties~~

Demonstrates mastery of Review solving addition Investigating Schoo.1 basic facts involving sums equations for sums of 10 or Mathematics: e41 - e53, and minuends to 18. less, using counters.. e57 7 e60, 361 bottom, e62, e64 top, f9, fll -'f35.

\ Symbolizes addition and Introduce vertical format for subtraction'situations in the braille-us.i.ng student. both linear and spatial form. Note: 1. Vertical format is time consuming and digicult on the brailler. However, the c student should use this method until proficiency in addition on the abacus is at- tained.

~~83 MATHEMATICS (Braille-using) Level 3 (drade 2),~~

~~) OBJECTIVES TEACHINGSTRATEGIE-S MATERIALS~~

~~Operaeions and Propf,rties corilinued~~

~~The student:.~~

~~2. The brailler will be used as 'a recording device,for answers to abacus problems.~~

Does simple addition and . Note: *"Secrets" in the.use Abacus Made Easy. subtraction without using of the abacus refers to sets "secrets"*. of rules meant to be memorized by the student to help, him in adding and subtracting.

~~Have student complete braille Counters, stringing worgsheets. beads, sorting trays.~~

~~4 Demonstrates understanding, Review solving, subtraction Clothespins on of the basis of the commu- equations related to sums of a clothesline. ative property for addition.ten using counters. -~~

~~Have student salve story PlaStic,snap together problems involving addition blocks, other manipu- and subtraction facts to 'en. lative matel-ial.~~

~~Have student solve addition Braille flash cards. equations-fbr-sums 11-18.using Language master and counters. cards. Number fact records.~~

~~Have student solve subtraction equations related to sums 11-18 using counters.~~

~~Use cassette tapes of addition, subtraction questions (sound indexed); have student braille answer.~~

~~Have student' solve story problems involving 2-digit addition and subtraction.~~

~~Review place value. I~~

~~84 MATHEMATICS (Braille-using) Level 3 (Grade 2)~~

~~OBJECTIVES TEACH.qG STRATEGIES MATERIAL§~~

~~Opergtions and Troperties 'continued~~

~~The student:~~

~~Stress beginning work in one's 1 place, ten's place, h&idred'S place..~~

~~Solve story problems using' 3-digit addition and !Sub- traction questiong.~~

Demon.,,trates understanding Introduce terms; equivalent .Investigating School . yf multiplication and sets, multiplication, times, Mathematics: "g49 - g57,- division. pair, products, multiplicationg58 - g61, g64. symbol. 4-

~~Introduge using equivalent - Cups, saucers. sets to show the products of Counters. two numbers, e.g. 3 sets of two are 6.~~

~~T.Ise number line.(braille Number Line - braille. numbers) to show jumps to 4 find products, e.g. 3 jumps of two are 6.~~

~~4. Relate thetconc:ept of sets of equi'valent'sets to repeated addition to find products,~~

~~+ 2 + 2 = 6 then , 3 x-2 = 6, 3 two's are 6, we braille 3 x 2 = 6, we say three times two aie six.~~

~~Have student braille multiplication,equations and solve equations and stories when multiplying by 2, 3, 4, 5 to~~

~~A Demonstrates mastery of Have student solve story Braille worksheets. basic facts involving problems.involving addition sums and minuends to 18. and subtraction factg to 18.~~

~~0 9,1 , MATHEMATICS (Braille-using) Level 3 (Grade 2) 1?,~~

~~OBJECTIVES TEACHING STRATEGIES . MATERIALS~~

~~....111111111M,~~

~~Opetations and Properties continued~~

~~The student:~~

~~Reviewbasic facts bf addition Investigating School and satraction to 18. ,Mathdmatics: f63 bottom, g35, g38, g39 -top, g40 tip, g41 - g47, g64 top, hl - h9, gll top, h12 top, ,h13 - h20 top.~~

~~Adds and subtracts 2- and 3 Provide readiness activities Investigating chcol digit numbers with no re- for 2-digit addition and sub- Mathematics: f47 - f61, grouping.- traction. f64, g15 - g22.~~

~~Review place value: Concrete objects - bundle of sticks, etc.~~

~~teglin withgroups of tens Dimes and pennies. and ones, .e.g. 20 + 30 = 50.~~

~~Use concrete objects tofi~~

~~Introdncesubtraction as:~~

~~7 70, P. -2 -20- 5 50~~

~~48. AO 8 48 -23 -20 -3' -23~~

~~Measurement~~

~~Reads the data; om a Review days of the week. Braille Calendar - braille calendar. Make monthly calendar class and student 6ach student. copies,~~

~~4. - MATHEMATICS (Braille-using) Level 3 (grade 2) e^ ;~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Measurement continued--~~

~~The student:~~

~~Kake large monthly calendar for the class.~~

~~1 r&orporate into morning exercises, e.g. "Today is '.uesday, Sept'.5, 1981. Find If it on the class calendars. What will tomorrow be?" etc.~~

~~(T ReciteS4monehs of the year Have student put month flash Braille flash cf.rds in order. cards in order. of names of months.~~

~~Use the following:~~

~~EcRo - calling; call out Percussion instruments. months of year, have student echo them;~~

~~Rhythm clapping; clap the Thythm for each month of the year or use percussion instruments.~~

Tells time to the hour, Introduce clack by aseocia- Investigating School half-hour, and quarter-hour.ting famiTiar activities, Mattematics: page 33-39. e.g. breaRfast, schdol begins, recess, with the approptiate time.

~~. . Discuss need to tell time, Clock face. e.g. pnnctuality. A Give student a Cloak face, Real clock with glass discuss size and function of off; braille numbers hour and mi,nute hand. glued on.~~

~~Review telling time to the Paper plates, bristol hour. board, paper fasteners.~~

~~v MATHEkATICS Level 3 (Oade 2)~~

~~Ka cr~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Measurement continued\~~

~~The student:~~

~~Make clock, using paper plates Time to Tell Time. bristol bogtd, hands and Learning to Tell paper fasteners. Attach Time braille numbers.~~

~~Introduce telling time to , Show and Tell thirty minute, then fifteen (records). , minute'intervals~~

~~Write's hour, half-hour, and Have student.braille time in quarter-hour in braille braille potation. notation.~~

Counts collections of coins Review identification of Investigating School up to 25c. 1.money; penny, give cents, ten Mathematics: Unit 3, cents, twenty-five cents, ac- p. 25-27 and p.31. cording to size and edge by" Real money. manipulation of actual coins.

~~Gives equivalent value of Give student handful bf mixed Play store. coins up to 25c. coins, have him classify coins into groups, order 10 to 25c.~~

~~,Makes purchases up to 25.~~

~~Gemetry.~~

~~Classifies figures in Review characteristics'of Investigating School relation to boundaries, triangle, squardi rectangle, Mathematics: g23 - g25, corners and faces. circle. g33.~~

Have student manipulate 2-D Box oif odds and ends; objects. tbooks, erasers, tops, 8oxes, marbles, blocks, Have student identify and balls, party hats, 4 locate faces, corners. soap bars, funnels, ball beatings; rods etc.

~~88 _MATHEMATICS (Braille-using) Level 3 (Grade 2)~~

~~OBJECTIVES ,TEACHING STRATEGIES MATERIALS°.~~

~~Geometry continued~~

~~The student:~~

Have student name the shape, My Book of Cubuoids e.g. circle; locate object and Rectangles; that is the same shape as one My Book of Cubes given; locate object that is and Spheres; the same size as tha,one givenMy Book of Spheres, Cylinders, and Circles; My Book of Cones, Pyramids and Rectangles; Find the Same (Booklets).

~~Introduce raised line drawings Sewell Raised Line for 2-D figures. Drawing Kit.~~

Classifies 3-D figures in Through,manipulative activi- Solid geometric shapes - relation to corners, ties, have the student find: Science ... A Process edges and faces. edge, corner, points Approach, Udit 12. (vertices) and faces on 3-D Polaido blocks. shapes.

~~Introduce terms and demon- Objects from home in strate on objects. a variety of sizes and materials such as glass, wax, ruhber, woo4, plastic.~~

Develops geometrical pat- Have stpdent explore tri- Popsicle sticks, terMs using 2-D figures. angles, squares, and rec- straws, pipe cleaners, tangles. Use manipulative toothpicks, pick-up materials. sticks, geoboards and elastics, glue and Make mobiles by tying figures plasticine, wire, to a coat hanger with a string.varying size sponge, shapes, yarn, paper plates, coat hangers.

~~Matches halves through The Master Cube. paper folding to demonstrate Mit'chell Wire Forms plane symmetry. with Matched Planes and Volumes. Geoboard. Investigating School Mathematics: h30.~~

~~INV~~

~~89 MATHEMATICS (Braille=using) Level 3 (Grade 2)~~

~~MATERIALS OBJECTIVES . TEACHING STRATEGIES~~

~~Geometry continued~~

~~The student:~~

. Identifies open and closed Review term "ppen. Begin Yarn, twine, strins,. curves. with curved line figures - pipe c)eariers, straws, use yarn, twine etc.to form wire. curved line figures. Place a Small toys, animals, plastic toy animpll, insect insects. explain open as the toy beirig able'to come out, closed as toy being locked in.

~~Use basic,geometric shape outlines to reinforce this cpncept, - e.g. Closed Op&I~~

~~Graphing~~

~~tocaees objects on a grid. Relate to Mangold 'progress graphs and Dorothy Quentin Joseph program.~~

~~Uses simple line and bar graphs.~~

Uses simple line and(,bar Have studentS measure and re- graphs to ineerpret data cord height, weights. from related subject areas. Introduce graph construction using special graph paper (raised line/large print) and

~~graph board. t'~~

~~90 .9 3 MATHEMATICS (Braille,-using) Level 3 (Grade:2)~~

~~OBJEC--7ES TEACHING STRATEGJES MATERIALS~~

~~- Graphing continued~~

~~The student:~~

Note: In gathering data from Braille graph paper. ITTenvironment it may be Braille-label. beneficial for the visually impaired student to be paired with a sighted peer. However, with special graph paper the visually impaired student , should be able to construct most graphs. Braille-iabels can. be used ,vith braille Zraph paper. Map pins can be used.

~~.41U(.1 91 MATHEMATICS (Braille-using) Level 3 (Grade.3)~~

~~OBJE'aTIVES TEACHING' STRATEGIES MATERIALS, 1~~

~~INTRODUCTION~~

The braille-using student should be asessed unpinbeginning each new year of a matheniatics program to determine concept And skill development levels. Intro- duction should begin e.14 this level. Frequently students may still requfre further instruction in the previous years' program beforeproceeding. Progress will generallrbe.slower than that which is made by sighted peers. "s1 The braille-usiqz student in awintegrated setting formathematics.will require the assistanceofin ItineYant teacher,for'the visuallyimpaired to assist him, 'in learningoto use the necesgary braille mathematical symbolsand the appropriate mathematical aids..

The Program of Studies forEle&entary Schools-, Alberta Education, 1978 is the basis of tne grade four mathematics program:.The following should be considered an,addendum when teaChing'a.brailleusing student and elaboratesonly on these object4ves which require modification in scope, teachingstrategies and/or materials. .

At the,beginning of each btaille mathematicstextbook there is a list of all the new,braille symbols which will be introduced w_th a briefexplanation of their when encountering a , meaning. -Students and teachers should refer to this section new or unfamiliar braillenotation.

~~. Numbers~~

~~Tne student:~~

Orders and determines Provide practise rn comparing. Braille worksheets: "betweenness" of whol different numbers,to deter- numbers (0-1.000). mine,largest, smallest, etc. Pay particular attention to (left-tosright sequencing and place value.

~~Activity: set several abacus with different numbers - students must place in appropriate order according to the set numbers.~~

~~DemonstrAtes understanding Use concrete object's Initial-, Btaille worksbeets.~~

~~of and uses symbols , < ly. Have student plaice pp- and = to show relationships. propriate sign between sets.~~

~~,92101 MATHEMATICS (Braille-using) Level 3 (Grade 3)~~

~~OBJECTIVES JEACHINGETRATEGIU MATERIALS~~

~~Numbers continued~~

The student: .Concrete objects - Identifies multiples by Review counting by 5's, 10's, popsicle sticks, counting by 2's and 25's. 1001s. Counting by 2's - use concrete objects in bundles toothpicks, cards, of 2's. Use oral drill and pipe cleaners, pairs rote.counting. Use pairs of of 'Mittens, shoes etc. things, e.g. shoes, mittens, hands, ears.

~~Counting by 25's., Use Quarters. concrete objects in bundles of 25, oral drill and rote~~

~~counting .~~

~~Use quarters (.250~~

~~Abacus Made Easy. Identifiesithe number Provide.drill using abacus of 1,000's, 100's, pay special attention to 10's, l's, and tenths. place value.~~

~~Provide activities and games, Arithmetic Teacher, e.g. braille a number,which Idea Section. has four digits and a 7 in the hundreds place, etc.~~

- Abacus. Reads and writes numeraLs Use.rote.counting. Provide Braille. worksheets. 0-9, 999. practise reading and braining numbers. Extend concepts of between, greater than, less than. Use braille number cards - have studerit place correct sign between numbers, e.g.,1963, 1693, Use clothesline with braille s numbers attached to.clothes- 4. a pins for ordering.

Play number games - example - 4rithmetic Teacher: Pick a number between 0 and Ideas Sections. 10,0001Players must ask as few questions as 'possible in ^ order to determine number. Questions may only be responded to by yes or no.

~~1 , 93 MATHEMATICS (Braille-using) Level 3 (Grade 3)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS.~~

~~Numbers continued~~

~~The student: .° n RewriVes mumbers in expand- Introduce .n the same ed notation (0-1,000) and sequence as for sighted stu- vice versa. dents.~~

~~Note: Reading and brailling expanded number notation is very lengthy and timd consuming.~~

Identifies,"writes and Initially introduce fractions Nemeth Code. ArP.H. Fraction Form. , compares fractions from by using familiar items (I physical representations orange, 14 pizia, etc.) and c (halves, quarters, tenths, teaching appropriate Nemeth and Tifths). Code notation. Teach braille symbols for basic geometry forms e.g. notations for lines, rays, segmentsr angles, etc. Proceed to raised fine represvitations.

Reads and writes decimals Introduce only after student Nemeth Code. to tenths. is familiar with tenth as a fraction. Divide measuring device (e.g. popsicle stick; which is used in cotnting bundles) into tenths.

~~Operptions.and Properties~~

~~Identifies additive, Teach in the same sequence as subtractive, multiplicative for sighted students. and"..divisive situations.~~

~~941 MATHEMATUS (Braille -using) Level 3 (Grade 3) '~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Operations and Properties conLinued~~

~~.The student:~~

~~Addsoand subtracts two Review adding and subtracting or three2digit numbers without regrouptng. Do hot requiring regrouping. attempt-to teach concept 'of~~

~~, regrouping on abacus sii}ce tA , the abacus depends upon rules and not-concept understanding at this lever.~~

~~Begin with concrete materials A.P.a. sorting trays. an'd sorting trays..~~

~~Have student,braille answer. Nerile0 Code.~~

~~. Refer to Nemeth Code'fOr. apPropriate braille formats .when regrouping on brailier.~~

~~Abacus~~

~~The student:~~

AoSets numbers from 0-999 . :10and demonstrates knowledg of, place values. The Abacus Made Easy. Adds and sub,tracts 4-digi Note: *"Secrets" inIthe use numbers using "secrets"*. of the abacus is a set of rules by the student to-help him to calculate.

~~0 1~~

~~MATHEMATICS(Braille-using) Level 3 (Grade j) 2-~~

~~-*,OBJECTIVES. . TEACHINGqTRATEGIES MATERIALS~~

~~iqeasurement~~

~~The student: ta Counts collections of Through manipulation of coins, ,h4ve student show equiValents coin'S.up tq $1#00. 1 .1. . of five sents,-ten cents, . . twenty-five cents.~~

~~Gives equivalent value -Ave student mixed coins: of coins to $1.00-. have him.find the'value.~~

~~Mlakes puxthases up to Practise counting nickels by fives, dimes by tenS etc.~~

~~Have student buy more than one item sr the store and figure out what!coins to use.~~

Use brailled and oral storles, e.g. Tom had 6c6then ran an errand and earned 8c.. How' much does he have now? . Have student buy more than one item at the store and figure out the change he should receive.

~~Review size concept tfrms: ,! long, short, small, big, tall, thin, wide, etc.~~

~~Estimates and uses Science ..'A Process standard metric units of Approach, o. length, tapacity and :Units 26 and 224, Units 23 and 34. mass.~~

~~Identifies proper measur- Investigating School ing instruments for a Mathematics: given task. 137, F42, F45. z 4 a 4 MATHEMATICS (Braille-using) Level ,3,(Grade S.)~~

~~4%.~~

~~OBJECTIVES TEACHING.STRATECIES MATERIALS - ".~~

~~Measurement cont,inued . .0 ' Thesdident:~~

~~Provide boxes containing . objects; have student line 'up objects frowlonges,t to shortest, etc.~~

~~measureffienvof c- Introduce raised 1ine repre4entations by using twine, wool, plasticine, wise, pipe cleaners to outline objects on h.Printed page for the student to measure.~~

Use.body, handsfoot Br011e centimetre graph paper. struction paper cut-outs; *

have Studtnt,compare and . order according to sizo: . - Use cardboarAor wooden Braille Centimetre strips of the same width, an0 metre rulers. varying lengthn have studene line them,up alohg the edge of the table from shortest to'

~~longest,etc. .~~

Have student measureobject . Centimetre squares" with ruler§. made of heavy cardboard 4 Introduce concrete objects f Geq blocks,.parquetry varying mass; begin with' pieces, pattern blockS, dissimilar to similar mess, Classrodm objects, 4 use non-standard units, objects from home: e.g. heavy-light. balance scale, plasticine, sand,, etc. in containers, Have'student determine if e.g. plastic bags,. one is heavier than or milk cartons, beans, lighter than another. sawdust, stones, buttons, spools, washers,'marbles, etc:

~~r lUG 97~~

~~4 I. IS~~

~~. . N. MATHEMAIICS (BraiIle-using) - Level 3 (Grade 3) I~~

~~OPJECTIVES 'TEACHING STRATEGIES.~~

~~Measurement continued - 0 The student%~~

~~I Have student take off one Mwhich shoe andlind 3 objects , 4re 11gbter,-3objectAsEhat- : 4144't .. ate heavier:, . IntrodUce balance scale;~~

~~IL leavY and..light object, have~~

stUdent 4stimate User. . I. ,balance,scale,to cback. - , .cti .1-tpe the student-Orderlarge .'Litie containers, pall, containerp'of various-sites tea kettle, cups, jaxs, Hi and shapbs in a row, froth glasde.s,(cans, pop 't%the one he-estimatestothold bottlks, plastic' containers of all sizes the Tost.to:the..One he, estimates to hold the leasr. and shapps. Sand, marble, sugar ; cubes, wheat, rice, peas, sawdust,' stones, etc. A

~~Have studentrecord,.estimaee_' Sand,table, water table. 'and order, use litie tofill Litre Set 4 - - each container in turn, -(4,uncalibrates 1 litre~~

~~recording results. Check to , cups contAindrs in see if,orderin is correct. different.sfiapes),~~

~~Analysis of a litre *. (17 related plastic bottles 100 Millililres).~~

~~'Geometry' 3~~

Provide "hands-m-0!expe'ri- Science Activities , Identifies and classifies triangles., circles, rec- ences using 2-D shapes. Re- for the Visually Impaired, Unit 2. tangles and squares on a view .circle, square, triangle, rectangle, their . ScienceActiv.ities characteristi,cs and raised for'the Visdally line configurations,- Impaired, Unit 10.

~~1 , MATHEMATICS .(Braille-using) Leyel 3 (Grade 3)~~

~~MATERIALS ' TEACHING STRATEGIES~~

~~tta, Geometry continued~~

1 The student: r Demonstrates ability to Have studer.t,trace around Touch and Tell,form- construct triangles, shapes, learn name and boards. circles, rectangles and characteristics. Ilany examples of each squares:. shape in different Have student collect and sizes. bring shapes froip home, con- Foil paper to trace' struct 2-0 shapes in wire; around shapes. wool, pipe cleaners, etc. ,

~~Identifies focus of 3-D. Have student find 2-D shapes sPlasticine, wool, wire,- objects as 2-D shapes. on 3-.D objects,.find shapes styrofoam, pipe cleaners~~

*in classroom, school, etC. for-constructing 2-0 . shapes. Introduce terms: sphere, cube, rectangular prism, cone and cylinder when appropriate.

~~Graphiu~~

~~Constructs simple line and Braille graph paper. bar graphs for record-11.1'g data. ft~~

~~identifies axes. Include termo horizoritel and Graphic Aid for vertical.' Mathematics, tr Locates position ofoblect on a grid.~~

~~Plots poirkts on a grid when gIven two coOrdinates.~~

~~broarromralawrowlsionmomr...... rd MATHEMATICS (Braille-using) Level 4 (Grade 4) .4?~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~..2~~

INTR69JCTICA 4. . The braille-using studentshouldbe'assess.edl uponsbeg1nn1ng each new year of a mathematics program to determine conceptand :Ain development-levels. Instru.c- tion should begin at this level. Frequently students may still requirefurther- instruction in the previous years' programbefore. rocedihg. Pro'gr'es will genefally be slowex than that which.is made bysigh4ed peer.

The'braille-using student in an ihtegrated settingfor mathetnatics will require the assiotance ófian itinerant/teacher foT thevisuallYimpaired to asOqst hi in leaTning ta use thenecessd4y'-brai:116 mathematical eymbols and the appropriate mathematical Aids.

- Schools,'Alberta Mucetion, 1978, is the s' ,The Program of Studies f.'41.i.E1ementary basis of tha.grade four mathematics program. The following shauld 'be ,considered 'an addendum when,teaching.l'braille-udjmg student and(aahorat.es only on these olijective.c; whi_ch require modification inscope-, teaching straEegies and/or mate- oriale: v . At the beginniiig of each braille,mathematics'textbook there is a list Of-all phe new braille symbols whichwill be 'introducedwith asbrief explanation of,their Students' ana teachers 'shouldreferto this section whenencounterini 4mean:"..ni -new--!or--unfamiliar- -braille _natation. c

~~. , Numbers~~

~~The student:~~

~~Identifi:es and uses p"lace . -Provide counting practise. Bundled toothpicks, popsicle sticks, etc. valoe.of digits' (01-99,999). Counting frames with markers for decimals. Abacus.~~

~~;Trovide practise in comparing Braille wofksheets. _diflexpat_nAkbpz$_0det- tlorkbock exercises. mine largesA, smallest, etc., /and orderingJa group of 5 climbers. -~~

~~piovide practise in deter- Abacus Made,Easy. mining appropriate mark to - Detailed Instruction use fox dqcimal onabacus.' of the Crammer Abacus.~~

~~100 MATHEMATICS (Braille-using) Level 4 (Grade 4)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Numbers continued~~

~~The student: 0~~

Drill Activity: ,Braille Ideas and Activities several groups of=three for Using Calculators 't numbers. Have student in the Classroom. select largest (or smallest or middle) 'number in each group and add all of.these answer numbers on Spepch- plus calculator.*Provide total in braille so ,student Speech-plus Calculator. can self check.

Brailling expdhded " Regroups 5-digit whole Note: - numbers and rewrttes in , notation in time consuming expanded notation. and lengthy. Provide only ,enoUgh drill to assure student understands concept.

. . Imperial dry measuring Identifies, reads and Use ,:rodels of fractions. writes a fraction to Incorporate a discovery cups. --- represent a_point_on_a aparoach. I Paper plates divided ifit number line poytion of a Have divide whole region with emphasis on objec into 1/41s, 1/5's parts. ,halves, quarters, fifths, etc. Ask questions; "Are and tenths. the parts equal in size? A. P .H. Fractiont Kit . Volume?; etc.

Nckte: Initially assure that the.scale of-a number line is sufficiently large to make accurate tactual distinctions between functions. For example, a metric number line could be made to go around,the entire perimeter of die Gradually intro- - classroom. duce .smáller sized number lines.'

~~Nemeth Code Guide. Reads and brai'les fractional notation e.g. 1/2 and 1/2. 11 0~~

~~44 1o1 7 MATHEMATICS (Braille-using)~~

~~''. Level 4 (Grade 4)~~

~~OBJECTIVES TEACHING StRATEGIES MATERIALS~~

~~Numbers continued~~

~~The student:~~

~~Interprets simple ratio Relate to everyday' usage, for situations. _example in making,paste: 1 part liquid to 2 parts flour.~~

~~Have students 'solve simple recipe problems - double or triple or half recipe.~~

Reads and brailles deciinals Review decimal notation to Nemeth Code Guide. to hundredths. tenths. Provide. braille 'practice sheets. Ensure students pay particular attention, ,to place value and decimal notation.

~~Introduce notation for dollar afid- cents. Relate hundredths-- to p-operties associated with, cents.~~

~~Regroups tenths and IntrodUce-by using-d-ohtfetd'-- hundredths. materials, e.g. cut a square meter of paper into tenths then hundredths. Expand to money notation.~~

Expresses and generates Use many examples of familial- Measuring cups proportional ratios. and meaningful materials to and spoons. introduce concept, e.g. paper plates of same size which are divided into thirds, sixths, ninths, etc.

Have student divide linear measures of the same stze into- halves, quarters, eightbsopc. then place fractional pieces on top of each other to discover equivalent sets(1/2 pie is the same as 2/4 or 3/6 pie).

~~Use a balance scale with fractional weights to generate equivalent.fractions. MATHEMATICS (Braille-using) Level 4 (Grade 4)~~

~~OBJECTIVES TEACEIING STRATEGIES MATERIALS~~

~~Operations-and Properties~~

~~The student:~~

~~Aids and subtracts nuthbers EnsurCstudent pays attention 'using standard or expanded to place value when brailling notation. numbers in columns.~~

~~Have student use speech plus ' Speech plus calculator. calculator as-a self checking device.~~

~~Use addition apd subtraction Arithmetic Teacher pyramid games aad other Idea gection. ' activities to add variety to lessons.~~

~~Writes related sentences Use oral drill. Braille worksheets. for addition, subtraction, multiplication ana Use tape recorder to tape sentences.~~

Multiplies whole pumbers Begin by using concrete' Nemeth Code Guide. by one and two-digit whole examples, e.g. 18 x 7 is Abacus Made Easy. numbers-. -seven-bundles_of eighteen__ toothpicks, etc. Then proceed to teaching appropriate procedure and format in braille. Teach the abacus rules for multiplication once the basic process is understood. Use Speech plus calculators as a checking device.

~~DividIS one and twc-digit Proceed from concrete activity whole numbers by a one to brailler, to abacus as for digit divisor. multiplication.~~

~~Mentally multiplies whole Use oral drill. Play the numbers by 10,190, 1,000. sound game, "tap" means one "clap" meaLs ten etc. "snap" means times: eap, tap, tap, tap, snap, clap 4 x 10 cr 40.~~

~~103 1 MATHEMATICS (Braille-using) 4. Level 4 (Grade 4)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Operations and Properties continued~~

~~The student:~~

~~Adds and subtracts decimalsEnsure student places deamals Nemeth Code Guide. to hundredths. in appropriate linear columns Abacus Made E4sy. on brailler. Use abacus in computation.~~

~~Measurement~~

Extends metric measurement Note: Fine precision meaSur- Braille metric rulers. to include the use of the ing is impossible for the Standard Metric Units standard units (mm, ml and braille-usitig student. How- for volume and weight. g)., ever, the student should be aware of how small these units really are, e.g.1 mm. is approximately the width of the narrow end of. a toothplcik; 1 gram is approximately the weiEht of , etc.

~~Eacaurage_students_to_become increasingly precise in measuring with standard units. For example, ainear measurement should be to the nearest cm. when using braille metric rulers.~~

~~Reads and brailles time to Use large braille clockface Braille clOckface. nearest minute. and clockface worksheets. Braille watch.~~

~~Use metronwe to illustrate how long a minute really is.~~

~~104 1 3 MATHEMATICS(Braille-using) Level 4 (Grade 4)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Measurement continued~~

~~The student:~~

~~Note: Braille watches are smaj.l and it is difficult to tactually determine the precise position of th6 minute hand. Allow for a degree of estimation:~~

~~Digital braille watches 4e available't~~

Expresses equivalent Use many "hands-on" activitiesScience Measurement Kit. measures within units of for measuring'. Use level Braille ruler or capacity masslength and measuring devices for capac- metric stick. time. ity. (In.level measuring cups 'the exact measurement is reached once the containeris\ full.)

~~Reads and brailles symbols T.Rlie student investigate Braille thermomete:is for measurement. temperatures in his environ- - body temperature~~

~~_ment-by-using-a'-wariety-of _ indipartoutdoor . braille thermometers. - cooktng.~~

Finds actual perimeters of Begin by measuring perimeters Braille meter stick. regular polygons without of familiar spaces and objtctsBraille worksheets. using formulae. , e.g. perimeter of room, teacher desk, student desk.

~~Proceed to large'raised line drawings of various polygons.~~

Finds area of rectangles Initially use manipulative Blocks and boxes. without using formulae. ohjects which fit exactly Raised line worksheetse. into a rectangular form, e.g..'blocks.int9..a*rectangular box. Proceed to raised line drawings.

~~4 41,~~

~~MATHEMATICS (Braille-using) Leval 4 (Grade 4)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Measurement continued~~

~~The,student:~~

~~Uses coins and bills for Use rearmoney where possible purchasing and making' to reinforce rengnition by change. touch.~~

~~Have student "buy/sell" school supplies. Whenever possible, have student make purchases in the community:~~

~~Play "Monopoly" with bra4le Monopoly Board. Monopoly board.~~

r Expresses linear measure- Provide a si_ghted partner to ment to nearest 100th. ..as'sist with the measuring because braille rulers do not have suCh fine measures. Have braille student recOrd, using the proper symbols.

Recognizes congruency of gyesent polygons in assorted ,Teacheig made polygons. polygons. materials such as sponge,, Commercially Prepared styrofoam, cardboard, etc.'to polygons. the student so he can match tactually0

Identifies axis of symmetry To demonstrate axis of sym- Styrefoam shapes. in symmetric objects and metry make models using 3-D WoOden skewefs. figures. styrofoam shapes with long wooden picks stuck through to create axis.

~~Slice the models in half to~~

~~give the tintena1 vitw .~~

~~Cut the models' in various positions to show flips and rotations. MATREMATICS (Braille-using) Level 4 (Grade 4)~~

~~MATERIALS OBJECTIVES 'TEACHINGSTRATEGIES~~

~~Gr.:102111g~~

'The student: Raised lirie graph paper,. Recognizes and reads Make graphs with tactual Household items such bar line, circle and lines, e.g. ribbons, mactac, as string and glue for pictographs. string. the graPhs... Picture graphs are not meaningfll Cb the blind C student, therefore, us.e simple geometric shapes.

Constructs line, bar and ;Have student demonstrate Graph Board. pictographs, graph construction using a graph board or raised line graph paper, push pins and elastics. Use shapes-cut from felt for. pictographs. .

~~Writes coordinates as Demonstrate process, of oidered pairs.- -ordered-pairs-on-graph-board.~~

~~Generates orderedpairs from a given relation-__ ship.~~

~~Reads and brailles symbols.~~

~~G MATHEMATICS (Braille7using) Letq1.4 (Gracie 3)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS _~~

~~INTRODUCTION~~

The braille-using student should be assessed xpon beginningeach new yea of a mathematics,program "to determine concept and skill developmentlevels. lnstruc- tiOn should begin at this level:'Frequently students may still require further instruction.ln the previous years' program before proceeding. Progress will generally be slower than that which is made by sighted peers.

4 The braille-using student in an integrated settingfor mathematics will require% the assistance of an itinerant teacher for the visuallYimpaired to assist him .in'learning to use the necessary braille mathematicalsymbols and the appropriate mathematical aids.

Th'e Program of Studies for Elementary School,'Alberta Education,W/8 is the basis of the grade five mathematics program. The following should be considered an addendum when teaching.a. braille-Jasingstudent and elaiborates only on these objectives which require modification in scope, teachingstrategies and/or materials. - At the beginning of each braille mathematicS,textbookthere is a list of all the new-braille symbols which will be introduced with a briefexplanation of their -meaning. Students and teachers should refer tothissection-when-encounteting-a new or unfamiliar braille notation. 4

~~. _IWnbers~~

~~The student:~~

Expresses tenths, hundred- To illustrate thousandths UseAbacus Made Easy. ths and thousandths as a piece of paper one meter fractions or decimals. long. Cut into tenths (deci- meeers). hundredths (centi- 'meters) thousandths (milli- meters): Use the same process for capacity measurements, e.g. litre% Provide practise in brailling fraecions add decimals to the thousandths. Provide practise in setting decimals on abacu and pay particular attention that the appropriate mark is psed.

~~108 a. .~~

~~MATHEMATICS(Braille-usina Level 4 (Grade 5)~~

~~Numbers continued~~

~~,The student:~~

~~Identifies and uses place Provide counting practise. 'Bunched toothpicks, value of digits" (001 -, popsicle sticks, etc. 9?9,999). Counting frames with 4 markers for decimals. Abacus.~~

~~Provide pradtise in comparing Braille worksheets. difterent numbers to deter- Workbook exercises. , mine largest, smallest, etc and ordering a group of numbers.~~

~~Provide practise in.determin- Abacus Made Easy. ing Appropriate mark to use Detailed Instruction for decim'al on abacus. 'of the Crammer Abacus.~~

~~Braille' several groups 61th-fge- numbers. Have student select largest,(or smallest or middle) number in each group _ _ an4 edd.these on talk-out calculator. Provide answer ,in self check.~~

Expresses and generates Use many examples of familiar Measuring cups proportional ratios. and meaningful materials to and gpoons. introduce copcept,,e.g. pie Balance scale plates of same size which are with weights. divided into thirds, 0.xths, ninths.

Hew- student divide linear measures bf the same size into halves, quarters, eights, then place fractional pieces on top of each other to discover equivalent sets, e.g.'1/2 = 2/4 =,3/6. Use a balance'scale with.fractional weights to generate equivalent fractions.

~~109 41 9 MATHEMATICS (Braille-using) Level 4 (Grade 5)~~

~~OBJECTIVES TEACHINGSTRATEGIES MATERIALSe '~~

~~Operations and Properties~~

~~The student:.~~

~~Adds and subtracts whole Use vertical formats on Abacus Made Easy. numbers. brailler. Speech Plus Ca1culato6.~~

Ensure students know all the rules for addition and subtraction on the abacus. Use c. Speech Plus Calculator as a checking device. - 5 Multiplies whole numbers Pay special attention ;() en- Nemeth Code.Guide. using one, two and three suring columns are appropri- Abacus Made'Easy. digit multiples, and ately lined up,when multiply- , divides whole numbers using int and dividing on the one'and two-digit divisors. brailler. Enswe students, understana format and the process of multiplication and division operations on the b-raiiier. Use abacus as -die , primary aid in doing these calculations.

Adds, subtracts and Use brailler and abacus with multiplies decidals to emphasis placed on increasing thousaadths. skill with abacus. Pdy TilffrEalar-drrentimr-to place-- value and the placement of the aeciML point.

~~Finds area of regular When introducing a new poly- polygons, without using gon provide the studepx with formulae. a model in order that he can explore it's shape.~~

~~Note: A raised line drawing of a three dithensional object is very confusing.~~

~~110 1 1 9 5 NATHEMATICS (Braille-using) Level .4 (Grade 5)~~

~~A OBJECTIVES' TE:CHING STRATEGIES' MATERIALS 1111~~

~~Operations and Properties . . continued~~

~~The student:~~

~~Initially have student tape, or paste standard area units of measurement over entire ,surface and count units. A~~

~~Investigate further by .~~

~~Measuring sides with braille . ruler. Make hypothesis, etc.~~

~~Also students may form figures Graph board. by using pushpins and elastics Cork tioard. on graph bord, or, on cork board covered with raised line graph paper.~~

Finds volume of rectangularUselego and other block Lego - blocks. solids...without uising construction_for_nonnstandard_ measuring_uni formulae. volume measuOment. 3-D plasac shapes. hollow plasOc 3-D shapes and Science Measurement" Kit.' have student/experiment by .111.-IiAg.with'-standard-units-- of capacity- Construct large raised line drawings illustrating above experiments.

~~Demons.trates understanding Use drill and reinforcement of the system of metric through the use of braille Have stu- . prefixes. practise sheets. dents fill in blank questions.~~

Finds perimeter of,poly- Provide experiences with gons without using formulae.manipulative materials initially. Expand to large and ciear raiSed line drawins which state the length of each side. If student is' expected to measure sides expect accuTacy to approximately the nearest.cm.

~~11:1 120~~

~~«, .MATHEMATICS (Braille-Using) Level 4 (Grade 5)~~

~~OBJECTIVES TEACHING-STRATEGIES MATERIALS'~~

~~Geometry~~

~~The student: '~~

Tests congruency of poly- Introduce byplacing ope poly- gon using motion geometry. gon on top of the other to . determine congruency (slicle). Demonstrate flips and turns by placing ibdel polygons on a geo board: Provide a variety .of different textures of the- same shape and size of poly- .gon for demonstration-purposes, e.g. make four 6 x 8 cm rectagles - sandpaper cardboard, acetate, Manilla tag:

~~,Distinguishes 2-D figures Begin by using cut out fighres~~

- as similar or congruent. which may be tactually examined. When figures fit exactly (angles_and length of sides). tosetherthey are congruent. If angles fit'exactly togeq- her!but length of sidesyary

~~figures axe '~~

~~Note: Blind students will require additional ame to determine similarity and~~

~~congruency when examinini . raised line drawings. A~~

~~systematic investigative )~~

~~approach should be encouraie .~~

Identifies radius, diameterBegin,with styrofoam models Styrofoam models. and circumference. tO illustrate the concepts', Braille tape measure; eqlen have student use a braille tape measure ta,meah sure items, e.g. assorted sizes'cif balls, plastic tops of coffee cans, fruit.

~~112 121 '~~

~~C NATHEkATICS (Braille-uskng) *L. Level 4 (Grade 5).~~

~~/01~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~.1 Numbers~~

~~the student: , a r Uses decimal fractions to . Have student solve for percentAbacus Made E,sy. express' and solve for per- ,using abacus and self-check on cent. speech plus caltulator. 11.~~

~~. , Measurement~~

~~Reads-distances according Begin with simple diagram, Braille Atlases.~~

~~to a scale. R.g. classro9m, and 'then '~~

~~introduce maps, either , braille or regular maps with string glued Rround outlines.~~

~~Draws diagrams according CConstruct.simple diagrams by , (1,..p1:. board. to a scale. 116ing a graph board or a cotk board with graph paper, pushpins and elastics.~~

~~Geometry ..~~

Constructs .3-D objects. Note: 3-D construction is Building.sets,' , tdifficult,for the blind gtu- e.g. Mechano or Legd.4 'ident, but-Soie,students will Styrofoam'sheets. be able to use Mechano or Lego sees.

~~Use thin sheets.of,Sttofoam~~

~~assembled with pushpins'. .~~

~~Graphing~~

Locates points in all fouE Use loes of teacher.made Teacher made graphs 'quadrants. graphs initially to develop and maps, student's skills in searching Graphic Aid. Interprets 1.nd solves for points. Proceed with problems using data col- braille worksheatsief ordered lected from line, bar and pairs. Have students prate 'pictographs. Pins on appropriate, point on sraphic aid. Use simple city maps tb_reinforce concept Of quadrants. Ensure graphs can be easily.and accurately in- terupted tactually.

~~113 1WHEMATICS (Braille-using) 4 Level 4 (Grade 5) 4~~

~~' 'MATERIALS OBJECTIVES . TEACHING STRATEGIES~~

~~Graphing Continued~~

~~Tbe student:,~~

Reads and brailles co- Use a graph board or graph ordinates from a graph and aper. Be sure axis can graphs ordered pairs from 4sily be discriminated from given relationships. other lines tactually. En- courage the development of a systematic approach when find- irfg a point, e.g. always first find point of origin. Then follow X Asix to first coj- ordinate then follow Y axis to second coordinate, etc. MATHEMATICS (Braille-using) . 'Level 4 (Grade,6)

~~OBJECTIVES TEACHING STRATEGIES, MATERIALS 0~~

INTRODUCTION of a Thebraale-using student should be assessed upon beginning each neW year mathematics program to determine concept andskill development levels. Instruc- tion should begin at this level. Frequently studepts may still requirefurther instruction in the previous years' programbefore prpceeding. Progress will generally be slower,than that which is madeby sighted peers.

The braille-using student .in anintegrated setting for mathematics willrequire the assistance of an itinerantt,eacher for the visually impaired to assisthip , in learning to use the necessarybraille mathematical symbols and the appropriate mathematical aids.

The Program of.Studj.es for ElementarySchdola, Alberta Education, 1978 is the basis of the grade,six mathematics program. The following should be considered these an addendum when teaching abraille-using student and elaborates only on objectives which require modification in scope,teaching strategies and/or materials. of all the At the beginning of eachbraille,mathematics textbook there is a list of their new braille symbols which.willbe introduced with a brief explanation meaning. .Students and teachers shouldrefer to this section when encountering a new or unfamiliar btaillenotation.

~~Numbers~~

~~The student:,~~

~~Expresses halves, quarters Use drill to establish the and fifths as fractions,or decimal equivalents of all decimals. commod fractions, e.g. 3/4 = .75, 115 = .2.~~

~~Practise setting mexed numerals with common fractions on the abacus agSuring decimal marKis placed correctly.~~

Brailles decimal numerals Note: Expanded notation-is ,using expande¬ation. time consuming in braille. Once student. understands basic format place.emphasis on setting decimal numerals correctly on.abacus.

~~115 MATHEMATICS'(Braille-using) Level 4 (Grade 6)~~

~~A=.3 OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Numbers c'mtinued~~

~~The student:~~

~~Identifies place value to Provide counting practise. A Bundled toothpicks, billions (.00001 - Opsicle sticks, etc. Counting frames with 1,000,000,000). markers for decimals. Abacus.-~~

~~Provide practise in comparing Braille worksheets. different numbers to deter- Workbook exercises. mine'largest, smallest, etc._ and ordering a group,of numbers.~~

~~Provide practise in determin- Abacus Made Easy. ing appropriate mark to use Detailed Instruction for decimal on abacus. of_the Crammer Abacus.~~

Drill-Activity: Have student braille several.groups.of three numbers, then select largest (or smallest or middle) number in each group and add these on-talk-out calcula- tof. Provide ansvier in .braille so student can self, check.

~~Identifies and orders Use a braille number line integers. -indicating negative gnd positive integers (positive integers move to right negative integers move to left).~~

~~Uses decimal fractions to Introduce braille percent express and solve for per- sign. Use abacus to solve cent. fbr percent and self check with speech plus calculator.~~

~~116 'oiMATHEMATICS (Braille-using) Level 4 (Grade 6)~~

~~OBJECTIVES ' TEACHING STRATEGIES MATERIALS~~

~~' Operations and Properties~~

~~The student:~~

Note:, Although students should be able to perform addition, subtraction, multiplication and division operations on the braille, the abacus should.now be used as the primary calculating device. Students should know all 61e abacus rules (secrets) and increasing proficiency should be encouraged. Student silould estimate answer.before beginning questiOns in order that they.know if their final answers are reasonable. Since it is particularily easy to misplace decimal points un the abacus exra assistance may be required. Final answers should be checked on the-speech plus calculator.

~~Meas uttemeit % Finds perimeter of polygons Review finding perimeter and'. ceJmetric forms.~~

~~with ad without formulae . area without using formulae and ara of triangles and using models. Ensure raised quadraaterals using line drawings are clear and formule. easily interpreted tactually:~~

Finds yolume of rectangular Review finding volume by solidsusing 'formulae. using concrete materials. Since raised line drawings of 3 dimensional objects are confusing present problem by simply stating the height, width and length of the solid.

~~117 0 MATHEMATICS (Braille-using) -~~

~~Level 4 (Grade 6) °~~

~~OBJECTIVES TEACHING STRATEGIES4 MATERIALS~~

~~Measurement continued~~

~~The tudent:~~

Reads distances according Begin with simple tactual dia- Teacher made diagrams. to a braille scalq. grams of familial- places, Braille atlases. e.g. classroom, livingroom. Review proportional ratios. 1When using braille maps construct a braille ruler which is the same scale as the scale on map. Have student place this "special * scale ruler" between points.

- Draws diagrams according Initially.have student c'on- Graph board. to a scale. struct simple diagraMs by Graph paper. using a graph board or a cork Sewell Raised Line- board wiL.h graph paper, push- Drawing Kit. pins and elastics. Expand to construction of simple raised line drawings.

~~ne Geometry~~

Identifies and names lines, Provide ample opportunity for Sewell Raised Line line segments, rays, inter-student to explore and Drawing Kit. secting lines, parallel construct tactual drawings. lines, perpendicular lines.

Translates, rotates, For reflection use braille Braille graph paper; reflects, and enlarges graph paper with pins pushed pushpins,,graph 2-dimensional figures. through points of original board, geo board. figure. Fold on line of symmetry and push pIns through folded paper to construct holes. Urifold and put pins in second figure.

~~For rotations use graph board or geo board.~~

~~For translations and enlarge- ,: ments use graph board.~~

~~c 118 12 7 MATHEMATICS (Braille-using) Level 4 (Grade 6)~~

~~OBJECTIVES TEACHING.STRATEGIES MATERIALS~~

~~Geometry continued~~

~~The student:~~

Constructs 3-D objects. Note: Although three°dimensional objects are difficult to Construct for blind students.simple constructions can be made using Lego or Mechano sets or styrofoam strips assembled with pushpins.

~~Graphing~~

Locates points inall four Use lots of teachermade Teacher made graphs quadrants. graphs initially to develop and maps. student's-skills in searching Graphic Aid. for points. Pr)ceed with braille worksheets of ordered pairs. Have student place pins in appropriate point on graphic aid.

~~I Use simple city maps to reinforce concept of quadrants.~~

~~11.9 n. 1 ""-, 4 RESOURCES~~

~~Level 3 - Braille-using Students~~

~~Recommended Teacher Reference Materials and Student Aids:~~

~~Teacher: 'Student:~~

~~I. Nemeth Code of Braille Mathematics 1. Sorting trays and Specific Notation 2. Numberaids 2., Abacus Made Easy 3. Cuisenaire Rods~~

~~4. SAVI materials~~

~~5. Take Away.Game~~

~~6. Braille Clock~~

~~7. Balance Scale~~

~~8. 3 Dimensional Geometric Models~~

~~9. Mitchell Wire Forms~~

~~10. Touch and Tell Books~~

~~LI. Sewell Raised Line Drawing Kit~~

~~12. Abacus~~

~~13. Pegs and peg board~~

~~14. Braille Calendar~~

~~15. .Polaido Blocks~~

~~A 16. The Master Cube~~

~~17. Geoboard~~

~~18. Brmille graph Paper~~

~~19. Braille Lebelon~~

~~20. Fraction Forms~~

~~21. Braille metric rulers~~

~~22. Level volume measures -~~

~~23. Graphic Aid for Mathematics~~

~~24. Braille timer~~

~~1,20 199 RESOURCES~~

~~Level 4 Braille-using Students~~

~~Recommended Teacher Reference Materials and Student Aids:~~

~~Teacher: Student:~~

~~1. Abacus Made Easy 1. Abacus~~

~~2. Nemeth Code of Braille 2. Imperial dry measuring cups~~

~~. 3. Mathematics and Scientific 3. Braille graph paper,, Notation 4. Graphic Aid~~

~~5. Speech Plus Calculator~~

~~6. Braille Clockface and Watch~~

~~7. Science Measuretent Kit~~

~~8. Braille ruler and tape measure~~

~~9. Braille thermometers~~

~~10. Graph Board~~

~~11. Braille Atlas~~

~~12. Sewell Raised Line Drawing Kit~~

~~13. Braille Timer~~

~~Note: Some materials are available for short term loan from the Materials Resource Center, Edmonton:~~

~~4.36 MATHEMATICS (Partially Sighted) , 1:tvel 3 (Grade I)~~

~~OBJECTIVES~~

~~INTRODUCTrON~~

Although the objectives lor the partiallysighted student ingrade loare the same as for sighted gtudents, it isunreralistic to expect-the student to progress at the same rate as the others.The student's readiness to begin the program should be assessed and the resultsof this assessment should forth the basis for his early instruction. Where the stddent is should determine where the teacher will begin.

~~Numbers .1~~

~~The student:~~

~~Introduce the toncept in the' Number Line. 1 same sequence as for sighted' student's.~~

~~Use meaningful concrete ma- Cuisenaire Rods. terials, manipulative ob,., jects - beads, spoons, bowls, or pennies.~~

~~Use,sorting trays with Sorting trgys. dividers.~~

~~For place values, use groups of objects in bUndles, e.g. popsicle sticks.~~

~~Operations and Properties Use verbal instruction with- Take Away Game. tactile materials to teach the processes of addition and subtraction.~~

Measurement Use manipu3ative objects for Large print measuring measuring and estimating devices (metre.stick, activities,-cup, plastic litre containers). ice-cream pail, metre stick, standardized liquid'containers.

~~123 1 ji MATHEMATICS (Partially Sighted) Level (Grade 1)~~

~~. ,~~

~~1 .~~

~~OBJECTIVES TEACHING STRATEGIES6 MATERIALS 0 C.~~

~~Measurement continued~~

~~The student:~~

~~Note: Partially sighted students will need extra one-to- ond instruciion in the areas of measurement.~~

~~Dipcuss time-inorelation to daily activities such as breakfast, recess, bedtime, etc.~~

~~Have students examine parts Large print Clock. of the clock using a large print clock, but delay actual A setting of time (to the exact hour or half-hour).~~

~~Use a large print calendar toLarge rrint calendars. help the student learn the concept of days and weeks.~~

~~Use tactual symbols to record weather on classrpom calendar.~~

~~Assist students to recOgnize coins by size, edge and~~

~~\ Useappropriate records, \fingerplays, and stories to reinforce learned concepts.~~

~~- Geometry Discusa and examine tactually 1-D Models. 3-D objects and models. Mitchell Wire Forms.~~

~~Have student,classify, by manipulation,',41 wide variety of shapes accorcling to the various attributes, e.g. round shapes:, ball, bbtton.~~

~~124132 MATHEMATICS (PL:tially Sighted) ,Level 3 (Grade 1),~~

~~OBJECTIVES -TEACHING STRATEGIES MATERIALS~~

~~Geometry continued~~

~~The.student:~~

~~Introduce circle, ,square, ,tri- Touch and Tell' Bookg. - anzle with Touch and'Tell' Brightly colored Books'and teacher :rade mate- cardboard shapes. rials.~~

~~For partially.sighted students outline in heavy felt pen the appropriate drawings. Have student finger-trace to reinforce the concept.~~

~~Have.stt ents build 2-D triangles and "rectangles with manigulative,material, e.z. with popsicles sticks, straws and glue if required.~~

~~If necessary Provide assist- Visual Efficiency ance in the transition from Scale. large to smaller.pictorial representational:drawing.~~

Graphing Note: The partially sighted student will need assistance in gathering data for graph construction. It is import- -ant that data gathered be meaningful in terms of the student's experience, e.g. length of socks, number of chairs, etc. 0

~~125 133, - \N~~

~~. , . MATHEMATICS (Partially Sight,ed) Level 3 (Grade 2) , . . ...~~

~~k 0.~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1 e. INTROOUCTION~~

The partially sighted student shoullbe assessed upon,entryinto grade 2 to deter- . mine the level of skil1s4and achiew,cat: InAruction,shoUld begin at this,lqvel. . Although the otijectives for the student in ?,rade 2 arethe same as for hiS peers, ° IX is unrealistic to expect him to progress at the samerate AA ehe others.

~~be used during the.grade 2 , The abacus, a mathmattical aid used in computation, may year if die student has progressed sufficiently tobe able to use it. A / . 4 J . .~~

~~, Numbers ' a - ,. The student: A~~

~~Use the same sequence of con- Number Line Device. cepts as'for sighted students. . , i . . , tise'a variety of concrete manipulative materials to con- , vey thd ,concept of number.~~

~~' Use teacher made bead,,sets and place-value boards to develop , the cpncept of larger numbers.~~

Introduce the abacus to lin-. Workjobs. , , 4 force concept of place va ues TeachingAids,. (ones, tens, and'hundreds). a .. Explore the cdhcept of frac- Fractional Parts tions by using:both teacher of Whole, made and commercially made Puzzle Form-Board Kit. models. Ten Spot Gpme.

~~,r)~~

~~Measurement Use tactual aids for solviqg picture and word problems.~~

~~Introduce the cuncept of time arge print cl.)Ckface.~~

~~.. in the,pame sequence as for . Clockface sheets. sighted children. Use large , print clocks and block face , sheets.'~~

~~a ,~~

~~I 126 1 'MATHEMATICS (Partially Sithted). -~~

~~. , Level 3 (Gtade 2)~~

~~TEACHING STRATEGIES MATERIALS~~

~~7 'Measurement 'continued~~

~~Introduce day's, weeks and, . months using teacher made large print talendars.~~

~~Develop concept of measure-- I:rent by means.of additional practice with non-standard units (cupsi pails, hand 1ength0 and standard units (metre, litre).~~

~~Introduce a variety of meas- Science Measurementi uring devices and provide ample opportunities for experimentation. .0~~

~~NOte: 1. Accuracy in meas.7 urement may be difficult for the student. Additional individual assistance may be necessary.~~

~~2. Teacher.made thermometer . Ileavy duty. zipper . can be used to convey the glued to cardboard. concept of temperature. large print degrees printed alongside.~~

~~Note: 1. Additional mat&- Geometric Aid and rials (both 2-D and 3-D) may Volume Aid. be used.~~

2:.For the Visually impaiY.ed Geometric.Forms. stUdentaddittwial one-to-one Graphic Aid for instruction will be beneficial,Mathematics. in.order to allow transition from concrete materials to dbstract raised line drawings..

~~Introdtrce raised line drawings.The Master Cae. for 2-D figures.~~

~~Use the geolioard for construc-Mitchel Wire FormS tion of 2-D figures. with Matched Planes and Volumes* .Geoboard. 127-~~

~~1 3Z.) MATHEMATICS (Partially Sighted) Level 3'(Grade 2) 0~~

~~OBJECTIVES~~

~~Graphing, ;),~~

~~The student:~~

~~Introduce graph construction . usiug'special graph paper ("large print) and graph. board.~~

iote: In gathering data from Large print paper. the environment it may be beneficial for the partially sighted student to be paired wIth a sighted student. How.L. ever, witb special graph paper the partially sighted studeutshould-be able to construct most' graphs. Large print paper is available for partially'sighted stddents.

~~ADDITIONAL SKILLS 't~~

~~, Abacus~~

~~Sets numerals fromA-999 Abacus. and demonstrates under- Refer to available standineof place values. abacus'initruction guides (see reference page).~~

Performs simple addition Note: *"Secrets" in the use and subtraction without of,the abacus refer to sets using "secrets"*. of rules meant to be memorized by the student.to help him in adding and subtracting.

~~LI 128 136. M4HEMATICS (Partially Sighted) Level 3 (Grade 3) =1. OBJECTIVES TEACHING STRATEGIES MATERIALS~~

INTRODUCTION expected to participate,in the regular grade 3 The partially sighted student'is, this,student are mathematics Program. However, although the.,objectives for the same as for his sightedpeers,'it may be unrealistic to expect nim to pro- level of'skill develop- gress at the same rate. The partially sighted.student's ment and achievement in mathematicsshould determine where theinstruction'will begin,

~~Numbers~~

~~The student:~~

~~Continue to introduce concepts in the.same sequehce as for sighted students.~~

~~(Refer to Grades 1 and 2.) '~~

~~Introduce concept of thousands on abacus to reinforceplace value concept:~~

~~Measurement Introduce concepts of multiplication of one digip numbers on abacus. Division/using the abacus is not noirmally introduced until Grade 4.~~

~~Continue to provide ample opportunity to expepiment with standard and nonrstandard units of measurement and provide extra onelto-one instruction. (Refer jtO Grade 2.)~~

~~SomenexibiIity'should be allowed for the partially sighted student'a,degree of accuracy in measurement.~~

~~(References to additional materials ana strategies can be found in Grade 2 program.)~~

~~i 129 137 .1~~

~~MATHEMATICS (Partially Sighted) , Level 3 (Grade 3)~~

~~OBJECTIVES MATERIALS~~

~~WON,~~

~~Geometry .,~~

~~Graphing~~

~~The student: , Introduce concepts in the same sequence as for sighted students.~~

~~Refer to$teaching strategies for Grades 1 and 2.~~

~~ADDITIONAL SKILLS~~

~~Abacus~~

~~Sets numbers from 0-999 and demonstrates knowledge of place values.~~

~~Adds and subtracts'4-digit *"Secrets" in the use of the numbers using "secrets"*. abac,'s refers to sets of rules meant to be memorized by the student to help him in adding and subtracting.~~

~~Multiplies 2-digit number by 1-digit number. A~~

~~130 1 3S MATHEMATICS (Partially Sighted) Level 4 (Grades 4 - 6)~~

~~OBJECTIVES TEACHING STRATEpIES MATERIALS~~

~~, INTRODUCTION~~

Regular classroom instruction should require only minor teaching strategy modifications from those used with sighted studevts. Teaching materials may, however, require considerable adaptation (comercially available or can be teacher made).

The partially sighted student may need extra assistance in interpreting diagrams and to insure meaningful conceptualization, e.g. how the parts relate to the whole. Models that provide for Actual manipulation are often helpful.

~~It Is important thaf the student be helped to develop good organization'skills in order to avoid unnecessary mistakes through disorganized work habits.~~

Many partially sighted students will have begun typing at this level. The typewriter should be incorporated in the program when feasible as it is useful for quick answer questions that require minimal calculations, e.g. drill tests.

~~Numbers~~

The student: \N, \\ Number lines, for fractions Number.Line Device. and/or whole numbers should Sewell Raised Line be drawn to a large scale in Drawing Kit. order that information can be Fractional Parts readily interpreted and a of Wholes. reasonable amount of accuracy is assured.

~~Model number lines can be teacher or student made by using a graduated board with pegs; pins, and string or styrofoam, etc.~~

~~The abacus should be used for working out operations involving ratios and propor- tions.~~

~~131 139 MATHEMATICS (Partially Sighted) Level 4 (Grades k - 6)~~

~~OBJECTIVES TEACHING STRATEGIES' MATERIALS~~

~~Operations and Properties~~

~~The student:~~

~~Reference should be made to, pnimary grade development, of OWations and Properties.~~

Since recorded calculations Education of the are time consuming for parti- Visually Handicapped. ally sighted qudents, and Mental Arithmetic require that they have the ap- Development, p. 232. propriate materials at hand; Visually IMpaired consideration should be given Student in the to developing mental arith- Classroom. metic abilities. Finger Chisanbop Manual. mathematics methods, e.g. Chisanburg Method has also proven to be an effective program for the partially0 sighted.

Partially sighted Students' must be trained to,pay extra attention to orderly step by step progression in developing calculations, particularly in multiplication and long division. Columns must be, clearly alligned: e.g. graph paper maY provide some assistance. 4 40 7854 3120 336 312 24

~~Ensure that the partially sighted student is checking that he has transferred information and questions correctly from chalkboard to his work paper.-~~

~~132, 4 MATHEMATICS (Partially Sighted) Level 4 (Grades 4 6)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS..~~

~~Measurement~~

~~The student:~~

~~Note: Estimation and measurement will requi.re more practice for partially sighted~~

~~students. ,~~

~~' For the partially sighted, Teacher made or clock faces must be large commercialy available. and 'clear.~~

Partially sighted students Clock face with Raised cannot be expected to read Tak-Print and Braille time to the second. An audio' Numbers. timing device (metronome) can be used to illustrate the second.

Meaningful raised line diagrams are all but impossible to produce for three dimen= sional geometric shapes. Consult with itinerant teacher, braillest or pro-' vincial consultant re: suitability of material.

~~For the partially sighted, make sure chat materials used have simplicity and clarity for illustrations. Trans- parent overlays can be used to illustiate formations or inter-related materials.~~

~~Geometry Refer to the geometry section Geometric Area and in the Curriculum Guide for Volume Aid. primary grades (Grade 1).~~

~~133 1 11 MATHEMATICS (Partially Sighted) Level 4 (Grades 4 - 6)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Geometry continued~~

~~The student:~~

Initially a "hands-on" ap- Geometric Forms. proaCh is particularly impor- Mitchell Wire Forms tant in introducing geometric with Matched Planes figures and concepts. Use and Volumes. models and familiar objects Geoboards. whenever possible. In making transition to more abstract representation (either pictorial or raised line) make sure that diagrams are of adequate size, clear and con- taiu no extraneous information.

Motion geometry, by its very Use of Geoboards to nature, poses special problems.Teach Mathematics, Appropriate 2-dimensional rel- Education of the presentation is nearly impos- Visually Impaired, sible at this level, use May 1974. , manipulative materials and models for the most basic concepts.

Origami (paper-folding) is The Use of Origami in useful to supplement instruc- the Mathematics tion, e.g. finding the sum of Education of Visuall. the angles of a triangle. Impaired Students, Education of the Visually Handicapped, March 1972.

Graphing In general, partially sighted Partially sighted students examine one thing at enlarged graph paper. a time rather than having a panoramic view. They must, 1 however, first examine all the different 1.,4rts of a graph. Using this method they gradually gain a gestalt or overall understanding of total graphical representation. They then can proceed to interpret correctly specific information represented.

~~134~~

~~./ MATHEMATICS (Partially Sighted) Level 4 (Grades 4 - 6)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~Graphing continued~~

~~The student:~~

It is important that the data a partially sighted student gathers is meaningful in terms of the student's experience from their environments e.g. lengths bf socks,'numbers of chairs. The data should be recorded tactually and/or pictorially in a manner that ensures appropriate representation, e.g. Mac Tac, stockers, objects.

~~4 ADDITIONAL SKILLS~~

~~Abacus~~

~~Graae 4:~~

~~Adds, subtracts.~~

~~Multiplies and divides. Abacus Manual. five digit numbers.~~

~~Uses decimals to 100th 10 spot game. place.~~

~~Grade 5:~~

~~Adds end subtracts fractions and mixed numbers.~~

~~Grade 6:~~

~~Factorizes, finds square root.~~

~~Typing~~

~~Uses number and mathematical symbol keys on typewriter. RESOURCES~~

~~Levels 3 and 4 - Partially Sighted Students~~

~~Recommended Teacher Reference Materials and Student Aids:~~

~~Teacher: Student:~~

~~1. Abacus Made Easy 1. Cuisinaire Rods~~

~~2: Sorting Trays~~

~~3. Take Away Game~~

~~4. Large Print Measuring DeVice~~

~~5. Large Print Block~~

~~6. Large Print Calendars~~

~~7. Mitchell Wire Forms~~

~~8. 3-Dimensional geometric models~~

~~9. Touch and Tell Books~~

~~10. Visual Efficiency Program~~

~~11. Fractional Parts of Whole~~

~~12. Puzzle Form Board Kit~~

~~13. Science Measurement Kit~~

~~14. Geometric Aid~~

~~15. Volume Aid~~

~~16. Graphic Aid for Mathematics~~

~~17. The Master Cube~~

~~18. Geoboard~~

~~19. Abacus~~

~~20. S,ewell Raised Line Drawing Kit~~

~~Note: Some materials are available for short term loan fromthe Materials Resource Center, Edmonton.~~

~~136 11 1 MATHEMATICS FOR VISUALLY IMPAIREDgTUDENTS~~

~~Level 5, Grades 7 - 9, Junior High~~

~~INTRODUCTION~~

The visually impaired studelt in the juniorhigh school is usually,integrated in regular classes for various subjects. He is expected to have acquired all' the basic learning and independentskills required of all junior high students.

The blind (braille-using) student should beable to use thelmath tools, e.g. Pelt.- kins brailler abacus, raised line drawing kit; be usedin the elementary school. He shoula also know the basic mathemttical symbolsin braille in the same waysas other sighted students know the piint symbolsin theft- math texts. The blind sttl- dent, however$ will continue to learn to use newspecial.path equipment, e.g. raised graph-board and other geometric instruments, and moreadvanced braille spibols as he progresses through the junior high school program.

~~With the help of certain optical aids mostpartially sighted (print-using) students do not need any special equipment. For some students large print math texts may be necessary.~~

The junior high school math teacher whoinstwucts a visually impaires student should read the handbook section "The VisuallyImpaired Student in the Regular Class,room" and the curriculum guide for Elementary VisuallyImpaired Students for information and suggestions on the use of specialequipment and adaptations of of teaching methods. However, he is not expected to know braille and the use specialized aids and appliances. The teacher is advised to-contact the local itinerant teacher or an Alberta Education consultantfor vtsually impaired students for assistance and information regardingequipment and materials supplied on a free loan basis by theMaterials Resource Centre, Alberta Education.,Edmonton.

~~The objectives used in this curriculum guide .ar. identical to those prescribed in the Mathematics Program of Studies byAlbgSFa Education for Junior High School students'.~~

~~137 1'1 5 MATHEMATICS Level 5 (Grades 7 - 9)~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~NUMBER SYSTEMS~~

~~.Concepts in Math~~

~~The student:~~

Note: There is very little difference in providing instruction for visually impaired students as compared with fully sighted students. -Regu- lar teaching methods with possible minor modifications are

~~usually appropriate and . effective..~~

Braille Symbols Note: Braille-using students -will, frot time to time, encounter new symbols which they have not seen before. The teacher should explain the use of the symbol from his vint copy while the student follows the explanation from the braille edition.

Factors and Factorization Have students use the Perkins . braille to write out the question .and then work out the answers mentally or with an abacus. Use this method for working out addition, subtraction:multiplication and division.

Exponents, base, power,.etc.Use brailler and abacus wherever applicable. Teach braille-using students the new symbols. For most partially sighted students the indices, e.g. x4, and 371/2,are too small to read. Provide large print materials.or have them use a hand magnifier. MATHEMATICS Level 5 (Grades 7 - 9)

~~'OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~'Ratio and Proportion, Peicentage~~

~~The student: ft~~

~~Teach braille-A:sing students the new symbols. Have them use the abacus to work out computations as with fractions.~~

~~GEOMETRY Have braille-using students International Ca:alogue use rulers and scEles designedGuide to Aids and with braille marks. Refer to Appliances for the available catalogues. Blind.~~

~~Use spepial geometric tools Aids for Mathematics. for measuring angles and constructing figures, e.g. triangles, polygons, available for 1-lind students.~~

Use a raised line drawing kit Sewell Raised Line for drawing symbols and Drawing Kit. figures which a blind or partially sighted student can examine with his fingers. Use this kit to illustrate graphic and pictorial constructions.

~~In the study of 3-D figures, D.L.M. Catalogue. e.g. prism, pyramid, use actual solid objects for tactual examination. (A complete setois available for visually impaired students.)~~

~~Note: Certain,areas in motion geometry will be extremely difficult for the student with severely limited vision.~~

~~139 1 " MATHEMATICS Level 5 (Grades 7 - 9)~~

)

~~OBJECTIVES tEACHING STRATEGIES MATERIALS~~

~~, GEOMETRY continued \ .- The student: I Most visually impaired students will need help on a one- to-one basis. when they first learn to use the tools for constructing triangles, poly- ,gons, ac. ..~~

~~I GRAPHING Use tactual materials when a A blind student is required to construct graphs:~~

~~Use special graphboard for il-Graphic Aid for ustration and construction. Mathematics.~~

~~, Note: The'braille-using stu- Speech Phis 'ALGEBRA' , dent normally can work out talking Calculator.~~

~~algebraical equations and ex- , ' pressions on the brailler.~~

IfAarge numbers are involved have student use either the . ab-dcus or the Speech Plus calculator to compute the numbers If partiallyrsighted students eind certain expressions or symbols difficult to read provide a hand magnifier.

~~140 MATH6IATICS FOR VISUALLY IMPAIREDSTUDENTS~~

~~'Level 6,,Grades 10 - 12, Senior High~~

INTRODUCTION 4- - The visually impaired student shou...d have acquired the necessary adaptive.skills required for the study of mathematics by thetime:h-. enters senior high school. The braillw-lising studentshoUld be fairly efficient in the use of the basic specialized mathematics tools the abacus, the raided line drawing kit, thebrailler, the graphboard, braille geometric constructionequipment, the talking calculator, a typewriter, etc. He should also know.the mathematicsbraille Vmbols (from the Nemeth Code) which he has.encountered in his bTaille textssiipplied by the Materials . Resource dentre (M.R.C.) of Alberta Education. The partially sighted student will continue to txse print mathematics'texts. mny have, to use an enlargedtedition from M.R.C. or use a CCTV (Closed Circuit Television readingmgchine) or other loW sm'all. Mathematics ieaghers in '45,s. vision aids ifNhe finds. the Print in his text too the senior high school can contact the.student'sitinerant tesicher or an Alberta Education consultant to find Out what specialized equipment andmaterials are available and how to obta1n them from M.R.C.

Students usually have acquired the necessary skillsresulting from adequate curricu- Jum modifications in previouslgrade levels andfew new adaptive measures are re- quiAed at the senior high school level. The senior high school teacher is not- expected to know braille or the use of specializedequipment and appliances that the visually impaired student uses. The teacher, however, should be aware:ofthe student's ability to use the skills, ana remedial assist4nceshould be given if a weakness is apparent.A high school student is expected to take onincreasing responsibility for ensurinethat he obtnins the appropriateassistance he requires in-his program.

-The.Alberta Education Program of'Studies for seniorhigh school mathem4ics includes a variety of programs for different specific.objectives. For example, the sequence of courses inMathematics 10, 20, 30, 31 isdesigned for students in the student (blind on ' academic pattern. It is essential that the senior high school selection of appropriate . ;Ilk partially sighted) be given adequate counselling in the A programs in order to minimize frustrations onthe part of the teacher and student. Such'cOunselling is Important also because the mathematics program shouldbe related to tile career goals of the student when he leavesschool for higher education, training and employment.

Some modifications may be necessary for Mathbmatics15 and 25 as they relate to daily living prohlems..Teachers should feel free to modify the program tosuit the needs and interests of the visually impairedstudent. For example, in Manage- ment of Personal Property of Math 25,'blindstudents need some adapted approaches to deal with Automobile, Real Estate, ConsumerCredit, etc. eachers should consult with itineraot teachers or Alberta Educationconsultant regarding the selected materials, e.g. braille editiou oftdsiness Education texts from specific puhlichers and formats of certain subjects, e.g.balance sheets, budgets, etc. These resource personnel can assist in obtainingbrail e transcription services' either from M.R.C. or local volunteer transcribers.

~~141 1 9 trr~~

The handbook section, "The Visually Impaired Student in the RegularClassroom" contains useful suggestions about hoW a visually.impairedstudent generally funcLads in a regular classroom. For example,:it includes descriptions of how a visually impaired student does his.assignmentsu4ng a regular typewriter, tile utilization of tactual,or auditory devices, e.g. a cassette 'recorder, to assist him in regular class\activities which requirevision, and suggestions on how some simple adaptations of methods canbe made by the regular class teacher. 4

The visually imp*aired student usually needs some special arrangementsin taking' tests and examinations. He shoulebe allowed to take the same test or examtna- tion which can either be given orally or in written form.For a braille-using student, Vests or examinations must be brailled aheadof time. A partially sighted.student will-meed a question paper in good quality print. Large print may also benecessary.s It is oft4n necessary to allow more time, since braille reading is slower. Partially sighted students take longer to read the same amount of print material than the fully sighted students.X'nalternative is to reduce the test or 'exapination and pro-rate the marks..

~~r *CY~~

~~S /~~

~~142 150 RESOUR ES~~

~~Levels 5 "a0 6 - Visually Impaired Students~~

~~Recommended TeaCher Reference haterialsa'fid Student Aids are as follows:,~~

~~Teacher: S6udent:~~

~~1. Abacus Made Easy 1. Aids for nathematics~~

~~Sewell Raised Line 1:)awing Kit 2. Nemeth Code of Braille 2.~~

~~\ Graphic Aid for Mathetatics 3. Mathematics and Specific Notation~~

~~4. Abacus~~

~~5. Speech Plus -Talking Calculator '~~

~~Note: Some materials are available for short termloan from the Materials Regource Centre, Edmonton. SOCIAL STUDIES SOCIAL STUDIES~~

~~Levels 3 and 4, Grades 1 6~~

~~INTRODUCTION~~

~~The.objectIves of the Alberta Social Studies Curriculum,Grades1 - 6, are identical for both sighted and visually impaired students. They are organized around three specific areas:~~

~~1. Value objectives: sensitivity to the value positions of oneself and others, and the ability to resolve conflicts of competing values;~~

~~2. Koowledge objectives: the acquisition of significant ideas from the past 'and the present;~~

~~3. Skill objectives: specific competencies that are required to conduct research at all stages of the inquiry process and to participatepurposefully with other people in democratic processes.~~

~~These objectives are applicable to visually impaired as well asregular students. The variation comes in certain aspects of inquiry skills;specifically, the gathering and organization of data.~~

VisuallyiMpaired studentscan be integrated into.he social studies program. Special Education Consultants from Alberta Education or itinerantteachers from the local school board can provide support and suggestions tothe classroom teacher on how best to meet the needs of the student. The teacher should also refer to the handbook section "The Visually Impaired Student inthe Regular Classroom".

Concrete experiences are very important for the developmentof concepts and meaning. An abundance of kinestheticexperieoce will enable the low vision child to achieve the necessary readiness level. Tactile identificatim for blind children should begin with objects, most familiar in the home or classroom: eating utensils, toys, books, clothes. At a later stage const uction of models or the useof a sand box for setting up islands, bridges, and mmunities would enhance concept development and provide reinforcement.

Oral discussion and listening should also bestressed,at an early age; there should be a reliance on verbal work rather than writteft.\ Thestudent should be encouraged to make use of audio-visual equipment (closed circuit T.V.,magnifying apparatus, cassette, tape recorder, etc.). As proficiencys, gained in using these adaptive resource devices, the student should beencouraged to use them in the development of his inquiry skills and careful note-makingfor study purposes. Graphs, charts and maps may need to be adapted for the partiallysighted student. Map puzzles, relief maps and relief globes are commerciallyavailable and most helpful in spatial orientation and topography. Landform models and the accompanying "Doobie Tapes" (American Printing House for the Blind) provide instructional programs, for backing 42geographical features. The models are sets of three-dimensional tactual maps which introduce students to the concepts of:

~~1. land and water;~~

~~2. differences in elevation of simple land masses;~~

~~3. space and open areas;~~

~~4. relative sizes and outlines of partially enclosed bodies of water;~~

~~5. origin and directional flow of rivers;~~

~~6. various levels of elevation and;~~

~~,7. other related basic geographical concepts.~~

These concepts are presented on tape in a "Sesame Street" format by a variety of interesting characters with stimulating auditory sound effects. The Doobie Land- form Program helps the students develop the'ability to give and receive verbal descriptions'as well as learn how the landforms feel.

~~Another program, the Introduction to Map Study (A.P.H.) emphasizes teaching locational and directional referents within an environmental frame of reference in a logical and coherent way.~~

Various concept (near, far, left, right, north, south) and skills(vertical movement, horizontal movement, finding corners) are presented in a sequential pattern to allow movement from one geographical feature or reference point to another. The student also becomes familiar with symbols for land, lake, hills, road, bridge, river, tree and house. These symbols represent features the stu7 dent can generally experience in his own environment and appear in introductory

~~map reading activities in elementary social studies curricula.* .~~

Considerable emphasis should be placed on the usefulness of maps to help the visually impaired student understand his environment. This, in turn, can improve his motivation to experience and explore and gain a better understanding of the wOrld around him.

Enlargement of maps for Partially sighted students can be done with the use of an overhead projector and tracing on large paper. If the projected image is too large for the paper the lens of the machine can be removed and set several inches in front of the projected path of light. This reduces normal projection size and enlarges an 81/2 x 11 inch map to 12 x 18 inches. Various felt tip pens can be used for tracing. When illustrating complicated information, e.g. information on a weather map, several maps of the same size can be used with a limited amount of informatic, on each.

~~,.*Students need this information in learning to travel independently.~~

~~(See Orientation and Mobility section.)~~

~~146~~

~~0 SOCIAL STUDIES~~

~~Junior and Senior High N, Levels 5 and 6, Grades,7 - 12,~~

~~INTRODUCTION~~

~~The objectives used in this curriculumguide are identical to those prescribed in the 1978 Alberta Social StudiesCurriculum by Alberta Education.~~

of By grade seven, the visually impairedstudent should have mastered the use various pieces of equipment as well as thespecialized materials that are visually impaired student available. The social studies teacher who instructs a is not expected to know braille and haveexpeLLis,e in the use of specializedaids .local itinerant tracher or and appliances. The teacher is advised to contact the assistance, and for an Alberta EducationConsultant for the Visually Impaired for information regarding equipment and materialssupplied on a free loan ba is by the Materials Resource Centre, AlbertaEducation, Edmonton.

Regular classroom instructiodshould requireonly minor teaching strateg3 modifica- the tions from those used with sightedstudents. -The most difficult area fo visually impaired student will be the useof the multiple resources requi ed for the inquiry approach. Two things should be noted:

~~i slower reading ratethan the 1. the Visually impaired student willhave sighted students;~~

available in large print braille or taperecorded 2. not all resources will be format. A buddy system is suggestedfor oral reading of resources which are format. A smaller selection of readings not available in the appropriate , should be assigned for the visuallyimpaired student. of the in- When visual materials such as slidesand filmstrips are used as part quiry, an oral description of the contentsshould be provided for the visually the material either be- impaired student. This can,be accomplished by screening fore or after the class has used it, andhaving a student volunteer describe the audio contents to the visually impairedstudent. In some zases, material with an track may not require the supplementaldescription.

~~GENERAL STRATEGIES~~

, 1 Where possible, a "hands-on"approach'for'cultural and historical artifacts should be provided. If arranged in advance, many museumswill permin visually impaired students to examine items tactually. Additional detailed verbal descriptions should be given to the visuallyimpaired student regarding cultural, ethnic, and technologicaldifferences, because he will likely have

~~limited experience with these. .,~~

additional aids for graphing, such as a 2. The student should be provided with graphboard, braille graph paper, and aSewell Raised Line Drawing Kit for braille students, and large print graph paperfor partially sighted students.

~~147~~

I'mk../0 ' ... 3. If historical maps and documents are unabailable in brailleand large print, group work for this should be encouraged,whereby group members read and interpret to the visually impaired studentwhile he records notes.

4. The visually impaired student should be encouraged to usebraille or large print dictionaries and atlases, Excerpts from more specific references\ such as the "Canada Year Book" can be taped or readaloud to the student.

5. Comprehensive radio and television newscasts rather thannewspapers can be used to gather current information. Some newspapers and periodicals are available in braille, large print, and tape,but are usually outdated by the time they are received. However, the student will benefit from these to learn format,and style.

6. :The visually impaired student will require extra time when preparingreports and essays using the inquiry approach. This is necessary because he will be typing one copy for-the teacher as well as preparing one copy in afoxmat that is useful to himself, e.g. braille, large print or taperecorded.

The student should be encouraged to make a carbon copy when typing. This will eliminate problems that can occur such as a malfunctioningribbon, or no ribbon in the typewriter. FOr additional comments about typing, please refer to the handbook section, "The Visually Impaired Studentin the Regular Classroom".

in 7 The visually impaired student usually needs some special arrangements test situations. Some tests may best be transcribed to braille or large print or given orally. For the visually impaired student, braille and large print takes longer v) read, so it will be necessary to allow extratime. It should be noted that multiple choice questions areparticularly/tedious for the visually impaired because of'the time required forrereading and choosing answers. A selection should be made from the multiple choicequestions and the marks pro-rated. Short answer type questions,tend to be the most satisfactory. If necessary, a double sitting for a long test is a reasonable alternative, providing test security can be maintained.

8. Spelling is often difficult for visually impaired students,particularly braille-users, because of the contractions that are used in braille. There- fore, new vocabulary should be spelled, and correct spellingby the student . should be encouraged. Core vocabulary lists for units are helpful and should be supplied well in advance.

~~a MATEkIALS AND WUKCES~~

~~American Printing House for the Blind on 1839 Frankfort Avenue P.O. Box 60,85 , Louisville,-Kentucky 40206 U.S.A.~~

~~latitude lines; Equator; 1. Pedestal globe with base, raised longitude and Artic and Antarctic Circles.~~

longitude and latitude lines, 2. Geophysical model globe, full relief, raised indented line at the Equator; areas painted withspecial,textured paint to aid tactual exploration and todistinguish between land and water surface.

relief; raised latitude and longitude lines . 3. Panoramic model globes, full and a thin rim circling the Equator; landelevations exaggerated in comparison with horizontal distances to enhancetactual exploration; textured paint for land areas. t to distinguishconanents 4. Plaques, of major global areas; raised land areas from bodies of water.

~~, states and provinces, 5. Braille atlases, of all global areas, continents, plysical and political.~~

~~mais illustrating 40 6. Landform models, set of three dimensional tactual geographical concepts.~~

~~=lief; individual outlines can 7. Dissected maps of continents, flat and in be lifted out-for easy examination.~~

geographical features o 8. Simplified continental relief maps, contain prominent with land areas slightly raised; major rivervalleys.represented by wide cuts in the land areas.; oceans and'other waterareas'are textured.

~~black'ink on a regular buff antique- . 9. Large type outline maps, printed in finish paper; linear -='-ale on each map. .~~

~~of location and direction. 10. An Introduction to Map Study, teaches concepts \~~

~~, 1~~

~~s .~~

~~\ r 149~~

~~, ,~~

~~..,~~

~~SCIENCE~~

~~, 15S SCIENCE~~

~~Levels 3 and 4,Grades 1- 6~~

~~INTRODUCTION~~

The philosophy_and objectives of theAlberta Elementary Science Curriculum are identical for bothsighted and visually impaired students. A strong emphasis is placed on Aevgloping ways to gain and processinformation through concrete learning experiences. This involves encouraging and stimulating children's natural curiosity through exploration andOiscovery, with emphasis 4 on a "hands-on" approach.

-The elementary science school teacher is not expected tobe a specialist in the techniques of teaching visually impairedstudents or have expertise in material and equipment these students may use. He is advised.to contact the local itinerant teacher or an Alberta Education consultantfor assistance and information.

~~The major skills emphasized in Division One are:~~

~~and gyents wing all the 1. Observing - observidg information about objects senses;~~

~~2 properties; 2. Classifying - organizing objects and events according to common~~

~~standards; 3. Measuring - comparing objects with agreed upon~~

~~be interpreted by Z. Communicatine- describing objects in a manner that can others.~~

~~The major skills emphdsized in DivisionTwo are: j~~

~~1. Inferring - readhing a conclusionf)ased on direct'or indirect observation;~~

~~of observatiorki T. Predicting.- making predictions based on a sequence~~

~~3. Interpreting Data n getting the most out of data.~~

One of the best programs developed for thevisually impaired is Science Activities for tbe Visually Impaired (SAVI). Researched by the University of California, SAVI dovetails nicely with the major skillobjectives outlined in the Alberta Elementary Science Curriculum Guide, 1979. Students are introduced to key concepts in the physical and life sciences in amulti-sensory way, and challenged to put their ears, noses, hands, and(whenever possible) their eyes.to work making predictions, carrying out experiments, and thendrawing conclusions from the outcomes. Because this is a materials-centered program,students are encouraged to manipulate objects and organismsih the activities. They can wofk effectively in teams of two, three and four sightedpeople. SAVI is eminently adapta ble it 6'an be used as a special.projectfor the visually impaired.pupilWho can work independently, or integrated into the existing program. It is excellent as a supplement tothe existing science curriculum'or as the foundation for it.

- One of the most exciting outcomes of theSAVT experience,accordin g to its reSearcherg, ig student growth in the area of self-confidence orhow the student sees himself. This process can have all sorts ofPOsitive rspifications. For example, a Student who becomesknowledgeable in,a particular area pn share his information a-d,conc4Xisions with-his peers.

~~The,program is divided into 4 modules:~~

~~1. The Structures of Life Module;~~

~~2. Scientific Reasoning.Module;~~

~~3. Communication Module;~~

~~4. Environments Module.~~

biology. Students are intro- ,The Structures of Life Module is concerned with -... -duced to a ntiMber of living organisms and they areoffered an opportunity to interact with them in a mix of open-ended explorationsand more structured activities. Areas covered are "Origin of Seeds","The Sprouting Seed", "Roots", "Meet the'Crayfish" and "Snail Pull". 4 The Scientific Reasoning,Module is designed todevelop skills in making observa- tiOns and processing the intbrmation. The activities allow the students to gain experience with metric measurement, listen to.their ownheartbeats, and increage their motor skills by manipulating such diverseobjects as a balloon rocket and floating raft.

The Communication Module contains 4 activitiesdealing with several aspects of sound, namely, sound sources, sound receivers, soundamplification and sound discrimination. The activities are designed to help the studentslearn some, thing about the nature of sound, and apply thisnewly acquired knowledge in ac way that enriches their dailylives. "Dropping In",."Small Sounds, Big Ears", "What's Your Pitch?" and "Vibration = Sound" are four activitieswhich make use of a'variety of motor skills and sensory input.

The Environments Module introduces the students tothe concept of.environment and provides them with a means of discoveringwhich factors in an organism's ,environment make it a suitable place to live. "Environmental Plantings", "Sea What Grows", ,"Isopods" and "The Wanted Weed" are theactivities in this module _designed to help students experience several differentenvironments .and make investigations in an outdoor setting. :

Each of the SAVI modules fits into the conceptsoutlined in the curriculum guide. The Structures of Life Module, for example, closelyparallels The Living Things and Environment (Division I), as found on pages22-23 of the guiae. The Energy Concept (p. 29, guide) is similar to the SAVICommunication Module.

~~152 SCIENCE~~

~~Level 5, Grades 7 - 9, Junior High~~

~~INTRODUCTION~~

The five major objectives used in this curriculumguide are identical to those prescribed by Alberta Education in the 1978 JuniorHigh School Science Curricu- lum Guide. Only slight adaptations should be necessary forvisually impaired students to attain these objectives.

By grade seven, the visually impaired studentshould have mastered the use of, various pieces of equipment and available specialized materials.The secondary science teacher who instructs a visually impaired studentis not expected to knowrbraille or how to use specialized aids and appliances. The teacher is ap.vised to cantact the local itinerant teener or an AlbertaEducation Consultant for the Visually Impaired for assistance and forinformation regarding equipment and materials supplied on a free loan basis bythe Materials Resource Centre, Alberta Education, Edmonton.

~~GENERAL STRATEGIES~~

~~1; Process Skills~~

The curriculum identifies si=een process skills that areconsidered to be an essential part of thestudent's learning. The'first of these is obserVing using all of the senses. This will be the key for the visually impaiTed student because through the use of all of his senses, mostother procesS skills can be mastered.

~~2. Commercial Aids~~

Commercially made aids for the visually impaired can be!used to enhance the learning experience in other skills. Particularly useful are those items produced by the American Printing House for theBlind. These are primarilx for blind students, although same pIrtially sightedstudents tAll find therk useful:

~~a. Science Measurements Kit: includes~~

-1 dial thermometer and a description; inches and centi-, '- 1 - 12 inch ruler with caliper guide, showing both meters; -1 spring (dial) balance, showing both grams and ounces; - I pan balance; - assorted gram weights: 1 - 1 gram 2 - 10 gram 2 - 106 gram

~~2 - 2 gram 1 - 20 gram . 1,- 200 gram 1 - 500 gram; , 1 - 5'gram 1 - 50 gram -1 overflow can; -1 catch can;~~

~~153~~

r4 - 8 - 1;4 inch squareblocks: 4 (with hooks) made of metal, e.g. aluminium, iron, brass andlead; 4 made of assorted materials, e.g. balsa, cork, pine and oak; 7 4 - 1 cubic inchgravIty specimens made tf aluminium, iron, brass, and lead.

~~b. Introductory.Simple Machine Kit: includes descrtption and~~

~~- lever; - inclinedplane; - wheel and axle:. - pulley; - wedge.~~

~~c. Insect Identification: consists of 5 vacuum - formed plastic sheets illustratin& a'spider, earthworm, ant, beetle, and bee.~~

- d. Biological Models Kit: consists of 19 rectangular shaped models repre- sentinA invertebrate and plant phyla. Included are: clam, grasshopper, planaria, root,,sponge, earthworm (cross-section),hydra, woody stem, flower, starfish, paramecium, root tip, leaf, and bean 'seed.

~~e. Pull Anart Cell Model: 'identifies basic structural features both tactually and chromatically.~~

~~demon- f. Graphing Board: rubber grid with metal strips that is used to __ strate graphs and basic geometric shapes.~~

~~g. Sewell Raised Line Drawing Kit: enables user to produce raised lihe drawings on a sheet of plastic.~~

~~h.' General purpose items such as a braille tfmer and a liquidlevel indicator. A~~

~~3. Models and Diagrams~~

It should be noted that models and braille diagramsalone will not contribute to the developm.ent of accurate concepts. These should be supplemented with additional verbal explanatiqns. For example, a braille student probable will not have examined a real frog, and whengiven-a mokel of a frog he will likely not realize the differences in size andtextnre between the real and the model. -A detailed explanation is probably necesSary. Whenever possible, have .the student examine actual items rather than plasic replicas:

~~4. Experiments'~~

A visually impaired student will need to workwith a partner o'r in a group during:experiments. The blind student should participate in theactual experiments whenever possible. Partially sighted students will have difficulty with activities r:ing microscopes and telescopes, however, theyshould participate in the 'activities even though.they will need their partnerto explain the de-

~~tails of the viewing. , 3~~

~~v .154 5. Optional Units~~

Certain optional units may be legs meaningful thanotheré,for xhe visually impaired student. ,It may be ir ,re beneficial to the student to do anindi-4 , vidual study project which i.coasistent with general program Objectives. It must be emphasized that inuependent study.projects should notbe the basis' of the visually impaired Student's sciedce,program, but should beu'sed only when the classroom material will not be as useful to the student aswOuld be individual study.

~~6. Reproduction of Reports~~

The visually impaired student Will require extra time whenpféphring-reporte. This is necessary because he will be typing one copy for the teacher as well as preparing one copy in a format that isUSeful°to himself,.e.g. braille; large print, or tape recorded. The student should be encouraged tn make a

carbon copy when typing. This will eliminate problems such,as a.malfunction- . ing ribbon, or no ribbon in the,tynewriter. Fo'r. additional comments about typing, teachers should refer to the handbook sedtion "The VisdallyImpaired,

~~Student in the Reguiar Classroom". -~~

~~cir~~

~~7. Testina~~

- The Visually impaired student usually.needssome.speciai arrangements in test' situations. Some tests may best be transcribed to braille or large print particularly if the formatis simple. ,Other tests may best be given orally. For the visually impaired student, braille and'large print,.take longer to rea, so it will be necessary to allow extra time. It should be noted that multiple choice questions are particularly tedious for the visually impaired because of the time required for rereading and.choosing answers.A selection shodl4 be made.from the multiple choice questions, the marks pro-rated orthe format altered. Short answer type questions tend to be the most satisfactory: If necessary, a douLe sitting for a long test is a reasonable alternative, providing test security can be maintatned. / The teachdr is 'aavised to consult the evalliation section in"The Visually Im- paired Student in the Regular Classroom", and theitineraril teacher or Con- sltant for the Visually Impaired for further information. ,

~~155 1 6 3 SCIENCE~~

~~Level 6, GradeS' 10 - 12, Senior High (Biology, Chemistry, Physics, Science 11)~~

~~INTRODUCTION~~

Factors which influence the successof4a-visually impaired student in the high school science programs include the experimental basis of the subject matter, the limitations of the student's concept development, the vast amounts of materials requi ng visual observations, and the scientific notations which demand complex fading skills in braille"oi large print.

Biology is nerally apprOPriate for visually impaired,students. The subtle visual changes'that occur in experiments invOlving chemical change and the completing of equations and molecular structures, etc. may create special problems for the visually impaired student in chemistry programs. The experiments required in physics classes may prove to be difficult for certain visually impaired students.

If the visually impaired student has demonstrated success in junior high science and has indicated a desiee for senior level science courses, then the teacher should discuss course selection With both the student and the Itinerant Teacher or the Alberta Education Consultant for the Visually Impaired. If the student has had limited success with junior high science, then Science eleven would be the logical chotce for the required high school sctence credits.

By grade ten, the visually impaired student will have mastered the use of various pieces of equipment as well as 'specialized materials that are available. The science teacher who instructs a visually impaired student.is not expected to 'know braille and have expertise in the use of specialized aids and appliances. The teacher is advised to contact an Itinerant Teacher or hnAlberta Education. Consultant for the Visually Impaired for assistance and information regarding equipment and materials supplied on a free loan basis by the Materials Resource

~~Centre, Alberta Education, Edmonton. '~~

~~GENERAL STRATEGIES~~

~~1. Commercial Aids~~

Commercially available aids for the visually impaired can' be used to enhance the learning experience. Particularly useful are those items produced by " the Amerrcan Printing house for the Blind. TheFe are primarily for-blind students although some partially sighted students will find them useful.

~~a. Insect Identification Kit: consists of 5 vacuum formed piastic sheet illustrating a spider, earthworm, ant, beetle, and bee.~~

b. Biological Models Kit: consists of 19 rectangular shaped models'repre- senting invertebrate and plant phyla. Included are clam, grasshopper, planaria, root, sponge, earthworm (cross-section), hydra, woody stem, flower, starfish, paramectium, root tip, leaf, and bean seed.

~~156. 1 c. Pull Apart Cell Model: used to identify basic structural features both tactually and chromatically.~~

~~d. Graphing Board: rubber grid with metal strips that is'used to demonstrate graphs and basic geometric shapes.~~

~~e. Sewell Raised Line Drawing Kit: used to produce raiied line drawings on a sheet of plastic.~~

~~f. General purpose items such as braille timers, and aliquid level \ indicator. \~~

~~g. Math aids buch as a speech plus calculator (auditoryoutput), and a braille geometry set. ,~~

2. Locally Available Aids , Many aids for sighted students can be very useftl for visuallyimpOzed students. Items supplied by local science resource centres orscience\consultants are excellent, e.g. stuffedanimals, live animals, plant seedlings and assorted models.

~~u 3. Models and Diagrams~~

Tactile models and braille diagrams should be supplementedby additional verbal explanations. For example, \the braille student will probably nothave examined a real frog, and if given a plastic model frog willlikely not realize the difference in size and texture between the realobject and the model without detailed verbal explanations.Whenever possible, have the student examine actual items rather than plastic replicas.

~~4. Experiments~~

A visually impaired student will need towork with a partner or in a group during experiments. The blind student should participate in the actual experiments whenever possible. Partially sighted students will have difficulty with activities even though they will need their partner toexplain the details of the viewing.

~~5. Prepar-tion of Repo,ts~~

Thevisuall\r impaired student will require extra time when preparing reports. This is necessary because he will be tyPing on .?.copy for the teacher as well as preparing one copy in a format that isuseful to himself, e.g. braille, large print or tape recorded.

.The student should b.,., encouraged to make a carbon copywhen typing. This malfunctioning ribbon or - will eliminate prcblems that can occur such as a no ribbon in the typewriter. For additional comments about typing, please refer to the handbook section, "The Visually ImpairedStudent in the Regular Classroom". \

~~., 157~~

~~P 16 ' ') 6. Testinlg~~

lhe/visually impaired student usually needs some special arrangements in test situations. Same test may best be transcribed to braille or large print or the test can be given orally. For the visually impaired student, braille and large print take longer to read, so it will be necessary to allow extra time. It should be noted that multiple choiice questions are particularly tedious for the Visually impaired because of thetime required for reeeading and choosing answers. A selection shoultfbe made from the multiple choice questions and the marks pro-rated. ShOrt answer type questions 'tend to be the most satisfactory. If necessary/ a double sitting for a long tes*- is a reasonable alternative, providing tetsecurity can be maintained. The z:eacher isadvised to consult the eyaluation section in "The visually Impaired Stud Jnt in the Regular Classrbom".

~~15 RESOURCES~~

SAVI (Science Activities for the VisuallyImpaired) can be used as a core science program for the visually impaired or as auseful supplement to a regular program. These activities are excellent for both visually impaired and sighted students. They are available from: '

~~Lawrence Hall of Science University of California Berkeley, CA. 94702~~

~~Materials useful for measurement and/or'as teaching aids areavailable for short term loan from the Materials Resource Centre, Edmonton. They may also be purchased from:~~

~~American Printing House for the Blind 1839 Frankfort Avenue P.O. Box 6085~~

~~Louisville, Kentucky 40206 .~~

~~These include:~~

~~1. Science Measurements Kit~~

~~2. Introductory Simple Machive Kit~~

~~3. Insect Identification Kit~~

~~4. Biological Models rt~~

~~5. Pull Apart Cell Model~~

~~6. Graphing Board~~

~~7. Sewell Raised Line Drawing Kit~~

~~Teachers should refer to "The Visually Impaired Student inthe Regular Class- 4 room" for additional information: tivinG 'omit SKIM sEcrion IVI G VOCAT01111 SHILLS SECTion TABLE OF CONTENTS~~

~~ACKNOWLEDGEMENTS~~

~~INTRODUCTION ii~~

~~LEVEL 1 A. Introduction 161 B. Assessment/Programming Projects 161~~

LEVEL 2 UNDERSTANDING SELF AND GETTING ALONG WITHOiHERS A. Knowledge of Self ... 166 B. Social Relationships 169 ORIENTATION AND MOBILITY, Introduction 173 A. Body Image 174 B. Basic Concepts 178 C. Motor Coordination 180 D. Sensory Modalities 183 HEALTH A. Nutrition' 18,7 B. Personal Care 189 C. Community Health Services 190 SAFETY A. In the Home 191 B. In the School 192 C. In the Community 193 D. Fire 194 E. Traffic 195 WORLD OF WORK A. Specific and Allied Work Skills 196 B Career Planning aild Exploration 198 C. Finding a Job 199 HOME MANAGEMENT A. Clothing 200 B. Food 202 C. Maintaining the Home 205 MONEY MANAGEMENT A. Earning Money 206 B. Spending Money 207 MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES 208 FINE ARTS AND INDIVIDUAL EXPRESSION A. Music 209 E. Art 211 C. Drama 215 LEVEL 2 (CONT'D.) CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY 216, A. At Home ' B. At School . . 218 C. In the Community 220 D. Current Events 221 222 E. Environmental Education

LEVEL 3 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS KnOwledge of Self 228 A. y B. 'Social Relationships '232 ORIENTATION AND MOBILITY Introduction 238 A. ,Body Image 239 B. Basic Concepts 243 C. Motor Coordination 245 D. Sensory Modalities 248 HEALTH A. Nutrition 252 B. Personal Care 253 C. Community Health Services 255 SAFETY A. In the Home 256 257 B. In the School 258 C. In the Community 259 D. Fire 261 E. Traffic WORLI, OF WORK 262 A. Specific and Allied Work Skills 264 B. Career Planning and Exploration C. Finding a Job 266 267 E. Worker's Rights HOME MANAGEMENT 268 A. Clothing B. Food , 271 C. Maintaining the Home 274 D. Child Care 276 MONEY MANAGEMENT A. Earning Money 277 B. Spending Money 279 280 C. Saving abd Borrowing MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES 281 A. Fundamentals of Movement 285 B. Games and Activities FINE ARTS AND INDIVIDUAL EXPRESSION 288 A. Music 293 B. Art 297 G. Drama 299 rb D. Leisure Time Activities

~~171 4 LEVEL 3 (CONT'D.) CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY A. Home and Family 300 ° B. School 301 C. Community and Country 302 D. Current Events 303 E. .Environmental Education 304~~

LEVEL 4 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS A. Knowledge of Self 309 B. Social Relationships 312 HEALTH A. Nutrition 31.8. B. Personal 319 C. Community Health Services 321 SAFETY A. In the Home 1 322 B. In the School 323 C. In the Community 324 D. Fire 325 E. Traffic 326 WORLD OF WORK A. Specific and Allied Work Skills 327 B. Career Planning and Exploration 329 C. Finding a Job 331 E. Worker's Rights 333 HOME MANAGEMENT A. Clothing 334 B. Food 336 C. Maintaining the Home 339 D. Child Care 340 /4ONEY MANAGEMENT A. Earning Money 341 B. Spending Money 343 C. Saving and Borrowing 345 MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES A. 'Fundamentals of kovemeilt 346 B. Games and Activities 347 VINE ARTS AND INDIVIDUAL EXPRESSION A. Music 350 B. Art. 355 C. Drama 358 D. Leisure Time Activities 360 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY A. Home and Family '361 B. School 362' C. Community and Country 363 D. Current Events 365 E. Environmental Education 366 LEVEL 5 UNDERSTANDING SELF.AND GETTING ALONG WITHOTHERS 370 A. Knowledge of Self 373 B. Social Relationships HEALTH A. Nutrition 379 380 B. Personal Care 382 etc. Community Health Services SAFErt 383 A. In the Home B. In the School 384 C. In the Community 385 D. Fire 386 E. Traffic 387 WORLD OF WORK 388 A. Specific and Allied WorkSkills . . . B. Career Planning and Exploration ...... 390 C. Finding a Job 393 D. Keeping a Job 396 3917 E. Worker's Rights 4-e HOME MANAGEMENT 398' A. Clothing 401 B. Food 404 C. Maintaining the Home . 406 D. Child Care MONEY MANAGEMENT A. Earning Money 407 409 B. Spending Money .412 C. Saving and Borrowing MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES A. Fundamentals of Movement 413 414 B. Games and Activities FINE ARTS AND INDIVIDUAL EXPRESSION A. Music 417 422 B. Art 426 C. Drama - 429 . D. Leisure Time Activities CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY A. Home'and Family 430 B. At School 431 432 C. Community and Country 433 D. Current Events E. Ehvironmental Education 434 1

LEVEL 6 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS A. Knowledge of Self 438 441 B. Social Relationships LEVEL 6 (CONT'D.) HEALTH A. Nutrition 446 447 B. Personal Care C. Community Health Setvices 449 SAFETY A. and B. Home and School 450 D. Fire 451 E. Traffic 452 WORLD ,OF WORK A. Specific and AlliC Work Skills 453 B. Career Planning and Exploration 455 C. Finding a Job 457 D. Keeping a Job 460 E Worker's Rights 461 HOME MANAGEMENT A. Clothing 462 B. Food 464 C. Maintaining the Home 466 D. Child Care 468 MONEY MANAGEMENT A. Earning Money 469 470 B. Spending Money 472 C. Saving and Borrowing MOTOR DEVELOPMENT, AdD PHYSICAL ACTIVITIES A. Fundamentals of Movement 473 B. Games and Activities 474 FINE ARTS AND INDIVIDUAL EXPRESSION A. Music 477 B. Art 482 C. Drama 485 D. lAisure Time Activities 490 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY A. At,Home 491 B. At School 492 C. Community and Country 493 D. Current Events 495 E. Environmental Education 496'

~~APPENDIX A - Overview 500~~

~~gPENDIX B - Student Profile/Checklist 571~~

~~APPENDIX C - Resources 578 I.~~

~~ACKNOWLEDGEMENTS~~

~~The following persons have contributed to theLivingiVocational Skills Section of the Curriculum-Guide for the VisuallyImpaired. Their assistance is grate fully acknowledged.~~

The Special EducationCurriculum Coordinating Committee; The Visually ImpairedPolicy Committee; The Visually ImpairedLiving/Vocational Skills Committee, with the following additional persons: , Rosemary Elaschuk, Itinerant Teacher for theVisually Impaited, Edmonton Public ,School-poard; t...,LudyMiql1r, Itinerant Teacher for the Visually Impaired, Edmonton Public School Board; Lynne Kest Patchingo, Early Childhood ServicesTeacher, Edmonton Public School Board; 4,

~~LIVING/VOCATIONAL SKILLS~~

~~Level 1~~

~~.444 A. INTRODUCTION~~

There is wide acceptance throughout North American for theprovision of early intervention programs for children with special needs. Handicapped infants need-sua help as early as possible in order to overcomethe delays in development caused by-such conditions. ntfie cage of the visually impaired infant, there is obvious need fdr a wide,range of"hands-on" eicperiences, guided by a knowledgeable adult, and accompanied by appropriate verbaldescriptions to explain the world to the dhild.

The first step in the provision of a developmental program mustbe a thorough assessment of the functioning level Of theinfant. Work begins where the child needs ,assistance to promote-developmental growth andproc'eeds at his individual Care should be taken to record the child's Irogress through the sequence of tasks both to avoid unnecessary repetition_and to demonstrate to parents that progress is indeed being made..

The home teacher serves a num8er of functions not ale least ofwhich is.to provide support and help.to the parents. She will need to be fully cognizant of all the rasources of people, materials and monies availablewithin the community and how these can be obtained_to meet thechild's need. She must be , adaptable in her approach to each individual ghild and his family and sensi- \tive to their heeds.

File following section describes in.some-detail-threecommercially available programming packages for use by early intervention home programmers. All are designed to aid in maximizing the progress of chilaren with handicaps. The decision about which program to use will depend on a numberof factors, including funds available to and person biases.of each home programmer. Inser- vic.e training for users must be providgd before such programs arebegun., ,

~~B. ASSESSMENWROGRAMMING PROJECTS~~

~~Three of the assessment/prograMming projects which,are available for visually impaired children from birth to 3. years are:~~

~~a. "The Oregon Protect for the VisuallyImpaireeand'Blind Preschool Children", Jackson County Edutation Service District, Medford, Oregon. (Revised Edition.)~~

~~b. "Guide to Early Developmental Training", Wabash Centre for the Mentally Re..1 tarded, Ind., Ally and Bacon, Inc., Boston, Massachusetts.~~

~~s' c. Guide: A Developmental Skills Attainment Sytem (formerly"Project Vision-Up"), U.S. Dept. of Health, EduCation and Welfare, 1976.~~

~~A comparison study ties been completed on these programsand recommendatZons have been made as to their strengths and weaknesses in the following areas:~~

161 7r) 1. Organization of Materials c , - well orgaftized by.developmental a. Oregon Project :- These materidls are area with easily used indexdividers. It is in .6-3-r1ng hpder mdking bibliography, there is it very portable. Althouth there is a small no "table ofcontents" for the various activities. The activity sheets are not numbered andif thezpages were removed, it may bedifficult to keep the kit together. There is no directcross-referencing of Mate- rials but there is an indication on somecards of "review activiiiies".

, . b. Wabash Guide - A primary concern liesin the stigma associated/with name . of program publishers: Centre for the Mentally Ietarded. tn ftialy the binder appears to be overwhelmingin the large quantity cf mate- found to . 1Lials It contains. However, upon closer examination, it is be compact and all in a 3-ring binderwhich ig easy vi transport. It is divided into five/ different training areas.All the materials are cross-referenced many times which provides excellent accessto materi- . als, The checklists are comprehensive. It includes indexes, and bibliographies which are also cross-referenced'as well'as a glossary and equipment lists. There are many alternateactivitie$ indluded, and hints and notes which anticipatedifferent responses.

well-organized but the entire c. Guide (Vision-Up) - This project is also cumbersome for transporting. . program is on large cards which are very The materials could easily.be lost orconstantly out 9f sequence as a result of the organizational format. The Materials are color coded as to develeypmental area but thereis no index or.bibliography. There Is a cross-referencing sstembuilt into the,program but it is.difficult \, . to decipher.

~~2. Assessment Function~~

a. Oregon Project - A separate coiledbooklet ts available.for recording assessment information. This project employs a clinical approachand uses a "Skills InventoryChecklist" in six developmental areas.Assess- ment procedures are dependent uponconsultation with the parents. Dates when objectivea are achieved.can be.charted onthd checklist. A "student profile" graphs the'ch ld's progless. The process-is easy and not time- consuming.

clinical approach, b. Wabash Guide - Although this project also employs a there is a greater emp4sis puton-making the assessment fun for the child. The checklists arespecificallytbroken glown into skills sections within each developmentalarea. There is more emphasis on diagnostic assessment a d the objectives arecross-referenced in the checklist to assiSt ining, There is no graph to indicate progress. The checklists would be easy to fill out and would nottake great amounts of time.

assessment tool c. 'Ouide (Vision-Up) - ThiS project contains a clinical which is most comprehenive, but timeconduming. The process involves several sequential steps, and is moreinvolved, which may he burdensome. The assessment is-designed to includethe partiCiPation of parents. The "cards" used could be easily misplace& ordisorganized because of the loose.format. A good grAph is available to indicate progress.

~~1 "I~~

~~162~~

4'' 3. Target Group divided into age levels of 0-1,1-2, a. Oregon Project - The skills are 3-4, 5-6 years. 'The project hasbeen specifically desigized to meet the needs of children with visualdeficits.

pre-school age children who ,b. Wabash Guide - The program is aimed at The skills are divided ac-- are developmentallydelayed in any area. cording to sequential progress inspecgic tasks rather than by age for the visually impaired. levels. It is not specially designed

revision of the "Portage Pro-, c. Guide (Vision-Up) - This project is e gram" and has been specivally designedfor children with vlsual deficits. assigned to It is also divided into agelevels with appropriate.skills each age level up to.six,yearsof age.

4. Cost , with assessment booklet costs a. Oregon Project - This complete.program approximately $50. . materialscosts approximately $35. b. Wabash Guide - This binder of approximately $140. c. Guide (Vision-Up) - This project costs

5. Ease of Use numbered in developmental areas with a Oregon Project - The skills are a specific objectiveunder each heading. There a-re two objeciives'on each side of the.page with simple steps,in point form, to follow in order to achieve the goal. Precautions are noted in thesedirectiOns, and areas are flagged for skillswhich may be slow indeveloping.. prci There is much explanation for eachactivity which would make the There would be little or no in-. cedures easy for anyone to carry out. 4 service required before implementingthis program.

specified with more.flexibility in b Wabash Guide - The goals ate less according the ttaining activities. The goals are numbered and outlined There are effective notes to equipment, actions;possible responses. and tips for the activitieswhich attempt to anticipateproblems.the specific goals child may encounter. It would be difficult to remove from the binder as they are n4written on separate sheets. It, would probably be necessary to have in-servicetraining before implementing this project as some activities wouldhave to be eliminated for the blind and adapted for the partiallysighted.

outlined on a different cardboard c. Guide (Vision-Up) - Each skill is separately for use with a card. This allows each card to be given out small components and particular child. The skills are broken down into each goal is followed by specificstep-by-step directions for each hints on each card to as- activity. There are few additional notes or sist in training. 6. 'Programming Areas

~~Motor~~

~~(1, 'Oregon Project The'gross motor skills section emphasiZes "locomotion" activities and includes some activities related to balance and posture but not specifcally separated.~~

~~The fine motor skills section contains objectives for bothblind and partially sighted children with several activities outlined for each goal.~~

(2) Wabash Guide - The motor training section of this guide is most comprehensive and includes many different activities to achieve the goals in the a-..eas of balance and posture, perceptual motor, locomotionand body image. This is an.extension section with much variety butinappropriate activities would have to be determined and eliminated.

limited ,(3) Glade (Vision-Up) - ',Ile motor section of this project is more in the variety of activity suggestions. It also emphasizes locomotion activities but does incorporate body image, balance and posture activities in these objectives.

~~b. Self-Help~~

~~.(1) Oregon Project The goals are divided accoraing t6 ageleNicl and are no,t separated into skills area.~~

(2) Wabash Guide --Self-help activities re extensive and aredivided accord,ing to'toileting, eating, dressl:g, grooming and hygiene,begin- er,hasizing more , ning with simple goals and progressing to objectives independent behavior.

~~eating, .(3) Guide (Vision-Up) - The self.rhelp activities are labelled as to dressing, grooming, mobility and toileting. They are organized accord-~~

~~, ing to age levels rather thantsequential growth in each area.~~

~~Socialization~~

~~(1) Oregon'Project - The socialization skills appear to berealistic and age appropriate.~~

~~(2) Wabash Guide - There is no.specific socialization skill areain,this program. There are some suggestions for group play and gamesbut no specific objectives are given.~~

(3) Guide (Vision-Up) - There is an adequate socialization areawith specific goals but the validity of the behaviorial objectives is highlyquestion- abae. It appears many of the goals are totally unrealistic.

~~164 1 '279 d.Lae~~

~~(1) Oregon Project - This section is detailed with a combinstion ofactivi- ties to develop language concepts and'a tivities to improve articulation developing from 0 to 6 years.~~

~~,(2) Wabash Guide - Thereare.numerousl; activites to develop language skills in the areas of non-verbal responses, lan uage production, gestures and responses, and complex language Concepts.~~

(3) Guide (Vision-Up) Specific goals are set lp to develop language under the categories of expressive language,sentence structure, spontaneous speech and speech orienta,tion. They are org'anized developmentally from ,0 to 6 years.

~~\ e. Cognitive~~

~~(1) Oregon Project - Cognitive goals are o4 .ized\developmentally with an emphasis on developing many cognitive skills which are particular to the visually impaired child. \'~~

(2) Wabash Guide - This cognitive section of this program is broad and \flexible and is based on the developmentalcheorY of Piaget. The goals are organized within six different areas of development -(a) free play, (b) visual purauit, (c) environmental ends, (d)Causality, (e) objects in space and (f) imitation. A wide variety,of a'tivities is given. An additionAl sectioh exists in the Program entitled "number concepts and skills". Rather than specific goals, this sectio is composed'of suggestions, games, activities and techniques Tor teacher number concepts to children.

~~(3) Guide (Vision-Up) - The cognitive objectives in ths program are organized into age ;evel and activities and are specificand\enacting.~~

~~7. Recommendations~~

The Oregon Project and the Guide use similar formats and are a much morestructured dpproach than the Wabash program. They could also be implemented much easier than tl.c Wabash mcsterials beCause of this structure. The OregoOroject is more compact and thus easier to use than is the Guide. It is also less expensive and more readily obtainable. The Wabash program is more flexibleir6ts approach and has a wider range and choice of activities. The goals at- % well-d fined in various skills areas within a larger developmental'area. While the Oregon Project aud Guide 1 categorize skills developmentally as to age levels, the Wabash program also emphasizes the sequential development of skills but without Using age norms. This appears to be a more realistic and sensible approach toteackng visually impaired' children who may or may not be developmentally delayed in any particular area. The Wabash prograLl seems to consist of activities which are More typical to preschool children. It is also the least:expensive df thethree programs. However, it woOd probably require more time to.plan.trainingactiviti.es and Amplement them using this program. Both Ow Other programs have a "programcard" system which could be given directly to a programmer to use'. i

~~ft I 4f11°. UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 2 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Personal Characteristics Self/Identification~~

~~The child:~~

Demonstrates understanding Discuss child's first name., General References: of the use of names. classmates' firse name, other Beginning with,the names, last names. Handitapped; Guide (Vision-Up). Discuss why people have names. Label coat hooks, storage spaces, lunch kits With name tags (braille or large print).

~~States full name, age, ad- Use role play of situations The Learning Party dress, and telephone number.in which it is necessary to (record). use this information, T.A. for Tots. e.g. child is lost.~~

~~States names of family, members.~~

~~Calls significant persons 'Encourage child to describe by name (family, class-' family members and friends by Mates, friends). name.~~

~~Tape family members' voiles, have child identify.~~

~~Identifies things which he Observe child during free play, likes and does not like to' noting child's preferences. do. Discuss_ with child.~~

~~Identifies things which he Reward,with social praise does well. (verbal and tactual).~~

~~Recognizes physical differ: ences between adults and' children.~~

~~2, Physical Self~~

~~Identifies the five senses See Orientation and Mobility and indicates the borly part section. involved.~~

~~c"' 1 166~~

~~F. 0 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS~~

~~Level 2 , A. Knowledge oi Self~~

~~TEACHING STRATEGIES L'ATERIATS OBJECTIVES I~~

~~The child:~~

~~Demonstrates understanding that he is'a living thing.~~

- Demonstrates initial under- Use classroom observation. standing of behavior which is appropriate in public/in,When child engages in inap- private. propriate beavior, discuss and divert attention to another activity.

~~Begins to develop body See Orientation and Mobility image. section.~~

~~Recognizes that people are either male or female.~~

~~3.. Emotional Self~~

~~Identifies specific emotionsDiscuss conflict/cooperative/ in self and others. threatening situations as they occur.~~

Recognizes the existence ofAs model, discuss own feelingsHeather's Feathers. a wide range of emotions as they occur. Free To Be You. and feelings. I Like Myself. Provide situations where chil-Everybody Cries drui learn to recognize dif- Sometimes (records). ferent sounds that indicate feelings, e.g. what is a sad/ happy sounding voice?

~~Practise saying nursery rhymes as if angry/sad/happy etc.~~

~~Demonstrates understanding Role play situations iuvolving that feelings can be ex- emotion where gestures, facial pressed in appropriate or expressions and posture are Inappropriate ways. utilized.~~

~~Teach partially sighted to look directly a the person to whom they are speaking or listening. UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 2 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Teach blind to address person slioken to by name, to look directly at the person to whom they are listening or speak= ing.~~

~~168 1 s'3~~

~~d UNDERSTANDING SELF AND GETTING ALONewITH OTHERS Level 2 B. Social Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. 'Needs and Motivations~~

~~The child:~~

Begins to identify situa- EncOurage the Child to ask.for tions in wKich people H-ea--help whenever it is appropri- po help each other. ate; test this skill by reducing assistance during an. activity to see if child will spontaneously seek help.

~~Demonstrates understanding that each person, at various times, will need help and be able.to offer it to others.~~

~~2. Factors Affecting Relationships~~

~~Develops increasing aware- Have class discussion on ness of people in terms of composition of each.child's role, age groups, social family and the roles of mem- groups, e.g. family, friend.bers.~~

~~Demonstrates knowledge of own sex.~~

~~3. Handling Social Interaction~~

~~a) Expressive Communicatio Skills~~

~~Communicates in a variety Teach children to address the of ways. person spoken to by name and to look directly at or face the person they are talking to or listening to.~~

~~Role play different situations, verbal/non-verbal, using touch, gesture, facial expressions, posture. Use direct teaching.~~

~~169 14 UNDERSTANDING SELF AND GETTING ALONG WITH,OTHERS Level 2 B. Social Relationships~~

~~The child:~~

~~, Seeks atteation appropri- Ifeidorce appropriate atten- ately. tion seeking behavior.~~

~~Communicates with others Role play introductions and in socially acceptable ways.requests for others to ideptify themselves.~~

~~Communicates basic feelingsEncourage children to discuss to others. their feelings.~~

~~b) Receptive Communication Skills~~

~~Follows simple oral direc- Have children play direction tions. games, e.g. "Simon Says".~~

~~Use role play; take field trips into the community to meet new friends. Invite class guests.~~

~~Responds appropria'tely to Use role play: answering'the introduction of new people. door, answering the telephone.~~

~~Teach children to shake hands.~~

~~Demonstrates ability to listen attentively.~~

~~c) Problem Solving and Decision Making~~

~~Makes simple choices, Provide frequent and sistem- e.g. which toy toiplay with.atic opportunity for children to mhke choices:~~

~~Begins to participate in decision-making process.~~

~~Begins to recognize conse- DiScuss and have child accept quences of his choice. consequences.~~

~~Have children participate in the development of classrdom rules and abide by them.~~

~~. 170 UNDERSTANDING SELF AND GETTING ALONG-WITH OTHERS Level 2 B. Sozial Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS /~~

~~The child:.~~

~~Recognizes his needs and Use-role play. Use cooperative play situation to discuss , the needs of others in, problem solving situation. solutions to problems.~~

~~-Provide situations where children learnto share, take turns.~~

~~4. Rules and Routines~~

~~The child:~~

~~See Citizenship and Individual Responsibility.~~

~~Recognizes, discusses and Establish daily classroom predicts a routine sequence routines; have children of wants at home'and verbalize the sequence of school. activities.~~

~~Recognizes necessity for rules in gribup.~~

~~Demonstrates understanding that breaking rules has consequences.~~

~~- Demonstrates understanding that people need rules to organize theN- lives.~~

~~Demonstrates understanding Play games that enable indivi- that group rules may be dual children to .create the Modified,%depending on thp rules, e.g: rulcs governing situation. free time.~~

~~Recognizes need to follow directions of adults when travelling.~~

~~4 UNDERSTANDINGSELF AND GETTING ALONGWITH OMHERS .. Level 2 B. Social Relationships~~

~~, T. 0, , OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~5, Social Rrles~~

~~The child:~~

Identifies characteriStics Discuss various family group- of family roles, e.g. moth- ings, e.g. nuclear family, er, father, sister, brother.single parent, and the roles each individual may assume. Use role play.

~~,---. Recognizes leadership of adults.~~

~~Identifies own multiple role in family, e.g. son, grandson, brother.~~

~~6. Values and'Social Expectations~~

~~Demonstratcs appropriate Have children role play ap- behavior at home and school.propriate Behavior,.e.g. proper behavior as a guest in a home. Iniite guests for snack time.~~

Demonstrates initial 'umder- Teach children about other standing that people have cultures - their holidays, varying valueS, customs, . foods, customs through music, ald social expectations. stories, cooking, crafts. , Repeats simple do's and don'ts of behavior.

~~Recognizes some basic societal rules.~~

~~, 1 c-,...i .- (~~

~~172 ,~~

~~_ ORIENTATION AND MOBILITY~~

~~INTRODUCTION~~

"Orientation and mobility is Chat part ofeducaiion that prepares the blind child to travel independently. Orientation refers Co an e.:areness of oneself in relation to the physical environment. Tt means knowing one's current location. Mobility is the ability to travel safely, comfortably, gracegullyaneindependew.ly. It is the ability to'make easy movement: But simple, it is the ability to walk in'a safe manner and know wh'ere you are going!" 1 "Independent travel will ... help him become independent in his life styleand capable of assuming a satisfying and usefu.1 role in life. W. Hanks Levy, a pioneer in education for the blind has said that mobility gives the blind person a power that no other skill can give. It gives him the.power to dominate his environment rather than being trapped by it. It.gives him the power to get up and go anywhere he wants at any,time. It gives him freedom."2

The Curriculum Guide for the Development'of Body and Sensory Awarenessin the Visually Impaired, Illinois Office of Education, is the recommended program tobe followed. -It contains four inter-related sections that deal withbody image, basic sensory concepts and abilities, motor coordinationand sensory mobilities. Each section contains a brief introduction and definitions of specificskills to be developed; checklists'in chart form suitable for individual needs, assessmentand post-testing; and suggested activities, games, materials andreferen5ps.

The child should begir learn:mg these concepts as soon aspossible. Many of thege may be taught in th'e home and preschool programcooperatively. Those skills which the child has not mastered upon school entrance must continue to be a partof his regular school,program. Once the cnild has mastered all of these concepts he ig ready to begin formal orientation andmaility training with a qualified orientation and mobility instructor.

The mobility specialist has received intensive training'in how toteach a blind person to travel and realizes that a littleknowledge, taught poorly, can give a visually impaired student false confidence. This may result in a student getting into a dangerous situation. When a student is ready to begin specific pre-cane skill a qualified mobility specialist mustbe.contacted at the local school board office or an Alberta Education Consultant for the Visually Impaired.

~~1 The Road to Freedom: A Parent's Guide to Prepare the Blind Child' ToTravel Independently, Webster, Richard, p. 15.~~

~~2 Op cit p. 18.~~

~~a 1j 173 a ORIENTATION AND MOBILITY~~

~~A. Body Image~~

"Body image is the recognition of the varts of the body and howthey operate. Jt involves the ability to move efficientlythrough space and is based on the youngster's recognition of who he is, where he is, and what he ig. fhis knowledge is the result of previous mental, physical andpsychological experiences built upon what is heard, touched, seen and smelled. Because,pf his sensory loss, 'the visually impaired student often has difficultyintegrating these stimup and developing total concepts about his body and those of others. The fallowing Check lists, activities and materials will be useful in planning asequential program. Space has been provided for the teacher to incorporateadditional items oll the check list, activities, materialsand references. If the student is unable to respond appropriately to the questions asked, the teachershould develop an individualized training program. Some games and materials re listed in this section as examples of appropriate activities for the develoent of body image. In planning a total program thp teacher can utilize these and ther sources." 3

~~3 Curricul6 Guide'for the Development of Body and Sensory Awareness in the Visually.Impaired, Illinois Office of Educatiog, p.~~

~~:4. 174 'ORIENTATION,AND MOBILITY Level 2~~

~~, A. The Body Image~~

~~OBJECTIVES TEACHING STRATEGI4S. MATERIALS~~

~~'Level 3'students it is ..Note: While the following section was developed for recommenUed that the Leyel 2. teacher introduceOrientation and Mob4ity with 'appropriste activities.~~

Spebific checklists, activities, materials andreferencee may be located im each section of the Cqrriculum Guide forthe'Development of Body and Sensory Awareness in the Visually Impaired, IllinoisOefice of Education.

~~The pages listed should be referred to forspecific strategies. Some time kshould be spent daily working through the checklist with each child. Each concept should be taught to mastery4~~

~~The child:~~

~~Names and identifies body p. 13 w 16 A Cureic ulum Guide for parts. the Development of Body and Sensory, Identifies clothing and body p. 17 20 Awareness in the parts. Visually Impaired.'~~

Identifies 'clothing and ac p. 21 24 The Road to Freedom:. cessories for body parts. Parent's Guide to Prepare the Blind. Identifies another person's, p. 25 36 Child to Travef a model's or an animal's dependently. body parts.

~~Demonstrates ability to move p. 31--36 body parts.~~

~~Demonstrates ability to move p.' 37 40 his own body parts to other body parts.~~

~~'Demonstrates ability to move p. 1 44 , his oWn. body parts to touch another person's body parts.~~

~~.1'30~~

~~175 p. ORIENTATION AND MOBILITY Level 2 7 A. The Body Image~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~, The child:.~~

~~Demonstrates ability to p.45.- 48 move body and specific body parts to objects.~~

~~Demonstrates ability to p. 49 - 52 move objects to speafic body parts.~~

~~Names and identifies frog p. 53 - 5 ck and back of the body.~~

~~Identifies objects and/or . 57 -60 sounds in'front and in back of the body.~~

~~Demonstrates ability to . 61 - .66 place objects in front and in back of,. the bodY. Demofistrates ability tb . 67 - 70 'Move his ;body forward and~~

~~.backward. .~~

~~Names and identifies . 71 - 76 ft right and left sides of A 4. the body.! \~~

~~; .tdentifie's objects and/ox 'sounds to the riOt and to the 1.eft of the body.~~

~~Demonstr,gtes ability to . 81 - 86 place objects to the right and to Oa. left of the body.~~

*onstra es ability to .87 - 90 move his body to the . right and lo the left, . ..

;

~~, 176~~

~~, ORIENTATION AND MOBILITY Level 2 A. The Body Image~~

~~OBJECTIVES 41ATERIALS .04~~

~~The child:~~

~~Identifies right and 91 - 94 left sides of another person's body.~~

~~Demonstrates ability to p. 95 - 98 move his own body using bafic concept words. )1 A4 D 'ponstretes ability to p. 99 - 102 e his owt ). body to Other person's body using basic concept words~~

~~Demonstrates abiliry to p. 103 - 106 move hody to objects , using basic concept words~~

~~Demonstrates ability to p. 107 - 110 move objects to body using basic concept words~~

~~DeMonstrates ability to p. 111 - 114 move objects using basic concept words.~~

~~177~~

~~1 ORIENTATION AND MOBILITY~~

B. Basic Concepts - -"Basic concepts refer to the primaryImpressions a youngster obtains ofhis environment through utilizing his,senses. These concepts (size, texture, weight, etc.) become more meaningful whenhe has the capacity or ability ot .relating them 0 his surroundings throughhis identifying, describing, group- visually impaired student needs ing, etc. To=acquire these basic concepts the to his:home, to be exposed to a varietyof experiences an4 activities,related school and community.

A basic Checklist is provided at thebeginning of this secion to be used as the teacher in a pre and post test. This will Serve'as a quick reference for determining the youngster's needs. Once the needs are,assessed anindividualized ..:p..ogram should Be plaaned.

~~The charts provide a few examplesfor presenting each concept. They are meant to' be a.stepping stone from which youdevelop.further activities:~~

~~for each concept with space for ad- . Materials and references have been included ditional entries." 4~~

~~in the 4 A Curriculum.Guide for theDevelopment of Body and Sensory Awareness the Visually Impaired, IllinoisOffice of Education, p: 118.~~

~~178 ORIENTATION AND MOBILITY Level 2 B. Basic Concepts sop. MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~, The student:~~

Demonstrates knowledge of p: 124- 125 A Curriculum Guide for the basic-concept of size. the Development of Body and Sensory Demonstrates knowledge of p.126-,127 Awareness in the Visually the basic concept of shape. Impaired.

~~Demonstrates knowledge of p.128 129 the basic.condept of texture.~~

~~Demonstrates knowledge of p.130 131 the basic'concept of color.~~

~~Deinonstrates knowledge of p.132- 133 the basic concept of, weight.~~

~~Demonstrates knowledge of p.134 135 the basic concept of ,location Of specific items.~~

~~Demonstrates knowledge of p.136-137 the uses of specific items.~~

~~Demonstrates knowledge of p.138- 139 the basic concept of position.~~

~~Demonstrates knowledge of p.140- 141 the basic concept of movement.~~

~~Demonstrateknowledge of p.142 143 the basic concept of time.~~

~~Demonstratesknowledge of p.144 145 the basic concept of sound.~~

~~Demonstrates knowledge of .p.146 147 the basic concept of taste.~~

~~Demonstrates knowledge of p.148- 149,) the basic concept of odor.~~

~~1 9,/~~

~~179 ORIENTATION AND MOBILITY~~

~~C. Motor Coordination~~

"kotor coordination refers to the youngster's ability to perform muscular activi ties with skill and baiance. This section presents a variety of skills which are desirable for all youngsters todevelop in order to function smoothly and efficiently throughout life. Assimilation of these movements is generally ec cpmplished through exploration and observation during the growth anddevelopmental process. Many visually impaired youngsters may'not profit from a visual stimulus alone and may need to be "shown" the most simple body movements.

~~A motor coordinattonIchecklist is included as a check sheet forcach student as to whether they can or cannot perform the gpgcificskhl. An individual record can be kept for pre and posttesting.~~

Each,skill is defined and presented with two activities plus assessmentguidelines. The descriptive activity is the teacher's directstatement to the student. If the student is unable tp perform the skill adequately, the teacherrefers to the maneuvering activity. This activity provides basic instruction in working faith the ybungster.

Additional activities, materials and references are included for yourinformation. You are encouraged to add other sources on these pages for yoprpersonal-use. In working with these skills it is also suggested you consul your school district's

~~, Physical Education Curriculum Guide for further ideas."5~~

~~6 5 A Curriculum Guide for the Development of Body and SensoryAwareness'in the Visually Impaired; Illinois Office of Education, p. 153.~~

~~180 19) A~~

~~ORIENTATION ANDMOBILITY Level 2 C. Motor Coordination~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The child:~~

~~Demonstrates ability to p. 157 - 158 A Curriculam Guide for the Development of lie down. Body and Sensory Awareness in the Demonstrates qpility to P.1,59 - 160 Visually Impaired. roll.~~

~~Demonstrates ability to p. 161 - 162 scoot. n.~~

~~. Demonstratesability to p. 163 - 164 sit.,~~

~~Demonstrates ability to- p. 1.65-- 166 kpeel.~~

~~Demonstrates ability to p. 167 168. crawl.~~

~~- Demonstrates ability to p. 169 170 stand.~~

~~Demonstrates, ability ts p. *171 - 172 walk.~~

~~Demonstrates ability to p. 173.- 174 march.~~

~~Demonstrates ability to p. 175 176 jump.,~~

~~Demonstrate.; qbility to p. 177 - 178 hop.~~

~~Demonstrates ability to p. 179 - 180 rUn.~~

~~Demonstrates ability to p. 181 - 18g ,side-step.~~

~~18i ORIENTATION AND MOBILITY~~

~~Level 2 . C. Motor Cdgrdination~~

~~MATERIALS~~

~~The child:~~

~~Demonstraiesability to . 183 - 184' gallop.~~

~~Demongtratesability to . 185 - 186 skip.~~

~~Demonstratesabili,ty to . 187 - 188 ,stretch. .9~~

~~Demonstratesability to . 1.89 - 190~~

~~push and 'pull A °At~~

~~Demonstratesability to . 191 - 192 twist~~

~~Demonstratesability Co . 193 - 194' bend.~~

~~Demonsratesability to . 195 - 196 atoop ar.d'squat . - Demonstratesability 'to p. 197 - P98 9 climb.~~

~~Dembutratesability to p. 199 200 grasp. f~~

~~Demonstratesabjlity to p. 201 - 202 throw.~~

~~> ORIENTATION AND MOBILITY~~

~~D. Sensory Modalities~~

'"The succeSs that an -individual has with theorientation and mobility process is highly dependent upon thatindividual.:s perception of his environment. A Visually impaired youngster must become aware of hisdevelopment of his remaining senses. We can assist the youngster by teaching him how tointerpret and, be aware of all clues around him. If residual vision is present, all efforts should be made for effecti9eutilization of,vision in all activities. The youngster should be able to make use of sounds;recognize tactual clues and landmarks; recognize the smell of a bakery,the sound of an idling car ,and feel the declining sidewalks as he approachesthe curb. In other'words, he should be able to place all of his environmentclues in proper perspective so he can beCome entirely familiarwith his surroundings an very knowledgeable about his whereabouts.

The essential skills, relative to sensory modalities,should be placed within the context Of the educational situation. This section presents many activities, materials'and-references to enable theteacher to do this.

An evaluation chart is included for eachsensoiy modality to serve as a.guide in pre- and posttesting. A reference otitline is also incorporated at the beginning of each sense to provide guidelines in each speCific area.A list of the materials in the Low Vision Kit is ncluded inthis section.

~~These sensory modality areas are by no means complete. The teacher is encouraged to elaborate on materials, references aad activitiesby adding ideas to 'these pages." 6~~

~~6 A Currtculum Guide for the Development of Body andSensory Awareness in the Visually Impaired, Illinois Office of Education, p.206. V~~

~~4.%~~

~~/ Q~~

~~183~~

~~4, ' ORIENTATION AND MOBILITY Level 2 D. Sensory Mctdaiiies ..woMIC=".~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~1. Visual Modality~~

~~'The child: A Curriculum Guide for Identifies specific objdcts . 2087 217, with rhe following vari: the Development of.Body able: and Sensory Awareness . in the Via1ly Impaired. - distance grelr~~

~~.- size - illumination - figure-grdundcontrast - stationary - moving.~~

~~2. Auditory Modality Note: A hearingassessment is neces$ary at thebeginning of each school yearto ensure that thd studentdoes not have a hearing impairmekt.~~

~~Demonstrates recognition p. 218 - 231 'of sound.-~~

~~Demonstrates' ability to . 218 - 231 localize sounds.~~

~~Demonstrates ability to . 218 - 231 discriminate and identify sounds.~~

~~Demonstrates .a.bilj.ty to . 218 - 231 localize sound source in relationship to the listener.~~

~~Demonstrates ability to . 218 7231 identify and confirm sound.~~

~~Demonstrates ability to p. 218 - 231 use'sensory devices. 4 AI~~

~~ORIENTATION ANDMOBILITY 00* Level 2 D. Sensory Modalities~~

~~OBJECTIVES TEACHING STRATEGIES . MATERIALS,~~

~~The child: 3~~

~~Demonstrates understanding . 218 - 231 of mobility eoncepts.~~

~~. 3. Tactual Modality~~

~~Identifies a surface dr an .232 - 239 .object through the tactual sense whether using bands and/or feet.~~

~~Demonstrates ability to . 232*-.239 make distinctions between~~

~~various objects. ,~~

~~Demonstrates ability to . 232 - 239 confirm the object tactually.~~

~~Demonstrates ability to 232 - 239 obtain knowledge threugh his senses.~~

~~4.. Olfactory Mddality~~

~~Demonstrates ability to 240 - 245 identify various odors.~~

~~Demonstrates ability to . 240 - 245 man disLnctions between various odors.~~

~~4 Demonstrates ability to . 240 - 245 cOnfirm a particular odor.~~

~~Demonstrat&s ability to 240.- 245 Ottain knowledge of the object through his, senses.~~

~~185~~

~~r. ORIENTATION AND MOBILITY Level 2 D. Sensory Modalities -~~

~~TEACHING STRATEGIES " WITERIALS' ronI OBJECTIVES~~

~~5. Gustatory Modality~~

~~v The child: s~~

~~.pemonstrates ability go p. 246- 251 identify a particular product through its taste,~~

~~Demonstrates ability to p. 246 -ilk 251 make distinctions between 4~~

~~. various edibles. 9 Demonstrates ability to p. 246 251 confirm particuldr taste.~~

~~Demonstrates ability.tO p. 2.46 - 251 . obtain knowledge of the edible through his selases.~~

~~2 u 186 S. 4 V~~

~~i-EALTH o S. *Level 2 A. Nutritidn,~~

~~OBJECTIVES' TEACHING- STRATEGIES MATERTAI:S a~~

~~The child:~~

, Samples and betins to Have child experience,by'use Cool Cooking for identify a wide variety of all senses, foods in as Kids. of nutritious.foods. ,many ways as possible: as aley grow, are purchased, prepared, whole and'in part, raw and cooked various ways, as planted and harvested.

~~Take fie4d trips to%6rdens, farms, groceries and restaurants.~~

~~Provide cooking and serving. experiences.~~

~~,Use dramatic play in house corner orrestaurant interest centdr, using read focid items.~~

Classifies familiar food Have a class discussion, Canada Food Guide% into foodvgtoups. e.g., milk-is, from'the dairy roducts group, it Oovides Department of AgriCulture calcium for developing strong Materials. cl bones and teeth.

Begins to demonstrate Take fieldtrip to grocery understanding of the value store where emphasis can be of various foods.. placed on groceries being shelired via food group, e.g. fresh meat is stOred together as are-fresh fruits,: fresh vegetables, canned goods, frozen foods.

Demonstrates understanding'Hive child touch, prepare and P". .that one food is available taste one food in a variety in many forms. of forms: raw carrgt, frozen carrot, pureed carrot, carrot cookies, etc.

~~2f1-)a,, 187 C , HEALTH J, Level. 2 . , c 0 A. ttptrition . v.. . .~~

~~. -. 4 s STRATEGIES MATERIALS OBJECTIN:rES. ' TEACHING~~

, The child: il 4. Take field trip to grocery store to see theAe items sold . P in va-rious states. , A` T .. 4 .... . Demonstrates knowledge thatHavea class discussion'. . people eat .sopie foods because they are good for Invite dietician, nurse, Ailigaear Pie.

~~them.. dental hygienist, dentist or - . c,. ., ., doctorto speak to class.. Garbage Delight.~~

- 1 . 'Demonstrates understanding Take field trip to dietician, . that some foods should be. nurse', dental hygiehi6t,' , eaten rarely because.they dentist ordoctoils-okfice. 1 haveno nutritional lialue. . - . .,

~~,:. ' - .,~~

~~, o~~

~~Csf , ,~~

~~I 2 .-I~~

~~, . , m , \I~~

~~, .. .. 188~~

~~, .1,~~

~~..? ,~~

~~I HEALTH Level 2 B. Personal Care -~~

~~' OBJECTIVES 4 TEACHING STRATEGIES MATERIALS .~~

~~..V tee, 1. Knowledge of Body V~~

~~1 The child: . Identifies basic body parts See Orientation and Mobility Hap, Palmer recorccp., on self and others. section.~~

~~Play body part identification games, e:g. "Head, shoulders, knees and toes". o~~

~~% ' Trace child's silhoueete,~~

~~' dress in child's own clothes. t. ,0~~

Recognizes and-discusses Hav child play with; change , differences betweea boys and bathe real live babies and girls. with the help 'Ind ,cooperätion of an understanding parent. If not available, use accurate , v models.

2. Care of Body 411 % Osumes initial responsi- Have a class discussion about bility for body hygiene, reason and method of paring e.g. washes face,.brushes 'for own body. Provide teeth, toileting. practice, e.g. have child clean teeth after lunch. USe dramatic play. 6

~~Seeks help appropriately se role play and class dis- when sick or hurt. cussion. Take visie to .. ,school nurse, doctor's office, - hospital emergency unit. 0~~

~~it 3. Drugs~~

~~Taken drugs only when'ad-, \Use class discussion,and role ministeredly a responsible play. - , adult. . Invite class visitor or go on~~

~~field erip to St. Joha's, , ., V.O.N., pharmacist, stores. ) s. -~~

~~2u i. 74 189~~

~~0 , 4 1~~

~~gi1F'"ETY Level 2 A. Ip the Home~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

Demonstrates awareness of Have child tour own home; clis-Home Safe Home. Common sources of dange: cuss and describe coping with Within the hqme. dangers from: electrical outlets - appliances - stairs , - sharp objects - poisons - hot water from taps - loose rugs - basements - ice and snow - falling objects - matches,

~~Have child tour other,homes to observe that these dangers are present there also.~~

~~See Artentation and Mobility section.~~

~~Use guided appropriate "hands-Stories About Safety. on" experiences, e.g. hot Early Bird Series. water tap.~~

~~Use role play.~~

~~Have a class discussion.~~

With assistance, identifiesInvite appropziate;guest - Alberta Safety dangers associated With speakers. Council Materiols. various areas and items in the home, e.g. - shp.rp objects - electricaloutlets - appliances - tools, machinery - animals - poison, etc. 0 bemonstrates understanding Invite guest speaker: fire- of danger of fire in the man. home. 4.

~~SAFETY . .Level 2 B. In th2 School~~

~~MATEZIALS OBJECTIVES TEACHING STRATEGIES~~

~~-2 The child:~~

~~Demonstrates awareness of Have child tour own school common sources ofdanger room and, thelargeyphysical within the school setting. plant.~~

~~Discuss coping with dangers from various sources as listed under Safety, In the Home, plus boiler room; parking lot, etc.~~

~~See Orientation and Mobility section.~~

~~14.~~

~~192~~

~~4-3 .44 AJ i SAFETY Leve1 2 -4 C. In the community~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES q~~

~~The child:~~

Demonstrates awareness of Tour selected areas of ommmon sources of danger community and discuss coping within the community. with various dangers, panic e.g. doors-revolving, I bar, automatic opening. , ,.

~~See-Orientation and Mobility section.~~

~~,..~~

~~, a ,.~~

~~. ..~~

~~2,1.--, ,...,i P 193 SAFETY Level 2 D. Fire~~

~~MATERIALS; OBJECTIVES TEACHING STRATEGIES 1101.~~

~~The child:,~~

~~Demonstrates understanding Have child warm up after of what fire is, .and what sleighride or ice Skating it can do to help or harm trip aruund a campfire. us. Barbecue a favorite food.~~

~~Have children smell smoke.~~

~~Have a cLass discussion on warth betas, furnace iu winter, etc.~~

~~Have chi.dren visit a scene of former destructive fire; see and smell charredfur- niture, building and grounds az safety permits.~~

~~Invite guest speaker, e.g. firefighter, medical. personnel.~~

~~Demonstrates knowledge of Have a class discussion. fire prevention. Take field trip to fire hall.~~

~~Invite guest speaker, e.g. firefighter or marshall.~~

~~Practises good fire Take a "Fire Safety TOur" to L:earch for andeliminate prevention habits. - fire hazards.~~

~~DemonstAtes understanding Ha.Te a class discussion about of the meerling of fire use'of smoke detector. alarms and drills. Have child participate in fire drills and learn several routes.~~

~~Responds.to fire alarms Invite guest 'speaker, appropriately. e.g. firefighter or fire marshall.~~

~~2u3 SAFETY Level 2 F. Traffic~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Demongtrates understanding See Orientation and Mobility et) of what streets and side- section. walks are.~~

Uses streets and sidewalks Take field trips to use appropriately. streets and sidewalks in a variety of ways, e.g.,side- walk: walk on it, run.on it, ride a bike, pull sled, walk .a dogi street: cross with a sighted guide, ride in a car, ride on ,a bus. .1

~~Demonstrates understanding Have child examine road of the dangers of using vehicles, bicycles, tricycles, streets and sidewalks. kiddy cars, etc. and discuss their potential to harm _people.~~

~~Demonstrates ability to Provide travel practice with travel streets and side- ,esponsible sighted guide. walks in safetY by using own senses and utilizing responsible sighted guide as appropriate.~~

Demonstrates understanding Have a Class discussion. that traffic is controlled by symbols accessible to Use appropriate "hands-on" the sighted and partially experience with traffic signs, sighted. and models of traffic signs in the classroom.

~~Demonstrates understandiag Use appropriate "hands-on" of the ,importance ol using experience in a variety of seat belts. motor vehicles.~~

~~1952'19 6~~

~~WORLD OF WORK Level 2 A. Specific and Allied WorkSkills~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Use of Tools and Equipment~~

~~The child:~~

Manipulates a variety-Of Demonstrate correct use of Workjobs I and II. construction materials and tools. Have child experiment Workiobs for Parents. tools, e.g. hammer, scis with tools. I.P.A. Manual, 1980. , sors, eggbeater.

Follows simple rules of Label storage areas. organization apd care of tools and materials, Discuss and deMonstrate e.g. crayons in box, clean cleaning and storage of tools. brushes and return to Cor Post rules; appoint minitors. rect place. .

~~With supervision, con Demonstrate steps to be structs simple projects. follOwed.~~

~~Assist child when necessary.~~

~~Demonstrates safe use of simple tools.~~

~~12. FollowineDirections~~

~~Follows simple directions. Play "Simon Says" or other Consumer Sequential , games using simple directions. Cards.~~

~~Responds to persons in authority.~~

~~3. Decision Making~~

~~Chooses between two or Provide a variety of1materials more altegnatives. for a project; haw, child choose one.~~

~~2 1~~

~~196~~

~~4. "~~

~~, WORLD OF WORK Level 2 " A. Specific and Allied Work"Skills~~

~~V"'~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~4. Independence~~

~~The child:~~

Demonstrates ability to ba7Have a class discussion about Magic Circle. have appropriately in fami- appiopriate'behavirorsT 100 Ways qo Enhance liar situations', e.,g. play- the Self-Concept in ground, school. the Classroom. 0

~~.4>~~

~~st, '1> WORLD OF WORK~~

~~Level 2 . B. Career Uahning and Exploration~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. ElmWork~~

~~The~~

c. Recognizes that most peopleGo on field trips to visit Self Awareness/Career work. workers. .Brief employees to. Aware'ness. facilitate children having What Do'People Do? appropriate,"haAds-on" experience.

~~Demonstrates understaading See Money Management.section. that work brings4income to parents.~~

~~Demonstrates understanding Provide child with a.%;ariety that doing work well bringsof experiences in completing satisfaction. tasks well.~~

~~Use class dis5ussion and dramatic play.~~

~~2. Job Awareness~~

~~Demonstrates understanding of work done by some' com-. munity workers.~~

~~3. Job Demands~~

~~Follows simple instructions.~~

~~Completes tasks as asigned.Provide child with various'' classroom responsibililies on which others depend: pet or plaut care, snack serving, etc.~~

~~Have a class discussion.~~

~~Use role play of var'ious situations in which children do and do not complete tasks.~~

~~Listens attentively.~~

~~21 -7 198 d'd WORLD (IR WORK Level 2 C. Finding a Job~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Awareness of Personal Abilities and Interests~~

~~The chilld:~~

~~Recognizes that most adults~~

~~"'Jork.~~

~~Identifies things he likes to do/does not like to do.~~

~~213 199 HOMEHANAGEMENT Level 2 A. Clothing~~

~~1. Care~~

~~The child: v"Recognizes own clothing.~~

Demonstrates awareness Label each article of, clothing Guide for Parents of t'that each person has his so that the child recognizes Pre-School Visually own clothing. it as his own. Handicapped Children.

~~Undresses with minimal Begin with most easily re-~~

~~supervision or help. , moved pidces of clothing; e.g. mittens, tdilue, etc.~~

~~Describe clothipg toChild Wabash Guide. and encourage him to experience it tactually.~~

~~Demonstrates ability to Use role play. seek help if needed when dressing.~~

~~Dresses self with decreasingBegin w,ith most easily donned The Oregon Project for amount of, assistance. pieces of cl6thing. Visually Impaired and Blind Preschool, Children.~~

~~Fastens clothing, using Usd "hands-on" experience, snaps, buttons, zippers, guiding child through step-by- buckles and laces. step procedure, regeating as often as neces°sary.~~

Accepts some responsibility Label hooks, drawers, cUbby Pre-School Learning for care of clothing. holes or lockers so the child Activities for the can hang or place clothes. Visually Impaired Child, A Guide for Parents.

~~UseOhangers and siorage, Provide each child with his areas. own storage place and train~~

~~him to use it. ,~~

~~200~~

~~' HOME-MANAGEMENT Level 2 A. Clothing~~

~~OBJECTIVES TEACHING 'STRATEGIES MATERIALS~~

~~The child:- 2N Dewonstrates awareness of Have child handwash deal the difference between clothes. clean anA soiled clothing. Have child put soiled clothes in the laundry hamper.~~

~~Provide approkiate "hands- on" experiehce with washing, drying, folding, putting away~~

~~clothes. .~~

~~Discuss when clothes shourd-be washed and worn:,~~

~~Teach children to ask whether~~

~~clothes are clean. ,~~

~~2. Selection~~

~~Demonstrate's awareness Use role play. thatselection of clothing is dependent on weather and Set up housekeeping corner , season. with weather appiopriate clothing.~~

~~Demonstrates awareness of Use role play and appropriate appropriateness of clothing children's stories. for day and night wear.~~

~~DemonsErates awareness thatSet up housekeeping corner men's clothes.differ from with exaMples of men's and women's clothes. women's clothe's.~~

~~Selects own clothing oc- Elicit parental cooperation in casionally. allowing child to develop increased independence.~~

~~3. Construction~~

~~Identifies and uses sewing Have child use large blunt tools. needles and blet scissot:sjn class.projects.~~

~~^ d~~

~~201 HOME MANAGEMENT Level 2 B. Food~~

* MATERIALS, OBJECTIVES TEACHINC STRATEGIES '

~~1. Shopping~~

$.> The child: Canada Food Guide. Demonstrates awareness Taece lield.trip to various types of grocery stores to ,Department of that food can be purchased , . i Agriculture Materials.' in stores. purchase snacks., Materials for grocery Demonstrates awareness Use role play. that items taken from a store corner. store must be paid for. Set up grocery-store.corner.

~~Demonstrates awareness Take field erip to grocery that like products are store to provide "hands-on" shelved together in a experiences. store.~~

~~2. Eating What's Cooking? Eats a wide variety'of Bring in fresh, frozen, food in various states. canned and cooked food for appropaate "hands-on" experience.~~

~~Have a disctssion about identifying Characteristics, e.g. _color, taste, odor, texture, sound...~~

~~Names and describes a wide Use descriptive 'words such as variety of foods. rough, smooth, sticky, dry, etc.,in relationship to different food presented.~~

~~Names utensils correctly. Have a tea party; prollide a~~

~~, '"mystery box".~~

~~With assistance, uses Proyide-child with approp- eating utensils. riate snacks to teach progressively more sophis ticated skills, e.g. cuetard, soup, pancakes, peas..~~

~~,(1~~

~~.202 HOME MANAGEMENT .Level 2 .Fpod~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Demonstrates abili.ty to Teach clock method.~~

~~' locate food on plate.~~

~~Demonstrates courtesy to Role play dining-situation.~~

~~others while eating. . Go on field trip to restaurant. ,~~

~~Demons(rates awareness of no on.field trip to pizza place, hamburger outlet, appropriate ways to eat a various foods. soup, sandwichana salad har, Chinese restaurant.~~

~~Use appropriate claSsroom Demcnstrates ability to a describe food changes activities. through freezing, cooking,~~

~~canning. '..~~

~~3. Preparation~~

Demonstrates some under- Proyide!classroom experience standing,of measuring, with a wide variety of sub- counting, etc. jects to be counted, measuied, used in one-to-one correspondence, e.g. buttons, rocks, cup, spoon.

~~RecOgnizes basc kitthen ?rovide opportunity to play, tools aad-appliances and IJith water add kitchen tools their uses. in sink or water tray. ,~~

~~Have oh'ild use toastet, egg-~~

~~beater. A~~

Demonstrates knowledge of Have child prepare a variety Kids in the KiCchen. basic steps in preparing 'of simpIesfoods With appropri-The Kids' Cookbook. ate assistance, e.g. peeling, cutting, cooking carrots.

~~2/ -' 6 203~~

~~a 5 HOME MANAGEMENT 1,010~~

~~Level: 2 , . B. Food~~

~~.OBJECTIVES TEACHING STRATEGIES MATERIALS .=t-~~

~~4. Serving.~~

~~The child:~~

~~Demonstrates ability to Te'ach 'child-to fold napkin, help prepae table for place.and count utensils, teal. return,soiled dishes to sink, push foofd scraps, into garbage can.. t'~~

~~5. Preserving~~

~~Demonstrates understanding Bring Tood to classroom, 1.4 that refrigeration ahd e.g.'cottage cheese; that~~

~~freezers are used to pre- shoLd be refrigerated, and . serve food. allo to spoil. Examine daily.~~

~~Demonstrates understanding Dismiss importance Of clean- that-food must be handled liness 'associated with food. with care'ahd cleanliness.~~

'Demonstrates understanding Go on field trip to purchase a of appropriate storage of variety of food which will food, e.g. cans in cup- then besstored appropriately board, fresh produce in at the school:

~~' refrigerator, frozen food 4. in the freezer.~~

~~6. Production~~

~~bemonstrates knowledge that Take field trill to gardens, fbods come from various farms, dairies, poultry farms, sources. lakes.~~

~~Have child plant, tend and Kids' .Garden Book:. harvest a small garden,.go fithIling,,gather ekgs. _- Demonstrates awafeness of Have child plant garden, care~~

~~the growth of plants and . for pet in class. animals.~~

~~A 2042 s 0~~

~~NI iHOME"MANAGEMENT " Level 2~~

~~C. aMaintaining the 'Home~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~1. Selection A The child':~~

~~Recognizes similáries ana Take field trips to ap'art.7 differences between his mehtv trailer, duplex, etc.- home and the homes of \ others. Have a.class discussion.~~

~~Demonstrates awaren9ts of Ha'lle class list: "What do I the specific uses of rooms do in the kitchen?' What do I do in the living room?"' , - Wiihin home, e.g. kitchen.~~

~~Demonstrates awareness of Take lield trips to find the variety of materials -lumber, electridal-wire, used to construct a home. plaster board, glass.1~~

~~tHave materials.available for play in the classroomo,7~~

~~2. Furniture and Furnishing~~

~~Demonstrates ability to Set up dollhouse, activity Housekeeping corner name and ddscribe useof centre, housekeeping,corner. materials. common home'furniture and appliances.~~

~~Demonstrates knowledge o Take field trip to furniture whefe furniture and store, show homes. appliances belong in.a~~

~~, house.~~

~~3. Care and Maintenance~~

~~, Dembnstrates ability to. Establish classroom routine tidy his own area at home to encourage responsibili- -and at schoo).. ties, e,g. clean-up time.~~

~~Denionstrates ability,to 'Set up housekeeping corner. perform simple household tasks. Have child-clean-up after snacks.' ,~~

~~Assists in care of pets Provide ongoing responsibili- and plants.- ties in claSs.~~

~~205219 . 3,~~

~~MONEY. MANAGEMENT Level 2~~

~~TEACHINGSTRATEGIES: MAT2RIALS OBJECTIVES , so~~

~~A. Earning Mbney~~

~~The child:~~

~~Identifies money by touch. Play sorting games. Have child differentiate real money From otherobiects, e.g. corks, button, pebbles, envelopes.~~

~~Discriminates between Provi'de tray wi.th real coins' Materials from coins and bills. and bills for the child to Dept. of Consumer sort. Affairs.~~

~~Demonstrates understanding, Go on field tfips to tore that coins and bills are where a familiar item is pur- both money.. chased several times Using various pieces of money.~~

Go on field tripswheie child sees cash register, examines coins and bills, sees cus- tomers pay for goods and services, assists casher by collecting money and handling change to several custnmers with small orders to process.

~~Begins to identify various Play sorting games. Use real Real coins. coins by touch. coins, beginning with only dimes and quarters.~~

~~Have child'sort cofns for play store or find all of the quarters so that items can be bought.~~

Demonstrates understanding Pay child small sums for that,sometiMes montris completing appropriate tasks. earned for completion of a job. Take field trips Eo observe a variety of working environments, including those simili- ar to that of child's parent, where child will work along with an employee.

~~206220' MONEY MANAGEMENT Leve1.2~~

~~OBJECTiVES TEACHING STRATEGIES MATERIALS~~

~~B. Spending Money~~

~~The Child:~~

~~Demonstrates understanding Go to various stores where that money purchases goods. child selects an'item, pays for it and carries it out.~~

~~Use dramatic play. Have child use real coins tp "buy" real items in classroom store as an extension of field trips.~~

~~Have child pay his own bills, and admission on field trips and receive change from trans- actions.~~

~~Demonstrates understanding Take field trips to stores * that some things cost more where child buys two ol three than others. items of different price.~~

~~Accompanies adult on shopping expeditions.~~

~~C. SayillE and Borrowing~~

~~Demonstrates.initial Have children do small chores understanding that money for people whom they know, can be saved and used at e.g., janitor, school secre- a later date. tary, principal. -~~

~~Hold coins received and help children plan what to do with them. First plan to spend after nap, tomorrow, then next week. Save money for very short time initially.~~

~~Have child use piggy bank. Piggy bank.~~

~~207 29 ,* MOOR DEVELOPMENT AND.PHYSICAL ACTIVITIES Leifel 2~~

~~OBJECTIVES 1 TEACHING STRATEGES~~

~~Note, Level 2 skills in this area are found in the Orientation and Mobility section.~~

~~/ Swimming~~

~~Demonstrates understandimg that water is potentially useful and/or dangerous.~~

~~,Participates in water . activities.~~

~~208 2') 0~~

~~. FINE ARTS AND INDIVIDUAL EXPRESSION Level 2 A. Music~~

~~MATERIALS , OBJEC-IVES TEACHING STRATEGIES~~

~~1. Listening~~

~~The child:~~

~~Recognizes and names Have child sit veryoquietly Sounds Around the Home, (Sounds I Can Hear - sounds in his world. ' and listen for different noises. Part 15). -~~

~~Record souhds frOm"around, Sounds I Can Hear the school and have child (T.!our Volume Set). guess what they are.~~

~~Go on neighborhood walks, listen for and identify sounds (bus, children,~~

~~Take field triR to farm.~~

~~Have child identify sounds in home.~~

Recpgnizes and repeats Have child repeat simple musical phrases and simple rhythms clapped by teacher. rhythms. Have child identify sounds which are similar, e.g. high/ low notes on piano; loud/soft voices.

~~Listens to music tor Expose child to varidus types pleast.re. of music,~~

~~Remembers and repeats ieach child simple songs and simple songs. rhythms and have him repeat them.~~

Begins to recognize and Have child manipulate dif- Introduction to Musical identify the sounds of ferent instruments. Instruments. various instruments. If Snowflakes Fell in Flowers (Hap Palmer record). FINE ARTS AND INDIVIDUAL EXPRESSION Level 2 A. Music

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~2. Rhythm Playing~~

Thg child: CreativeMovement for Participates in rhythm Provide opportunity for child the Developing_Child: band activities. tomanipulate a variey of rhythm instruments. A Nursery School Handbook. for Non-Musicians (Second Edition).

Demonstrates knowledge of Give examples of each and rhythm in his playing have child copy. (fast, slow, loud, quiet, etc.) Clap, Snap and Tap Demonstrates ability to Use clapping activities. Band; Homemade Band keep time to music. (Hap Palmer record). Play and Learn.

~~210 22,1 FINE ARTS AD INDIVIDUAL EXPRESSION~~

~~B. Art~~

~~INTRODUCTION~~

"A blind student can learn basic art conceptsand create art projects in the same manner as a sighted child. His blindness does not make itimpossible for.him to learn tHe ideas of art or to participatein art activities.

The basic goals of teachingart to ablind child are the same as for asighted handle basic materials, such as scissors, child: to improve the child's ability to glue, paper, and crayon; to develop anunderStanding of the elements and principles ,of design, to teach him the basic vocabularyof art; to make him aware that there are various waYS to approach anart project; and tostimulate him to think creatively."1

~~assist her" The following suggestionashoula be incorporated by the artoteacher to in successfully integrating the visuallyimpaired student into her classroom:~~

~~"Blind children need to know where their materials are. Prepare a tray or box for each blind child with all the necessarymaterials"before each activity:~~

A sighted partner is of great assistance tothe blind child who may not yet have developed the skills,of cutting, knot tying, pasting ortaping. The sighted partner is also essential for providing feedback tothe blind child. For example, in the tie dyeing activity the sighted partnerdescribes the designs made by the dyes.

~~-Blind children may need a little extra time tocomplete the art activity.~~

Blind children "see" with theirfingers: Provide dampened paper towels for the child when an activity involves paste, clay,plaster, or papier mache. Sticky, fingers find it hard to manipulate materials. tlk hands Blind children must be warned not to touchtheir brailled watches unless their are clean.

~~Blind children should be involved in alldemonstrations.~~

~~Brailled instruction sheets should be preparedfor blind uhiliren listing stepsof, new techniques such asprinting, papier mache, weaving.~~

Blind children should have access to modelsand objects used in the science activity have contact with a during the art session. For example, the blind child needs to model of the fiih while creating a plasterfish, or models of the stages of life cycles when asked to create clay expressionsof the life cycle.

~~ANN.~~

211 225 , 0 - ....., ." A screen board can be used byblind children tocreate'linear designs. 'The screen board is simply awooden frame with screening attachedtautly.ana securely over 'he open area. By placing' a piece of paper over the screenand ' rubbing it with a crayon, a textured cayondesign results.

The rt wog produced by blihdchildten reflects very, personal expression of a mental image not influenced by visionof the art work of other children.En- courage this personal expression. It is art in its purest form."2 .

~~4 1 Article: "Teaching Art to,the Blind Child Integrated withSighted Children", by Collien Freund. The New OUtlook, p. 205.~~

2 Laboratory Science and Art for Blind, Deaf andEmotionally Disturbed Children, .A Mainstreaming Approach, Doris E. HadaFy,Ph.D., and Susan Hadary Cohen, M.A., University Park Press, Baltimore, Maryland,1978.

~~212 . 226 FINE ARTS AND INDIVIDUAL EXPRESSION Level 2 B. Art~~

~~OBJECTIVES TEACHING STRATEGIES M4TERIALS~~

~~1. Clti_ag_z_L_Tearin_g2.~~

~~. Fastening~~

~~The child: I C.~~

Tears, cuts and pastes a Before using double-hanOd Wallpaper, theatre gel, variety of, materials of scissors, have child place marilla tag, bristol various textures. his hand over adult's hand board. as the adult cuts papers, Creative'Art,for the then use double-handed. scis- Developing Child, A sors. Use a guide of two Teacher's Handbook for lines of dried glue for EarlY Childhood totally blind children. Education.

~~Uses tape to fasten materials.~~

~~2. Drawing~~

~~Use textured paints, glue, I Can Make A Rainbow. Finger paints. . , sand, raised surfaces, screen, board.~~

~~Paints directly with Have child make straight and large brush on large paper. curved lines with fingers, " arms, and body movements.~~

~~Note: Children may require a boundary made by gluing yarn or placing a small ridge of white glue around a shape. The child should feel fhe entire bounds before starting. 4'~~

~~3. Modelling~~

~~Creates forms in wet and Have child use own body Plaster of Paris mold. dry sand. (creative movement) and ob- ..jects in immediate environment (sticks) to create forms.,~~

~~Manipulated a variety of Assist (manipulate) the child 6 media. in poking, punching, pounding the clay. FINE ARTS'AND INDIVIDUAL EXPRESSION~~

~~Level 2 .~~

~~. B. Art ,~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS'~~

~~r, The 'child:~~

~~Provide examples and/orb direction (hand over hand manipulation) on ways td handle the clay, to create different shapes. 9 Provide examples of simple forms wiiich the child'could' copy or adapt,~~

~~Assist the chiid in creating some useful objects that can later be used, e.g. candy dish.~~

~~Note: Some bhlidren may re quire the clay.to be prepared by the addition of another substance to the clay; e.g. sand, water.~~

a " 4. Print Making t Demonstrates'ability to Choose interestingly texture0 printwith familiar objects Objecls familiar to childretis ,and textured tempera to e.g. sponge, create design on'paper. r- US textured paints and var4d surfaces (smooth, texttires, soft; hard).

~~5. 'Weaving and_Stitching .~~

~~Creates simple needlework' Initially proO.de objects with~~

~~and art. , large holes'so that child can easily remove ob*ts from the r t string (use stiffen0 string).~~

~~Provide hand over hand manipu lation if necessary.~~

~~Use,rug mesh, large blunt eedles-and thick yarn.~~

~~-214' 293~~

~~0 0'.~~

~~FINE ARTS AND INDIVIDUALEXPRESgION~~

~~Level 2 , C. Drama.~~

~~OBJECTIVES TEACHING $TRATEGIES' MATERIALS~~

~~'The child:~~

~~Participates in dramatic Create opportunities for informal role play. Have child direct and participataan, dramatic play.~~

~~Use real objects toinitiate activities.~~

~~Demonstrates personal ex- 1 Use music to motivate Movement Without Sight.-. presslon through a varrety Creative movement.~~

~~of body movements: .~~

~~Expresses a variety of Use role play. . T.A. for Tots.~~

emotions using a variety . Fingerplay Vol. I and II. of wordsnfonations, and See'Unierstandiw Self and Play and Learn.w body movements. GettIng Along With Others, A. Knowledge of §elf, CFeative Movemeht 'for 3., tmlotiondrSelf. the Developing Child: A Nursery School Handbook 'for Non- , Musicians (second edition). o I

~~215 229 .111111111111111 AMMI1114~~

~~CITIZENSHIP,AND INDinpum,REiPONSIBILITY Level 2~~

~~t A. AtHome I.~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Identifies own family Use class discussion, members by name. : e.g. "This is your grandmother, you are the grandson".~~

~~Use role playing of a cross- , section of family constella- tions, e.g. nuclear family, single parent, two working parents, extended family unit.~~

~~A Use appropriate stories. Snowy Day.~~

~~Invite guest speakers, Red Riding Hood. e.g. parents, and.discussre- Three Bears. lationships of family memberS..~~

~~See Understanding Self and Getting Along With Otheri.e~~

~~Have.child participate in Free To Be You storytellingrfrom made-up and Me (record). stories about relatives to' storybooks featuring relation- , ships.~~

Participates in family Have family members share conversations, sharing 'their activities, ideas and own activities, ideas and feelings with the child, feelings, and listening using appropriate language. to others.

~~Begins to assume responsi- See Health, B. Personal Care. bility for self-care. Use reverse chaining.~~

Demonstrates the ability Use class discussion. to respect and care fcr personal property, and .Have child play with broken/ that of other family mem- unbroken tap,, etc. bers. , Provide practise in using thinp appropriately and putting them away correctly,

~~216 sf% 230 FINEARTS.AND IND/VIDUAL EXP.RtSSION Level 2 A. At Home~~

~~OBJECTIVES- TEACHING STRATEGIES~~

~~The child: -~~

2 Demonstrates awareness that Give child routine resporv- family members shve sibility to perform a task for privileges and responsibi- the family. Select a task lities. within his capabilities so that he'cante required eb complete it resifonsibly-

~~Use class discussion df ,responsibilities which eath family member assumes. 9 Have child waich each:family member perform his task with appropriate "hands-oil" experience.~~

~~Use class discussion of privileges and pleasures of family life.~~

~~Demonstrates awareness that Use class discussion on birth, families Change over time. death, moving, separation, aging, health problems.~~

~~Have child examine childhood Family albums. clothing, pictures, old c household objects and compare with those presently used.~~

~~Go on field trips, e.g. to museum, Senior Citizens Home, vacant house.~~

~~Invite gubst speaker: senior citizen.~~

~~217 3.1 CITIZENSHIP AND INDIVIDUALRESPONiIBILITY Level 2 B. At School~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES.~~

~~The.child:~~

~~Identifies classmates and Always address student by staff" members by name. name.~~

~~0 -Engages in solitary play Provide a=variety of-interest with increasing purpose. cenedt-s where.carefully chosen,equipment and materials are made available to the chile~~

~~ttovide child with repeated assisande in using mateFials until child is familiar and comfortdbleiwith their use.~~

~~See Understanding Self and Getting Along With Others.~~

Engagessin pdrallel play. Notd: Because visually impaired children experience a great deal ofdifficulty engaging iri various play activities, Staff members should engage 1...n parallel play beside the child giving. a verbal descriptionof what the child is doing and of their,own actions, to encourage the child's awareness and interest.

~~Proidde b. variety of interest~~

~~centres. .~~

~~Talk to the child about other children playing in the area and what they are doing.~~

~~Participates in converse-'Speak to child within one-to-~~

~~- tions, demonstrating one and group settings. ability to listen,and respond.~~

~~218 232~~

~~4 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 2 B. At School e~~

~~OBJECTIVES . TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Provide.continuous guided explorations of the world in the classroom and beybnd.~~

~~Initiate conversation accord-~~

~~ing tochild's level of . experience.~~

~~Demonstrates abilltY to Use class discussion.. .care for personal property and the property.of others..Have child actively partici- ,pate in class clean-ups on a regular basis.~~

~~Engages in cooperative play.Encourage, explain and facilitate cooperative play.~~

~~Initially have the visually impaired child and the teacher play; then the visually impaired child, and alselected~~

~~child play with the teacher . physically guidin; the visually impaired child through the cooperative play. Ultimately, have the visually impaired child choose play- mate to engage in cooperative play.~~

~~Identifies some rules.~~

~~Accepts some responsibility'Use class discussion. I for own behavior. tegin.tä teach evaldation techniques, cohrquences.~~

~~Chart positive behaviors on graph paper braille for~~

~~blind. .~~

~~Responds to authori6' in the classroom and school.~~

~~219 233 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 2 C. In the Community~~

~~OBJECTIVES TEACHING STRATEGIES NATERIALS~~

~~The child:~~

~~Demonstrates initial: Go on field trips; have a understanding of what discussion, e.g. how many constitutes a community. houses, blocks.~~

~~Bring in guest speakers: members of the community.~~

~~Identifies facilities Have a class discussion. available in a community and demonstrates under- Go on field trips. standing of the role of each facility. Invite guest speakers.~~

Demonstrates understanding Go on field trips where that individuals have children observe carefully various roles and respon- selected and prepared workers. sibilities within the community. Provide "hands-on" experience. and have child assist the individuals in doing their work.

~~Demonstrates understanding Have a class discussion. that Community members with various responsibilities Go on field trips, e.g. to have areas of authority. police station, fire hall, hospital.~~

~~Dedonstrates ability to Use rote learning. name his community.~~

~~. 220 23'4 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 2 D. Current Events~~

~~OBJECTIVES TEACHING STRATEGIES , MATERIAtS~~

~~Recognizes that events occur outside of home fr and school. CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 2 E. Environmental Education~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~--,------1. Ecology~~

~~The child:~~

~~Distinguishes between Take the children on a walk living and non-living around the school:yard, things. stopping occasionally to touch either a plant or an insect or a stone etc. If~~

~~you touch a living thing, . have the children jump up and down; if you touch a non- living thing, have children play "dead" for a moment or so, then the life-walk continues.~~

Explains the difference Keep some living things of I.P.A. Manual (1980). between a memher of the both kingdoms in the class- plant,and of the animal room, e.g. gerbils; fish, kingdom. plants, canaries, to provide the opportunity for the children to care for living things.

~~Identifies characteristics which are shared by other living things and himself, e.g. need for food, water, air, and warmth; similar body parts.~~

Demonstrates understanding Bring a dog, cat, rabbit, etc. that animals have feelings into the classroom and by by handling or caring for example and instruction convey them with empathy and con- the importance of proper sideration. handling. Allow children to pet or hold the animal to demonstrate an understanding . of this concept.

~~Begins to assume responsibility for the care of living organism. CITIZENSHIP AND INDIVIDUAL; RESPONSIBILITY Level 2 E. Environmental Education~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~2. Natural Phenomena~~

~~The child:~~

~~Describes weather from outdoor conditiDns.~~

~~,. Identifies some characteristics of each season.~~

~~3. Energy 4F t Identifies some sources o heat and light.~~

~~4. Pollution~~

~~Demonstrates respect for Make an automible litter bag the environment when fran a coat hanger and a - travelling through it. plastic bag. Use this opportunity to stress the danger of plastic bags.~~

Demonstrates awareness thatTake the children onto the litter makes an unsightly school grounds and have them, mess and is difficult'to pick up litter with sighted Have them use their clean up. partner. litter bags on this exercise. tress the fact that they are doing other people a service.

Recognizes clean air/water Discuss the activities of man is necessary for good that can make the air"dirty". health. Collect and discuss pictures, or slides thatillustrate this concept. Give explicit descript,ions. Play the "clean-dirty" game in which a picture of a factory belching

~~out pollutants will get a . groan from the classwhile a shot of a pristine meadow will get applause.~~

~~223 237 a~~

~~CITIZENSHIP AAD INDIVIDUAL RESPONSIBILITY Level 2 E. Environmental Education~~

~~. MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The child:~~

Demonstrate the concept that water may be polluted qr contain harmful substances and yet LOOK CLEAN. Mix salt into one glass and compareit to a glass of,clean Water; they look the same but certainly are not. Give explicit descriptions.

Discuss the nearby lake or river and the part. it plays in getting rid of waste products from our homes and factories. "Where does the dirt run-off water from rain storms go?"Emphasize this water cannot be consumedr

Identifies several jobs andUse the opportunity of workers who help to keep actually encountering these the environment a better workers in the performance of place, e.g. grounds- their tasks.When the school -keepers, street-cleaners. yard grass is being cut, take the children out to observe the job being done.

~~Invite the school custodian to come and show thechildren, some of his tools andtalk ,to them about his duties.~~

~~Have the chlidren discuss ways that they can help these workers, e.g. use the classroom wastebasket, avoid breaking branches off trees and hedges.~~

~~224 23S CiTIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 2 E. Environmental Education~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The child:~~

~~Take a field'trip to a farm to provide many interesting discussions and motivate children to further understanding of the world of work.~~

~~Take field trips-to a variety of.jobs.~~

~~5. ConserVation~~

~~:Demonstrates some under- Show examples of recycled , standing of the recycling products. concept. Make "creations" from litter, e.g. collages.~~

Demonstrates responsibility.Have children participate in for keeping immediate Arbor Day activities to assist environment clean and free in developing an appreciation . from refuse. for plants in the "Web of Life". Provide a similar opportunity during spring clean-up to reinforce the concern for our environment at this level.

~~Give child the job of classroom caretaker for a day. nave the class "caretaker" pick up letter and generally tidy up the classroom.~~

~~6. Safety~~

~~Demonstrates knowledge of Teach recognition of signals, the safety rules that apply e.g. one whistle means to the outdoors and field "FREEZE", two whistles mean study trips. "COME HERE".~~

~~Practise this "drill" on the school grounds or in the gym BEFORE going on any field trips.~~

~~225 aTIZENSHIP AND INDIVIDUAL'RESPONSIBILITY Level 2 E. Environmental Education~~

~~OBiECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

~~Establish a "buddy system".~~

~~Discuss and demonstrate the right procedures should a child become,separated or lost.~~

~~Have a senior class prepare a short skit about a lost child who follows the correct pro- ceduies when he is lost on a family picnic.~~

Demoqstrates knowledge of Show the class "grown-up" the dangers inherent in tools that they are not everyday outdoor tools and allowed to use. Explain why chemicals. these,are not to be usad by children.

~~Explain and give examples of dangerous chemicals and talk about the importance of having a parent or other adult apply or use such things as sprays, e,knives and axes.~~

~~See Safety, Water.~~

~~Follows water safety rules. Invite guest speaker: Red Cross Instructor.~~

~~Have a discussion about dangers:, e.g. never go swilm.- ming'alone, never swim ar float on an inner tube,)etc. into water that is unfamiliar.~~

~~Demonstrates awareness of Introduce "Smoky the.Bear" or the danger inherent in fire"Paddy the Beaver" and talk and the effec.t that it can about forest gxes. have on-the environment. See Safety, Fire.~~

~~24 0~~

~~226 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 2 E. Environmental Education~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The child:~~

Recognizes various unsafe Meit a glass of dirty snow'in, outdoor practices, the classtoom to show why one e.g. drinkidg water from should not drink it. ,Povide unsafe sources, eating verbal description for blind snow, eating wild berries students, mushrooms. Collect and show some of the most common berries that the children might encounter and which they must a'vóid, e.g. dogwood, cottoneaster, honeysuckle. Stress no berries, etc. should be eaten unless given by a responsible adult.

~~ail. 227 UNDERSTANDING SELF AND GETTING ALONG WITH 'OTHERS Level 3 A. Knowledge°of Self~~

~~OBJECTIVES~~

~~1. Personal Characteris- tics/Self- Identification~~

~~The student:~~

All About Me.' States/writes/brailles: Use oral instruction and name, age, address, reinforcement. telephone number. Place pInted or brailled Getting to'Know Myself names on desk/belongings; (record and tape). have class directory, student I.D. cards; make'figure nutline of child with infOrmation. below.

~~States name of school, Send home information sheet names of family members. about student. List this information in a student book.~~

Braille Dymo Labeller. Identifies self in Use largeprint for partially photographs, family sighted; T.V. reader, printed members by siiht or in materials, appropriate .photo (partially "hands-on"-experiences. sighted), boys and girls by names, property by Discuss similarities and appropriate print/ differences, size, shape, brailled labels. weight, concepts.

~~15rovide auditory discrimination awareness training.~~

Identifies some areas of Use discussipn, show and Magic Circle. strength (things he can tell, one-to-one talk. do well) and some areas of interest. Provide positive reinforce- D.U.S.O. 0- ment; use role playing, puppetry for the partially sighted.

~~Schools Without Failure. 'Zecognizes differing Hold classroom meetings. physical abilities between peers.~~

~~2./ "T) 228~~

~~A UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 3 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~2. Physical Self~~

~~The student:~~

Identifies the five senses Play "Simon Says", circle Hap Palmer Records,. and inaicates body part games; use tapes to, teach Smelly felts; textured involved. sounds; mystery box. materials. Touch and Tell Books. Feabody Language Developffient Kit. Listen and Think, Level B. Move It. Project Vision-Up: Physical Develbpment, Self Help Skill Development. The Visually Handi- capped Child in the Cldssroom. The Body Image of Blind Children.

~~Demonstrates some understanding of concepts related to,growth and development.~~

Demonstrates understanding Have students note differ- Concept Development that people have.physical ences in hairi, fingers, toes, for Visually Handi- bapped Children. . differences., arms, legs, hands, feet, voices, etc. sor Have students practie use of body joints.

~~Practises appropriate behavior in Public.~~

~~-Develops an understanding of the concept of privacy.~~

~~2 229 11.111.171~~

~~S 4 . UNDERSTANDING" SELF AND GETTING ALONG WITH OTHERS Level 3 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Develops body image. Use graduated seTies of human Project Waverley: forms, es.g. dolls of varying Social Studies, height, weight.'Have student Urdt 1, All About Me. measure height and weight.~~

~~Demonstrates understanding .> of own sexuality.~~

~~,3: Emotional Self~~

Identifies specific Use role playing; use tele- Getting to Know emotions in self and vision as a listening/ , Myself '(record). others'from facial expres- tedching device. Schools Without sion,.posture, verbaliza- Failure. tions Discuss emotion in human in-,. D.U.S.O. Level 1. tAractiori, e.g. feeling happy, Love Is-A Special sad, angry, fearful, left out, Way of Feeling. and, expressions,.etc. involved,

~~Identifies emotion from a Use pictures which have clear, variety of stimuli uncluttered background. Magic Circle. (pictures, stories, pantomime). Use role play.~~

~~Recognizes that people can~~

~~, make one another-happy or sad by things they say or do.~~

~~Indicates when he is feel- Use stories about human situa-How Do You Feel? ing uncomfortable." tions, role playing, open- ended stories.~~

~~Demonstrates ability to Introduce students to relaxa- relax. tion techniques, e.g. yoga; have a quiet time with music.~~

~~Use,discussion, open-ended stories.~~

~~Use 'filmstrips and taperecorded materials for role playing.~~

~~230 - 0 UNDERSTANDING SELF AND GETTING ALONG WITHOTHERS Level 3 A. Knowledge of Self~~

~~:OBJECTIVES .TEACH ING STRATEGIES MATERIALS~~

~~The student:~~

~~Responds appropriately to Use open-ended stories -and feelings. ask, "Row do you feel?; What would you do?" Use stories, .about human situations. ,~~

1 Begins to control emotional Teach student to recognize Fun Tapk Cards. reaction to stressful different sounds that indicate situations (criticism,and differenb feelings, e.g. a blame, frie" teasing). happy sounding voice, a sad soundipg voice, an adgry soudvoice:

~~Have student practise'saying nursery rhymes as if angry/ sad/happy, etc.~~

~~Role play situations involving emotions, e.g. frown: eye- brows go down.~~

~~2.4 231 - t.) WDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 3~~

~~11, -Social,Refationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Needs and Motivations~~

~~The student:~~

~~Demonstrates understanding Have a discussion abOut All About Me. that food, Welter and stories Tead. : clothing arebasic needs.~~

Idencilies those who,pro- Have ongoing class discussion Project Waverley Social Studies - vide,these basic needs for of family interactions, and CurriculUm, Year I, him. t , family responsibilities. Unit) III: What Is A Family?

Identifies situations in Discuss role of school nurse, which people need help or the police, firefighter, protection, (ill, hurt, doctor, dentist, etc. lost) in real or fantasy situations. Discuss classroom stories.

~~Identifies sources of help Use role playingsituat4s, fo,i specific problem situa- e.g. learning how to ask for tions (cut finger, lost help. mitten).~~

~~2. Factors Affecting Relationships~~

Categorizes familiar and/' Discuss student's position unfamiliar.people in terms in the family, e.g.-younger, of age, role (youngest; older members. oldest).*

'categorizes people in Discuss family, frientts, and D.U.S.O., Level 1. terms of familiar'ity unknown people in the environ- P (family, friend, acquaint- ment. ances, teachers). Provide authority training; Magic Circle. use school yisitors and stu- Schools Without dents from other classeE as Failure. models of "strangers". UNDERSTANDING SELF AND UNDERSTANDING OTHERS Level 3 B. Social Relationships

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Distinguishes girls fr.= Use'class discussion: boys .boys in a variety of ways names versus girls' names. (name, appearance, voice for blind, pictures for Use stories for incidental partially sighted. teaching.

~~Use appropriate pictures for visually impaired under T.V. reader.~~

~~Reinforce with classroom game.~~

~~Handlin& Social ,Interaction~~

~~a) Expressive Communica- tion Skills~~

Communicates in a number o Have "Show and Tell" during For Partially Sighted: ways (gestures, speaking, morning exercises. Peabody LangLiage writing, facial expressions Development Kit. for tfie visually impaired).

~~Seeks attention appropri- In classroom meetings teach atel. student to loOk in the direction of the teacher.~~

~~Teach rules for polite behavior.~~

~~Obtains information from Use role playing and imaginary others by askln& appropri- situations to teach student ate questions. how to ask for help when needed.~~

~~Responds to the questions of others, gives information when asked. UNDERSTANDING SELF AND-GETTING ALONG WITH OTHERS Level 3 B. Social Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Communicates with others Use discussion. D.U.S.O., Level 1: in socially acceptable Rules for discussion. ways (taking turns, gettingMonitor classroom and play- Magic Circle. attention before speaking). ground interaction. Schools Without Failure. Use role playing. Girls' and Boys' Book of Etiquette.

Demonstrates ability to Use role playing "Let's Instructional introduce himself to an pretend", listening to and Programming for the individual or a group. imitating adults, answering Handicapped Student. the door, answering the Child Behavior and phone. Development. Social Competency. Teach student to shake hands.

~~Communicates basic feelingsUse modeling, role playing, to others (happy, sad, and actual practice, to hurt). teach student how to verbalize 1 emotion.~~

~~b) Receptiv,e Communication Skills \~~

~~Follows oral directions. Play "Simon Says". Peabody Language Development Kit.~~

~~Demonstrateslistening, and attending behal,\ibrs.~~

~~' Recogniaes whenllanother Teach partially sighted to person is attending/ look directly at the person listening. Ehey're talking to, or listening to~~

~~Teach blind to address person spoken to by name, to look directly at the person to whom they are talking or listening.~~

~~Use classroom circle discussions.~~

~~234 2 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 3 B. Social Relationships~~

~~j OB4ECTIVES TEACHING STRATEGIES MATERIALS~~

~~c) Problem Solving and Decision Making~~

~~The student:~~

Practises making personal Provide frequent 6.nd systema- Values Clarification. decisions in the class- tic opportunity for students Teacher Effectiveness room. to make choices and learn to Training. accept consequences.

~~Use games, craft activities, r6le playing.~~

~~Participates in decision making process.~~

~~Recognizes possible conse- Ask "What would happen quences of decisions. if ...,", "What could happen?".~~

~~Use role playing.~~

~~Identifies a problem situation and suggest a possible solution.~~

~~Participates in appropriate Provide a/ternate endings for conflict management wel) known storie. strategies: taking turns, apologizing, soliciting, intervention, sharing.~~

~~4. Rules and Routines~~

States the behavior expect- See Citizenship and Individual ed (sharing, consideration, Responsibility. respect, cooperation, good manrurs) when given a Use classroom discussion, Values Clarification. situation at home or role playing, show and tell. Teaching Social school. Behaviors to Young Discuss classroom rules, why Children. we have to have rules.

~~Have a "Happy Face" and good citizen chart.~~

~~.1 235 2 ^ UNDERSTANDING SELF ANDGETTING ALONG WITH OTHERS Level 3 B. Social Relationships~~

~~, ,~~

~~OBJECTIVES TEACHING STRATEGFES MATERIALS~~

~~The student:~~

~~Demonstrates appropriate Provide positive reinforce- adherence to simple rules ment for appropriate behavior. in the classroom and on - the playground.~~

Identifies and accepts consequences of breaking class rules. 0 Identifies rules which Discuss school rules, class- cannot be changed and room rules and the need to , routines which can be have them. modified.

V Demonstrates understanding Use games that enable indivi- that routines and rules dual children to create the made by the group may be rules, e.g. rules governing modified, depending on the free time. situation,% e.g. rules for games.

~~Recognizes need to follow directions of adults when travelling.~~

~~5. Social Roles~~

Identifies roles associated Have a discussion of a variety Project Waverley with the family and lists of family groupings, Social Development some characteristics of e.g. single parent, families and Living Skills - these roles (mother, in which both parents work, Unit III: What Is father, sister, grand- extended family. A Family? mother).

~~Identifies leaders within the classroom or playground. _~~

~~Recognizes the authgrity and responsibilities associated with some adult roles.~~

~~\ 236 17~~

~~UNDERSTANDING SELF AND GETTING ALONG WITHOTHERS ,D Level 3. B. Social Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~.. Identifies multiple role of familiar adults, e.g. 'father is also an employee.~~

~~6. Values and Social Expectations~~

~~Demonstrates understanding \~~

~~, that appropriate behaviors -vary acCording to situa \ tions.~~

~~Identifies differences in Have student learn about cultures, e.g. costume, other student's holidays, food, language. foods, customs, through music stories, cooking, crafts.~~

~~Use role playing.~~

~~Recognizes basic values, e.g. honesty, kindness.~~

~~Recognizes need for social rules.~~

~~States simple rules and See Section 4, Rules and recognizes when they are Routines. broken (golden rule, school or class rules, rules for games).~~

~~237 Or- ' 4,,..) , \ ORIENTATION AND MOBILIpt~~

~~INTRODUCTION~~

"Orientation and mobility is that part of educationthat prepares the blind child in relation to travel independently. Orientation refers to an-awareness of oneself Mobility is to the physical environm2nt. It means knowing one's current location. It is the the ability to travel safely, comfortably,gracefully and independently. ability to make easy movement.Bur simple, it is the ability to walk in asafe man ner and know where you aregoing!"1

"Independent traveliqill ... help hildbecome independentin his life style and capable of assuming a satisfying and useful role inlife. W. Hanks Levy, a pioneer in education for the blind has said thatmobility gives the blind persowa power that no other skill can give. It gives him the power to dominate hisenVironment rather than being trapped by it. It gives him the power tc., get up and goanywhere he wants at any time. It gives him freedom."2

The Curriculum Guide for the Developmentof Body and Sensory Awareness in the Visually Impaired, Illinois Office of Education, isthe recommended pr'lraM to be followed. It contains four interrelatedsections that deal with body image, basic sensory concepts and abilities, motorcoordination and sensorymobilities./ Each section contains a brief introduction and definitionsof specific skills to be developed; checklises in chart form suitable for individualneeds, assessment and .posttesting; and suggested activities, games,materiels and references.

The child should begin learning these conceptsds soon as possible. Many of these may be taught in the home andpreschool program cooperatively. Those skills whi0 the child has not mastered upon school entrance mustcontinue to be a part'of his he is regular school program. Once the child has mastered all af these concepts ready to begin formal orientation and mobilitytraining with a qualified orientation and mobility instructor.

The mobility specialist has received intensivetraining in .how to reach a blind per son to travel and realizes that alittle knowledge, taught poorly, can give a visually impaired student false, confidence. This may result in a student gatting into a dangerous situation. When a student is ready to begin specific precane skills a qualified mobility s'peciali,st must becontacted at the local school board office or dn Alberta Education Consultant for theVisually Impaired. -

~~1 The Road to Freedom: A Parent's Guide to Prepare the Blind ChildTo Travel Independently, Webster, Richard, p. 15.~~

~~2 Op cit p. 18. ORIENTATION AND MOBILITY~~

~~A. Body image~~

"Body image is the recognition of theyaits qf the body and how they operate. It iniolves the ability to move efficiently tfirough space and is based onthe youngster's recognition of who he is, where he-is, and what he is. This knowledge is the result of previous mental, physical and pS'Ychological experiencesbuilt upon what is heard, touched, seen and smelled. Because of his sensory loss,,the visually impaired student often has difficulty-integratint these stimuli and .developing tota concepts about his body and those of others. The following checklists, activities and materials will be useful in planning a sequential program. Space has been provided for the teacher to incorpbrate additional items on the checklist, activities, materialt and references. If"the student is unable to respond appropriately to the questions,asked, the teacher shoulddevelop an individualized training prpgram. Some games and materials are listed in this section as examples of appropriate activities for the development of body image. In planning a totaliprogram the teacher can utilize these and othersources." 3

~~Curriculum Guide for the Development of .Body and Sensory Awareness in the Visually Impaired, Illinois Office of Education, p. 11.~~

~~239~~

~~r-- -ORIENTATION AND MOBILITY Level 3 A. The Body Im4ge ,~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

and references may be Note: Specific checklists; activities, materials located in each section of the CurriculumGuide for the Development of Body Education. and SensorAwareness In the Visuall Im aired, Illinois Offide of

~~for specific strategies. Sote time - The pages as listed should be referred to should be spent daily working through thechecklist with each student. Each concept should be taught to mastery. 4~~

~~The student:~~

Names and identifies body p. 13 - 16 A Curriculum Ouide for the Development parts. of Body and Sensory Awareness in the Identifies clothing and body p. 17 - 20 Visually Impaired. parts. The Road to Freedom: Identifies cloting and ac- p. 21 - 24 cessories for body parts. - A Parent's Guide to Prepare the Blind Child to Travel Identifies another person's, p. 25- 30 model's or an,animal's Independently. body part.

~~Demonstrates ability to move p. 31- 36 body parts.~~

~~Demonstrates ability to move 'p,37- 40 'his own body parts to other body parts.~~

~~Demonstrates ability tomove p. 41- 44 his own body parts to touch another person's body parts.~~

~~Demonstrates ability to move .p 45- 48 body and specific body parts to objects.~~

~~254~~

~~240 ,0 7 "9 ..~~

~~ORIENTATION AND410BILITY ta 1 1 Level 3 ., A. The Bod Ima e~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES .4~~

~~THe student:~~

~~Demonstrates ability to . 49 - 52 move objects to specific body parts.~~

~~Names and identifies front p. 53 - 56 .. and back of the body.~~

~~Identifies objects and/or p. 57 - 60 sounds in front dad in back af\the body.~~

~~. - Demonstratds ability to p. 61 - 66 place objects in front and in back of the body. 4 Demonstrates ability to p. 67 - 70 move his.body forward and 4 backward.~~

~~, Names and identifies right p. 71 - 76 and left sides of the body. .,~~

~~Identifies obSects and/or p. 77 - 80 t sounds to the right and to~~

~~the left of the body. ,~~

~~Demonstrates ability to, p. 81.- 86 place objects to the right and V) tne left'of the body.~~

~~Demonstrates ability to move p. 87 - 90 his body to the right and to the left.~~

~~t p. 91 - 94 Identifies right and left ,. sides of another person's body.~~

~~Demonstrates ability to p. 95 - 98 move Nis own body using basic concept words.~~

~~241 ORIENTgfON AND MOBILITY Level 3 A. The Body Image~~

~~MATERIALS 'OBJECTIVES TEACHING STRATEGIES~~

~~; ,The student:~~

~~Demonstrates ability td move p.99- 102 his own body to another person's body using basic comApt words.~~

~~Demonstrates ability to p.103-1'06 move body to objects using basic conceptwords.~~

~~Demonstrates ability to p.107 110 move objects to body using ba4c concept words.~~

~~Demonsttates ability to p.111- 114 move objects using basic concept words.~~

~~2..'k) 242 ORIENTATION ,AND MOBILITY~~

~~B. Basic Concepts~~

"Basic concepts refer to the primary impressions ayoungster obtains of his environment through utilizing his senses. These concepts (size, texture, weight, etc.) become more meaningful when he hasthe capacity or ability of relating them to his surroundings through hisidentifying, describing, grouping, etc. To acquire these basic conceptsthe visually impaired student needs to be exposed to a variety ofexperiences and activities reaated to hishome, school and community.

A basic checklist is provided at the beginningof this section to be used as a ,pre- and ppst-tek. This will serve as a quick reference forthe teacher in determj.nifig t%e youngster's needs. Once the needs are assessed an indiVidual- ized prdgram should be planned.

~~The charts provide a few examples forpresenting each concept. They are meant to be a stepping stone from which youdevelop further activities.~~

~~Materials and references have been included for each conceptwith space Eor additional enEries." 4~~

~~30,~~

~~4 A Curriculum Guide for the Developmentof Body and Sensory Awareness in the Visually Impafred, Illinois Office of Education, p.118.~~

~~2 r; " ot$' 243 4~~

~~ORIENTATION AN0 MOBILITT Level 3 B. Basic Conce ts 0, 411r...~~

~~S MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~slINSESMONESISOW~~

~~The student:~~

A Curriculum Guide for Demonstrates knowledge of . 124 125 the basic concept of size. the Development of Body and Sensory Awareness,ln the Visually Dgmonstrates knowledge of . 126 127 the basic concept of shape. Impaired.'

~~Demonstrates knowledge of . 128 - 129 the basic concept of texture~~

~~Demonstrates knowledge of . 130 - 131 the basic concept of color. I.~~

~~Demonstrates knowledge of . 132,- 133 the basic concept of weight.~~

~~bemonstrates knowledge of . 134 - 135 the basic concept of location of specific items.~~

~~Demoastrates knowledge of . 136 137 the uses Of specific items.~~

~~Demonstrates knowledge of p. 138 - 139 the basic'concept of 4 position.~~

~~Demonstrates knowledge of: . 140 141 the basic concept of movement.~~

~~Demonstrates knowledge of . 142 143 the basic concept of time.~~

~~Demonstrates knowAdge of . 144 - 145 the basic concept of sound.~~

~~Demonstrates knowledge af . 146 - 147 . the basic concept of taste.~~

~~Demonstrates knowledge of . 148 - 149 the basic concept of odor.~~

~~244 ORIENTATION AND MOBILITY~~

C. Motor Coordination _ . "Motor coordination refers to the youngster's ability to perform muscular activities WIth skill and balance.This section presents a variety of skills which are desirable for all youngsters to develop in orderto.function smoothly and efficiently throughout life.Assimilation of these movements is generally accomplished through exploration and observation during the growth anddevelop; mental process. Many visually impaired youngsters may not profit from a vLeu_al stimulus alone and may need to be "shown" the most'simple body movements.

~~A motor coordination checklist is iricluded as a check sheet for eachstudent as to whether they can or cannot perform the specific skill.An indiviaual record can be kept for pre- and post-testing.~~

Each skill is defined and presented with two activities Plus assessmentguidelines. The descriptive activity is the teacher's direct statement to ehe student. If the student is unable to perform the skill adequately, the teacher refers to the maneuvering activity. This7activity provides basic instruction in working with the youngster.

Additional activities, materials and references are include&for yourinformation. You are encouraged to add other sources on these pages'for your personal use. In working with these skills it is also suggested you consult your schooldistrict's Physical Educa&ion Curriculum Guide for'further ideas. 5

~~5 A Curriculum Guide for the Development of Body and SensoryAwareness in the Visually Impaired, Illinois Office of Education, p.153. - N~~

~~245 25:j ,~~

~~ORIENTATION AND MOBILITY Level 3 , C. Motor'Coordination~~

~~TEACHING STRATEGIES MATERIALS , OBJECTIVES~~

~~The student:~~

~~Demonstrates ability to lie p T 157,- 158 A Curriculum Guide for the'Development of Body, - down. and Sensory Awareness Demonstrates ability to p. 159 - 160, in the Visually Impaired, roll.~~

~~Demonstrates ability to p.161.- 162~~

~~0 . scoot.~~

~~Demonstrates ability to sit. p.163- 164~~

~~Demonstrates ability to . 165- 166. kneel.~~

~~Demonstrates ability to . 167- 168 crawl. .-~~

~~'Pemonstrates ability to p. 169- 170 : stand.~~

~~Demonstrates ability to p. 171- 172 N. walk.~~

~~i Dedonstrates ability to Fr. 173- 174 ' , , march. t~~

~~Demonstrates ability to p.175- 176 jump.~~

~~Demonstrates ability to p. 177- 178 hop.~~

~~Demonstrates ability to run. p. 179,:.- 180~~

~~Demonstrates ability to p.181- 1g2 side-step.~~

~~Demonstrates ability to . 183- 184 gallop.~~

~~Demonstrates ability to p.185- 186 skip.~~

~~26;) r \...21...... e6. ..~~

~~, a 1, ORIENTATION AND MOBILITY Level 3 C. Motor Coordination~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

~~Demonstrates ability to 187 188 stretch.~~

~~Demonstrates ability to 189 - 190 push and pull.~~

~~Demonstrates ability to . 191 - 192~~

~~, twist.~~

~~Demonstrates ability to . 193 - 194 bend.~~

~~Demonstrates ability to . 195 - 196 stoop and squat.~~

~~Demonstrates ability to 197 \198 climb.~~

~~Demonstrates ability to . 199 - 200 grasp.~~

~~Demonstrates ability to . 201 - 202 throw.~~

~~26 247 -a- ORIENTATION AND MOBILITY~~

~~D. Sensory_ Modalities~~

"The success \that an individual has with the orientation and mobility process is highly dependent upon that individual's perception of hisenvironment. A visually impair c.J. youngster must become aware of his developmentof his remaining senses. tie can assist the youngster by teaching hin how/to interpret and .be aware of all clues around him. If residual vision is preSent, all efforts should be made for effective utilization of vision in allaCtivities. The youngster should be able to make use of sounds; recognizetactual clues and landmarks; recognize the smell of a bakery, the sound of an idling car andfeel the declining sidewalks as he approachs the curb. In other words, he should be able to place all of his environmental clues in proper perspective sohe can become entirely familiar with hissurOundings and very knowledgeable about his

~~whereabouts. j~~

The essential skills, relative to sensory modalities, should be placedwithin the context of the educational situation.This section,presents many activities, materialsanci referencesto enable the teacher to do this.

An evaluation chart is include for each sensory modality to serve as a guide in pre- and post-testing. A refe ence outline is also inOorporated at the beginning of each sense to provide guide ines in each specific area.A list of the materials in the I* Vision Kit is i cluded in this section. -9

~~These sensor); modality areas a e by no means complete. The teacher is encouraged to elaborate on materials, ref rences and activities byadding ideas to these pages.".6~~

~~6 A Curriculum Guide for the Developme t of Body and SensoryAwareness in the Visually Impaired, Illinois Office o Education, p. 206.~~

~~248 OR NTATION AND MOBILITY Leve 3 D. 'Se ory Modalities~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~I. Visual Modality~~

The student: A. Curriculum Guide for the Identifies specific objects p. 208 - 217 ' Development of Body and 'with the following variable: Sensory Awareness in the Visually Impaired. - distance - size - illumination - figure-ground contrast - stationary - moving.

~~2. Auditory Modality Note: A hearing assessment is necessary at the beginning of each school year to ensure that the student does not have a hearing impairment.~~

~~Demonstrates recognition of p.218- 231 sound.~~

~~Demonstrates ability to p.218 231 localize sounds.~~

~~Demcnstrates ability to p.218- 231 discriminate and identify sounds.~~

~~Demonstrates ability to p.218- 231 localize sound source in relationship to the listener.~~

~~Demonstrates ability to p.218- 231 identify and confirm sound.~~

~~Demonstrates ability to use p.218 231 sensory devices.~~

~~249 i : ORIENTATION AND. MOBILITY f I Level 3 D. Sensory Modalities~~

~~., OBJECTIVES TEACHING STRATEGIES MATERIALS o -~~

~~The student:~~

~~, Demonstrates understanding . 218 - 231~~

~~1 of mobility concepts.~~

~~3. Tactual Modality.~~

~~Identifies a surface or an . 232 - 239 object through the tactual sense whether using hands and/or feet.~~

~~Demonstrates ability to . 232 - 239 make,distinctions between various objects. ., t~~

~~Demonstrates ability to . 232 - 239 confirm the object tactually. t~~

~~Demonstrates ability to . 232 - 239 obtain knowledge through his senses.~~

~~4. Olfactory Modality :~~

~~Demonstrates ability to . 240 - 245 , identify various odors.~~

~~Demonstrates ability to make 240 - 245 distinctions between various odors.~~

~~Demonstrates ability to . 240 - 245 confirm a particular,odor.~~

~~Demonstrates ability to . 240 - 245 obtain knowledge of the object thtough his senses. ,~~

~~5. 'Gustatory Modality~~

~~Demonstrates ability to p. 246 - 251 identify a particular product through its taste.~~

~~2 ,/ 250 ORIENTATION AND MOBILITY Level 3 D. Sensory Modalities~~

~~OBJECTIVES TEACHING STRAGIES MATERIALS~~

~~The student:~~

~~Demonstrates ability to make p.246- 251 distinctions between various edibles.~~

~~Demonstrates ability to p.246- 251 confirm particular taste.~~

~~DeMonstrates ability to p.246- 251 obtain knowledge of the edible through his senses.~~

~~20'; 251~~

~~z HEALTH Level 3 A. Eutrition~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Identifies a Nariety of Go on field trip to neighbor- SAVI Kit Unit 1. foods and the'ir sources. hood grocery store, dairy, Scratch and Sniff bakery, etc. Books. Me, Sketch felt pens.~~

Classifies food into ap- Make a "Grocery Store" corner. Peabody Song Kit, propriat.e food group. Label (braille, large piint, Level 1. texture) four plates accord- Learning About 'ing to the four food groups. Fruits We Eat.

~~Have student place food on the correct food plate.~~

~~Demonstrates ability to Read,and discuss stories, select a balanced meal. poems; sing songs about food.~~

a, Demonstrates knowledge of Have class discussion about Materials from Milk the rules of good eating. nutrition. Foundation and Medical Associations. Discuss what food groups need Canada Food Guide. to be,combined to form a General Foods balanced meal. Corporation Materials. Nutrition Communication. Serve nutritious snacks in class.

~~Demonstrates understanding I.Js'e class discussion and of junk food to be avoided experience with nutritional between meals. snacks.~~

~~Discuss advertisements of products directed at the child consumer,'e.g. sugar coated cereal. HEALTH Level 3 B. Personal Care~~

~~OBJECTIVES TEACHING STRATEGIES - MATERIALS~~

~~1. Knowledge of Body~~

~~The student:~~

~~Identifies basic body parts.Use body image test to establish what.student knows.~~

~~1 Play '"Simon Says".~~

~~Have student locate body partsPeabody Language in musical games. Development Kit.~~

~~See Orientation and Mobility section, Understanding Self and Getting Along WitH Others section.~~

Recognizes and explains Have a classroom pet. Sex Education and differences between boys Family Life for and girls. Ted4h student to develop cor- Visually Handicapped rect vocabulary for body Children and Youth. parts and functions in Sex Education for relation to himself and the Visually Handi- animals. capped in Schools and Agencies. Growth: A Handbook of Classroom Ideas to Motivate,the Teaching of Elementary Health. The Spice Series.

~~2. Care of the Body~~

~~Demonstrates some in-~~

~~dependence in matrers of , personal hygiene.~~

~~Assumes some responsibility for personal belongings, 'e.g. grooming articles. uwhy States reasons for taking Have class discussion: good care of the body. be clean/".~~

~~Set up interest centers, e.g. dentist office, beauty parlor, equipped with real equipment whenever possible.~~

~~253 : , HEALTH Level 3 B. Persbnal Care~~

~~, OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Go on field trip to health clinic.~~

~~Practises physical fitness ,.Ulave student,.practise during Health and Safety program. physical education class. for the Young Child.~~

Demonstrates knowledge of Set up interest centre, Medical Kit (toy). what to do in case of e.g. doctor's office with real minor illness. equipment'whenevei possible. o Invite guest speaker, e.g. school nurse.

~~3. Drugs and Alcohol~~

Takes drugs only when ad- Discuss when drugs are administered by parents, ministered, e.g. for illness. guardians or medical Stress the fact that medica- personnel. tion should only be taken , when administered by parents, , guardkans, medical personnel,

~~Differentiates between Discuss purpose of taking vitamins and drugs. vitamins as opposed to the purpose., of taking drugs. r~~

~~, _~~

~~..$~~

~~254 2,;r~~

~~P % 6 HEALTH Level 3 C. Community Health Services~~

~~MATERIALS OBJECTIVES . TEACHING STRATEGIES~~

~~The student: 0~~

~~Identifies health helpers Invite guest speakers: and their function. health helpers, e.g. doctor, nurse.~~

~~Demonstrates knowledie that Set up'interest center, these workers are there to e.g. doctor's office. help us.~~

~~Demonstrates understanding Go on field trip, e.g.. to at places to go to for hospital, clinic. medical help.~~

~~Recognizes the importance Have class discussion: of having a family doctor or dentist. Role play telephoning to make appointments with doctor and dentists.~~

~~255 SAFETY Level 3 A. In The Home~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Demonstrates awareness ot Discuss sources of danger, Peabody Song Kit, *common accidents which e.g. toys on stairs, dangers Level 1. might occur within the in kitchen area, care in the How to Have an home. use of potentially dangerous Accident at Work; substances. How to Have an Accident in the Describe or role play common Home; I'm No causes of accidents Aand ways Fool Having Fun; of,spreventing these. I'm No Fool With Electricity (films). Demonstrate proper use of Home Safety Kit. thousehold tools, e.g. electri-Curriculum Guide cal appliances. for Elementary Health.

~~Discuss various labels indicating poisonous or dangerous substances.~~

~~With assistance, demonstrates safe use of kitchen. tools, appliances, etc.~~

~~Follows zidult instruction abouC fire drill in the home. !) , SAFETY~~

~~Level 3 ' B. In The School~~

~~OBJECTIVES TEACHING STRATEGIES. MATERIALS~~

~~Thestudent:~~

Demonstrates awarefies1 Dramatize correct procedure Peabody Song Kit - .of dangerous situations for handling sharp tools, Level 1. which might occui within e.g. Scissors. Playground Safety; the school. Safety after School;,:' Practise classroom etiquette,. >Dangerous Piayground .e.g. takingtutus; keeping- (films).- aisles clear of obstacles.

~~Dis6uss ways to prevent injury, e.g. proper disposal of glass.~~

~~1 Sing safety songs. The Fall Down, Break a Bone, Skin Your Make safety booklets. Knee Book.~~

~~Tour school buildings.~~

~~Tour school playground to The New Elmer locate safe and unsafe play the Safetcy areas. Use resource person: ElephanE. Orientation.and Mobility Instructor.~~

DiscuSt safe plates to engage Let'S Find Out in various activities, About Safety. e.g. playing ball. Curriculum Guide for Elementary ffealth. ,Health and Safety for the Young Child. SAFETY .., Level 3 C., In The Community

~~fir~~

~~`OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Demonsttates understanding differenttypes and magnitudes of disasters.~~

~~2-7. ") 258 SAFETY Level 3 D. Fife~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

The student: f Fire Safety, Grade 1 Demonstrates awareness Have a class dkscussion about of the most 2ommon forms the dangers of playing with (revised edition). and causes of fire. fire, e.g. matches, candle.

~~Discuss visible flame and electricity as sources of heat.~~

~~Identifies the proper Have class discussion on the use and misuse offire. usefulness of fire in heating and codking.~~

~~Take field trip which Fire in Town:. includes cooking of hot dogs, I'm No Fool With and marshmallows in an Fire (film). approved.area forcamp fire.~~

~~Discuss basic fire hazards Curriculum Guide'for such as matches, candles. Elementary Health.~~

~~Discuss accidents occurring in the kitchen, due to cooking and fire.~~

~~Discuss proper storage of flamnable materials.~~

~~Demonstrates knowledge Go on field trip to fire of fire prevention and statifin fire safety. Discuss Some of the ways in which the student can prevent fires.~~

~~Demonstrate and practise what to do in case of fire: STOP, DROP AND AOLL; EVACUATE AND ALERT.~~

~~2-.1 259 SAFETY Level 3 D. Fire~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

~~Bring in guest speaker, j e.g. firefighter.~~

~~Discuss electriLl fire prevention.~~

~~Have fire drill. Practise alternate routes.~~

~~Make sure each student knows his pwn address.~~

~~Practises good fire prevention habits.~~

~~Responds'to fire'ararms appropriately.~~

~~2 260 SAFETY Level 3 E. Traffic~~

~~TEACHING STRATEGIES MATERIALS bBJECTIVES I~~

~~The stuuent:~~

~~Demonstrates awareness of Bring in guest speaker, the role of the safety e.g. member of safety patrol. patrol.~~

Demon;trates ability to , Use specific strategies as Illinois Curriculum respond to traff,ic sights listed in resource material. Guide for the Develop- (partially sighted) and ment of Body and sounds to avoid danger. Sensory Awareness.

~~Demonstrates appropriate Demonstrate correct way to Curriculum Guide for behavior on bus or other loan and unload school bus. Elementary Health. vehicles. Practise use of emergency~~

~~door. ,~~

~~Discuss proper bus etiquette and respect for driVer's authority.~~

Demonstrates ability to Have class discussion about Early Childhood seek help from responsible reasons to refuse rides with Traffic Education - A adult if hurt. frightened strangers and reasons to re- Series of Pamphlets: or lost. fuse to talk to strangers. - Parent's Guide for Action, Preschool rnvite guest speaker, Children in Traffic; e.g. block parent, police. - When Go Outside; - I Listen andlook for Cars Coming; - Traffic Sigltal Lights.

~~Demonstrates understanding Use role play. of the importance of using~~

~~seat belts. ' Have a class discussion.~~

~~^ 4.~~

~~a WORLD OF WORK Level 3 A. Specif' and Allied Work Skills~~

~~1 TEACHING STRATEGI MATERIALS , OBJECTIVES~~

~~1. Use of Tools and Equipment~~

~~Theastudent:~~

~~Identifies more tools and Demonstrate correct usage I.P.A. Manual, 1980. demonstrates greater tools. Have student experi-, Workjobs I and II. proficiency in their use, ment with tools. e.g. hand saw.~~

~~Follows simple 'rules of Label storage area in large Tool boards, cubby organization and care of print or braille where holes, wall charts. tools and materials. necessary.~~

~~Demonstrate and di.3cuss correct storage. Have students store tools.~~

~~Constructs simple project independently.~~

~~Demonstrates ability to Discuss possible hazards as- Attitude.and follow safety procedures sociated with the tools in Safety Posters. when using tools. use and how to avoid injuries.~~

~~2. Follow Directions~~

~~Follows/a more complex Provide clear and concise Deal Me In. set of direction- verbal directions; when W 11 Charts. appropriate, pair with written directions.~~

~~Praise stbdent for successful completion of taSk.~~

Identifies persons in Make posters of people in Our HeJpers. authority in the school authority. Have class dis,cus- and immediate community. siov about these people's responsibilities and how and why studefits relate to them.

~~Invite guest speakers; policeman life guard, playground supervisor.~~

~~21:S 262 WORLD OF WORK Level 3 A. Specific and Allied Work Skills~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~3. Decision Making~~

~~The student:~~

~~Chooses independently Provide a variety of options Learning Centers. between two or more in materials And activities, alternative activities. and have student choose one, e.g. crayons or paints:~~

~~4. Independence~~

~~Demonstrates ability to Provide the student with behave appropriately in opportunities to contact unfamiliar situations. unfamiliar adults, e:g. seeking aid from janitor.~~

~~Use role play. WORLD OF WORK Level 3 B. Career Planning and Explbration :~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS ,~~

~~1. Why Work =~~

~~Tlie student: . .~~

~~Recognizes that people need money.~~

~~Recognizes that parents have different work and \ incomeE.~~

~~Demonstrates understanding that finishing tasks earns priase.~~

~~9. Job Awareness~~

~~Demonstrates awareness that people.do different jobs: in home, in chool, in~~

~~community. , 4~~

~~3. Job Demands~~

~~'Demonstrates good work Complete behavior management Courtesy in the habits. charts for each student to Community. , show work completed, working well with others, doing classroom jcibs.~~

~~Demonstrates positive Have a discussion, "Why help attitude twaras work. others?" Compile list and display,' "Why people work?"~~

~~Demonstrates ability to Give student simpie jobs in A Good Worker. follow instructions. class.~~

~~Increase number of directions.~~

~~Completes selected tasks Select crass monitor. at school and home and ' Develop "Jobs for the Week"~~

~~begins to assume some char,:s. . responsibility.for this.~~

~~273 264 0 WORLD OF WORK Level 3 B. C4reer Planning And Exploration~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Recognize§ some of own Ericourage students.to Unemployed Uglies. mistakes and corrects them. criticize their own completed tasks or jobs.~~

~~Check student's work and get him to suggest ways that work or work habits can be improved.~~

Demonstratej good listeningDevelop oral coMprehension Listen and Think habits. skills. Cassette Series, Levels A and B.. R6ad stories suitable for level and ask basic who, why, when,,where type questions.

~~2 -.1.~~

~~265,~~

~~, WORLD Oe"WORK Level 3 C. Finding A Job~~

~~OBJECTIVES 'TEACHING STRATEGIES MATERIALS,~~

~~I. Awareness of Personal Abilities and Interests~~

~~The student:~~

~~Identifies parents voca-~~

~~.., tions.~~

Identifies job/careers Write list of job titles Sign-A-M4e. which may be of special volunteered by class and Career Cards. interest to him. discussion. Career Awareness. Getting A Job. Demonstrates ability to HiVe a class discussion, I Want To Be.... describe abilities and e.g. blind cannot be a pilot Books. limita,tions for a specific but can be a computer opera- Ladybird Books. job. tor. Stories About Workers.

~~2. Awareness of Process~~

~~Demonstrates ability to Role play with phone in class- ° use telephone. room; stress clear spe,ach and clear request.~~

~~Record these conversations and review.~~

~~Demonstrates ability to Have students assist in take and leave messages. conveying messages to s.chool personnel.~~

~~Recognizes that people Discuss necessity of work. must look for jobs. Discuss or examine; ad section, help wanted section, notices, manpower vacancy cards.~~

~~260~~

~~266 WORLD OF WORK Level 3 E. 'Worker's Rights 1~~

~~OBJECTIVES I TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~, Recognizes own self-worth Modern Workers for and dignity. Career Awareness. D.U.S.O. Kit - Level 1.~~

~~e47 s~~

~~267 4)J HOME MANAGEMENT , Level 3 A. Clothing~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES . I~~

~~, 1. Care '~~

~~The student:~~

~~Recognizes own clothing. Provide each student with Button Up: A System- % own clothes hook with braille. atic Approach for Printf color or texture label.; Teaching Children~~

~~on hook and clothing. Dis- . to Fasten. .. cuss what is special about ai one's own specific clothing.~~

~~Demonstrate hOw clothing can be identified by the size of ,the buttons or zippers, by the texture, by the style of the collar.~~

~~Have available doll clothing of different textures. Talk about how they feel and look, as student plays.-~~

Undresses/dresses with Use checklist to see level of Towards Independence. 0 minimal supervision or student's competency. e help. Have studcnt use own clothing when learning to button, zip, lace and tie. Guide student through action by placing your hands over his. Gradually withdraw help. a Have student wear easy-to- manage clothing. Use.zippers and elastic waistbands as they are easier to manage , ethan buttons, or use velcro fasteners.

~~Describe clothing as student is dressing, e.g. "Put on your green woolen jacket".~~

~~2,-'-).....,,~~

~~. . 268~~

~~.. HOME MANAGEMENT° Level 3 A. Clothing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Seeks help if something is Discuss the importance of Lesson:. in Living. lost. asking and receiving help in a courteous manner.~~

~~Use class discussion about responsibility of putting own belongings away.~~

~~Teach search techniques (information available from itinerant teachers/consultants): Emphasize clear pas- sageway, circular search pattern.~~

~~Accepts increasing responsibility for care of clothing.~~

Demonstrates ability to Make housekeeping centre locate and use hangers aad including.dress up doll, clothing storage areas ap- clothes, and student's own propriately. clothing. Teach textu'ie of actual clothing. Discuss color.

~~Play game: place individual article from each child into a pile and have student select his own article.~~

~~Encourage parents to help student organize clothes closet, e.g. categorizing clothes into school clothes, play clothes, etc. Teach to keep clothing in the same place and in the same order.~~

~~juts soiled clothes in appropriate place.~~

~~Recognizes when clothing needs repaits. 2L'~~

~~269 t HOME MANAGEMENT level 3 Clothing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~2. Selection~~

~~The student:~~

~~Identifies and selects Use Open ended sentences, clothing appropriate for e.g. "When il's snowing, on each season. my fee,t I wear~~

~~Use role playing.in houe- keeping center.~~

~~Recognizes style appropri- Use class discussion on ate for various use. clothing worn for church, special occasiOns. Use open ended sentences, e.g. '"In gym I wear ... on myfeet".~~

~~Chooses own clothing for everyday wear.~~

~~Identifies various types Take field trips to variety of stores. of stores, e:g. men's.clothing, women's clothing, shoe store.~~

~~3. Construction ,~~

~~Identifies sewing tools. Have student explore and use tools, e.g. needles, scissors.~~

~~Play games: "Mystery Box"; Materials Directory. memory games: "In my sewing Trade News.' basket I will have scissors,~~

~~. .~~

~~Do stitchery projects, Sew it Yourself. e.g. lacing cards.~~

~~270 HOME MANAGEMENT Level 3' B. Food~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. ,Shopping~~

~~' The student:~~

~~DeeCribes what a foOd Go on field trip to neighbor- Look and Cook. store is: hood grocery store. Kids Cooking.~~

~~Have class discussion on dif: ferent types of food stores.~~

~~Set up interest center: L ssons in Living. rocery store (involve stddent,in shoppirig for classroom store).~~

Lists and categorizes food Play,gnessing game through Peabody Song Kit And other articles which taste, feel, texture, shape revel 1. can be bought in,a food and'smell. 'Learning About Fruits store. We Eat. Go on field trips to differ- Nutrition Communication. ent departments, e.g. meat, The First Book of department: see side of beef Supermarkets. before butchering and discus*s packaging.

~~- Assists in selecting Go on field trip to food articles od food shopping store after_compiling a list. grocery list.~~

~~Discuss menu for which you are shopping and quantity of food needed.~~

~~2, Eating~~

~~Identifies-utensils.. Describe each,utensil and have student manipulate.~~

Demonstrates ability to Note: For specific tech- . Toward Independence. use and cleah utensils. niques to develop skill in Social Competency. the use of the spoon, fork, knife, etc., refer to books, and articles listed in the 'materials section.

~~Prepare snacks in class. Make student responsible for preparation and cleaning% A 271 ` // HOME MANAGEMENT Level 3 B,' Food~~

~~I. OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Demonstrates ability to Have student practise during locate food on plate. snack time.~~

~~Teach clock system, / e.g. peas at six o'clock, meat at one o'clock.~~

~~Demonstrates knowledge of Go on'field trips to restau appropriate manners and rant. Use role playing. etiquep'te. 1,4 -Invite guests for snack.~~

~~Demonstrates appropriate eating skills.~~

~~PreRaration~~

~~Demonstrates understanding of measkiring, counting, etc.~~

~~Uses simple kitclien tools and appliances with super vision.~~

~~Preparetimple snacks. Have s,pudents prepare snacks Dishes and Utensils during .class-time and invite Instruction Lab. ,other cla'sses for snacks. A.B.C. Cookery. Kids in the Kitchen.~~

~~, Demonstratesunderstanding. of Various foods in their whole and protioned states.~~

~~C..~~

~~4. Serving.~~

~~Prepares table for m Have gtullent.practise durini Social Competency. (sets table, clears snack time and trail (feel) Dishes and Utensils. table). t.hble to check complete set ting.~~

~~Invite other'classesfor 1 '~~

~~' snack.~~

~~.272~~

~~0 4 HOME MANAGEMENT Level 3 B. Food~~

~~%OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Demonstrates ability to Have student practise during 9 serve simple foods. snacktime, e.g. serve crackers to other students.~~

~~5. Preserving~~

~~Describes function of'a Vemonsfrate and discuss the , refrigeratar and freezer. functioh of each part of the refrigerator, e.g. vegetable crisper.~~

~~Handles food with care and~~

~~Demonstrates understanding Demonstrate and discuss what 'of.the tralcept, of perish- happens to food if it is not ables. stored properly.~~

~~Stores food cvrectly Demonstsate and discuss where (cupboard, reflrigerator). specific foods should be stored.~~

~~G. Production,~~

~~Iqpntifies food sources. Plant a small ,class garden. Make student responsible for caritig fe garden.~~

~~Go on field trip to dairy, poultry farm, vegetab]e garden.~~

~~273~~

~~"*. ' HOME MARAGEMENT Leiel 3 Ilaintaiwifig the Home~~

~~OBJECTIVES TEACHING STRATEGIES M7ATERIALS~~

~~. 1. Selection~~

~~The student:~~

~~Recognizes different types Have class discussion on of homes, ,ypes of homes, e.g. apart- Ment, trailer, house, condominium.~~

~~Go on field trips, e.g. to homes under construction.~~

~~Have student build different kinds of homes with blocks.~~

~~Demonstrates knowledge of Make a housekeeping center. the organization of rooms Display house in the class- 'and their purpose. room.~~

~~Have student discusslayoks of own home.~~

~~2. Furniture and Furnishings~~

~~Recognizes what goes into DisRlay doll house. Set up a a house. housekeeping center.~~

~~Have a class discussion, "Where in house do things be long", e.g. furniture, cur- tains, lamps, dishes.~~

~~Arranges furniture in own roop.~~

~~3. Care and Maintenance~~

~~, With assistance keeps own Ask for a parent report. room clean.~~

~~Demonstrates ability to Ask for a parent report. gerform'simple household Make a housekeeping center. tasks.~~

~~274 2.d HOME MANAGEMENT Level 3 el C. Maintaining the Home~~

~~- TEACHING STRATEGIES, MATERIALS OBJECTIVE&~~

~~The student: Discuss various jobs, e.g. dishwashing,putting belongings away. it~~

~~Dentons_trates ability to Rotate classroom respon care for pets or plants. sibility.~~

~~; 2 Q9 275_ HOME MANAGEMENT Level 3 D. Child Care~~

~~c, c, MATERIALS OBJECTIVES TEACHING-STRATEGIES~~

~~The student:~~

~~Recognizes that young Invite classroom guests: children need care. mother and baby.~~

~~Use stories, discussion and role playing.~~

~~Demonstrates ability to Use stories, discussion_and help with care of younger role playing. brothers and sisters. Go on field trip.to day care center.~~

~~Establish buddy system to have students help 6ne- another in various tasks. . 'MONEY MANAGEMENT _~~

~~, Level 3, o A. Earning Money~~

~~OBJECTIVES TEACAING STRATEGIES MATERIALS~~

~~The student:~~

~~Consult itinerant teacher or 'Money Makes,Sense Identifies coins and paper . money. consultant for instruction (Canadian Edition). on blind techniques.'~~

~~Note: All blind and some .c, partially sighted students need a sighted,person eo identify their~~

Uses money vocabulary. ' Set up activity center; play store with real money. ID , Go on a field trip to sto're, have students purchastems. 0 , Writes or brailles money Prpvide practice. amounts (1Q, 25, $1.00).,

~~With assistance, recognizes , doins an& bills in combination.~~

~~4, 1 ,~~

~~:. , 24...0.1, 277 MONEY MANAGEMENT Level 3 A. Earning Money~~

~~MATERIALS , OBJECTIVES ' TEACHING STRATEGIES~~

~~The s'tudent:~~

~~Lists sources of money Discuss pocket money, allow- Good Cents: Every (parents, job, hobby). ance, parents, Work. Kids Guide to Making Money.~~

~~Demonstrates knowledge Di cuss jobs done in the home. that job must be completed to earn money. te,~~

~~278 MONEY MANAGEMENT~~

~~,Level 3 V B. Spending Money 4171. AIMIIIMI~~

~~OBJECTIVES TEACHING'STRATEGIES' ' MATERIALS .~~

~~The student:~~

~~Identifiespplaces where Takp trips to local stores. goods can bebought.~~

~~"Locates some familiar iteins in store.~~

~~With'assistance, buys . items independentl with correct amount of money.~~

~~Recognizes advertising Discuss edvertising s'een or television, radio, etca. heard at home.~~

~~Demonstrates understanding that some things cost more . than others.~~

Describes es4ential Discuss things we codld do Let's Go ShoPping. elements ift basic living without. Have students indi- needs (f.00d, shelter, cate'things needed and items clothing). bot needed; include luxuries. 9 Use role play for various situations, e.g. going camp-' ing. - Demonstrate6 awareness of Have students keep weekly.re- how his money isspent. cord of classroom expenditures

Demonstrates Understanding Discuss sales; examine how that price:: for familiar prices are reduced at times. items may Jary from time '7 to time. Visit one r.tbre ove.r.a. period . of time and record prite change of familiar item.

~~Use&'some coin operated~~

~~machines, with sighted, . guide:. :~~

~~A. MONEY MANAGEMENT~~

~~Level 3 . C. Savtug and Borrowing ' . .~~

~~OBJECTIVES TE"CHING STRATEGIES MATERIALS '~~

~~AoolmOlmml./~~

~~The student':~~

~~Demonstrates understanding As a class project, have Braille games, of saving money for students earn money to e.g. Monopoly. futuse purposes. achievs a goal.~~

~~Discuss why it is important to save money.~~

~~With assistapce, opens a savillgs account.~~

~~Demonstrates knowledge Role play situations, One Penny, Two that items or money bor- e.g. neighbor borrowing a Penny. rowed must be returned. tool, friend borrowing money.~~

~~Discuss what would happen if -these were nft,returned; discuss the conseluences.~~

~~Discuss circumstances, requiring borrowing.~~

~~. 280~~

~~OA MOTOR DEVELOPMENT AND PHXSICALACTIVITIES Level 3 A. Fundamentals,of MOvement~~

~~TEACHING STRATEGIES MATERIALS OBJECTIVES~~

~~1. Body Awarenes6~~

~~a).. Body Parts~~

~~The studc,t: * CoAcept Development Identifies body,parts. Guide exploration and 'discovery. Utilize.the prob- for Visually'Handi- lem solving'technique. caPped Children.~~

Identifies types of Dove- Use pieces of paper to ment body parts can dl - demoastrate bend, curl, etc. bend, curl, twist. Use small dolls or figures iPhysical Education sostuaent,can feel the A Movement . position. Orientation.

Introduction to Leads a movement with Movement Education - body' parts. An Individualized Approach. Uses body parts contactingNote: ncercise is essential. and and ,parting, e.g. fingers. to develop coordination . strength in the hands and Uses body paits symmetti- fingers and wrist flexibility cally or asymmetrically. ,for braille skills and-future work in projectile skillsand gymnastics.

~~1))' Weight Bearing Movement Education: Supports his body weight Initially place student ion Theory and Practise. with different parts of desired positions. the hody..~~

~~Transfer weight in a variety of ways from one :body pare to another.~~

~~Balances using various parts of the body for support.~~

~~2 281 MOTOR-DEVELOPMENT AND PHYSICAL ACTIV,ITIp, Level 3 A. ,Fundamentals of Movement~~

~~MATERIALS , OBJECTIVES TEACHINGSTRATEGIES 4~~

~~c) Body Actions~~

~~The student:~~

Identifies aidyd.demon Ask student to ideniify Movement Without strates the following different movements by lis pight. forms .of locomotion: tening to them. Discuss that Rasic Movement. walk glide each different form of run ,gallop locomotion has a different hop skip rhyehm and/or.tempo. . , jump_ leap crawl.

Identifies and, demon Use appropriate auditory Wigwam drum 'and strates the following stimuli to motivate or beater maracas. actions: suggest the desired movement. bend fall turn pull push shake S. stretch whirl wing bounce'

~~rise twist fr11 sway beat.~~

~~d) Body Shapes~~

~~Makes various shapes whileAsk student to describe his still and while moving. movements and shapes verbally as he demonstrates.~~

~~2. Effort~~

Ideetifies and demon Use either music or poems, strates the following e.g. haiku, or tactile efforl qualities: stimuli like fabric, clay, Weight:-firm, fine elastic td initiate a qualit* Time: sudden; sustained of movement. Space: direct, flexible Flow: bound, free Contrast'different qualities of movement by moving from. one into another.

~~282~~

~~0 s. 4 MOVEMENT DEVELOPMENT AND NYSICALACTIVITIES Level 3 Fundamentals of Movement lie_ e 0.~~

~~4 MATEIALS OBJEGfIftS TEACHING STRATEGIES~~

~~3. Space Awareness~~

~~- Thestudent:'~~

~~Recognizes,general space Give student a space to work 'versus personal space. in by separating spaces'in the gym with matsorjunners.~~

~~Demonstrates levels in Start'Wilphsmall spaces (6m .space, e.g. low,medium, X 6m) in-graduallymake.them high. larger. ,~~

~~Demonstrates pathweys in space, e.g. floor patterns..~~

~~Recognizes large, small, near and far, upand down.~~

4. RelationsHips With Ob ect Nerf balls, bean bags, Throws, caAphes and coa- hoops, wands, beeping trols small,l'sIowmoving ball.' objects. Audible ball. Aud-a-ball. Travels under/over on Set up stations in the gym ,e* small stationery pieces using ditfferent pieces of of apparatus. apparatus in different relationships.

~~Benches, ladders, Jumps off low objects. stairs, boxes.~~

~~5. Relationships With People~~

~~Use enditory cues for Carries out.e sequence of S. movemeats alone, in a starting and stopping. 4 group(s), with a partner. Use tactile cues for maintaining contaot with a gronp.~~

~~297 283 0 MOVEMENT DEVELOMENT AND PHYSICAL ACTIVITIES~~

~~Level 3 - A. Fundamentals 6f Movement~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~/ 6. Gymgastics The:%tudent: 0 Demonstrates various ways of transferring weight, - iducational Gymnastics. e.g. told,juip.~~

~~Demonstrates various ways :Provide time for students to 'of supporting bodY weight, explore apparaius-and. . le.g. balance,hang. discOvers. stabilitypace betwen equipment.'~~

~~Demonstrates a sequence of Through exp'.oratioh have movementtaryiag in student discover the place directio?.,and lavel. ment,:size:and relationship, of objects in space/~~

Demonstrates the ability Note: Objects should retain %Vaulting box, pommel hoise, bar box; mats, to use apparatus-safely by:stationary and' in the same getting up, going along, place for the entire unit. ladders, balance going under, going over Balance activities 'are an benthes, cliMbing ropes, teeter boardq: and getting xdf:pieces of important codponentOf this equipment. secEion.

~~14.~~

~~2 284 A~~

~~MOVEMENTDEVELOPMENT AND PHYICAL ATIVITIES Level 3 B. Gamo and Activities~~

~~TEACHINb STR4TEGIES". AATERIALS OBJECTIVES ,~~

~~1. Creative Dance'~~

~~The-student: 'Basic Movement. *.Explores movements and ' &scribesaccompanying feeling, e.g. bending, : 1,: curling, stretehing..~~

~~-4S'tresses body parts, e.g. reNtitfve foot movements . in.rhythmical phases..,.~~

~~Controls transfers of movement. - Controls balance.~~

~~Designs and changes body shape.~~

~~Utilizes silace by chair:. Designate separAte spaces. for ,ging.size of space used, eaa student. -levels.; directions, S. patteins.' Use plasticine as tactile stimulus for directions and' patterns.~~

~~Percussion instruments. .Communicates emotion and Use:stories; riiusic, pC4Ins and meanini through movement sounds as stimulus: performed. 4 Relates.to a partner and.~~

~~to a group. ft~~

~~2. Games .41~~

. Audible balls. Participates in games Adapt games by: - usingauditory stqp/start Basic,Movement which include: Activities. Chasing, cues, 46:g. whistle,drum;. -pinning and "Elementary Physical jumpirigi cMange of -identifyie4 "it" with a Education. direction, quick sta t noise maker; and stop, andt4. - identifyingbouhdaries With contrasingsurface, e.g. rubber mats.

~~A 29,9 285 EMENT. DEVELOPM AND PHYSIC4ACTIVITIES evel 3 B. Games an Activities~~

~~OBJECTIVES TEACHING STRATEGIES MATERiALS~~

~~-. The student:~~

~~Avoid collissions by separat-' ing spaces or by hefing%student carry hoola hoop around theit waist; select games r* where only one stddent runs at a time.~~

~~0 3. Posture~~

~~Use Yoga. Movement Without , Desesibes good posture and -doranstrates proper body Sight. alignment. Adapted Physical Education and ecreation:~~

~~4. Swimmina t~~

Recogniies basic principlesConduct water orientation on Swimming for the of,the water medium and thea one-to-one ratio. Handicapped. relationships of the Mmming for Children with Physical and 0 human body to these principles. Sensory Impairmer.ts.

~~Participates in appropriate aquaEics program.~~

~~Demonstrates movement skills to propel the body through water in various ways. 0 Demonstrate, abllity 13 control the body in shallow and deep water.~~

~~Prectises water safety%~~

~~0 Now A 1 6 ---,MOVEMENT DEVELOPMENT AND PHYSICAL ACTIVITIES Level 3 B. Gamep and Activities~~

~~-OBJECTIVES - TEACHING STRATEGIES MATERIALS~~

~~5.- Track and Field~~

~~The student:~~

~~%Participates imsome track and lield acti3Oties.4~~

~~6. Outdoor Pursuits~~

~~Participates in some 'ODPU activitiea, e.c. camp- , ing, hiking. t g~~

~~7. Fitness~~

Participates in the CAHPER Use music boxes for the Canadian Fitness fitness pro,iram when it is shuttle run. Awards. done in his school. For 50 meter dash us,e the internatiOnal system to guide- the runner down to the end of the land:, yell 4 if the runner is in mid-lane, 3 if 0 he is to the left, 5 if he is to the right.

~~For 300 meter run use a short running pae with a sighted runner holding one end.~~

~~'Demonstrates yearly im- Keep records of each studentLs provement in all times. performance to identify spenific areas of weakness.~~

~~3 u~~

~~287 c~~

~~FINE ARTS AND INDIVIDUALEXPRESSION~~

~~A. Music II lay bekief - "In the area of music, visuallyhandicapped children - contrary to compensation for blindness." are mit gifted merely as 1~~

"... of all the avenues of communication ,opento the blind child, music is one His auditory and of the most significant and thus ofincalculable veltie. performer, and .tactile senses.permi,t him to,relate tomusic ap a listener or a foot- these experiences afford him manyciPportunities to participate on an equal _ ing with his sighted peers"2 (1977) The music curriculum'for elementaryschools developed by Alberta EdUcation is suitable for use with visuallyimpaired studentd. Since no music curriculum impair--.- has bten developed for either Junior orSenioir High Schools, the visually ed student should.be integrated intothe school's existing musicprogram. assist The following suggestions should beincorporated by the music teacher to her in successfully integrating thevisually impaired dtudent into her program.

~~Rhythm Band~~

"Benefits derived from rhythm bands are the samefor normally seeing as for for vivally handicapped students; However,teachers must assume responsibility acquainting students with every ins,trument -,thesound a it, how it feels in_the kndwledge about hand - because otherwise each,studentwill acquire only ,a limited the instruments played y other students.

~~If the teacher points or gestures toindicate when students shouldor should not : adopt play, blind students will not receivesuch signals; therefore, teachers must audible cues."~~

tIdentification of Instruments instruments or use To facilitate recognition of '-onequality, teachers should play characteristic reccerdings, thus familiarizing thestudents with identifiable and voilin and not like a tuba is the sounds. Awareness that a voilin sounds like a impaired students to handle' lesson objective. A second step is to allow visually of a clarinet, and examine a4,the,instrumtnts. If the teacher plays a 'recording students should have an opportunity toexamine a real clarinet in class.

Instruments in a given family, e.g. strings,should be compared Cor souhd, size, number of strings, position. held when played, etc. Since experimentation is a channel for learning, the student might hold asEring while it is being bowed and, note the difference when he removesthe finger. Also, differences between heavy and.thin strings should be explored. How does the performer achievelegato and staccato effects?

~~3,1 n 288 -~~

Combinations of instruments can be introducedonee the students fiave,.become acquainted with individual instruments. If litre perfor-,ers can be utilized, they might place themselves in various partsof the, room so that the indivi- o dual sounds can be more easily distinguished.,In this exploratory stage, the human voice - alone and in combinations should also be included. Having felt vibrations in Otherinstrumentsc the students might feelyibrations in their throats and diaphragm.

~~Music and Self-Expression~~

Self-expression to the accoMpaniment of music isdesirable for all students. Blind students, however,. May be limited im theirexperiences when required to depict certain.behaviors, as when the teacher says:'"Pretehd you are a bear and walk like one", or "Make believe you are a daisyblowing in the'breeze". Therefore, blind students must be shown how to performthe intended action. The teacher might try to dfaw out ideas rather thanimpose them. ,She might say: "Listen to the music', and then make your feed do whatthe music seems to say", or "What do you think your arms want to do with thiskind of music?". Under these conditions,'visually impaired studentsexperience no disadvantage.

Some blind students are reluctant to move out or do soonly awkwardly.or fear- fully. Because of this, teachers might request them to"act out the music" . right where they are. lf students,learn enough freedom andconfidence while staying in one place, they may learn, thoughbelated,_how to move in an enlarged area.

~~Mu'sic and Dance (Eurhythmics)~~

Eurhythmics involves4following a prescribed patternimposed by the teacher or choreographer. Students learn to coordinate body parts andwo'rk toward independence of separate members. Eurhythmics yields gains in muscular control and coordination, grace, poise, and,self-confidence. Howeve, more modern methods of rhythmical gymnastics give greater freedom of movement, encouragemore self-expression through body movements.

~~Music Notation in Braille and Larp Print~~

If sighted, students are expected to read music notation onthe staff at a given grade level, partirlly sighted students at that timeshould also have,such competence in enlarged form. Teachers can use either specially prepared sheets with the enlarged staff adding notation by hand, or canpurchase ready made.enlatged sheet muiè. if the desired title is available(see Note).

Occasionally a given community may have a sightedmugic teacher who knows braille music notation or a blind teacher of music withwhom the student and his family might arrange private lessons for both notation andperformance.

~~289 Careers in Music~~

Visually impaired students, their parents,and their teachers must not jump to conclusions that careers in music areguaranteed and automatic. Frequently the presence of musical talent isoverestimated. Interest and enjoyment are not practice are 1 enough to launch a career. Countless hours 'of arduous and lonely iwperative. contemplating a Visually impairea students in musif'have one of three choices if

~~musical career: a prescribed performances. 1. Seridus music based on use of notation'and exactly~~

development of a personal style distinctive 2, Popular mUsic, which calls for the good from that of other performers. If the visually impaired musician has a ear.for. reproducing what he hears in live orrecorded performances, he may have little or do need for notationitself.

~~#1, though it does notedemand 3. Teaching music, which is similir to choice performance in'concerts.~~

it. The student using, braille notationmust,memorize it before being.able to play Unlike a sighted This consuwes much time and restrictsthe performer's repertory. person, who can do a reasonably accuratejob evenon his first exposure to a - musical composition, the braille reader cannot"sight read" music. Partially they sighted students have similar difficulties.Because of their visual problem, they may may not be able to read-quicklyenough to read and play simultaneously; so special have to memorize also. Furthermore, the partially sighted may need to use a music rack that brings the sheet close tothe face so that it can be read.

~~of_their It is hoped that the persistent willsell themselves on the quality musicianship and not on their blindness.~~

~~Attending Professional Concerts~~

Although attending live performancesha's the same values for both visually impaired former to read and their sighted peers, onedifference lays in the inability of the program notes distributed tothe audience. There may not be sufficient time before the performance to allow a sighted person toread in whispers. Without these notes, the listener misses yital informationpertaining to historical setting or amolysis might secure advance copies of the of art form. To correct this problem, teachers compositions at program - often advertisedin newspapers - and then play the same involve school, discus#ing pertinent information. A culminating experience Might listening again to the same compositionsafter the concert and sharing reactions to the live performance.

~~Group Participation (Chorus, Orchestra, andBand)~~

Visually impaired students should beencouraged to assume active memberships in school organizations devobed to music. This type of integration with sighted peers vocational channels may result -in lastingfrieudships beyond the school year, in eBevan, 1965) and in keys that unlocksocial doors making possible broader inter- outlined in the fol- personal relationships. Some modifications are necessary, as lowing paragraphs. 290 -. 3fj.1 from those Processions and Recessibr: Moving ih straight lines equidistant If a blind student is in front and behind is importantfor aesthetic effects. hands paired with a sighted partner, theymight link little fingers of adjoining students proceed in an inconspicuous way. An.understanding teacher might have by twos instead of in single filewhen a blind student is a memlierof the group. When.required tp go in single file, a blindstudent might use a thin string held wrapped around taut by-the student precedingand following him wittythe string Being con4ronted with new territory 0 his own finger halfway betc.ieeir the two. turns or the poses the problem for blindstudents of not knowing distances or the presence of'steps, since rehearsals maybe conducted in one place while made . public performance is held elsewhere. Inpossible, arrangements should be him to it. to take the blind student.tothe new site in order to orient partfcipants in a marckl- Marching Band: Partially sighted students may succeed as keep in line ing band, whereas blind students mightfind it extremely difficult to permitted to try while marching and playing. However, blind students should be particular sound doing it in rehearsals. Perhaps blind students can orient to a preceding them, such as a drum or flute.

visually handicapged stu- Pairing with Partner: In chorus, band, or orchestra, the same part. dents might be placed beside acapable musician singing or playing Such partners can serve as examples toemulate. In rehearsals,'blind students can has become familiar. listen part of the time and latersing or playwhen the material performer 'The pair might work at times other thanduring rehearsals with the sighted When several per= playing or singing the part for theotherto listen to and learn. student should be seated sons make up a givensection (such as tenors), the'blind in the front of the group so that moreof the sound of his partreaches him.

"-f a student group is practising agiven composition already, r.,!p Use of Recordings: handicapped stu- recorded by another grc:p and withthe same arrangement, visually that recording. Fur- dents might bea.ssigned to studyby listening repeatedly to Library of Con-' thermore, the Division for the Blindand Physically Handicapped, music in usualLnditions gress, is producing kitscontaining sound recordings with and with notation also at a slow-rate for studypufposes, with solos unaccompanied, value if the in both braille and large Iype These materials can be of utmost teacher's selection and the titles thus madeavailable coincide.

to having a viouallyhandicapped Signaling: Music teachers who are not accustomed A ilod or hand student in,the group may need tomodify their signaling procedures. baton on the gesture will not be noted by him. Instead, a code of raps with the music stand might be devised. blind Blind Soloist and Accom?anist: Although use of the voice may be correct, If the soloists may need agSistance withstance,facial expression, and gestures. the musical soloist is blind, he can usually takehis cue from the accompanist Sand introdUction, if there is one. If the accompanist islind, he must be certain that the soloist is ready beforebeginning the introdu ion.d3 has en-- The Materials Resource Centre,Department of Education, Alberta, Note: of the larged the sheet music availablle toElementary Music teachers as part Edmonton Public School Boar4 MusicCurriculum. A teacher requiring music in large for the print should contact the itinerantteachers or provincial consultants visually impaired.

~~"Frequently only Lhe words of a song need tobe brailled. In fact, often memoriza- is necessary." tion will suffice and no brailling 4 291~~

~~31,1a k ,~~

1 Music for Visually Handicapped Children,Napier, Grace. The Visually Handicapped Child'in the School. c 2 The Import.pce of Music in the Lifeof a Visually Handicapped Child, Toodenough, Forrest and Dorothy. Education of the Visually Handicapped, V N p.28, March, 1970. 2 1, 3 Music for Visually Handicapped Children,Napier, Grace. The Visually Handicapped Child in the School'. 4 Your School Includes a Blind Student,Willoughby, D.,.1,ansing, S., Barber, M., Mauref, P.National Federation of the Blirid TeachersDivision, p. 18.

~~, -~~

~~CI ,~~

~~,,, , ,~~

~~':.~~

~~c ,~~

~~292 " ; oW,~~

~~FINh ARTS. AND INDIVIDUAL EXPRESSIpN~~

~~B. Art~~

~~'INTRODUCTION~~

"A blind student can learn basic art conceptsand create art projects in the for same manner as a sightedchild. Ris blindness does not make it impossible him to learn the ideag of art dr toparticipate in art activities.

to.a blind'child,areo-the same as for a 9ighted The basic goals of teaching art handle basic materials, such as scis. child: to improVe the child's ability to the elements and sors, glue, paper,,,and crayon; todevelop an understanding of principles of design, to teach him thebasic vocabulary of art; to make him stimulate,--- -- aware that there are various-waysto-awroach an art project; and to him to thlr.k creatively.".1 assist The following suggestions should beincorporated by the art teacher tc classroom. her in successfully integrating thevisually impaired student into hPr

"Blind children need co know where theirmaterials are'.'Prepare a tray or box for each blind child with all the necessarymaterials before each activity. yet have A sighted partner is of great assistanceto the blind child who may not developed the skIlls of cutting, knot tying,pasting or,taping.' The. sighted blind child.' For example, partner is also essential forproviding feedback to the made by the in the tie dyeing activity the sightedpartern describes the designs dyes. o

~~Blind children may need a little extgiiatime to complete the art activity.~~

~~ior the Blind children "see" with theirfingers. Provide dampened paper towels Sticky child when an activity involves paste,clay, plaster, or pepfer mache. fingers find it hard to manipulate mateyials.~~

~~Band children must be warned not to touchtheir brailled watches unlesstheir hands are clean.~~

~~,Blind children should be involvedin all demonstrations..~~

Brailled instruction sheets shouldbe,piepared for blind childrenp.isting steps lof new techniques such as printing, papiermache, weaving. , , ) ) , Blind children ihould have access to modelsand objects usedidthe science activity naeds to have contactwfth a during the art session. For example, the blind child of life model of the fish while "creating aplaster fish, or models of the stages cycles when aske(ito create-clayexpressions of the life cycle.

~~293 - 3!) s. a~~

A-screen boardicin be used by blindchildren to.create linear designs. The screen board is simply a woodenframe with screening attached tautlyand securely over the open area. By plaang a piece of paper overthe screen and rubbing it with a crayon, a.textured crayondesign results, expression of a The art work produced by blind childrenreflects very personal mental image not influenced by vision ofthe art work of otherchildren. En- courage,this personal expressidn. It is allt in its purest.form 2

~~1 Sighted Children", Article: "Teaching Art to the Blind Child Integrated with~~

by Collien Freund. The Ned Outiook, p. 205. , 2 .Laboratory Science and Art for Blind,6eaf and Emotionally Disturbed Children, M.A., A Mainstreaming Approach, DorisE. Hadary, Ph.D., and Susan Hadary Cohen, Universlty Park Press, Baltimore, Maryland, 1978. ,

~~294 3.,) - PINE ARTS,AND INDIVIDUAL EXPRESSION Level 3 B. Art~~

~~OBJECTIVES TEACHING STRATEGIES~~

~~2. DraWing and Painting~~

~~The studeat:~~

Demonstrates awarelless of ifse textured paints, glue, Elementary Art differences and descriptive sand, raised surfaces (screen) Curriculum Gurde. - asp'ects of line-drawing. to make this activity more Drawing, Ideas, meaningful for 1-4-e blind stu-..Materials and a dent. -Techniques.

~~Go on field trips to see and feel the linear aspects of buildings, machines, 'house-.' hold objects, in the cIass-' 'room.~~

~~Have students make straight, and curved lines with fi4,.rs, ,arms, and body movements.~~

~~Do projects with wire.~~

~~Demonstrates awareness of No adaptation necessary for 'Exploringyith Paint: the forces~~

~~Use tactual experiences With a variety of materialsand media to show relationships of these force& and the idea with images of the stUdnet's painting.~~

~~Using a varielpy Of\mate-. Blind students Should be al- Creative Clay Work. rials, demonstratesNahility lowed freedom to explore to create 3-dimensionalN objects tactually:~~

forms in-such a way that' - modelling- ' understanding of the 4 - sculpture spatial elements (positive constructing and negative) and textural m ipulative experierrcest and line qualities is withNform. promoted, e.g. sculpture. 295 FINE ARTS AND INDIVIDUAL EXPRESSION Level 3 B. Art .

~~MATERIALS . OBJECTIVES TEACHING FRATEGIES~~

~~4. Print Making~~

~~The st,udent:~~

/Demonstrates ability to Do relief printing with Relief Printmaking. feel, describe and,depict inatUral.or found objects, simple textures in the 'printing from prepared sur- 'environment, e.g. print faces, printing firom cdrved making. surfaces.

~~Use stencil printing, spray paint, silk screen, sponge.~~

~~5. Weaving and Stitching~~

Demonstrates ability to Provide experiences inthe' A Practical Knowledge .make and decorate cloth following: of Color for the through weaving and stitch- - stitcnery --Congenitally-Blind. ery tech-fa:gel-es-as a means - applique Teaching Art to the of relating the forbes of - weaving Blind Integrated with line, shape, surface and - decorating cloth Sighted Children. color to the clothing and - baticking I Can Make A Rainbow. fabrics in bds environment - macrame. (fabric and fabric decora- , .tion).

~~, 296 31 ;,) FINE-ARTS AND PERSONALEXPRESSIOil Level 3 C. Drama~~

~~.1.ATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The-student:~~

Demonstrates relaxation; Have students practise concentration and trust control of body parts. , (individual activities). Use exercises,,in concentration. Use highly stimulating exercises so concentration is easy.

Demonstrates personal ex- Use exercises based on all pression*through using a aspects of movement, variety of body movements e.g. control, tensioa,rhythm (teacher directed). sand coAdination, different types and rates of movement//

~~Demonstrates ability to - Use exerci8es to train stu-, respond through utilizationdents to becomemore aware -af-the-five senses. of their-senses:-~~

~~Use role play.~~

Demonstratei ability to useIlse imaginative physical Cre'afive Drama imagination to respond to exercises, e.g. taking walk Elementary Sch-ol. situations in a variety of in outer space. ways. Me.--imaginatiype speech exercises, e.g. describing , adventures on a deserted island.

~~Note: Imagination is a necessary part of any impro- vision whether an movement, speech, character or story.~~

~~Demonstrates ability to Discuss non-verbal expressions communicate verbally and and gestures, e.g. shaking .non-verbally. head for "no", facial expressions.~~

~~Use mime, pantomine,.. charades.~~

~~297 =TINE ARTS ANDPERSONAL EXPRESkON Level 3 C.' Drama~~

~~s. MATERY,LS OBJECTIVES . TEACH* STRATEGIES~~

~~The s'...udent: 60~~

~~Discuss verbal communication, e.g. conversations,discussions, reporting, interViewing.~~

'Demonstrates ability tci Use exercises to develop alter voice and speech intereitIng speech patterns; patterns. vary volume, pitch, rate, tone and pause of voice. t. Use story telling, oral reading, choral speaking, puppetry, improvisation, plays.

~~Child Drama in Action, Discusses character's Describe the character; A Practical Manuai actions. foCus on personality type,: character idiosyncrasies, for Teachers. motives, etc.~~

Teaching With Creative Demonstrates ability to Use mime;'pantomime, role 'Dramatics. give simple actions toplay, improvisation: AV -characters. Crea\tive Dramatics, Demonstrates knowledge Have a class discussion about An Art for Children. that a story is made up of the elements which make up a :Character,.se'tting, -related-incidents. _story: climate, plot.

Have students retell stories. nay-Actiq in Demonstrates. knowledge Provide students with oppor- the Schools. that an audience listens tunities and experiences in 1 to views andenjoyp a working collectively on'a presentation. largo. project.

~~3 1 -) 29.8' '41' FINE ARTS AND INDIVIDUAL EXPRESSION~~

~~R. Leismre Time Activities~~

It fs important that visuallyimpaired students learn games and activities appropriate to their age which willenable them to partkdipate in socialrelationships with their peers. At this level it is recommendedthai the students be taught (3-dimensional), bingo, some ,of the following: Monopoly, checkers,"tic-tac-toe ''card games - war, fish, old maid, crazyeights, rummy, 'Chinese checkers,dominoes, been advted for.the blind and are avail- parcheesi. All of.the above games have York, able from the Amtrican Foundationfor the Blind, 15 West 16th Street, New New York 10011..

Electronie-games such as SiMon, which are auditory innature, are also appropriate for visually impaired students, sighted It is also highly tiesirable forvisually imPaired students to engage with a companion, in active recreational pursuitssuch a'S: walking/hikfhg, crosscountry snowshoeing, swimming, horseback riding,bowling, tandem bicycling, ice skating, roller skating, gymnastics,yoga': The visually impaired student should play- also be involved in other leisure timeactivities kich as lietening to music, and hobbies;'. ing a musical instrument, creativeplay, reading for pleasure, crafts = by the and in commupfty activities such asCubs, Brownies, ahd prograint offered Y.M.C.A. and Y.y.C.A. GITIZENHIP AND INDIVIDUALRESPONSIBILITY Level 3 A. Home and Family

~~/OBJECTIVES" TEACHING STRATEGIES MATERIALS~~

~~:rhe student:~~

~~Identifies own family See Understanding Self, and- members by role, name and Getting 4kong.Witli Others. resRonsibility. Use class'discsion of family'composAion.~~

~~Identifies ways in.which Have class-discussion.~~

~~immediate"family is unique. t Have students.congtruct "My Family Bocile2. -Have blind use avariety of materials for construct,ion, e.g.'pipe- cleaners, felt, wool.~~

~~Initiates family conversá- tiäns:-~~

; Assumes.responsibility for Encouragesparental follow=up. self appropri4te to 'aae, e.g.. dressing self, snack Use monitors dn classroom. preparation; keep room tidy. Chart completica of hoMe responsIbilities.

~~,Differentiates between "Have class discussion on per.sonal, amily and publiC importance of peoples privacy. 4. prOperty. )' befine personal, family and public property. a~~

~~Ideptifies privileges and Discuss roles and expecta- consequences associated tions of each famiy member. ith amily rolizs and routines.~~

~~Demonstrates awarew,ss Have dlass discussion on the that families change over effect of death, divorce, time. marriage, and birth.~~

~~Identifies.and differenti- Bring in guest speakers such ates between community as: block parent, fire- helpers. fighter, policeman, niirse.~~

~~30b 31SI f CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY 14g4el 3 B. School~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student: 4 Identifies classmates and Discuss differences in roles. . significantstaff members by role.'~~

~~Participate'S'in conversg- tiong, demonstrating ability to listen and respond.~~

~~Accepts responsibility for Establish classroom routine, personal property. make each studen't responsible for own property.~~

~~Have class discussion on e importance of respecting' private and public property.~~

~~Demonstrates respect for~~

~~c. A the pergonäl property of ,bthers withtn the Class.~~

~~Identifies school rules. Have students help establish classroom rules. List and discuss school rules.~~

~~Participates in decisions regarding rules.~~

~~Identifies privileges and consequences associated with school rules and routines. Ao~~

~~Accepts responsibility for, Encourage parental follow-up. 'own behavior and duties apftopriate to age. Use classroom monitors.~~

~~Chirt completion of school responsibilities.~~

~~Responds to authority in the classroom and school.~~

~~301 3 ! t-5 CITIMSHIP ANDINDIVIDUA(RESPONSIBILITY .Level 3 C. ,ComMunity and Country~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Describes what constitutes a community.~~

~~States the role.and Have class discussion about function of commowneigh- purpose of Rlayground,com- 0 borhood facilities. munity center, etc.~~

Identifies common community Bring in,guest speaker's, helpers. e.g. scout leader, minister. % Demonstrates awareness of Have class discussioi on the the concept of authority. authority figures and agencies within the schooiand comr- munity, e.g. patrols, policeman.

~~DemOnstrates understanding that all individuals are members of communities, with community rights and responsibilities.~~

~~Teach to mastery. , States the name of his community, town or city, province.~~

~~Identifies the Canadian Have students draw/construct Flag. copy of Canadian flag.~~

~~Discuss significance of the maple leaf.~~

~~Demonstrates awareness of Discuss various cultures and' cultural differences wittiin.their traditfons: own community.~~

~~Demonstrates knowledmof Bring in guest speakers, community rules and e.g. safety patrol discussing routines. safe uae of crosswalks.~~

~~302 , , . CITItENSHIP-ANWINDIVIDUAL RESPONSIBILITY b Level 3. o~~

~~. D. Current Events~~

~~A I .0~~

~~AMJECTIVES TEACHING STRATEGIES MATERIALS .. , , IP~~

~~The student:~~

~~See Social Studies Curriculum. States newsworthy events. , witnessed or heard. Redd currene newspapers to , . \ , clas`s.~~

~~Recogni'zes that events , Listen to a radio or tele- occur outside of home and vision newscast and recall school. and discuss.~~

Recognizes that television, Have students listen to a , press and radio, help dis- pre-assigned chart to be look- seminate information. ed after by.assigned students; ,use braille chart forblind students.

~~0 Recalls daily weather Have students make simple weather predictions 6ased on . report. current weather reports. ,~~

~~r" 303 3 ...... ', "V.~~

~~CITISINSHIP AND INDIVIDUAL RESPONSIBILITY Level 3 E. Environmental Education~~

~~.1111111111111111~~

~~OBJECTIVES TEACHINGSTRATEGIES MATERIALS~~

~~+111111W~~

~~1. Ecology~~

~~The student:~~

Classifies living organisms.Have student'planE and care Creative'Science for a garden. Ask the family Experiences for the to make a special event of Young Child usingthe,produce grown by (activities). the student at a meal.

~~Play the game of "Animal Imitations": "Look at me! I am a ... (spider, cow, bird, etc.)".~~

~~Keep some living things.in the classroom, e.g. "gerbils, fish, plants, canaries. Pro- vide the opportunity for.students to care for living, things.~~

~~. 0 Identifies basic require- Take'a Look at mentsnecessary for growth Nature (activities). of living otganisms.~~

~~Identifies environmerts Using straw, sering, twigs; where plantsand animals have .students make a nes; for live. Easter eggs or for a toy bird; use pictures of nests and a sample nest.~~

~~Have,class make an ant-hill .from clay, or a model beaver lodge from twigs.~~

Identifies appropriate -Bring a dog, cat, rabbit, etc. ways to behave with wild into the classroom and by and domestic animalc. example and instruction convey the importance of proper a handllng. Permit students to pet or hold animal to show an understanding of this toncept.

~~304 3 CITIZENSHIP AND'INDIVIDUAL RESPONSIBILITY Leve/ 3 E., Environmental Education~~

~~011JECTIVES :TEACHING STRATEGIES . MATERIALS~~

~~The student~~

~~Demonstrates some undeT-' standing'that parks are; conservation areas.~~

~~Recognizes and appreciates man as a builder of the 'world of nature.~~

~~Assumes some responsibility In school, or in cooperation for the cai.e of a living with the home, have student organism. care 'for plants or pets.~~

~~2. Natural Phenomena~~

~~Describes weather from outdoor conditions.',~~

~~Identifies some characteristics of each season.~~

~~States-how weather affects daily life.~~

~~3. Energy~~

~~Identifies sources of heat and light.~~

~~Recognizes the need to modify climate by such- techniques as heating houses or clothing.~~

~~Pollution~~

~~Identifies and disposes of Make an automobile litter bag 'Let's Find the litter. from a coat hanger and a Pollution Solution plastic bag. (filmstrips).~~

~~3 ' 3~~

~~305 CItIZENSHIP-AND INDIVIDUAL RESpONSIBILITY 'Level 3 E. Environmental Edtteation.~~

~~-OBJECTIVES TEACHING STRATEGIES MATERIALS'~~

~~The student:~~

~~' Use this opportunity to Pollution Solutions emphasize the danger of (Mobile). plastic bags.~~

'Take the students onto the school grounds and have them pick up the litter that is found there. Have them use their litter bags on this exercise. Stress the fact that they are doing other people a service.

~~States reasons for not littering.~~

~~Recognizes that clean air/ Explain how many of the activ-. water is necessary for itkes of man can make the air good health. "!dirty".~~

,Discuss pictures that illustrate this concept. Play the "Clean-dirty" gameS in which a picture of a factory belching out pollutants will get a groan'from the class While a shot of a pristine meadow will get appLause. Provide explicit descriptions.

Demonstrate the concept that water may be polluted or contain harmful substances and yet look clean. Mix salt into glass and compare it to a glass of clean wdter. They look the same but are not. Provide explicit descriptions.

Identifies several jobs and Use the opportunity of actual- workers who help us to ly encountering these workers preserve the environment, in the performance of their e.g. grounds-keeper, street-tasks. When the school yard cleaners, garbage collect- grass is being cut, take the ors. students out to observe the job being done.

~~306 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 3 E. .Enviropmental EduCation 0~~

~~..OBJECTIVES TEACHING-STRATEGIES MATERIALS~~

~~The student:~~

~~Identifies places where 0 noise control is required, e.g. Jibrary.~~

~~5. Conservation~~

~~Demonstrates under,standing Using litter found on the of recycling concept. school grounds, have the students.make a litter poster, mobile, statue, etc.~~

Have the students bring a re- fundable container to school or have them find hidden containers on the playground. After thesehave,been collected or found in the "treasure hunt" take the class to a friendly neighborhood store to convert them to money and buy a "goodie" with the re-

~~turns. .~~

~~Show examples of recycled products.~~

~~Recognizes his responsibility to preserve the environment, e.g. not damaging trees.~~

~~Demonstrates awareness of various ways to conserve energy.~~

~~6. Safety~~

Demonstrates knowledge of Have a senior class prepare safety rules that apply to and present a short skit the outdoors. about a lost child who follows the correct procedures when he is lost on a,family picnic.

~~307 30 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 3 E. Environmental Education~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student: *-;~~

~~Teach recognition of signals. One whistle means "FREEZE". Two whistles mean"COME HERE". Practise this procedure BEFORE going on any field,.trips.~~

Demonstrates knowledge of Show the class the "grown-up" the dangers inherent in tools that thdy are not al- everyday outdoor tools and lowed to use. chemicals. Explain why these are not to be used by children.

~~Explain and give examples of dangerous chemicals and discuss the importanceof having a parent or otheradult apply or use such things as sprays, fuels, e6c.~~

~~States, discuss and follows water safety rules.~~

Demonstrates awareness of Show a film about children the danger inherent in fire and matches. Introduce "Smoky and the effect that it can the Bear" or "Paddy the have on the environment. Beaver" and talk about forest fires. Provide explicit description.

,Demonstrates the knowledge Melt a glass of dirty snow in of various unsafe outdoor the dlgssrvom to show why one piactises, e.g. drinking should not eat it. water from unsafe sources, eating, snow, eating wild Collect and show some of the berries, mushrooms. most common berries that the students might encounter and which they must avoid, e.g. dogwole, cottoneaster, honeysuckle, etc.

~~Stress that no berries are to be eaten unless given by a responsible adult.~~

~~308 30 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 4 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1, Personal Chayacteris- eics/Self-Identifica- tion~~

~~The student:~~

, 1Rais,ed maps (done .States/writes/brailles/ Provide ore] instruction and locality, province, reinfercement.' on foil). country, ethnic background, ages of family members, Have each student.make person- birthdatei class, room- al information scrapbook. number.

~~Identifies extended family relationships.~~

~~Identifies significant others by physical and behavioral cues.~~

Identifies,,demonstrates Have'a class discussion. Magic Circle. or describes'some interests or preferences, Have student write biographies,School's Without Failure. abilities or talents, e.g, sports, arts, cooking. Form,classrdom hobby clubs.

~~Recognizes and accepts D.U.S.O., Level 2. physical limitations (poor A Cane in'Her Hand. vision, lack of strength). Getting to Know Myself (record). Connie's New Eyes. All About You.~~

~~2. Physical Self~~

~~Interprets and categorizes Make a ist of terms related appropriate visual images, to the senses. sounds, tastes, smells and tactile experiences. Go on field trips.~~

~~Practfse in art classes.~~

~~Play games, e.g. mystery box o game, math and science games, music games: distinguishing different instruments.~~

~~309 323 \ . t . .. . UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS ,. Level 4 . , A% Knowledge of Self~~

~~OBJECTIVES TBACHING STRATEGIES MATERIALS~~

~~The student:~~

Recognizes concepts relatedHave class discussion. Getting to Know Myself (record). to growth anddevelopment All About You. (age, height, weight, Make growth charts. strength, increasing knowledge and-skills). During pHysical education practise related activities "(arm wrestling).

~~Identifies physical differ- 0 3 0 ences and similarities between self and others.~~

Identifies sex differences Bring in appropriate guest BralJle Models. ,Plastic model& of between males and females, speakers, e.g. school nurse. human bodies. including appropriate identification of primaty Have class discussion. Braille Repfesentation of Sexual Organs. and secondary sexual 'Social Learning characteristics. Discuss in health class. (curriculum kits). Primarily Me, Mostly Me.

#3. Emotional Self Getting to Know Identifies specific emotionsUse class discussion androle Myself (recofd). in self and others'. modelling of various emotions, eg. being.excited, nervous, All About You. ha y,.'sad, angry, fearful, lef out.

:Interaction IV - Identifies emotions from a Have class discussion. variety of stimuli in 4series. pictorial and written form' (for partially sighted) and brailled materials (for blind) through both verbal and non-verbal cues.

~~Identifies causes of , emotions.~~

~~Identifies consequences of Use role playing. emotional reactions. ,UNDERSTANDING SELFAND' GETTING ALONG WITH OTHERS^. Level 4 Knowledge of Self A. .~~

~~TEACHING STRATEGIES - MATERIALS OBJECTIVES ,0~~

~~The student:~~

~~Recognizes signs and Teach students to verbalize Magic Circle. oward Affective causes of stress inself stress responses,(eXpression, Development. and others. posture, verbalization).~~

~~Pracelses relaxation, with Utilize relaxationexercises Centering Book. guidance. which are either scripted or on records.~~

~~Expresses emotions appropriately in a variety of situations.~~

~~Demonstrates understanCling of the difference between being assertive and being 'aggressive.~~

Begins to use appropriate Role play arguments, agree- verbal or physical behaviorments, fights; discuss i.nstead of agressive acts alternate ways of handling in response to provoking situations. situations.

Recognizes how a stressful ead stories which reflect situation could have been problems of students in class avoided, or handled more and offer suggestions for appropriately. solutions. UNDERSTANDING SELF AND 'GETTING ALONGWITH OTHERS- ..

~~. Level 4 B. Sbcial Relationships~~

~~MATERIALSV 'OBJECTIVES TEACHING STRATEGIES~~

~~1. Needs and Motivations~~

~~The student:~~

~~Distinguishes betuebn Have'a class discussion needs and wants. about advertiiing influence on needs apd wants.~~

~~Have students rape record collection of favorite radio and television commercials to analyze.~~

~~Use class discuision to show that individuals,have different needs. ,~~

~~Identifies basic nedds of Use role play, appropriate safetyt.belongihg and stories. 'adequacy.~~

~~Identifies how basic needs Hold classroom meetings: Magic Circle. can be provided for. .1 Schools WithoutTailure.~~

~~Recognizes the relation- 4 ship between behavior and needs or motiires.~~

~~rdentifies an increasing number of'situations in -which people need help (alone, left out, failure, rejected). 4~~

~~Identifies sources of Invite appropriate guest 9 help includingiamily, speakers. school, community, health *.and mental health TalCe field trips. personnel.~~

~~312 3 06. UNDERSTANDING SELF.AND GETTING.ALONG WITHOTHERS Level 4 B. Social Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~2. Factors Affecting Relationships~~

~~The studerit:~~

~~Given a situation, indicates appropriatg respOnses to . persons in varying roles (sibling, classmates, stranger - thild,'stranger - 'adult).~~

~~Demonstrates respect, pro- Use'role play:stories, Girls and)3oys tection, cooperation, modelling. Book of Etiquette. caring,for other pedple. Focus on Self Development: Involvement.,~~

~~Silaes interest With peer' group of same andopposite self.~~

~~3. Handling Social Inter- action~~

~~. a) Expresgiye Communica- tion Skills~~

r Communicates more efrectiVe-Use appropriatecstories, clss Girls and Boys ly with.other's (appropriate discussion, rale playing. Book of Etiquette. assertion for needs, direct'Hnve eacher serve as a role messages). model.

~~Practises-appropriate I questioning techniques.~~

.3 3 'Communisates effectively Teach appropriate ways to demonstrate-caring for others, vith others in socially, ' appropriate ways. extending and.receiving . greetings, giving and accept- ing compliments, apologizing for breache's of-social conduct.

~~Participates.in various- forms of communication, e.g. grouii discussion.~~

~~3 ,313 ' UNDERSTANDIN( SELF AND GETTING ALONG WITH OTHERS Level 4 B. Social Relationships ,~~

~~OBJECTIVES TEACHING STRATEOIES, MATERIALS~~

~~The student: vi~~

~~Recognizes and uses appropriate speech in social situations.~~

~~Identifies and deals with Discuss,effeCts of interrupt- some blocks to communica- ing, blaming, irrelevant.com- tion in self and others. ments, put-downs, dominatfon.~~

~~414 Communicates a wider range of feelings to others.'~~

~~b) Receptive Communication Skills~~

Demonstrates that he 'has Use on-going clasroom manage- Schools WithoUt attended to an activity ment. Failure. following directions (describidg it, identifying Use role playidg and class the main idea, Paraphrasing,discussion. answering questions). Use appropriate booksand tapes.

~~Demonstrates listenin and See Level 3. attending behalhors.~~

~~Identifies behayiors which show when a person is listening or attending.~~

~~c) Problem Solving and Decision Making~~

~~Identifies Wha.'t information IN is needed to-make decisions.~~

~~Given steps in problem solyini, demonstrates understanding of the process.~~

~~Recognizes that,alternatiye choices may be made.~~

~~- 314 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 4 B. Social Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Identifies factors which cause a problem.~~

~~, Identifies aconflict situa:ion and applies conflie: management strategies under direction of teacher.~~

~~4. Rules and Routines~~

~~See Citizenship andInCiividual Responsibility.~~

~~Identifies school rules Use class discussion, role and recognizes transgres- playing and appropriate ma- sions of these. terials.~~

~~Follows rules of appropriate behavior in school and on the playground, without direct supervision.~~

~~Identifies consequences of breaking rules (in cod- munity).~~

~~Identifies the need for routines and rules (order, protection, equality).~~

~~Identifies situations which require the establishment of routinei or rules in school or on the playground.~~

~~Recognizes need to follow rules when travelling, either alone Or with pi0ht- ed guide.~~

~~3 2 315~~

~~1. UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 4 B. Sccial Relatioaships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~5. Social Roles~~

~~The student:~~

~~Identifies roles associated Use rple playing and class Girls and Boys with the.sdhool and states ).\discussion. ' Book of Etiquette. some of the characteristics(. of these roles.~~

~~Assumes leader roles in Use appropriate on-going the classroom/playground classroom management*tech- with'peers in structured niques. situations (games, classroom activities).~~

~~Begins to recognize that Have student talk to relatives roleS may involve rights and friends, report back to and privileges, duties class. and obligations.~~

~~Recognizes that people haveArrange for appropriate class- multiple roles (teacher, rodm visitors. friend, student, nurse).~~

~~6. Values and Social Expectations~~

~~Demonstrates appropriate behavior in home, school and community.~~

Demonstrates awareness of Have class discussion,.guest differences in cultures speakers and field trips. existing in community and province (including Indians; other ethnic I. groups, special events, etc.).

~~Recognizes basic societal values (honesty, kindness, helpfulness, cooperation, courtesy).~~

~~330 316 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Leve. 4 B. Social Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS-~~

~~The student:~~

Identifies the behavior Have a class discussiOn about which best illustrates a loyalty, respect, acceptance, given value. freedom, equality, responsibility, understanding, inter- dependence, individuality.

~~Recognizes violation of Use role playing. basic societal values.~~

~~Recognizes that most rules Have a discussion about safety are for the protection of rules. individuals.~~

~~Indicates what might happen See Social Relationships, 4. if given rules were broken. Rules and Routines. HEALTH Level 4 A. Nutrition~~

~~MATERIALS OBJECTIVES TEACHIG STRATEGIES~~

~~The student:~~

~~Identifies and classifies ,Invite guest speaker, Milk Foundation-Materials. food into the four basic e.g. dietician, cafeteria food groups. manager.~~

~~Take field trip to supermarket.~~

~~Have student keep a diary for one week of food eaten.~~

~~Discuss the four basic food groups and the combination food groups, e.g. stews, pizza.,~~

Demonstrates knowledge of Have students compare what Canada!s Food Guide and a balanced diet. they ate as recorded in their Teacher's Handbook. diaries with Canada Food Guide and try to identify where improvements in diet ej could be made.

Demonstrates knowledge of Discuss the value and im- Food Fuel for the Body the relationship between portance of following the (film strips). good eating habits, growthCanada Food Guide, You and Your Food (film and-development. e.g. meat provides us with strip). protein, iron, the B Food and Growth (film vitamins, vitamin A and fat; strip). protein buildg new tissue and repairs damaged tissue.

~~Demonstrates understanOingHave student compare nutrient of the lack of nutritionalvalue of different forns of value in "junk food". the same food, e.g. baked potatoe,,french fries, potato chips.~~

~~Discuss foods that have very little nutritional value, e.g. jam and candy.~~

~~318 33P, HEALTH Leyel 4 B. Perwnal Care~~

~~J MATERIALS OBJECTIVES -, TEACHING STRATEGIES~~

~~, or 1. Knowledge of Body~~

~~The student:~~

Identifies functions of All About the Human Body. body,part . Human Growth. Food and Growth (film). Recognizes secondary Introduce the anatomical Sex Education for the physical ani sexual characteristics of males and Visually HAhdicapped changes. females using elementary and clearly defined terminology. in School and Agencies. Sex Education and Family Life for Visually Handicapped Children and Youth. Growth: A Handbook of Classroom Ideas to Motivate the Teaching of Elementary Health. The Spice Series.

~~, Braille Representations of Sexual Organs.~~

~~2.° Care of the Body~~

~~Values for Healt,h. Demonstrates independence Discuss and list the ways to in principles of body care for body. cleanliness.~~

~~Assumes responsibility for Provide braille/large print care of personalbelong- labelled hangers and lockers. ings, e.g. grooming Use on-going classroom re- articles. , sponsibilities.~~

Identifies methods of main- Invite public health nurse as taining a strong healthy guest speaker. body. Have class,discussion on the importance of good food, plenty of exercise, and sleep. See Health, A. Nutrition section.

~~319 333~~

~~v , HEALTH Level 4 , i B. Personal Care ..;~~

~~/ MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~on..~~

~~r The student:~~

~~Practises physical fitness Have student practise during program.' the phygical education class.~~

~~Demonstrates knowledge of Invite guest speaker, what to do in case of e.g. school nurse. minor illness. Go on field trip to health clinic.~~

~~Demonstrates knowledge of Invite guest speakers, how and when to administer 'e.g. nurse, ambulance attend first aid for minor ants. accidents. Have students discuss personal experiences.~~

3. Drug.s and Alcohol The Recognizes that there is a Invite guest speaker'from Films: - Alcohol: First Decision; Almost difference between AADAC (Alberta Alcohol and prescription and non Drug Abuse Commission), Everyone Does' Drugs: The First Decision; prescription drugs. pharmacist. \ Easy Way Out; First Cigarette; Leei ,. Discuss Smoking.

~~Recognizes that drugs may About Drugs. Alcoholics Anonymous -have negative effects. materials.' Facts About Alcohol. What You Should Know About Drugs. _~~

~~320 33 1 HEALTH__ .Level 4 C. ComMunity Health Services~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~fdentifies medical person ,Invite guest speaker, nel and their function. e.g. doctor, nurse, dentist.~~

~~Go on field trip to health clinic.~~

~~Identifies hygiene person Have a class discussion about nel and Ehein function, the duties and resporisibili ties of various hygiene per. sonnel, garbagemen, street cleaners.~~

~~Identifies mental health Have a class discussion about personnel and'their the duties and responsibili function. ties of various mental health personnel, e.g. school psychologist, social worker.~~

~~Invite guest speaker, e.g. school counsellor.~~

~~Demonstrates ability to, Use class discussion about Emergency Room. u$e emergency phone appropriate times to use numbers. emergency phone numbers.~~

~~Invite guest speakers, e.g. operator from the emergency (911) phone line.~~

~~Use role play.~~

~~Recognizes the importance Have a class discussion. of having a family doctor and dentist. SAFETY Level 4 MI A. In the Home~~

~~MATERIALS OBJECTIVES TEACHINGSTRATEGIES~~

~~The student:~~

~~Demonstrates increased Discuss potential danger Safety in the Home awareness of commOn situations in the home, (film). accidents which could e.g. poisons, drugs,firearms.~~

occur in the home. . DramatiZe'commOn causes of Curriculum Guide for accidents and ways of pre- Elementary Health. venting them, e:g. falls. , Have sudents draw a floor The Eyed Have It plan of their home, noting (film). hazardous area. ..,

~~Demonstrates safe use of~~

~~- kitchen tools, appliances, etc. ' 1~~

~~Follows appropriate pro- Elicit parental cooperation .'q cedures for fire drill to practise alternate fire in the home. .routes in the home.~~

~~4 SAFETY Level 4 B. In the School~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Demonstrates increased DemOnstrate correct use of Playground Safety,, awareness of dangerous apparatus and tools and dis- situations which could cuss dangers of misusingthem. occur in the school. , Tour school building, noting areas requiring caution.

~~Invite-resource person: Orientation and Mobility Instructor.~~

~~Demonstrates awarepess of 'Tour S-chool playground and safety precautions taken locate safe play areas and during phYsical activities. unsafe play areas;- stress caution and good sense.~~

~~Demonstrate and discuss the Curriculum Guide correct use of playground ,for Elementary equipment. Health.~~

~~Discuss and establish rules for various games; discuss sportsmansbip from the safety, point of view.~~

~~3 `) "~~

~~323 AAP SAFETY Level 4 C. In the Community~~

~~, MATERIALS OBJECTIVES tEACHING STRATEGIES~~

~~The student:~~

~~G Demon4lrates understanding of role of police and firemen in case of 'disaster.~~

~~2'I r" 3e4-,J SAFETY Level 4 1.1 D. Fire , 4~~

~~.MATERIALS c OBJECTIVES TEACHING STRATEGIES~~

_ - The student: Teacher's Manual for DeNpnstratesincreased Discuss the proper use of fire and basic fire hazards. Fire prevention. awareness ofthe most ... common formsand causes of fire. Bring in'guest speaker', I e.g. from fire department.

~~Demonstrates appropriate use of matches, etc.~~

~~i. Demonstrates knowledge of Develop and complete a home Curriculum Guide for and practises fire.preVen fire hazard checklist. Elementary Health.~~

~~tibn and fire safety. , Go on field trip to fire station. t~~

~~Bring in fire fighter to explain how to use extin guishers and fire alarm boxes. e.~~

~~Demonstrate how fires may be smothered with thick cloth. 1 \ Practise alternate routes for firedrill.~~

~~Discuss purpose of smoke detectors.~~

Demonstrates ability to Use role play. seek assistance from the public in cde of a fire Have a class discussion, in a public bullding. emphasizing ways of informing the public of the student's handicap.

~~0 SAFETY Level 4 E. Traffic~~

~~OBJECNIVES TEACHING STRATEGIES MATERIALS~~

~~The'student:~~

~~Demonstrates awarene§s of Bring in guest speaker the ,role of the ,safety e.g. member of safetypatrol. patrol.~~

Demonstrates ability to resPond to traffic sights (partially sighted). and- sounds to avoid danger. Alberta Safety Coundl, Demonstraxes appropriate. Demonstrate correct way to behavior on the bus.and load and unload school bus. Elementary Material in other 1.Phicles. on Traffic Safety. Practise use of emergency door. I. Have a discussion about proper Curriculum Guide bus etiquette and respect for for Elementary the driver's authority. Health.

~~.Demonstrates ability to Discuss reasons to refuse seek help from responsible rides with strangers and adult if hurt, frightened reasons to refuse.to talk to or lost. strangers.~~

~~Discuss role of the Block Parent.~~

~~Bring in guest speaker, e.g, police, Block Parent:~~

Demonstrates understanding Have a class discussion. a. of the, importance of using seat belts. Invite guest speaker 'from ,Alberta Motor Associaiion. WORLD OF WORK Level 4 A. Specific and Allaed Work Skills.

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~l.. Use of Tools and Equipment~~

The student: Industrial Arts for Selects and uses appropri- Go on field trip to hardware the Elementary ate tools for a specific store to examine and select tools; to household department Classroom. Pipject.. to examine and choose tools. Shop Safety. Films on use of eools. 'Give a recipe and have stu- I.P.A. Manual, 1980. :dents, working in groups, Young Homemakers' coll ct all utensils needed . Series. to repare it.

~~Choose a variety of projects within student's capabilities~~

~~Have student choose one and complete.~~

~~Demonstrates ability to; Demonstrate and discuss follow the rules of stbrage of tools and equip-, organization and care of ment, e,g. vacuum cleaner, tools and equipment. power tools.~~

~~With supervision, constructs more complex projects.~~

Demonstrates ability to Label storage areas,'large follow safety. procedures pribt/braille where necessary. when using tools. Discuss possible hazards as- ire sociated with tools in use and how to avoid injuries.

2. Following Di,rections is Demonstrates abilj.ty to Give clear and concise verbal Kids in the Kitchen. follow more CoMplex set and written directions. Cook and Learn. A Special Picture of dixections. Cookbook.

~~3,1~~

~~'3.27 I. ; WORLD OF WORK Level 4 A..Specific and Allied Work Skills~~

~~TEACHIUG STRATEGIES, MATE4IAy~~

~~Deal Me In.~~

~~Following Directions.~~

~~Identifies person in Discuss role and responsibif- :authority in specific ity of foreman. work situations. Invite guest speaker,. e.g. construction personnel.~~

~~, Demonstrates acceptance ofDo group projects: select one supervision in specific student to head group. work situations. (foreman).~~

~~Have each student take this position in turn.~~

~~3. Decision Making~~

~~Demonstra'tes ability to Have class discussion about make approPriate acceptable work standards; decisions in work have students judge samples situations. of work and discuss ways to improve:~~

~~Show and discuss films about Fair and Unfair (film). decision making.~~

~~4. Independence~~

~~Demonstrates ability to Have student assist in library perform satisfactorily in or school office. unfamiliar work situations Explainetasks before student goes and assess performance afterwards.~~

~~3 1 -/ 328 WORLD OF WORK ., Level 4 B. Career Planning:and Exploration -~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Why Work~~

~~The student: \ \ Recognizes that people Carry.out money raising pro- The Career Workbook. jects for class and school. \ are paid for jobs. ,~~

~~\ Recognizes that people Discuss basic necessities: need money to_purchase food, clothing, shelter. necessities.~~

~~Recognizes that finishing At Least A Thousand something makes one feel Things To Do. good (self-worth).~~

~~2. Job Awareness~~

Demonstrates awareness that Play game: "When I grow up Very Important people do different jobs: I would like to be .... People Series. in home, in school, in com- Perhaps I'll Be ... munity. Series. Kids Stuff, Children's Program, CTV Productions. Careers. Jobs A to Z.

3. Job Demands , \ Demonstrates\ good work Use role play of situations It's Positively Fun. - habits. where good work habits are Courtesy in the demanded. Community. A Good Worker. Use simple contracts and Unemployed Uglies. awards and suggest goal- setting procedures.

Demonstrates punctuality. Have'student make own daily Succeeding at Work. time,chart. Manners. How to Get That Job. Have class discussion about Making It On Your Own. why routine is necessary. Career Awareness Books. Occupations 2. Occupations L. WORLD OF WORK Level 4 B. Career Planning and Exploration

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

~~Demonstrates ability to Have students follow an in- follow instructions. creasing number of instructions.~~

~~Play games unfamiliar to student; provide written or recorded instructions.~~

~~g) Completes selected tasks Have student complete simple at school and home and tasks without close super- assumes some responsibil- vision. 'ity-for this. Select class monitors.~~

~~Make a "Jobs for the Week" chart.~~

~~Recognizes own mistakes Encourage students to criti- and corrects(them. cize their own completed tasks or jobs.~~

~~Check student's work and get him to suggest ways that work or work habits can beimproved~~

Stories about Workers. Demonstrates good Develop oral comprehension listening habit. skills. Read story suitable How to Hold Your Job. for level and ask basic who, Job Attitudes. why, when, where, type Perceptual Communications \ questions. Skills Developing AuditorAwareness, Level 2. Listen and Think Cassette Series, Levels B and C.

~~\ Communicates effectdvely with peers.~~

~~Assumes some responsibility for maintaining own belongings.~~

~~Follows school routines.~~

~~1.4 " WORLD OF WORK. Level 4 C. 'Finding a Job~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Awareness of Personal kbilities and Interest~~

~~The student:~~

~~Recognizes that many vocations exist,~~

~~Distinguishes ,between fantasy and reality with regard to aspirations, planning for theture.~~

~~Identifies jobs, careers, Ask students to list and SignAMite. which may be of special discuss jobs and careers. Occupational Alphabet interest to him. Career Lotl. Perhaps I'll Be ... Series.~~

Demonstrates ability to Have a class discussion, Career Exploration describe own abilities and e.g. blind cannot become a Activity Cards for Fun. limitations for a specific pilot, but could be .computer Canadian Classification job. programmer. and Dictionary of Occupations.

~~2. Awarenef.s of Process \ Demonstrates ability to Use role play of various use telephone when looking problems and social situations. for information. Use real telephooe.~~

~~Demonstrates ability to Have student assist in con-: take and leave messages. veying messages to school personnel.~~

~~Have student deliver notes and newsletters home properly.~~

~~Go on field trip to A.G.T. Phone Store; discuss different models. \ N.~~

~~, WORLD OF WORK Level 4, C. Finding a Job~~

~~.MIMI=Nr~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Develops awareness that Discuss where students might people'look for jobs. get part-time jobs.~~

~~Compile list of part-time jobs.~~

~~Discuss classified section of newspapei and the purpose of want ads.~~

~~% .. WORLD OF WPRK Level 4 E. Worker's Rights~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The 'student:~~

~~Demonstrates understanding 100 Ways to Enhance of the concept of personal Self-Concept. self-worth and dignity.~~

~~Demonstrates understanding all people have rights.~~

~~3 I~~

~~333 HOME MANAGEMENT , Level 4 s A. Clothing ,~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Care~~

~~The student:~~

~~Identifies and labels own clothing.~~

~~Undressesidresse$ independ-See checklist on Dressing A Step-by-Step Guide ently. Skills in Appendix. to Personal ManageL ment for Blind Discuss daily, weekly, season-Persons, 2nd edition. al, care.~~

~~Provide each-student with own clothes hook with braille or print, labels on hook and t:,. clothing.~~

~~, Discuss what is special about one's own specific clothing. Show student how clothing can be identified by the size of buttons or zippers, texture, style of the collar.~~

Demonstrates appropriate Teach search techniques (in- Towards Independence. strategies for locating formation available from Social Competency. lost items, both dropped itinerant teachers/consult- and misplaced. ants).

~~Emphasize clear passrgeway, Instructional Materials. cir6ular search pattern.~~

~~Organizes closet and Invite resource person: re- Towards Independence. drawer space appropriately. habilitation teacher at C.N.I.B., to teach specific techniques for blind.~~

~~Assists adult with laundry.~~

~~Identifies cleaning agents Place braille/large print Lessons in Living. and techniques for various labels on cleaning agents. types of materials.~~

~~Assists adult to make Invite resource person: re- repairs. habilitation teacher at C.N.I.B., to offer suggestions.~~

~~330 1.,.5 HOME MANAGEMENT obevel 4 A. Clothing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS N~~

~~, 2. -Selection~~

~~The student:~~

~~Discusses and analyzes Have class discussion about reasons f(Ir choosing comfort and quality of clothing. clothing.~~

~~Chooses clothing suitable Have class discussion about for work or leisure. dress standards.~~

~~Demonstrates awareness of Use sighted guide where appro-How You Look and style, color, and design priate. Discuss suitability Dress. appropriate to individual. of newest fashion.~~

~~Demohstrates awareness of Go on field trips to depart- need to choose appropriate ment stores, speciality shops. accessories.~~

Identifies the appropriate Go on field trips to shopping store in which various centers. Provide orientation itcms can be purchased. and mobility training. Seek cooperation of pE.--ents in providing a wide variety of experiences.

~~3. Construction~~

Demonstrates ability to Provide student with class- Btaille tape measure. use simple sewing tools. room experience with tools, Clothing ahd Textile stitchery projects and other Education, Materials craft w,:k. Directory, Trade News.

~~Sews simple items. 'Set It Yourself.~~

~~335 k 3 1`4..) UOME MANAGEMENT Level 4 B. Food~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~1. Shopping~~

~~The student:~~

~~Discuss menu for whiCh stu- Look and Cook . Prepares a shopping list. dents are shopping and quanti- Series (6 kits). ty of food needed. Go ow field trip to store after compiling a grocery list.~~

Makes simple purchases. Materials from Alberta Identifies kinds and,types Introduce a variety of exotic Milk Foundation; of vegetables, fruits and ' foods from each food group. Nutrition Communication. meats. or. With assistance, compareS itdms for price and quality.

~~Distinguishes between quantity of various items.~~

'1.owards Independence. Eicplains and demonstrates Contact Orientation and Social Competency. how to get to a neighbor- Mobility Instructor to provide good grocery stdre. assistance. Lessons in Living. Demons,trates knowledge of Discuss brand names and the brands advertised on effects of advertising on the televi.ion. consumer. Have student relate personal experiences.

~~2. Eating~~

IdeRtifies utensils and Note: For specific techniques Towards Independence. Social Competency. demonstrates comfortablt 'to develop skill in the use of Around America, A and efficient use. the spoon, fork, knife etc. refer to books andarticles Cookbook for Young listed in the materials section. Around the World in 80 Dishes. Provide experience in actual meal preparation, and eating; entertain other students and teachers in school-

~~Go on field trip to'restaurant~~

~~336~~

~~t.) 0 HOME MANAGEMENT Level 4~~

~~% B. Food~~

~~q MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

~~Assist in the cleaningof kitchen area.~~

~~Practises appropriate . manners and etiquette.~~

~~Demonstrates appropriate ,eating~~

~~'3. Preparation~~

Demonstrates the ability Provide student with practise to use kitchen tools, through cooking, ,eating, appliances and facilities, cleaning. with supervision. Cooperate with the ho9 establish daily routine.

~~Social Competency. Prepares own lunch and Provide actual cooking experi- cleans up. ences. Cooperate with the home to The Kids Cookbook. establish daily routine.~~

~~Dem6nstrates some knowledge of food value preservation.~~

~~4. Serving Dishes and Utensils, Prepares tablOfor meal. Have student plan and prepare a lunch at schooland invite Instruction Lab. ano,ther class as guests.~~

~~Demonstrates ability to serve family. trip Behaves appropriately,at Have students plan field meal time. to restaurant.~~

~~Use role playing.~~

~~Invite guests for snacks. I.~~

~~337 3:-; HOME MANAGEMENT Level t B. Food~~

~~'OBJECTIVES TEACHING STRATEGIES MATERIALS.~~

~~5. Preserving~~

~~The student:~~

~~-Describes the function of Demonstrate 4nd discuss Xhe a refrigerator andfreezer. function of each part of the refrigdrator, e.g. vegetable crisper.~~

~~Handles food w4h care and cleanliness.~~

~~Demonstrates understanding Frrovide experiments with of concept of perishables. perishable and non-perishable 11, food storage. Chart results of experiments.~~

~~Stores food correctly, Demonstrate and discuss where specific foods should be stored.~~

~~6. Production~~

~~Identifieslood sources. Go on fiead trip to dairy, poultry farm, vegetable garden. Discuss production techniques for different types of food.~~

~~338 HOME MANAGEMENT .Level 4 C. Maintaining theHome~~

~~P OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Selection~~

~~The student:~~

~~Explains what is available Go on field trips. in housing. Havg class discussion on single homes, condominiums, room and board, etc.~~

~~Have student evalute his own reaction to variouS types of housing.~~

~~Discuss renting vs. owning.~~

~~Demonstrates knowledge of 'Have students discuss floor the organization of rooms, plans of own homes. and their purposes.~~

~~2. Furniture and Furnish- ings~~

~~Explains function of Go on field trip to furniture various furnishings. store. Have a discussion about unique furniture in student's home.~~

~~3. Care and Maintenance~~

~~Demonstrates ability to keep own room clean.~~

Perforts some household Have student assess hcame Everyday Machines tasks. maintenance skills, and decide and How They WOrk. which skills he needs to learn to increase kndependence. 4 Identifies daily and weeklyHave a discussion about on- cleaning routines. going classroom responsibilities.

~~Demonstrates 'ability to use some tools, e.g. screwdriver.~~

~~Makes simple repairs. -~~

~~339 d4 HOME MANAGEMENT Level 4 D. Child -Care~~

~~. MATERIALS QBJECTIVES TEACHING STRATEGIES~~

~~The studen.:~~

~~Explains babysitting Use class discussion on safety Babysitting Course responsibilities. needs and care of children. available from commpnity leagues.~~

~~Demons.trates ability to Invite guest speaker with Materials from help care for young young child to visit class- Y.M.C.A. and Police children. room. Department.~~

~~Go on field trip to a day care center.~~

~~340 MONEY MANAGEMENT Level 4 A. Earning Money ,=~~

~~MATERIALS OBJECTIVES TEACHING ',TRATEGIES~~

~~The student:~~

~~Identifies And arranges Use blind techniques for' paper money and coins. identifitation of money. Use itinerant teacher, resource. person, Alberta Education ConSultant.~~

Note: All blind and some partially sighted students need a sighted person to identify their bills'for them. Once identification has been made the student should learn a basic system for folding money. It is generally best to leave dollar bills...unfolded The student should.establish his own:method for folding bills, e.g. fold lengthwise; fold in half width-wise. The easiest folding methods should be used for lesser'deliomina- tions to make it more convenient for the student. The one denomination should always be folded the same way.

~~Counts money, using coins Use role playing: "Give me Money Makes Sense. and bills. change for this-$5.00". Money natters.~~

~~Brailles/writes money Have students count actual Nemeth Code. amounts of increasing money, spend according to complexity. classroom goals.~~

~~, Transmits money amounts Give students problem to Speech + (plus) tocalculator. solve. (talking calculator).~~

~~Recognizes coins and bills Have student name money, using in combination. coins and bills, sorting change. Go on trip to the store to make change.~~

~~Play games: match currency with name ftesented orally.~~

~~3 341k MONEY MANAGEMENT 'Level!. A. Earning Money~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Identifies jobs for which Have students sort and clas- ' payment is made/is not sify jobs: indoor/outdoor~~

~~' made. jobs, travel/non-travel, etc., "Jobs I like and jobs I dislike".~~

~~Have a discussion about com- Good Cents, Every munity volunteers, "Why Kid's Guide to volunteer?". Making Money.~~

~~Recognizes that jobs must List and discuss jobs done in Pacemaker Practical be completed to earn money. class. Discuss why. Arithmetic Series.~~

~~Obtain cooperation of parents; have allowance contingent upon completion of chores.~~

Demonstrates understanding Compile a grocery list and Department store that the value of money have students note price materials. changes over time, changes over period of time. Working Makes Sense. e.g. Inflation. MONEY MAliAGEMENT Level 4 B. Spending Money

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Identifies different types Co on trips to local stores, (Budget (game). of Stores where goods or garage, bank, dry dleaners, services can be bought. department store, shopping mall.~~

~~Play game, "Where would you ibuy a battery, shirt, etc.".~~

Locates several items for Have a discussion about the Information available pucchase using various proper use of telephone from Consumer and means. directory, information, news- Corporate Affairs. papers, television. i:ave blind students use sighted guide.

~~Buys items independently Shop for materials and check with correct amount of receipt (for class projects). money, using a sighted guide if appropriate.~~

~~Recognizes advertising techniques.~~

~~Demonstrates understanding that prices for familiar items vary from time to time.~~

~~Demonstrates underst ding that services can be\ purchased.~~

~~Develops and utilizes a Elicit parent support to en- simple budget. courage student to earn and budget money.~~

~~RecogniZes that there ace Use role play: travel agent, different methods of pay- .tore clerk, customer;,,play ment. using, cash, cheque, C.O.D. or charge account.~~

~~Uses coin operated machines (pay phone, vending machines).~~

~~343 MONEY MANAGEMENT Level 4 B. Spending Money . /~~

~~'OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Writes signature on cheques or legal documents.~~

~~Establishes a bank account.~~

~~.1.411 MON ( MANAGEMENT Level C. Sav ng and Borrowing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Demonstrates understanding Have a class discussion. of saving money for future purchases. Have studens set a goal, eara and save for it using class bank account.~~

~~Independently deposits money in savings account.~~

~~Demonstrates knowledge Have students record indivi- that people must repay dual saving and spending. money borrowed. Use role play, e.g. friend borrowing a dime.~~

~~Have a discussion about what would hapi.en if it was not repayed.~~

~~Demonstrates understanding Have a discussion about that borrowing may or may eir-nmstances requiring not be appropriate. borrowing.~~

~~35;) 345 MOTOR DEVELOPMENT.AND PHYSICAL ACTIVITIES Level 4 A. Fundamentalt of Movement~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~. Thestudent: Note: Read the reference materials before proceeding.~~

Continues to develop the Continue teaching the skills Elementary Physical abilities of Level 3. of Level 3; however, greater Education. challenges should be provided Basic Movement to meet the increasing Education for strength and body cbntrol the Children. student is demonstrating. Use more complex apparatus arrange ments, smaller balancing sur faces and more complex movement patterns.

~~Gymnastics~~

Through participation No modifications are necessary. demonstrates the basic Stress safety. The blind skills associated with the student should be given an following gymnastic area to work in which is themes: familiar,and safe.

~~- moves body from plact to place in many ways;~~

~~- balances on, or suspends body frc body parts;~~

~~- makes shapes while balancing or moying;~~

~~- keeps body symmetrical or asymmetrical when moving or balancing;~~

~~- twists and turns body when.moving or bal cing~~

~~y346: MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES Level 4 B. Games ard Activities~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~1. Creative Dance~~

~~The student:~~

Demonstrates basic skills Use more complex tasks to Elementary Physical of creative dance by challenge the increase in Education. participating in lessons body control; consider the based on selected Laban greater intellectual and Themes: emotional growth of the student.

~~Creati'Ve Dance in - Theme IV: Direct and flexible, bQund and Grades Four to Six. free-flow movement;~~

~~- Theme VIII: Activities of the whole body;~~

~~- Theme VII: Basic effort actions;~~

~~- Themes IV, V, XV: Relationship Themes.~~

~~2. Folk and Round Dances~~

Demonstrates basic steps Expose students to dances Folk bancing for Students and Teachers. such,as, walk,,two step., which vary in nationality, schottische, waltz, polka, number of dancers, basic Dance Awhile (list of pas-ee7deux, grapevine, steps. step-swing and balance. records and record shops, both U.S. and Canada).

~~Recognizes the ethnic Use dances classified as easy differences between folk at this level. dance styles.~~

~~Participates in no-partner, Note: Blind student should couple, trio, line and begin with pirtner dances, circle'dances. .then as skills are learned progress to no-partner and group dances.~~

~~347 MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES Level 4 B. Games and Activities~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~3. Square Dance~~

~~The student:~~

Demonstrates basic square 'Use simple square dances, Dance Awhile. dance terms by participa- e.g. "Oh Johnny",-"Albama ting in a variety of squareJubilee", "Birdie in the dances. Cage", and "Four Gent Star".

~~4. Games~~

Participates in games Substitute auditory or Active Games for which develop skills which tactile cues eor visual cues. the Blind. are prerequisites or Elementary Physical traditional dual and team Have other students provide Education. sports. feedback to .blind students Auditory ball, Audible ,y calling to them. goal loca.tors. Movement Without Sight. Physical Education and Recreaeion for the ViSually Handicapped. Games With a Purpose - A Collection of 0 and M Games.

~~5. Posture~~

~~Describes-good posture and Use Yoga. Movement Without Sight. demonstrates proper body Adapted Physical alignment. Education and Recreation..~~

~~6. Swimmina~~

~~Participates,in appropriate Swimming for Children aquatics program. with Physical and Sensory Impairments.~~

Demonstrates yearly im- Have student participate in Elementary Physical provement following'che Red the Red Cross Water Safety Education. Cross Water Safety Program. badge program. Swimming for the Handicapped.,

~~348 MOTOR DEVELOPMENT AND PHYSICALACTIVITIES Level 4 B. Games and Activities 0~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~7. Track and Field~~

~~The student:~~

~~Participates in track and field activities.~~

~~8.. Outdoor Pursuits~~

~~Participates in 0.D.P.U. activities, e.g. camping,~~

~~hiking. '~~

9. Fitness Canadian Fitness Awards. Participates in the CAPHER Use music,boxes.for the fitness program when it is shutXle run. kOi , done inhis school. For 50 m. dash use the inter-,- The CAPHER Fitness Test. national system_to guide the Kids Camping. runner down to the end ofthe land, yell 4 if the runner is in mid-line, 3 if he is to the left, 5 if he is to the right.

~~For l00m. run use a short running pole with a sighted runner holding end.~~

~~Demonstrates improvement Keep records of each student's in all times. performance to identify specific areas of weakness. FINE ARTS AND INDIVIDUAL EXPRESSION~~

~~A. Music belief - "In the area of music, visuallyhandicapped children - contrary to lay compensation for blindness." are not gifted merely as 1~~

"... of all the avenues of communication opento the blind child, music is one auditory and 'of the most significant and thus ofincalculable value. ... His tactile,senses permit him.to relate to music as alistener or a performer, and foot- these experiences affdrd himmanyiwportunities to participate on an equal ing with his sighted peers." 2

The music curriculum for elementaryschools developed by Alberta Education (197-7) is suitable for use with visually impairedstudents. Since no music curriculum has been developed for either Juniorof Senior"High Schaols, the visuallyimpaired student should be integrated intothe school's existing music program. '

~~The following suggestions should beincorporated by the music teacher toassist her in successfully integrating the visuallyimpaired student into her program.~~

~~Rhythm Band~~

"Benefits derived from rhythm bands are the samefor normally seeing as for for . visually handicapped students. However, teachers :dust assume responsibility acquainting students with every instrument -the sound of it, how,it feels in the hand - because otherwise each student willacquire only a limited knowledge about the instruAents played by other students.

~~If the teacher points or gestures to indicatewhen students should or shouldnojt adopt play, blind students will not receive suchsignals; therefore, teachers must audible cues."~~

~~Identification of Instruments~~

Tq facilitate recognition of tonequality, teachers should play instruments or use recordings, thus familiarizing the students withidentifiable and characteristic like a tuba is the sounds. Awareness that a voilin sounds like a voilin and -lot impaired students to handle lessop objective. A second step is to allow visually and examine all the instruments. If the teacher plays a recording of a.clarinet, students should have an opportunity to examine a realclarinet in class.

Instruments in a given family, e.g. strings,should be.compared for sound, size, number,of strinbs, position held when played, etc. Since experimentation is a channel for learning, the.student might hold astring while it is being bowed and note the difference when he removesthe finger. Also, differences between heavy and thin strings should be explored.. Howdoes the performer achieye legato and staccato effects?

350 3 t: : Combinations of instruments can be introduced once the students havebecome acquainted with individual instruments. If,live performers can be utilized, they might place themselves in varidus parts of the room so that the individual sounds can be mote easily distinguished. In this exploratory stage, the human voice - alone and in combinations - should also be included. Having felt vibrations, in other instruments, the students might feel vibations in their throats and diaphragm.

~~Music and Self-Expression~~

Self-expression to the accompaniment of music is.desirable for all students. Blind students, however, may be limited in their experiences when required to depict certain behaviors, as when the teacher says: "Pretend you are a bear and walk like one", or "Make believe you are la daisy blowing in the breeze". Therefore, clblind students must be shown how to perform the intended action. The teacher might Cry to draw out ideas rather than impose them. She might say: "Listen to the music, and then make you4 feed do what the music seems to,1,, or "What do you think your arms want to doWith-^th0 kind of musicV:. Under these conditions, vi.,2ally impaired students,,experienceno!tdisadvaneage.

Some blind students are reluctant.to move out or do so only awkwardly or-fear- fully. Because of this, teachers might request them to "act out the music" right where they are. If students learn enough freedom and confidence while staying in one place, they may learn, though belated, how to move in an enlarged area.

~~Music and"Dance (Eurhythmic's)~~

Eurhythmics involves following a prescribed pattern imposed by the teacher or choreographer. Students learn to coordinate body parts and work toi,:ard independence of separate members. Eurhythmics yields gains in muscular control and coordination, grace, poise, and self-confidence. However, more modern methods of rhythmical gymnastics give greater freedom of movement, encourage more self-expression through body movements.

~~Music Notation in Braille and Large Print~~

If sighted students are expected to road music notation on the staff at a given grade level, partially sighted students at that time should also have such competence in enlatged form. Teachers can use either specially prepared sheets with the enlarged staff adding notation by hand, or can purchase ready made enlarged sheet music if the desired title is available (see Note).

Occasionally a given community may have a sighted music teacher who knows braille musIc notation or a blind teacher of music with whom the student and his family might arrange private lessons for both notation and performance.

~~351 Careers in Music~~

Visually impaired students, their parents, an'd their teachers must notjump to conclusions that careers in music are guaranteed and automatic.Frequently the.presence of musical talent is overestimated. Interest and enjoyment are not enough to launch a career. Countless hours of arduous.and lonely practice are imperative.

~~Visually impaired students in music have one of threeclIbices if contemplating a musical career:,~~

~~1. Serious music based on use of notation and exactlyprescribed performances.~~

2. Popular music, Wlich calls for the development of apersonal style distinctive from that of other performers. If the visually impaired musician hos a good ear for reproducing what he hears in live orrecorded performances,.he may have little or lid need for notation itself.'

~~3. Teaching music, which is similar to choice #1, though it does not demand performance in concerts.~~

The student using braille notation must. memorize it before being able toplay it. This consumes much time and restricts the performer's repertory. Unlike a sighted person, who can do a reasonably accuratejob even on his first exposure to a musical composition, the braille reader cannot "sight read" music. Partially sighted'students have similar difficulties. Because of their visual probleM, they may not be able to read quickly enough to readand play simultaneously; so they may have to memorize also. Furthermore, the partially sighted may need to use a'special music rack that brings the sheet close to the faceso that it canbe read.

~~It is hoped that the persisteni will sell themselves on thequality of their musicianship and not' on their blindness.~~

~~Attending Professional Concerts~~

Although attending live performances has the samevalues for both visually impaired inability of the former to read , and thefr sighted peers, one difference lays in the program notes distributed to the audience. There may not be sufficient time before the performance to allow a sighted person to read in whispers.Without these notes, the listener misses vital information pertaining to historicalsetting or analysis of art form. To correct this probim, teachers might secure advance copiesof the program - often advertised in newspapers - and thenplay the same compositions at school, discussing pertinent'information. A culminating experience might involve listening again to the same compositicfis after the concert andsharing reactions to the live performance.

~~Group Participation (Chorus, Orchestra, and Band)~~

Visually impaired students should be encouraged to assume activememberships in school organizations devoted to music. This type of integration with sighted peers may result in lasting friendships'beyond theschdol year, in vocational channels (Bevan, 1965) and in keys that unlock social doors making possible broader interpersonal relationships. Some modifications are necessary, as butlined in thefol- lowing paragraphs.

~~352 (.1 V~~

Processions apd Recessions:Moving in straight"lines equidistant from those in front'and.behind is important foraesthetic effects. If a blind student is paired With'a sighted partner,hey might link little fingers of adjoining haRds proceed in an inconspicuous way. An understanding teacher mi%he have.students by twos instead of.it singlefile when a blind student 'is a member of.the group. 'When required tolgo in single file, ablind studentmight use a thin string held' taut by the student precedingfind followiu him with the stringprapped around - his own finger halfway between the two. aeing confronted'with new Eerritory poses the problem fOr blindsstudentsof not knowing distances orturnsior.the' presence of steps,Since reh'earsals may be conducted in one place while the .public performance is held elsewhere: If possible, arrangements should be made to take the blind student to the newsite in order to orient him to it. ) participants in a niaäh Marching Band: Partially sighted students may succeed as ing band, whereas blind students might,find itextremely diffiCult to keep in line while marching and playing. ' However,blind-students shottld befpermittedo try particular sound doinrit'in rehearsals. Perhaps blind students can orielit to a precdaing them, such as a drum or flute.

.Pairing with Partner: In chorus, band, ororchestra, visually handicapped stu- . dents might be placed beside a capable musiciansinging or playing the same part. Such partners can serve as examgles toemulate. In rehearsals, blind siludents can listen part of the time and latersing'or play when the material has become familiar. The pair might work at times other thanduring rehearsals with the sightedlierformer playing or singing the part foc theother to listen to and learn. When several per- should be seated sons make up a givensection (such as tenors), the blind student iR the front of the group so that more of thesolind of his part reaches him.

compositionsalready Use of Recordings: If a student group is practising a given recorded by another groupama'with the same arrangement, visually handicapped students,might be assigned to study by listeningrepeatedly to.that recording. Fur- thermore, the Diyision for the Blind-and PhysicallyHandicapped, Library of Con- gress, is producing kitscontaining sound recordings with musicin usual renditions, notation also at a slow rate for study purposes,with,solos unaccompanied, and with in both braille and large type. These materials can be ofutmost value if the teachert.s selection and the titles thus madeavailable.coincide.

vi3ually handicapped Signaling: Music teachers who are not accustomed to having a student in the groupsmay need to modifytheir signqling procedures. A nod or hand gesture will not be noted by him. InsEead, a code_ of raps with the baton on the music stand might be devised. blind Blind Soloist and Accompanist: Although useoof the voice may be correct, If the soloists may need assistance with stance,facial expression, and gestures. soloist is blind, he can usually take his cuefrom the accompanist and the musical ' introduction, if there is one. If the accompanist is blind, he mustbe certain that the soloist is ready before beginningthe introduction."3

Note: The Materials Resource Centre, Departmentof Education, Alberta, has enlarged the sheet Music available to ElementaryMusic teachers as part of the Edmonton Public School Board Music Curriculum. A teacher requiring music in large, print should contact the itinerant teachers orprovincial consultants for the visually impaired.

~~"Frequently only the words of a song need to bebrailled. In fact, often memorization will suffice and no brailling isnecessary."4~~

~~353,~~

3L! 1 Music for Visually HandicappedChilZien,Napier, Grace. The Visually Handicapped Child in the School. 2 The Importance of Music in the Life of aVisually Handicapped Child, Toodedough, Forrest and Dorothy. Education of the Visually Handicapped, V N p. 28, March, 1970. 2 1, 3 Music for Visually Handicapped Children; Napier',Grace. The Visually Handicapped Child in the ,School.; 4 Your School Includes a Blind Student, Willoughby:D.,Lansing, S., Barber, M., Maurer, P. National Federation of the Blind TeachersDivision, p.18.

~~354~~

~~3 ; a FINE ARTS AND INDIVIDUAL EXPRESSION~~

~~B. Art~~

~~INTRODUCTION~~

"A blind student can learn basicart-cOncepts and create art projectS in the same impossible for him to manner as a sightedchild. Iis blindness does not make it learn the ideas of art or toOarticipate in art activities.- / / . ( '% The basic goals cf teaching art to ablind"child are the same as fora'siihted scissors, child: to improve the child's abilityto.,handle basic materials, such as glue, paper, and crayon; to develop anunderstariding of the elements and principles of design, to teach him the basic vocabulary,of art;to make him aware that there are various ways to approach anart project; and to stimulatehim to think creatively."1 her The following suggestions should beincorporated by the art leacher to" 'assist in successfully integrating the visuallyimpairecrstudent into her classroom:

"Blind children nqed to know-where their materials are.Prepare a tray or box for each 4lind child ith all the necessary materials beforeeach activity. who may nat yet have A sighted partner i of great assistance to the blind child developed the skills of cutting, knot tying-,pasting,or taping.. The sighted partner is also essential for providing feedback tothe blind child. For example, in the tie dyeing activity the sighted partnerdescribes the designs made by the dyes.

~~Blind children may need a little extl'a time tocomplete the art activity.~~

~~Blind Children "see" with their fingers. Provide dampened paper towelg forthe child when an activity involves paste, clay,plaster, or papier mache. Sticky fingers find it hard to manipulate maiarials.~~

~~Blind children mu : be warned not to touchtheir brailled watches unless their hands ] are clean.~~

~~Blind children should be involved in aademonstrations.~~

~~. Brained instruction sheets should be preparedfor blind childr.en listing steps of new techniques such as printing,papier mache, weaving.~~

Blind children should have access to modelsand objects used in the scienceactivity contact with a during the art session. For example, the blind child needs to have model of the fish while creacing a plasterfish, or models of the stages of life cycles when asked to create clay expressionsof the life cycle.

~~355~~

3i:k A screen board can be used by blind children to createlinear designs. The screen board is simply awooden frame witn.,screening attached tautly and securely.over the open atea. By placing a piece of paper over the screen and rubbing it with a crayon, a textured crayon designresults.

The art work produced by blind children reflects verypersonal expression of a' mental 4tlage not influenced by vision of the artwork of other children. En- courage this personal expression. It is art in its purest form."2

~~1 Article: "Teaching Art to tlie Blind Child Integrated with SightedChildren", by Collien Freund. The New OUtlook, p. 205.~~

2 Laboratory Science and Art for Blind, Deafand Emotionally Disturbed Children, A Mainstreamin6 Approach, Dorii E.Hadaryldkh.D., and Susan Hadary Cohen, M.A., University Park Press, Baltimore, Maryland, 1978.

~~356 FINE ARTS AND INDIVIDUAL EXPRESSION Level A' B. .Art~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~TI-e student:~~

Demonstrates awareness of No adaptations needed for tl'e Elementary Art partially sighted. Have Curriculum Guide. , line and implied line draw- Ways of Seeing, ing. blind use different substances in which to dip stiCK, Area 1: Introducing e.g. whit/e glue, to enable Ways of Seeing. them to feel their lines; use Creative Drawing: foil paper. Ideas, Materials and Techniques. Creative Drawing: Point,and Line..

Demonstrates awareness of No adaptations needed for Exploring With Paint. the forces of line, 'Shap,, partially sighted. Paint and color, through tactual should be textures and sur- experiences using a variety faces should be varied, of materials and media e.g. relilf, for blind.

~~(painting). .~~

Using a variety of materi- Give blind and partially Art from Scrap. als, demonstrates ability sighted students dne freedom Creative Cl-ly to create three dimensional to explore a variety of Design. forms in such a way that models tactually. Offer understanding of the modelling, sculpting and spatial elements (positive constructing activities in and negative) and textural some form, utilizing a variety and line qualities is of materials. promoted (sculpture).

Demonstrates awareness of Do relief painting: with Creative Printmaking. variety of textures and natural or found objects, fromI Can Make A Rainbow. their possibilities (pring- prepared surfaces, from carved making). surfaces; stencil printing- spray paint, silk screen, sponge; planograpnic printing- rubbings, monoprints, finger piinting; itaglio printing - crayon etching, scratchboard.

Demonstrates ability to Provide experiences in the Stitchery: Art and make and decorate cloth following: Craft. through weaving Rnd fabric making: knotting, Creative Textile Design. stitchery techniques knitting, braiding, weaving; Creative Arts and (fabric and fabric - fabric decoration: stitch- Crafts. gry, applique, batiking. The Rainy Day Book. , decoration). FINE ARTS AND INDIVIDUAL EXPRESSION Level 4 C. II 4ma i. 1.OBJECTIVES TEACHING STRATEGIES MATERIALS,

~~The student:~~

Demonstrates relaxation, Use activities tol practise Drama - A Curriculum concentration and trust of control of body parts so the, Guide for Developmental self and another. students become aware of the Drama in the Elementary many ways'the various parts \ School.

~~of their bodies can move. \~~

Demonstrates body movement Use activities based on all Development Through in a variety of situations aspects of movenient, e.g. con Drama. (non-directed). trol, tension, relaxation, rhythm and co-ordination and different types and rates of movement.

~~Use dance drama.~~

Identifiesenvironment\al Use appropriate classroom SPeaking/Drama. stimuli to the senses.', activities such as field La\nguage Arts Services. trips. Drama as a Learning Demonstrates ability to Medium. communicate sensory Ed4cational Drama for 1 experiences. SiX to Twelve Year Olds. Cre tive Dramatics and\ Art for Children.

Demonstrates ability to Use imaginati-/e physical Creative Drama in use imagination to help exercises and speech exercises theElementary improve characterization. Use improvisation, mime/ Schdol. pantomime. puppetry.

~~Demonstrates increased ability to communicate verbally'and non-verbally.~~

Communicates meaning by Use exercises to develop in- Speaking/Drama, Language altering voice and speech teresting speech patterns; ArL0ervice. patterns. vary volume, pitch, rate, tone, and pause of voice.

Demonstrates knowledge of Describe the character; focus Teaching With Creative what creates a character, on personality type, character Dramatics. e.g. actiOns, appearance. idiosyncrasies, motives, etc. Play Acting in the Schools.

~~358~~

~~t./ FINE ARTS AND INDIVIDUAL EXPRESSION Level 4 C. \Drama~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Use role play to develop. characterizations, e.g. moving, speaking, feeling and thinking like the person portrayed.~~

~~Use improvisation.~~

~~Demonstrates ability to Use puppetry, improvisation, ' Creative Dramaeics give speech or language to plays. and English Teaching. major characters.~~

~~Demonstrates understanding CI of the story sequence/plot.~~

~~Demonstrates awareness of the various media enjoyed by our society.~~

~~359~~

~~4,-.4 ." , ,..-- ,....: FINE ARTS AND INDIVIDUAL EXPRESSION~~

~~Leisute Time Actimities~~

All of the activities recommended forLevel 3 are approfriatl for students at ' Chess, Level 4. Additional activities for students at this leveligclude: Cribbage, Hearts, Clue, Sorry, Yahtzee,Scrabble. 'Card and tice games Played by'students-of this level can be shared by thevisually impaired student using large pr-int or braille,cards and embosseddice.

~~listed in Level 3 should be expanded ' The list of active recreational pursuits by adding the following: wrestling, camping, social dancing,sledding/tobog ganing.~~

~~Socializing activities which are appropriate include: movies, plays, concerts, shopping, dining out.~~

~~The recommended references listed tn Level 3 areappropriate for Level'4.~~

~~360 r CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY~~

~~° Level 4 A. Home and Famil~~

~~MMIle~~

~~OBJEcTIVES TEACHING STRATEGIES MATERIALS~~

~~The student: 6 C,~~

~~Identifies various types of fainily units.~~

~~Iddntifies ways in which extended family is unique.~~

~~Assumes res'ponsibilities Discuss ways in which studentsHome and Family. within the family. assume responsibility at home (include chores).~~

~~Assumes responsnility for Establish routines in class to personal proper.y. , deal with care of desk, lock- Man and Hts Families. er, personal belongings (clothing, P.E. gear, etc.).~~

~~Identifies how roles and responsibilities change with age.~~

~~Demonstrates awareness families change because of separation and addition.~~

~~Identifies tasks associated with roles family members may assume in community.~~

~~361~~

~~1-/ 4...) CITIZENSHIP AND INDIVIDUALRESPONSIBILIiY Level 4 B. School~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The *,.,tdent:~~

Identifies classmates and Encourage blind children to majority of staff members identify classmates from ap- with whom he deals by name propriate verbal clues. or by role. Take school tour in September to meet new personnel.

~~Accepts responsibility for personal and public property.~~

~~DemonStrates respect for Have a class discussion about Man and His Pamily, the personal property of appropriate behavior. Units 5 and 6. others within the school.~~

~~Participares in decisions regarding rules.~~

~~Identifies privileges and consequences associated with school rules and routines.~~

~~Accepts responsibility for own behavior and duties appropriate to age.~~

~~Responds ,to authority in Utilize guest speakers, the school and demonstrates e.g. principal. understanding of the need for authority figures.~~

~~362~~

~~.0 CITIZENSHIP AND INDIVIDUAi. RESPONSIBILITY Level 4 C. Community and Country~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Defines a community and Man and His Communities. i-dentifies its leadership.~~

~~Identifies common city or Go on field trip to a local tran facilities. recreation facility.~~

~~Identifies a wide range of helping professjons.~~

~~Demonstrates awareness of Have a class discussion about how authority is obtained. how authority is earned, delegated, assumed or inherit- ed.~~

~~Demonstrates understanding that all individuals are members of communities, with community rights and responsibilities.~~

~~States the name of his town NeighbOrhood and Community, or city, province, communi- Social and Environmental, ty, country and continent. Study Series Program.~~

~~Demonstrates increasing understanding of what constitutes a tourn,, a city, a province and a country.~~

Identifies and explains the symbolism in the Canadian Flag and National Anthem. r/ Demonstrates awareness of Have a class discussion. cultural differneces within own city or town. Attend multicultural events.

~~Identifies the role,of Bring ir guest speakers:~~

~~civic iedders. mayor, council members, TO policeman, firefi,ghter. Hold mock elections.~~

~~.41 CITIZENSHIP AND INDIVIDUALRESPONSIBILITY Level 4 C. Community and Country .~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student;~~

~~Demonstrates awareness of Bring in guest speakers, cityor town rules and e.g. policeman, firefighter. laws. Discuss rights and responsi- bili4ies of pedestrian.~~

~~364 3 CITIZENSHIP AND INDIVIDUALRESPONSIBILITY Level 4 D. Current Events~~

~~MATERIALS OBJECTIVES TEACHIiiG STRATEGIES~~

~~The student: -4~~

~~Demonstrates ability to See Social StudiesCurriculum. select a major radio,~~

~~television newscast or . Have guided discussion of press report. major news stories.~~

~~Simulate the function of the media (class or school news- . paper).~~

~~Recalis daily news an,.. weather forecast. Learning from Newspapers. "Identifies major news Have students plan a field stories. trip to a local newspaper.~~

~~Simulate newspaper functions with class reporters, editors.~~

~~Discuss how to write or verbally state a news story.~~

~~365~~

~~Q 3" u CITIZENSIIIP AND INDIVIDUA? RESPONSIBILITY Level 4 E. Enviroamental Education~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Ecology~~

~~The student:~~

~~Classifies related gpecies.~~

~~Classifies plant material on two or more dimensions.~~

~~Identifies,basic requirements necessary for growth of living organisms.~~

~~Demonstrates some knowledge of laws dealing with animal care, e.g. pdt licensing.~~

~~Cemonstrates increasing wareness that parks are conservation areas.~~

~~Recognizes the Positive/ negative effects of man's intervention in nature.~~

~~Assumes responsibility for the care of a living organism.~~

~~2. Natural Phenomena~~

~~Predicts weather from sky conditions/descriptions.~~

~~Statescharact'eristics of each Season.~~

~~States how weather affects the life of others, e.g. farmer.~~

~~3. Energy~~

Demoastratep knowledge of Discuss that ag fuel and other alternate energy sources, forms of energy become scarce e.g. wood burning fire-. the cost goes up. places, solar heating. CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 4 ,. E. Environmental Education

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~the student:~~

~~Ask students to discuss the cost of electricity and other utilities with their parents.~~

~~Energy Conservation . Demonstrates awareness that the energy,used to Cut-outs. heat his home and provide I1,1lity-and Gas $ills. other utilities costs money.~~

~~4. Pollution~~

Demonstrates awareness of Have student prepare a list o a varietyof environmental envirOnmental features t6 considerations, e.g. while watth for on his next car walking, riding'various ride (pollution bingo). vehicles. Include: - litter barrel -.no'loitering sign - a very noisytruck,or car- - a campbroundgarbage can, etc.

Have a class picnic at a nearby park or roadside camp- ground. While at the site teach student thi basics of good use of the facilities, e.g. leave the ground unlit- tered, replace the wood sUp- ply, no cutting of wiener iticks, proper toilet practices.

~~Go on field trip to aixport and discuss-pollution resulting from air travel.~~

~~Recognizes importance of . pollution control laws, including noise pollution.~~

~~367 3 CiTIZENSHIP AND INDIVIDUAL RESPONSIBIUTY~~

~~' Level 4 E,Environmental Education~~

~~OBJECTIVES. TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Recognizes those aspects ofDiscuss that, in a city, the his world that are related removal of man's waste mate- to preserving his environ- rials is carried out hY mental safety. special people and special equipment or systemsi

~~Selects one field of work that is related to pollution control. . .~~

~~Identifies sources of excessive noise within the, environment,~~

~~5. Conseryation~~

~~Saves rdcyclable materials and returns to appropriate place.~~

Demonstrates knowledge thatHave student make a small LivihglWell in conservation through wise poster to remind people at Times of Scarcity. use saves money. home to turn out the lights when leaving a rooth.

~~At home, have the' student Monitor the thermostat.to eh- sure that it is,tyrned lower at-night wheniihe family sleeps..~~

Demonstrates knowlegge that Have 6tudent examine the Sample insulation proper insulation In a home insulation used in his attic materials. can save on fuel cost byt and explain bow it saves heat cmay require an initial. loss just as a blanket on the expense. bed keeps him warm.:

Demonstrates knov:dedge and gave a.c.lass 'discussion about appreciation for the use.of,,the, concept of a car-pool to energy saying modes.of show the need for different travel, e.g. bicycle, attitudes on the part of our public transport, walking. citizens in regard to,energy consumption,' /

~~368 3 C. , CITIZENSHIP AND INDIVIDUALRESPONSIBItIri. Level 4 E. Envirohmental Education~~

~~MATERIALS OBJECTIVE'S TEACHING STRATEGIES~~

~~6. Safety~~

~~The student:~~

Select,§ essential equipment Give student a small container for carrying when outdoors, that will fit into a pocket. e.g. pocket survival kit Tell him to pack in it only when,camping. those items that he would most-need if lost for'a:time in the woods.

~~Demonstrates safe use oft everyday outdooF tools'and chemicals.~~

~~Demonstrates khowledge of Water safety rules.~~

~~Demonstrates Knowledge of fine prevention methods.~~

~~Practises safety rules that apply to the 4tdoors.'~~

Recognizes people in posi- Invite a park warden,life- tiOns of authority in pbrks,guard, etc. to tell the class campsites, an& public out- about his job and show door c(mters, and demon- varibus uniforms. ' strates awaren ss of their

~~atfility Co help in , emergencieS.: ,~~

Demonstrates a,basic aware- Use or dedify the Red Cross ness of first atd for minoror St. John's program to as- injuries, e.g.,nettles, sist the plass in this study. idsect'stings,Ismall cuts, minor burns. Use actUal "hands-on" practice on simulated injuries,tomake the response more automatic and train students.in gentle har_ling of injuries. I. Demonstrates a ility to go Show student what to do'if ,to appropriatelocations if caught'in bad weather; show caught in inclement or the "Block Parent" sign and potentially dangerou's program. weather.

~~369 3 ,.) .4> UNDERSTANDING.SELF AND GETTING ALONG WITH OTHERS Leyel 5 A. Knowledge of Self~~

~~,OBJECTIVES TEACHINGSTRATEGIES MATERIALS~~

~~L ,Personal Characteristics /Self Identification~~

~~The Audent:~~

~~Identifies significant Hayeclass discussion. The Family You Belong To. public figures and the 7 ' office held (mayor, Premi- Det(elop braille familytree. er).~~

~~; i,lentifi4s self from des- Read publiihed biographies. Innerchange. sciptida4 by others with regard !:,0 physical cLar- Have student write biography. acteris4cs and behavioral characteristics.~~

Identifies or describes an Expose students to a wide All About You. variety of experiences, and' Understanding Yourself. increasing number of inter- . . ests or preferences, people with whom to discuss abilities or talents. interests.

~~Recognizes and accepts Bring in guest speakers. physical limitations and the range of differences between individuals.~~

~~Recognizes ways in which people vary in .areas of strength, weakness, interests.~~

~~2.,Physical Self~~

~~Interprets and categorizes List sounds and smells that Braille Representation sensory input with in- warn people to be careful. of Sexual Organs. creasingiability.~~

Identifies physical changes Bring in appropriate guest Sex Education and Family resulting from growth and speaker, e.g. senior citizen. Life for Visually development. ---- Handicapped Children Discuss appropriate books. and Youth: A Resource Guide. Point out universality of physical changes, and discuss All About You. the various aspects, Girls and Sex. e.g. height, weight, voice Understanding Your4elf. change. Youth and Sex: Pleasure and Responsibility.

~~370 3;r1i;~~

~~!? UNDERSTANDINGALF AND GETTING ALONG WITH OTHERS Level 5 A. Knowledge of Self et,~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Recognizes that physical Have class discussion, Lifeline. differences may affect e.g. blind cannot pilot planes Becoming a Good Leader. occupational and personal t but can be;bomputer operators. choices.

~~Identifies physical sex Use strategies in "Perspe4- B,raille models. changes and feelings ,tives for Living". Love and Sex in arising from awareness of Plain Language.~~

~~% sexuality. Innerchange.~~

~~1 sc. 3. Emotional Self~~

~~Identifies increasing Use role playing and class Exploring Your Values. number-6f emotions in self discUSsion.~~

~~' and. others with some accuracy.~~

~~Recognizes mixed emotions Exploring Your or changing emotions. Personality. Looking Ahead to Marriage.~~

Distinguishes degrees of Use strategies in "Perspec- How to Increase Your tives for Living". Self-Confidence. . emotion (pleasant, ecstatic). All About You. Growing Up Emotionally. Understanding Yourself.

~~Demonstrates increasing awareness of causes of~~

~~. emotions and consequences of emotional reactions.;~~

~~Recognizes the relati8nship between emotion and be- havioy. UNDERSTANDING SELF ANI5 GETTING ALONG WITH OTHERS Level 5 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Recognizes and categorizes Today's Teen' the caues of stress in Series. self and others, e.g. threat Innerchange Units conflict, frustration. 28 and 30.~~

~~Identifies and discusses appropriate.ways of dealing with stress.~~

~~Demonstrates ability to cope with stress.~~

~~Expresses emotions appro Innerchange Units 2, priately with regard to 17, 25 and 29. ,situation, intensity, Your Problems and relationship. How to Handle Them. Making and Keeping Friends.~~

~~Controls various 'emotions Use role play, including in a variety of settings. .handling positive and-negative feelings, handling ambivalent feelings.'~~

~~Recognizes and avoids Use role play, drama.- potentially provoking situati6ns (in familiar surroundings).~~

~~Responds appropriately to provoking situations.~~

~~3- 0~~

~~372 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS 4 Level 5 B. Social Relationships~~

~~MATERIALS OBJECTIVES 'TEACHING STRATEGIES~~

~~1. Needs and Motivations~~

~~The student:~~

~~Identifies human needs Have class discussion about Values Clarificatiodg.' which are physical and advertising influence on those which are emotional. needs'and wants.~~

~~Have students tape record collection of favorite radio' and television commercials to analyze.~~

~~Have class 'discussion to show that individuals have~~

~~different needs. ,~~

~~Identifies basic needs of . , safety, belonging ana adequacy.~~

~~Identifies how basic needs Use role play, appropriate can be,provided,for. stories.~~

~~Recognizes the relationship Hold classroom meeting. Inner Change. Schools Without Failure. between behavior and needs or.motives.~~

~~Identifies an increasing number of-situations'in whith people need help, 4 (alone, left out,'failure, rejected),..~~

~~Ideutifies'sources of~~

~~mental health personnel. ,~~

~~373 111=111111111111111NIMIMIsi;~~

~~'UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 5 B., Social Relationships~~

~~411111MMIll~~

~~OBJECTIVE' TEACHING STRATEGIES MATERIALS~~

~~2. Factors Affecting. Relationships~~

~~The student:~~

Recognizes that age and About'Brothers status differences affect end Sisters. the way& in which people relate to one another. c. The Family You Indicates how age and . status differences,affect BelOng To. relationships, e.g. child How to Get Along to adult, child to child, With Others. adult p3 adult. Growing Up Socially. How to Live With .

~~Parents. .~~

Recognizes that the degree Use directed discussion: "My Getting Along of familiarity affects the mom lets me ...",-"The teacherWith Parents. ways in which people relate lets.me ...". How to Talk Better. to one another. Understanding.Dating Relationships.

Recognizes that sex affectsDiscuss dating, appropriate Innerchange, Upits 37 ang 38. the ways in which people - behavior, basis for dating. relate to orke another. FamilY'Life. You. Today's Teen Series: piscovering You; becision Making; Relations to Others. Dimensions for Living.' Activities for Developing Self Awareness. Lifeline'Materials and Sex. -

~~3. Handlaig Social Interaction~~

~~a) Ex ressive Communication Skills~~

~~Demonstrates increased Use role play, class discus- -Physical Disability - skill in commUnicating with sion, books, films. A Psychological others. 3 . Approach, ch. 11. 374~~

~~e:- -a~~

~~- UNDERSTANDING SELi AND GETTINGALONG WITH OTHERS Level 5 t , B. SoccaT Relationships~~

~~OBJECTIVES TtACHING STRAtEG1ES MATERIALS 4~~

~~The student::~~

~~Commitncates effectively in~~

~~small groups. '~~

~~. Participates in moreformal- Getting Along~~

~~types of communication . With Parents. (debate, discussion; meet- It ings, interviews).~~

~~Recognizes and uses.appro- flow to Get Along priate.speech in social With Others. situations. NI 1~~

Iden'tifies and deals with Discuss,the effects of the How to Talk Better. bloCks to communication in following blocks: put downs, Dating Tips for Teeng. self and others. dominations, judgement, Getting Along With ' interruption, blaming., ir-, Others. relevant comments.

~~Checks put whether communication was received as intended.~~

~~Communicates a Wide range of feelings with increasing accuracy.~~

~~a b) Receptive Communication skills~~

Listens/attends to increas- Glve guidelines, number of ingly complex instructions directions. with comprehension. . Demonstrates ability to use Check frequently'to make sure Dating Tipg for Teens. different types of listen- directions are understood. eing for different purposes (passiV'e, analytical). Demcnstrate appropriate

~~9 methods.~~

~~Separates fact and opinion.~~

~~Identifies possible feelings of speaker and lrsts behavior which supports 'these assumptions..~~

~~375 UNDERSTANDING SELF AND GETTING ALONG calx OTHER:" Level 5 E. Soaal Relationsnips~~

~~OBJECTIVES : TEACHING STRATEGIES MATRIALS~~

~~c) Problem Solving and Decision Making~~

The student: 0 Demonstrates understanding Use appropriate stories lead- How to Get Along df the terms: prOjems, ing to class discussion. With Others. decision, consequences, Gett.:hg Along With solution. Use role play,. Others. Lifeline.

~~Demonstrates the steps of problem solVing new and personal experiences with minimal supervision.~~

~~Demonstrates knowledge that accurate and 6omr.aete information aids in appropriate decision making.~~

~~Collects information relevant to the decisiqn being made.~~

~~Demonctrates ability to evaluate most appropriate~~

~~solution. .~~

~~DeFonstrates increased - Discuss ca se and effect Parent Effectiveness awareness of how problems relafionshis . Training. are caused. Teacher Effectiveness Training.~~

Demhnstrates increasing Use incumplete stories. Dis- Ability tp apply construc- cuss compromising, thteat free tive conflict management explanation, distracting, n. techniques wibh ';ncreasing abandoning, exaggerating, independence. humor.

~~4. Ru/es and Routines~~

Identifies rules of be- Have a class discussion. Getting Along havior in a variety of With Othdrs. familiir situations (field How to Get Along trips, parties, sports With Others. activities). How to Talk Better.

~~376 3., UNaERSTANDING SELF AND GETTING ALONG WITg OTHERS Level 5 B. Social Rela'tioAships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALSt~~

~~The student:~~

Follows rules of appropri- Emily Post Book ate behav,lor in a varifty of Etiquette' foF of familiar situations. .7oung People. Esquire Guide to Identifies the poteritial Modern.Etiquette, consequences of breaking Manners Made Easy. rules in a variety.of familiar situations.

~~Formulates routines/rules .fo.: familiar situations' and identifies consequences.~~

Identifies ways in which Choose class executive; form Scchools Without rules made by others may a mini society with own rules Failure. ,be modified, e.g. voting. to be established by democratic process.

~~Recognizes that special rules govern orientation add mobility for visually impaired studehts.~~

~~5. Social Roles~~

~~Identifies roles associated Go on field trips into coM- with the .community and munity. states some of the characteristics of tilese roles. Bring in appropriate classroom visitors.~~

~~Have a 'Class discussion about various roles, e.g. adult, s' child, sirlfriend, customer, -various workrelated roles.~~

~~Recog.dzes the difference between official ,and un- official roles, e.g. friend vs. president.~~

Recognizes tfle privileges Getting Along and obligations associated With Parents. with a 'Variety of toles, How to.Oetnklong e.g.'studentheacheri With Others. child/parent 377 3 94- UNDERSTANDING SELF AND GTING, ALTiG WITHATHERS . . Level'5 . B. Social Relationships

~~4 OBJECTIVES TEACHING STRATEGIES' , MATERIALS~~

~~The student:~~

~~Recognizes that a given, Have student talk to relatives person rday assume several and friend and report back to roles at the same time, class. e.g. student, cub leader, child.~~

~~6. Values and Social Expectations~~

~~Behaves appropriately in all social situations.~~

~~Demonstrates Understanding Invite guest speaker. of the relationship hetween social customs and values. Have a class discussion.~~

~~Determines a person's values from his goals, interests, attitudes, feel- Mrs ings, activities, etc.~~

~~Demonstrqes increasing, Sex: Telling It awareness of personal Straigkt. values by stating what they would do in a given situation and why.~~

~~Recognizes some alternative behaviors which others might engage in the same ,situation, e.g. have a date but no money.~~

Demohstrltes understanding Use current events as reported . of the relationship 1;otween in,news media as basis fot moral va],ues and laws, class discussions'. e.g., justice, freedom, equality, responsibility.

~~Demonstrates understanding of need fof protection,of self and property.~~

~~Demonstrates understanding of simple legal conse-~~

~~quences. e 378 3 (4 4IP~~

~~HEALTH Level 5~~

~~' A. Nutrition~~

~~MATERIALS OBJECTIVES 'TEACHING STRATEGIES~~

~~The student:~~

Aemonstrates increased Have a cl4ss'discUssion about Canada Food Guide. understanding of the.four importance and nutritional .'basic'food groups. valpe, following CanadaFood Curiculum Guide fortL A . Junior High School 7 Guide. Demonstrates understanding Health. of the role of nutrients .Food Facts for,. %for growth, health and Young People. energy.

Demonstrates understandini Discuss the calorie intake MiEerialb from Weight of the importance of a chart. -Watchers. How a Hamburger Runs 10 proper diet. - HaveStudent keep a record Into You (film). of.daily calorie intake and You and Your Food. discuss. Food Fads and Facts.

~~3 Diet for a Small Invite :uest speaker, Planet (film). e.g. dietkcian,-ruiritionist.~~

~~Discuss ,the dangers 6f Food and Your Weight. unsupervised dieting, the difference between fattening 0 and non-fattening food.~~

Teaching Resources for Demonstrates uv!derstanding Discuss symptoms of nutri- of the relationships tiOnal deficiencies, Secondary School'Home. between nutrition, fatigue, e.g. rickets. Economics. 100 Delicious Ways illness and growth. Examine wrappers and cartons to Stay Slim. to determine the nutritional value of the contents.

Demonstrates awareness,. Invite guest.sPeakers, Battling Disease. % . that eating plades must / e.g. from' DePartment of Protecting Your Health. meet health standards. ,gdalth; and discuss standaW.8 Homemaking-for , required. Teenagers. 4 4 Teen Guide to Have student prepare reports Homemaking. , on diseases which can be Weight Watchers spread bj, food, of Alberta. e.g. 'botulism.

~~6 379 393 4~~

~~1 d HEALTH Levtl 5 B. Personal Care 2. ..")~~

~~0.. ":~~

~~MATERIALS OBJECTIVEp , TEAGHNG.STRATEGIES , Ammon...1.M~~

~~_Knowledge of Body 4 1 :I ,~~

.The student: 41, Names major body organs. Introduce the anatomical Yod're Maturing Now. characteristics of males,aud All About the Human Body: females. Humam Growth. Sex Education for the Visually Handicapped 'in Schools and Agencies (selected papers).

~~' Recognizes adolescent Sex Education and growth processes. Family Life for Visually Handicapped Children and Youth, A Resource Guide. Braille Representation of Sexual'Organs.~~

~~' 2. Care'of Body S.~~

Demonstrates principle of . Have a class discussion. HomeTaking for - good grooming in daily llfe. , Teenagers. a Invite onhave student Piter- ATalues for pealth. ,view: dentist, skin doctor, You and Youi Health. general practitioner, nurse, Face's about Veneral dental hygiAnist and cosmeto- Disease., logist, concerning fact and ATeenagelGuide to information. Healthy Skin and Hair. V.D.: Facts You Assumes increasing responsi- Should Know. bility for care of,personal V.D.: The ABC's. beledilgins, e.g. grooming, V.D.; Kid's Can articles. Get It, Too.

Recognizes need.for varied Have student indivilually as- ,activities (work, recrea- sess his own life for balance tion, rest .and relaxation) of work, recreation and rest; to maintaingood health. and suggest appropriate changes to implement.

~~Practises physical fitness, Have student interview or program. invite Y.W.C.A. personnel, a noted athlete or sportsman (woman), guccessful career person.~~

~~380 sr" 9;~~

~~HEALTH . ' Level I 0 B. Per§onal Cate. PJ ,~~

~~OBJECTIVE'S TgACHING STRATEGIES MAYERIALS~~

~~';>-1 The.student:~~

~~Recognizes appropriate Haye a class discussion. time to seek medical atr tendon. .1w:rite guest speaker frpm Red school'hurse, gt. John's.Ambulance.~~

~~\ Demonstrates knowledge Of Provide,Opportunity to parti--~~

~~.;,.,' how anq when to adminis^ter-cipate in first aid course: fiist aid for minor sc..- .s: cidents. . Haile student discuss'spersonal experiences. \~~

~~Diugs'ani Alco'hol~~

\ Distinguishes between Invite guest speaker from Smoking: Your Choice prescription and non- Alberta Alcohol and Drug, Between Life and Death. prescription drugs. Abuse Commission, school Facts About Alcohol. riUrse,-,pharmacipt,'doctor.. LSD - Insight or Insanity; . Have a class discossion on6theSmoke Screen; effects of different drugs on ,Spoking, Its'. Your the body. -.Choice; This Way to Safety; .Where There's amoke; Dawning; Alcohol: Odr No. 1. Drug (films). a Recognizes that "some over- Seress importance of talsing *What You Should the-ceunter medications medication as prescribed. Know About Drugs. Youth and.the contain drugs. . Drug Problem. jtecognizes the physical 'About Drugs. effects of drug abuse. Facts About Smoking and Health. To Smoke or Not to Smoke; Tobacco, Alcohpl arid Your Health (fflmstrips). Facing the Facts: Drugs, Alcohol and TobScco. S.R.A. Guidance Serieb. .Facts About Narcotics A and Dangerous Drugs.' Drugs: ,Facts on Their Use and Abuse.

~~381 HEALTH Level 5 C. Community Health Services~~

~~OBJECTIVA TEACHING STRATEGIES MAT,ERIALS .~~

~~The student: 1 Demonstrates knowledge of Have a class discussion on trgency Room. health and emergency re appropriate time io use . sources. emergency facilities. p.~~

Go on field trips, e.g. to hospital: . Identifies community health Invite or have stuaent inter79 Materials fr9m: agencies. view resource person from Alcoliolics Adonymous; AADAC, Family Counselling Birthright; AADAC. 'Centre, Birthright, V.D. .11 linic.

~~Identifies commtinity mental health agencies.~~

~~Demonstrates abflity to Use role play. use health and emergency resources.~~

~~Identifies location of family doctor and dentist.~~

~~54,(1 . 382~~

~~, . SAFETY ° Level 5 A. In the Hom9~~

~~, OBJECTIVES TEACHING STRATEGIES MATERIALS.~~

~~The student:~~

Demonstrates'awareness of Have student reseaich and Yokir Family's Safety, the-causes and types of report on the incidence and Keep Them Safe, Safety common accidents which causes of home accidents, in the Home (films). could occur in the home.. the losses involved, a d effective methods of co trolling or avoiding home\ hazards.

~~Using the most recent avai Curriculum Guide for lable statistics have, Junior High School - Health. students report on the number g of accidents that occur at ' each age level.~~

~~Through group discussion Smartest Kid in Town prepare a set of sandards (Film). which will aid in the pre vention_of-home accidents.~~

~~DiscUss reasons same pedple seem more accident prone than -others, erg-. nervous tension, carelessness, etc. 0~~

~~I. Discuss great cost'and loss of time due to accidents.~~

Demonstrates knowledge of DisCuss common causes of Fire Safety is Your fire prevention and fire fire. Problell (film). safety. Discuss the procedure that should be followed in the event of fire in the home.

*List useful fire fighting equipment that shouldbe .kept in, the home.

~~Bring in guest speaker, e.gor from fire department.~~

~~383. '-'Sd~~

~~- SAFETY Level.5 B. In the School~~

~~Q MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~-The student: C.~~

Demonstrates knowledge of Have a class discussion 4bout Curriculum Guide for common accidents which the chief causes,of accidentsJunior High School cohld occur in the school. In the school groads. 'Health. 2 Have students research nd report the proportion of accidents that occur,at Danger is Your Companion; school, at home and on the Play it Safe; way to and from school. Look Alert - Stay Unhurt; Discuss what the students Safety Adventure Out can do to control the hazardsof Doors; involved. Water Safety; No Time to Spare; Have student groups.plan a , How to Avoid Muscle study 'of school accidents Strains (films)., 0 to determine their location, the-type-of activity and the causes.

~~Fo-llows safety procedures nave studehts list popular during- physTcal arivities. recreational activities and study accident survey\ reports on these activities.~~

~~Discuss why some people are more accident prone than others, e.g. the show off, the overly cautious.~~

~~Have class discussion of the safety measures'which should be observed in an outdoor activity, e.g. camping, hiking, winter adtivities.~~

~~Bring in guest speakers to Red Cross materials. Is ^ discuss, their swimming and water safety program, e.g. Red Cross.Society, Y.M.C.A.~~

~~er3(z) 384 , SAFETY Level 5~~

~~' C. .In the Community~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS ,~~

~~,The student:~~

~~Demonstrates understanding how to cooperate With, authorities in case of disaster.~~

~~385 3 ij SAFETY Level 5 D. Fire~~

~~MATERIAL'S i OBJECTIVES TEACHING STRATEGIES~~

~~The studene:~~

~~- Demonstrates knowledge of Discuss tfle procedure that and'practises fire pre- should be followed in the a vention and fire safety. event of fire in the,school.~~

~~Bring in fire fighter to discuss inspection, main-. tenance and use of fire extinguisherd.~~

~~Discuss use and...maintenance~~

~~a of smoke detectors.~~

Teach alternate routes for evacuation of school. a ,Demonstrates ability to Use role play and class seek assistance fitly: the discussion, emphasizing ways of informihg the public or _publiccase of a fire_ _ in a public building. the sta-diemrc-ap:

~~386 A~~

~~SAFETY Level 5 E. Traffic~~

~~OBJECTIVES TEAGHING STRATEGIES MATERIALS~~

~~The student:~~

~~Demonstrates knowledge of and ability to use appropriate emergency riumbers.~~

~~Demonstrates understanding Discuss the necessity of wear- of the imPortance of using' ing seatbelts and helmets on safety equipment in motorcycles and bicycles. vehicles.~~

~~387~~

~~, WORLD OF WORK 4 Level 5 A. Specific and Allied Work Skills~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~1. Use of Tools and Equipment~~

~~The student:~~

Demonstrates abilit'y to Have,a class discussion and .choose and use appropriate demonstrate the use of un- tools and equipment for a familiar tools and equipment. specific project. NOTE: It is'essential tha Manufacturer's Use and the visually impaired student Care Manuals. receive one-to-one hands-on instruction, initially.

~~Demonstrates ability to » Explain storage procedures. organize.and care for tools - and equipment. Use large print or braille Ilabels where required.~~

~~Lemonstrates ability to , Have each student use construct more complex equipment while monitoring his a-- profea-t prdficiency..~~

~~Assign projects which require the use_ of more Complex equipment.~~

Demonstrates ability to Discuss the necessity of WoritMen's Compensation follow safety procedures .Safety Shields when using printed material. when using tools and. power driven tools and equipment. equipment.

~~Discuss absolute necessity for listening carefully to the directions; concentrating on the task at hand, when using power driven tools and equipment.~~

~~Invite guest speaker:-Indus- trial Safety.~~

~~388 WORLD OF WORK Level 5 A. Specific and Allied WorkSkills ,~~

~~. .. .. MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~J 2. Following Directions~~

~~The °student:~~

Demonstrates ability.tp Develop group projects in- follow complex set of volving. complex aet of directions: directions. ' Have different students act Identifies Person'in , authority in a variety of as foreman. Evaluate project ) work situations. when *complete e

~~Demonstrates ability to accept supervision in , specific work situations.~~

~~, 3. Decision Making '~~

Demonstrates ability to Display samples of work of $ From Classroom to Career, Parts 1 and 2. make appropriate decisions differing quality and-have in work situations. class discuss, evaluate and, , decide how to improve. -

~~_ - 4. Independence -s. Demonstrates ability to Provide opportunities for.~~

~~perform satisfaotorily in , student to work in a variety familiar work situations. of situations. ,Monftor and , . ,evaluate performance. Discuss with student.~~

~~- \ V ).~~

~~I.,~~

~~ze,~~

~~389 4 u3~~

~~o P.. 0~~

~~WORLD OF WORK~~

~~Level 5 , B. Career Planning andExploration~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~1: Why Work-~~

~~The student:~~

~~C. You and Your. Occupation.° . Demonstrates recognition Have students participate in that people are paid ac- money raising projectsfor cording to work done. class and school.~~

b-monstrates awareness thatDiscuss current costs of food,You and Your Pay. wo ing for a salary brings clothing, shelter. inde ndence. Suggest that 'students develop a monthly budget: See Money Management section.

~~- Demontrates awareness that Invite guest speakers: saeisction results from architect, engineer, seam- task/jb completion. stress, author, carpenter.~~

~~2. Job Awareness~~

~~ops knowledge of Invite guest speakers-from 4Occupations 2. arieiy of jobs/careers, businesses, industriesr--' -Occupations L. --RiCturelInterest-~~

merce. Inventory. , --- Jobs A to Z. .Compile lists of jobs in Mirk for Everyone. .various classifications: The Job Box'Vocational service and non=service jobs, Resource Module F. part-time/full-time, jobs Career Search. that interest me/jobs that do I'm Going to Work.: not interest me, jobs avail- The Long Hair Men,,(film). able locally. The Turner Career Guidance Series, 1 - 6. Have student research and C.N.I.B. List of report: Jobs I Would.Like To Canadian Occupations. Do. Guidance,Series. Exploring,the World - of Jobs. Career Choices for the 70's.

~~390 A~~

~~WORW,OF WORK' Level 5 B. Career Planning and Exploration~~

~~OBjECTIVES TEACHING STRATEGIES MATERIALS'~~

~~The, s tudent:~~

, Demonstrates understanding Discuss jobs classified as Scope Job Skills Series. that jobs require different skilled, nemi-skilled, ard Getting a Job. , skills. eddcation, training required Me and Jobs. for jobs. The Job Box Vocations Resource Module F. Have student collect job Me and Others. brochures and research You and Your World: specific requirements. Service Occupations. Stories About Woxkers. Invite guest speaker from Career Awareness C.N.I.B. Program. Career Clusters: An Introduction to . Explores careers through Use work experience program. practical experience. Related Occupations. Have a discussion about part- time jobs, e.g. bab,sitting.

~~3. Job Demands~~

Demonstrates good work .Good Work Habits. habits. 4 _ Demonstrates positive ne work experience program. Succeeding at Work. attitudes towards work. So You Want a Job, Eh? Discuss the impprtan:e of The Nature of Work. correct attitudes, e.g. will,- ingness to work, dependabil- ify, initiative.

~~C mpletes all tasks assign-plgcuss work experience with A Good Worker. ed all areas at school individual students. Getting Ahead of Your Job. . and-Oh the job.~~

~~Temonstratee,good listening Check individual student's Perceptual CommunicAtion habits. work to see that oral instrud- Skills; Teveloping Audi- tions are followed. lory Awareness, Level C.~~

~~391 WORLD Oi WORK ,Leyel 5 B. Career.Planning and xploration~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~0.0~~

~~The student:~~

'Tlemonstrates ability'to Role play various.situations. communicate effectiVely with people at school and Discuss differences between . on the job. advice, orders and requests. 4 Maintains,personal and Discuss reabons ior neat other belongings in neat storage of belongings partic fashion in school and at ularly'in work experience work. site, industrial education laboistory.

~~Develops awareness of job Have student study johb and The Job Box. routine's. routines.~~

Xravels to work statiohs Utilize resource perkm: Lifeskills. independently. Orientation and Mobility Essential Curriculum .Instructor. Matetials for.Secondary Students (1978/79). Catalogue/Junior and Senior High/Adult and Special Education.

~~Demhnstrates awareness of -Diseus the importance of time as it relates to job. pudctuality and job completion within a specified time. WORLD OF W6RK Level 5 C. Finding.a Job~~

~~OBJECTIVES TEAC4ING STRATEGIES MATERIALS~~

~~1. Awareness of Personal Attributes and'Interests~~

~~The student:-~~

~~Identifiesteduational and Job in Your Future,. personal characteristics You Gotta Know Yourself. required for a variety of Talking Handbook of vocations. American Occupations. Janus Job Planner.~~

. - Identifies vocations for . Girls and Their whicit he has appropriate Futures. 'skills and abilities. Career Awarenessi The Alternativ.. Identifies jobs, careers, Service Occupations. which ma) be of special Work for Everyone. . interest to him. Very Important .

~~People Series. . Demonstrates knowledge of Have a class didcussion on personal strengths and important personal character-~~

~~- weaknesses that are import- isiics. ant in the world ofkwork. ilave studnets compare.duties, qualifications and physical limitations of jobs.~~

~~Awareness of Process~~

Have studehts locate and write Help! Demonstrates.increasing 0 skila in using the tele-. phone numbers of employers forApplication Forms. . Pione. yOrk experienae program .Basic Skill's on (partially sighted). the Job. . How to Get the Job. For blind provide list of Jobs You Get. brailled names and phone Finding and Holding numbers. a Job. All About Jobs. Use role playing: job relatedUsidg the Want Ads. telephonedcalIs (sick, late, Getting That Job. checking facts), contact Work Experience. personnel office t) apply for Manual. job.

~~393 L't WORLD OF WORK Level 5 C. Finding a Job~~

~~OBJECTIVES TEACHING STRATEGIES MATER5..AL~~

~~Lt The student:~~

Demonstrateknowledge of Have blind use Optacon to read how to use newspaper "Help want ads. Partially sighted Wanted" columns to find a May use T.V. reader. Have job. sudent read and interpret all information in want adg I including abbreviations, - select a job from newspaper want ads and apply for.if.

~~0 Identifies and.locates com-Invite guest speaker from Janus Job Interview munity and government Canada Manpower Office, Guide. agencies that assist in jobProvincial Employment Office,~~

~~p4cement. City Employment Office. ,~~

~~Have class discUssion and My Job Application make a list of service§ offered bY community and goverriment agencies:~~

~~3. Personal Contact~~

Huw to Get That Job. .Names person(s) who can biscuss ways to find part-time ) provide assistance in find-work, e.g. want ads, visit to 'Finding and Holding ing a job. work place, personal contact. a Jpb. ColiipLle list pf persons who Getting a Job. could help t4 choose or get a How Teenager/ Can job (friend, reaative, teach- Get Good Job6:

~~er)., Applicationsfor Positions.~~

~~States ways in which person- Discuss types of persorial al contact will assist in cpntact (persons, vi'sit to choice of job. wtoirk place or use'of publics employmtnt,services).~~

~~Discuss importance of.job' interview. 4.~~

~~Role play inierview sitUations. ,~~

~~4,1S- 394 WORLD OF Level 5 C.' Finding 4 Job Jii,~~

~~OBJECTIVES TEACHING STRATEgIES- MATERIALS,~~

~~The student:~~

.Demonstrates skills requiredHave studenti compile list of Preparing for a .in an interview. questions and needed informa- Job IntervieW. tion relating.to the job -- detting Applications. employer (whaz job, times, Right. pay, bonuses) - employee Accent/The World (relate previotib experience, of Work-. school pro-grams completed, Personal Resume expectation's).. Write a job Preparation.' data sheet - includename of Itesumps That Get job, name of boss, phone Jobs: How to Write' number of employer. Your Bait Resume:

~~Discuh. How does the employer decide when to hire.~~

~~Compile list:~~

~~Role play with students interviewing each other.~~

~~Hilie students tompile a list of interview do's and don'ts. °Include pmpttualityi,gpeech, 'conduct, manners and appearance.~~

~~Invite personnel officer from~~

~~a local industry tospeak: .~~

~~With assistance, demonstrates abilAty to fill in an application form.~~

~~With aisistance, demonstrates ability to write different types of letters, e.g. letters of'application.~~

~~6 395 4 )9 WORLD OFIgORK Level 5 D. Keeiing a Job p. 41MM.~~

~~, TEACHING.STRATEGIES MATERIALS . OBJECTIVES~~

~~1. Health and- Safety~~

~~The student:~~

PrActises safety rules Obtain report from work Keeping,That Job, while on the job. experience placement: Attitude-and Safety Postei:s - W.C.B. Discuss care of equipment, materials .and self-on the job.

~~r 2. Knowledge.of Work Habits.~~

Demonstrates knowlgdge of Have a class discussion responsible work habits. about punctuality. Steady, Job. Don't Get Fired - 13 Ways to Hold Your ,Job. Reference Manual for Office,PersOnnel. 3. Interpersonal Relation- ships

~~Demonstrates ability to get Learn to Earn. along:yith people in a~~

~~variety of bituations '~~

~~(schools community, work). N~~

~~Demonstrates knowledge, PATIC- Positive ' awarene$s, and acceptance Attitudes Towards of individual.differencts. the Hqndicapped (kit).~~

~~a -WORLD OF WORK .Level 5 NI E. Workers' Rights 4~~

~~MATERIALS OBJECTIVES . TEACHING STRATEGIES~~

~~The student:~~

~~Demonstrates uhderstanding - of the worth anddignity of -other's.~~

~~Recoinizes the rights of , others.~~

~~Recognizes that 46re is Human Rights Legislation.~~

~~41.~~

~~4 1~~

~~397~~

~~1. HOME MANAGEMENT Idvel 5~~

~~A,. Clothing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Care~~

~~The student:~~

~~Organizes closet and drawer Invite,resource person: Towards Independence. spa'ce appropriately... Rehabilitation Teacher af to teach specific techniques- for blind.~~

Locates.and utilizes Invite guest speaker: suc- 4 Step-By-Step Guide laundry facilities appro- cegsfully independent visuallyto Personal Management priately,.. impaired person. for Blind Persons, 2nd edition. Have a classroom discussion. ci Contact orientation and mobility'instructorto work with Home Economics teacher and'student.

~~EliCit parerit cooperation to follow through at home.~~

~~Identifies cjeaning agents Place braille/large print Lessons in Living. and techniques for various labels on.cleaning agents. types of.materials.~~

~~Demonstrates ability to Invite Yesource person: make necessary repairs. Rehabilitation Teacher at C.N.I.B.,.to offer sugges- dons.~~

~~2. Selection~~

~~Chooses clothing suitable Have clasroom discussion for work or teisure. about dress standards.~~

~~Chooses style, c9lor, and Use sighted guide where a HOw You Look and Dress. design appropriaEe to propriate. Teen Guide to individual. Homemaking. Discuss suitability of newest fashion.~~

~~4 398 HOME MANAAGEMENT Level 5 A. Clothing,~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Demonstrates ability to Go on field trips to depart- All About Clothes. choose appropriate .acces- ment stores, speciality shops. Homenaking for~~

~~sories. " Teenagers.~~

~~With assistance, shops for clothing.~~

~~Demonstrates understanding Have a ,classroom discussion. of guarantees and warranties. Invite guest speakers with consumer expertise.~~

~~Demonstrates knowledge of what to do with sub, standard goods and services.~~

Demonstrates undersEanding Have students plan major , of variation of quality, field.trips, e.g. cross- quantity and price in the country skiing, camping.. market place. Haire them assume responsibility for earning money, budgeting, purchasing supplies, arranging transportation, etc.

~~Demonstrates awareness of Have students.check variations pricing variatiops. in quality and price.~~

~~3. Construction~~

Aemonstrates ability to Provide classroom experience Clothing: Textiles use sewing tools and with machines and tools. Education Materials machines. Directory. Invite guest speaker; partiallysighted/blind per- sOn to discuss use of possible adaptations of machines with students and staff. AtOME MANAGEMENT Level 5 A. Clothing

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Sews and repairs simple articles,~~

~~Selects appropriate pat- Sewing Techniques, tems, materials and.ac- for Blind Girls. cessories.~~

~~Identifies and carxiesoout Have blind/partially.sighted So Wbat About Sewing: various methods of construc-use sighted guide when appro- Sewing Manual. tion* with sighted guide. priate.~~

~~.. ° t~~

~~400 HOME MANAGEMENT Level 5~~

~~, B. Food~~

~~4 MATERIALS OBJECTTVES ' ' TEACHING STRATEGIES~~

~~1. Shopping~~

~~The student:~~

~~Demonstrates ability to Invite guest speaker, Food Buymanship. budget, including tales e.g. home economist. and seisonal items.~~

~~Distinguishes between size Have classroom*discussion, Materials from: and kinds of packaging. go on field trips, appropriateAlberta Milk Foundation; use of sighted guide. Nutrition Communication.~~

~~Compares items for price Have partially sighted stu- Food and You. and'quality. dents use optical aides, blind students seek appropriate help~~

~~Go on field trips to shop for groceries to prepare for cook-~~

~~/ , ing.~~

~~Demonstrates knowledge of Provide practical experience Guides to Modern Meals. weights and measures used in store with sighted guide in food stores. if appropriate.~~

~~Demonstrates ability to Materials from: use stores and super- American Medical markets. Atsociation.~~

Distinguishes between Contact orientation and Materials from: convenAence stores and mobility instructor. -Go shop- General, Food Corporation,, supermarkets: ping and have student compare Consumer Service prices. Department.

~~Differentiates between Invite guest speakers, wholesale and retail. e.g. wholesaler, retailer.~~

~~Explains purpose and use Have student tape record of advertising. examples of advertisements heard on the media, and evaluate same.~~

~~401 415 HONE"MANAGEMENT Level .t;. B. _Food~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~s 2. Eating~~

~~,The, student:~~

~~Demonstrates ability to Elicit cooperation wieh the Toward Independence. clean kitchen area and home to establish meal pre- Social Competency. utensils. paration, entertaining,and clean-up routineg.~~

~~3. Preparation~~

Demon'strates ability to Provide on-going experience inA Step-By-Step Guide use kitchen tools, facili- Home Economics class. to Personal Nanagmnent ties, appliances with for Blind Persons, decreasing superyision. 2nd edition.

Prepares simple meals. Beyond T.V.-Dinners. 3 Levels of Redipes Demonstrates proper methods for Visually Handicapped of preparing food to pre- Books. serve its value. How You Plan and Prepare Meals. Demonstrates ability to Provide on-going experience inStudent's Notebook: A plan menu, e.g. breakfast, Home Economics class. Cooking Manual for -lunch, dinner, snack. Teenagers Who Like to Cook. Demonstrates ability to Simple Cooking for use recipes. the Epicure. Preprimer Cooking for- Cooking Techniques for the Blind: Arcund America A Cookbook for Young People. Around the World in 80 Dishes. 4g, Betty Ciocker's Cookbook. Amana Braille Micro- wave Cookbook.' Birdseye Frozen Food Recipe Book. Cooking for Two. Cooking Without Recipes. The Teenagers Menu Cookbook. Ask Your Neighbor. Better Homes and Gardens Cookbook Xseries). 4,1:2 40Z

~~7; HOME MANAGEMENT Level 5 0 B. Food~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES,~~

~~4.Seryinz.~~

~~The student:~~

~~Demonstrates ability to Have Student plan and prepareFamily Meals and serve family and guests.. a lunch at school andinvite Hospitality. another class as guests.~~

~~Demonstrates appropriate Provide ongoing experience in etiquette im a variety of Home Economics class. settings.~~

~~5. Preserving~~

Demonstrates knowledge of Take field trip to food Food Facts fOr Young PeopLe. how to package.for short packaging company. and long term storage, including advantases and Use class discussion on disadvantages. freezing, canning, pickling.

~~Have student plan, shop,and preserve food.~~

~~6. Production~~

Explains or describes Take field trip to commercial production, processing and food processing plant, distribution of: supermarket. garden products dairy products Discuss complete processing grain products of food. fishing products. ,.0 HOME MANAGEMENT .Lqvel 5 , C. Maintaining the Home .

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~1. Selection - The student;~~

~~Chooses specific hrme Use class discussion. design and explains choice on basis of construction, Take fieldtrips'based on location, design and want ads. budget. Make appropriate use of sighted guide.~~

~~Invite guest speakers: construction, realty.~~

~~Recognizes responsaili Invite guest speaker from tieS related to neighbors,Landlord/Tenant Association. landlords, community. See Citizenship and Individua Responsibility Section.~~

~~2. Furniture and Furnishings~~

Explains what should be Have student create model, ° Teen Guide to Homemaking. considered when furnishinghome, then price furnishings a home, e.g. need, to arrive at a realistic quality, price. approximation of cost for his poaject. %

~~-3. Care and Maintenance~~

~~Performs household tasks Invite resource person: Everyday Machines and using appropriate Rehabilitation Teacher from How They Woe-- equipment. C.N.I.B.~~

~~Work with Home Economics How Does It Work? teacher to organize materials and prepare for safe, productive use of equipment.~~

~~4044 HOME MANAGEMENT Level 5 C. Maintaining the Home~~

~~OBJEC IVES TEACHING STRATEGIES JIATERIALSNN~~

~~The studentt~~

~~Identifies household repairs necessary for~~

~~safety. ,~~

~~Demonstrates knowledge of ProVide experience in and ability to use basic practical use of basic tools. tools, e.g. hammer, screw.: drivey, drill, saw. ,~~

~~DemOnstrates;ability to doTake fieletrips to The Home, Itts Furnishings and basic repairs and ' electrician, plumber, etc. maintenance. on site. Equipment.~~

~~Provide classroom practice;~~

~~Visit Appliance repair shop.~~

~~Recognizes w en repairman is necessary.~~

~~41 405 HOME- MANAGEMENT Level D. Child Care~~

~~OBJECTIVES 0 TEACHING STAATEGIES MATERIALS~~

~~'The student:- .71~~

~~Begins babysitting for short periods.~~

Demonstrates ability to Have class 4i,scussion. Community League dress,--change, feed infant Babysitting Course. or child. Invite guest speaker, e.g. St. John's Ambulance instructor. , Teach babysitting course, Babysitters Training first aid course. Course.

Demonstrates ability to Elicit cooperation from Caring for Kids. make decisions bout bed- parents to allow student to time, and snacks for_chil- assume whatever responsibi- dreg. lities he can manage in caring for young children.

~~See Safety sectiOn.~~

~~Demonstrates knowledge Discuss procedures to be fel- Homemaking for what to do in an emergency. loWed in the event of injury', Teenagers. fire, theft. Babysitters Handbook.~~

~~Demonstrates ability to show love, warmth and respect for children and° infants.~~

~~42. )~~

~~406 RONEY MANAGEHiNT Leve145 ft A. Earntng Moncy .Mo~~

~~OBJEcTIvES ,TEACHING STRATEbIES MATERIALS~~

~~Identifies and,arranges Use blind techniques for° pqpei money and coins. 'identification of money; contact itinerant teacher as resource person.~~

Note: All blind and some partially sighted students -need a sighted person to identify their bills for them. 'Once identification has been made the student should learn a basic system for folding money:* It is :eaerally best to leave dollar billb unfolded. The student should establish his own method for folding other bills, e.g.,fold lengthwise, fold in half width-wise. The easiest folding methods shoUld be used Eor lesser denominations to make"it more convenient for the student. The one denomination should always be folded the same way.

~~Counts money, using coins 'Have student participate in Money Makes Sense and bills. school sales where money (Canadian edition). changes hands.~~

~~Brailles/writes money Pacemaker Practical amounts of increasing Arithmetic Series.~~

~~complexity. .~~

~~Transmits money amounts Speech + (talking to calculator. calculator).~~

~~Recognizes xhat different amounts of money arepaid for different jobs.~~

~~407 r. MONEY MANAGEMENTN Level 5 A. Earning Money~~

~~'OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Identifies'factors that Diacuss desir.fsility of "- affect wages, e.g. train-. variousjobs, facto. affect- ipg,'time, danger, seasonal.ing job satisfaction, wages paid, time flexibility.~~

~~Have a class discussion: Why Volunteer?Who should be paid more?~~

Calculates money earned: Have students exathiner and dis- Samplepay cheques. - gross/net Tay- cuss salary stubs. (Braille Getting-Ready for' - regular/overtime dr large print samples if ap- Payday. - hourly, weekly, monthly proptiate).' - double time, time and a half Compare different cheque - -1 holiday pay. salary stubs to see similarities, differences. ,Discusa m ning of these terms. .. a

Reads and interprets Haystudents examine differ- Sample chequb stubs. Oleque stubs.-- ent types of salary cheque' Working Makes Sense. stubs (braille or large print if appropriate)-. Disculs the, maning okfoterms.

Demonstrates unddrstanding Compile a grocery list and You and Your Pay. that the value of money note price changea over a Money and The Ki.ds4 changes over time, teriod of time. How td Eatm,It, Save e.g. inflation, It and Spend It.

~~4 `)~~

~~408 MONEY MANAGEMENT Level 5 B. Spending,Money~~

~~- 0 % OBJECTIVES TEACHING STRATEGIES 'MATERIALS~~

~~The stuaent:~~

Chooses most appropriate Have class discussion and go' HoMeMaking for places to buy.goods and ' on fteld trips. Teenagers. services, e.g. wholesale, ludget,(game). basfc producer oi Leis Go Shopping. goods.

~~Locates itemi for purchase, using avrious means.~~

~~Identifies factual.information.presented advertisement§.~~

~~Recognize§ best time to Discuss the use of the same~~

~~shop. . . store so student becomes known.~~

~~Discu§s advantages/d16- advantages of shopping when items are on sale.~~

~~Recognizes advantages of using neighborhood retail outlets.to increase independence.~~

~~Differentiates between es- Discuss essential and non- sential and luxury items. essential items foi basic living needs.~~

~~Use role play, "Pretend yod are going camping;wtiat do you really need?".~~

~~Develops personalbudgA. Money You Spend. for purchase of clothing, §upershopper. entertainment, gifes, etc. 41oney an4 the Kids: (monthly, yearly). How to Earn It, Save It and Spend It.~~

~~Recognizes that there are different methods of pay- , ment(cash, cheque, credit) and eXplains the advantages and disadvantages of each. 'MONEY MANAGEMENT Level.5. B. Spending Money 0~~

~~OBJECTIVES TEACHING STRAiEGIES AATERIALS~~

~~The student:~~

~~Writes/brailles list 'of goods and services that cambe bought 6n credit.~~

~~Demonstrates' understanding' Discuss credit rating. of the cost of using credit. Discuss use of credit, adVan tages and disadvantages of credit, misuses of credit., 'easy credit..~~

- Calculates cost of credit. Use simulation; emphasize the following: reading ,the credit agreement,N"cost of Credit related.to promptness of pay ment, calculating when-pay ments are'due, promise to re . place parts, calculates balance due.

Demonstrates understanding Have students compile lists of concept of guarantee/ of goods proi.ected under . warranty. warranties, 'e:g. car, washer. Calculate'costs if any, if ! warranty is used. 1 List quallties and serVice Materials from Depart expected. ment,of tonsumer and Ampirate Affairs.

~~Demonstrates awareness of consumer protection groups. -~~

~~Uses coin operated machines independently.~~

Demonstrates ability to Role play banking activities. use banking forms correctly,Have students use chequing e.g. deposit slip, cheques, vocabulary such as account, withdrawal forms. deposit, cheque, withdrawal signature, ir

~~434~~

~~4 rI 410 T.! 0~~

~~MONEY MANAGEMENT Level 5 B. Spending Money~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~.INEmg. o The student:~~

Use simulation: fill,in Royal Bank materials. ,cheques to pay bills, complete .appliCation form accurately with sighted guide if blind., . Use braale forms; large print, optacon, T.Vg reader when appropfiate. Use,Mangold Technique forsignature.' Use itinerant teacher ov.Consult- ant to teach-technique.

~~Establishes bank account. Go on field trip to bank, Math for Banking. locate areas of service.~~

~~Demonstrat,ls ability to Role play opening an account, Math for Citizenship. use bank account. asking name, addreas, age, employer.~~

~~Rave student write out cheque correctly, balance a cheque- book ledger.~~

~~Discuss N.S.F. cheques.~~

~~Have student keep personal record of expenses.~~

~~Have class compile a fist of Materials from places (services) for borrow- Department of Consumer ing money.- and. Corporate Affairs.~~

~~411 ^ MONEY MANAGEMENT Level 5 C. Saving and Bormaing~~

~~OBJECTIVES TEACHING STRATEGIES . MATERIALS~~

~~The student.:~~

~~States in own word's the Have students collect samples importance of saving money. of paid bills of essential gervices, e.g. rent,, utilities. Calculate total cost. Calculate interest on savings.~~

~~Names different types of Visit banks in locality. Bank Account. banking services, e.g. chequing, savings, Discuss: why it would be un-~~

~~' loans. wise to store money at home.~~

~~Ask resource person to explain bank services.~~

~~Explains how to choose an Visit the bank nearest home. appropriate banking Talk to the manager. service.~~

~~Names sources for borrowingGo on field trips to banks, money. loan services, credit unions.~~

~~Discuss borrowing services.~~

~~Use role play with the lender using terms such as borrowing, financial responsibility.~~

~~Have student use application forms, braille or large print, examine and fill in data required.~~

Describes circumstances Discuss when to borrow. Re- when borrowing is appro- late to iridividual situation. priate. Relate to monthly statement, financial responsibility. 7 MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES

~~1 LSvel 5 A. Fundamentals of Movement~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~Note: The major physical Adapted Physical education goals of skill Education and development, fitness dev6.lop- Recreation: A Multi- ment knowledge and apprecla- disciplinary Approach.~~

tion of games and sports , apply equally for the sighted and visually impaired. To achieve these goals the blind student can be directly integrated into many activities while others require minimal adaptations and still

~~others are usually contra- .~~

~~indicated. '~~

~~The selection of appropriate physical education,activities should be based on several important considerations:~~

~~1. Any adaptation to equipment. 2. Accessibility to rbquired facility. 3. Safety.~~

~~Gymnastics~~

~~The student:~~

Participates in the follow-Note: Safety is a most impor-i ing forms of gymnastics: tant considera4on in - tumbling/floor exercises gymnastics for the blind. The uneven bars student must have basic con- box horse ditioning so he has the re- balance beam quired strength and%andurance. rings Constant supervision and parallel bars. spotting help avoid accidents. MOTOR DEVELOPMENT ANDTHYSICAL,ACTIVITIES Level 5 B. Games and Activities

~~OBJECTIVES 'iEACH1NG STRATEGiES MATERIALS~~

~~,2. Dance~~

~~The student:~~

~~Participates in the Tollow- Modern Dance. ing dance lorms: Dande Awhile. - creative/modern - square - fold - round - jazz - ballroom.~~

~~3. Games~~

Participates in selected Note: For the visually im- Movement Without Sight. games from the following paired, racket and target Active Games for categbries: games are not usually recom- the Blind. - racket mended; however, many blind target students enjoy target games - relay. like archery, bowling and - tag. horseshoes because of the social aspects'of pafticipa- tion. These games are easily adapted for the blind. The selection of an activity should be guided by suitlbili- ty and interest of the student.

~~Tag games are successful if Physical Education "it" carries an audible for Blind Children. objebt and the boundaries of the game area are clearly and safely marked.~~

Note: Team games generally , - goal ball involve a ball (or object) - soccer being advance toward a goal Audible ball. - hit-in baseball by one team against an op- - California kick baseball posing team. This type of - hockey. play usually includes flight of object and physical body contact. Include adaptations for visual cues CO account for these two factors without distorting the game. For the (continued next page)

~~414 MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES Level 5 B. Games and Activities~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS IP~~

~~The student:~~

~~visually impaired use brightly colored objects and goals; for the blind use audible balls and audible goal locators.~~

~~6. Swimming~~

~~Demonstrates fundamental Have blind swimmer swim by Swimming for the swimming skills. the wall of the pool to help Handicapped, keep his direction. Instructor's Guide.~~

Participates in: In competitive swimming, warn Aquatics for the water games the blind swimmer, e.g. tap Handicapped. - diving with cane, before he reaches - canoeing the wall so he won't strike sailing his head. - synchronized swimming - water safety activities. Have blind student participate Swimming for CLldren in other aquatic activities with Physical and

~~with a sighted "buddy". . Sensory Impairments.~~

~~7. TreCk and Field~~

Demonstrates the ability No modifications necessary. to: distance throw (shotput, discus, javelin) - long jump - high jump - run (all distances, Use guide wires or the inter- Physical Education and cross country). national system of calling: Recreation for the 3-left, 4-center, 5-right of Visually Handicapped. lane, or tandem partner running, using a short rope between the two.

~~415 MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES Level 5 B. Games and Activitie~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~8. Outdoor Pursuits~~

~~The student:~~

Demonstrates basic skills Use sighted "buddy": Physical Education and in the O.D.P.U. Recreation for the activities: Use braille compass. Visually Handicapped. - camping Kids Camping. - orienteering - hiking - cycling Use tandem. - skating - cross country skiing Use sighted "buddy", pinnie Canadian Association - downhill skiing. label skier. for Disabled Skiers.

~~9. Fitness~~

To achieve average or Fitness Tests for better fitness levels, the Blind. utilizes the following programs: - aerobics -weight training Use single unit, multi- station device to eliminate cinger of dropping bars and weights. - yoga - relaxation training. FINE ARTS AND INDIVIDUAL EXPRESSION

~~A. :Music belief - "In the area of music, visuallyhandicapped children - contrary to lay as compensation for blindness." are not gifted merely 1~~

of all the avenues of communication opento the blind child, musicis one auditory and of the most significant and thus ofincalculable value. ... His tactile senses permit him to relate tomusic as a listener or a performer,and these experiences afford him manyopportunities to participate on anequal foot- ing with his sighted peers." 2 (1977) The music curriculum for elementaryschools 'developed by Alberta Education is suitable for use with visually impairedstudent's. Since no music curriculum has been developed for either Junior orSenior High Schools, the visuallyimpaired student should be integrated intothe school's existing music program.

~~The following suggestions should beincorporated by the music teacher'to assist her in successfully integrating thevisually impaired student into her program.~~

~~Rhythm Band~~

"Benefits derived from rhythm bands are the samefor normally seeing as for for visually handicapped students. However, teachers must assume responsibility acquainting students with every instrument - thesound of it, how it feels in the hand - because otherwise each studentwill.acquire only a limited knowledge about the instruments played by other students.

~~If the teacher points or gestures to indicatewhen students should or should not play, b1ind students will not receive suchsignals; therefore, teachers must adopt audible cues."~~

~~Identification of InStruments~~

To facilitate recognition of tonequality, teachers should play instruments or use recordings, thus famili&rizing the students withidentifiable and characteristic and not like a tuba is the sounds. Awareness that a voilin sounds like a voilin impaired students to handle lesson objective. A second step is to allow visually and examine all the instruments. If the teacher plays a recording of a clarinet, ' students should have an opportunity to examine areal clarinet in class.

Instruments in a given family, e.g. strings,should be compared for sound, sl.ze, npmber of strings, position held when played; etc. Since experimentation is a ''channel for learning, the student might hold a stringwhile it is being-bowed and note the difference when he removes thefinger. Also, differences between heavy and thin strings should be explored. How does the performer achieve legato and staccato effects? Combinations of instruments,can be introduced once, the students havebecome, acquainted with individual instruments.If live performers can be utilized, they might place themselves in various parts of the room so that the individual sounds can be more easily4aistinguished. In this exploratory stage, the human voice - alone and in combinations - should also be included. Having felt vibrations in other instruments, the students might feelvibrations in their throats and diaphragm.

~~Music and Self-Expression~~

Self-expression to the accompaniment of music is desirable for all students. Blind students, however, may be limited in their experiences when required to depict certain behaviors, as when the teacher says: "Pretend you are a bear and walk like one", or "Make believe you are a daisy blowing in thebreeze". Therefore, blind students must be shown how to perform the intended action. The teacher might try to draw out ideas rather than impose them. She might' say: "Listen to the music, and then make your feed do what the music seems to say", or "Whet do you think your arms want to do with this kind of music?". Under these conditions, visually impaired students experience no disadvantage. 4 Some blind students are reluctant to move out or do so onlyawkWardly or fear- fully. Because of this, teachers might request them to "act out the music" right where they are. If students learn enough freedom and confidence while staying in one place, they may learn, though belated, how to move in an enlarged area.

~~Music and Dance (EurhYthmics)~~

Eurhythmics involves following a prescribed pattern imposed by the teacher or choreographer. Students learn to coordinate body parts and workltoward independence of separate members. Eurhythmics yields gains in muscular control and coordination, grace, poise, and self-confidence. However, more modern methods of rhythmical gymnastics give greater freedom of movement, encourage more Self-expression through body movements.

~~Music Notation in Braille and Large Print~~

If sighted students are expected to read music notation on the staff at a given grade level, partially sighted students at that time should also have such competence in enlarged form. Teachers can use either specially prepared Sheets , with the enlarged staff adding notation by hand, or can purchase ready made enlarged sheet,music if the desired title is available (see, Note).

Occasionally a giveri community may have a sighted music teacher who knows braille music notation or a blind teacher of music with whom the student and his family might arrange private lessons for both notation and performance.

~~418 4`.1-) Careers in Music~~

Visually impaired students, their parents,and their teachers must not jump to conclusions that careers in music areguaranteed and automatic. Frequently the presence of musical talent isoverestimated. Interest and enjoyment are not enough to launch a career. Countless hours of arduous and lonely practice are , imperative. -- Visually impaired students in music have oneof three choices if contemplating a musical cayeer:

~~prescribed performances. 1. Serious music based on use of notation and exactly~~

of a persongl style distinctive 2. Popular music, which calls for the development from that of other performers. If the visually impaired musician has a good ear for reproducing what hehears in live or re,corded performances', he may

~~have little or n6 need for notation itself. e~~

~~though ft does not demand 3. Teaching music, which is similar to choice #1, performance in concerts.~~

The student using braille notation mustmemoriZe it before being able to pfay it. This consumes much time and restricts theperformer's repertory. Unlike a sighted person, who can do a reasonablyacctirate job een on his first exposure to a musical composition, the braille reader cannot"siiht read" music. Partially sighted students have similar difficulties. Because.of their visual problem, they may not be able to read quickly enough toread and play simultaneously; so they may- have to memorize also. Furthermore, the partially sighted may need to use aspecial music rack that brings the sheet close to theface so that it can be read.

~~It is hoped that the persistent will sellthemselves on the quality of their musicianship and not on tlieir blindness.~~

~~Attending Professional Concerts~~

Although attending lave performances has the samevalues for both visually impaired and their sighted peers, one difference laysin the inability of the former to read program notes distributed to theaudience. There may not be sufficient time before the performance to allow a sighted person to readin whispers: Without these notes, the listener misses vitalihformat!ion pertaining to historical setting or analysis of art form. .To correct this problem, teachersmi&ht secure advance copies of the program - often.advertised in newspapers -and then play the same compositions at school, discussing pertinent information. A culminating experlence might involve listening again to the same compositions after the concertand sharing reactions to the live performance.

~~Group Participation (Chorv, Orchestra, andBand)~~

Visually impaired students should be encouraged to assumeactive memberships in school organi;ations devoted to music. This type of integration with sighted peers may result in laseing friendshipsbeyond the school year, in vocational channels (Bevan, 1965) and in keys that unlock social doorsmaking possible broader interpersonal relationships. Some modifications are necessary, as outlined inthe following paragraphs.

~~419~~

4 ")14.1 L) Processions° and Recessions: Moving in straight lines equidistant fromthose in front and behind is'important for aestheticeffects. If a blind student is paired with a sighted partner, they might link little fingers ofadjoining hands in an inconspicuous way. An understanding teacher might have studentsproceed . by twos instead of in single file when ablind student is a Memberof the group. .X When required to go in single file, a blind student might use athin string held taut by the student preceding andfollowing him with the string wrapped around his own finger ludfway between the two. Being confronted with new territory poses the problem for blind'studentsof not knowing distances*or turns or the presence of steps, since rehearsals maybe conducted in one place while the vkiblic performance is held,elsewhere. If possible, arrangements should be made to take the blind 'student to the new sitein order to orient him toJ.t.

Marching Band: Partially sighted students may succeed as participantsin a marching band, whereas blind students might find it extremelydifficult to keep in line while marching and playing.However, blind students should be permitted to try doing.it in rehearsals. Perhaps blind students can orient to a particularsotind preceding them, such as a drum or flute.

Pairing with Partner: In chorus, band, or orchestra, visually handicapped students might be placed beside a capable musiciansinging or playing the same part. Such partners can serve as examples to emulate. In rehearsals,.blind students can listen part of the time and later sing or play whenthe Material,has become familiar. The pair might work at times other than duringrehearsals with the sighted performer playing or singing the part for the other to listen toand learn. When several persons make up a given section(such as tenors), the blind student,should be seated in the front of the group so that more of the soundof his part reaches him.

Use of Recordiqs: If a student gAup is practisingaigiven composition already recorded by another group and with the same arrangement,visually handicapped students might be assigned to stddy by listeningrepeatedly to that recording. Fur- thermore, the Division for the Blind and PhysicallyHandicaliped, Library ot Con- gress, is producing kits containing soundrecordings with music in usual renditions, also at a slow rate for study purposes, with solosunaccompanied, and with notation in both braille and latge type. These materials can be of utmost valueif the teacher's selection and the titles thus made availablecoincide.

Siblaling: Music teachers who are not accustomed to having avisually handicapped student in the group may need to modify their signalingprocedures. A nod or hand gesture will not be noted by him. Instead, a code of raps with the baton on the music stand might,be devised.

Blind Soloist and Accompanist: Although use of the voice may be correct, blind sqloists may need Assistance with stance,, facialexpression, and gestures. If the soloist is blind, he can usually take his cue from theaccompanist and the musical introduction, if there 'is one. If the accompanist is blind, he must be certain that the:soloist is.ready befOre beginning theintroduction."3

Note: The Materials Resource Centre, Department ofEducation, Alberta, has enlarged the sheet music available to Elementary Musicteachers as part of the Edmonton Public School BcPard Music Curriculum. A teacher requiring music in large print should contact the itinerant teachers orprovincial consultants for the visually imp:aired.

~~"Frequently only the words of a song need to be brailled. In fact, often memorization will suffice and no brailling is necessary." 4 .420~~

*-1 , o

1 Music for Visually Handicapped Childrer,Napier, Grace. The Visually Handicapped Child in the School. 2 The Importance of Music in the Life of aVisually Handicapped Child, .Toodenough, Forresttand Dorothy. Education of the Visually Handicapped, V N p. 28, Mar4 1970. 2 1, 3 Music for Visually Handicapped Children, Napier,Grace. The Visually. Handicapped Child in the School. 4 Your School Includes a Blind Student, Willoughby,D., Lansing, S., Barber, M., , Maurer, P. National Federation of the Blind Teachers Division, p. 18.

~~t .0~~

~~,. , .,~~

~~...~~

~~1 FINE ARTS AND INDIVIDUAL EXPRESSION Level 5 B. Art~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~2. Draoing and Painting CP~~

~~The student:~~

Demonstrates awareness of Few adaptationsneeddl-for ,Junior High School the power and scope of the partially sighted. gave Art Curriculum Guide. line, texture and value as blind use different sub- Junior High Art Guide. - individuAl elements and stances in which to dip-stick,Creative Drawing - as elements in a total pencil, etc., e.g. white glue Point and Line. composition drawing. to enable them to feeltheir Form, Space and Vision. lines. taso make use of foil Drawings: Ideas, paper. Materials and Techniques. Art Fundamentals,' Have students study the Theory and Practice. variety of line, pattern, - shapes and colors found in the world.

Demonstrates awareness of Provide the blind and 'partial- Junior High Art Guide. the forces of line, shape ly sighted students with the Brush and Palette. apd color through tactual opportunity to identify, Painting in the experiences using a variety tactually, explore and use' Classroom. of materials and media the various,tools and materi- Imaginative Techniques in Painting. , (painting). als to understand how they contribute to various techni- Let's Find Out ques and effects. About Color.

~~Provide experiences in the following: -,cardboard Painting, - spatualpainting - resin technique - stippling - roller painting - stick painting - block-outtechniques.~~

~~030' FINE ARTSANDINDIVIDUAL EXPAESSION~~

~~Level 5 . . B. 'Art~~

~~. , OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~3.* Modelling'~~

~~The studedt:~~

Using a variety of materi- Rave cl.ss discussion on Junior High Art Guide. als, demOntrates ability cultural influences, and the Creating with Plaster. to create three dimensionalfollowing various traditional Creating with Paper. forms in such a way that fbrMs and techniques: Creative Clay Design. understanding of'the spatial- texiture collage elements (positive and - relief-sand-casting negative) and textual and - envirodmental relief line qualities is promoted - monolithic mass-carvingin (sculpture). plastic' - penetr4ted form-papier mache om wire thret dimensional linear- wire sculpture planor/stabile cardboard - planor/linear - wood sculpture.

Demonstrates understanding Use Ole follmaing: Junior High School texture translu- Art Curriculp of the potentialities of . - peinting:, synthetic media. cent, acrylic.sheets, cellu-Plastics as an Ari Form. lose, joint fi/ler Sculpture in Plastics. - 'sculliture: modelling paste, The Rainy Day Book. , acrylic sheets, cellulose, joint filler - graphics: colibtypes, etching, cellulose, joint filler - mosaics and stained glass effects: grout, leading,

~~tesserae, laminations - - textiles: ste cil method, painting meth d, batik method - wall hangings - etching and engraving - carving: styrofoam, urethane.~~

~~Discuss adoptability of synthetic media both to traditional and to new processes.~~

~~423 " FINE ARTS AND INDIVIDUAL EXPRESSION Level 5~~

~~. B1 Art~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Demonstrates ability in Note: All students must learnJunior High School the various techniques of what tools and equipment may Art Curriculum Guide. 'working with ciay: decora- be utilized and how to handle Ceramics, A Potter's ting'and firing ceramics and care for them. Handbook. and pottery. Making Pottery Discuss the cultural influ- Without a Wheel. ences on the ceramic arts. The CoMplete Book of Ceramic Art. emonstrate basic technicques, Pottery and Ceramic e.g. wedging, texturing; pro-°Sculpture. vide information on.storage'. and decoration of the following: - pinch and coil pots - applique, graffito, cameo resist - glazing and firing procedures ,, - slab pottery - forming clay over objects,

~~e.g. bowls , - ceramic jewellery -,ceramic tiles - uses of grog - ceramic sculpture.~~

~~4. Printmaking-~~

Demonstrateability to Texture the ink or glue that Junior High School expresS a progression of is used in all techniques of Art Curriculum Guide. ideas and skills in print- printmaking, with sand, saw- Creative Printmaking. making. dust, minute pieces of pasta, Relief Printmaking. etc.

Have students make textured ^ variations rin the print by using bits of thread, paper or tape under the printing paper. Position on a sheex of cardboard p7 Iced on the bed. Use this method with lightu:eight paper.

~~424~~

~~4`1~~

~~.t FLNE ARTS AND INDIVIDUAL EXPRESSION Level 5 B. Art~~

~~to.~~

~~OBJECTIVES ,TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Provide experiencesin the following: - monoprint - mask and stencil - built-up surfaces - relief printing - collograph.~~

Demonstrates, awareness of Provide direct experiences Stitchery Art and Craft. how color and textural' with fibres. Batik Art and Craft. : effects 'May be achieved Weaving Without,a)Loom. and employed in a debra- Incorporate fabric into paint-Adventures in Knitting. tive manner (fabric and ing, collage, printmaking, fabric decoration). soft sculpture and a variety of crafts such as: - weaving - tie dyeing - batik stitchery - applique - printiag on fabric, - macrame.

~~4254 3 j -~~

~~FINE ARTS AND INDIVIDUAL EXPRESSION , Level 5 C. Drama~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Demonstrates ability to Have stAents listen for A Different Drummer. focus complete attention sounds, think "black". on a specific exercise. Use mirror exercises.~~

~~Use memory recall.~~

~~Use mime.~~

~~Demonstrates ability to Use body language, street express himself through fights, statues, character- - movement. ization, improved mimes.~~

Demonst.rates awareness of Use blind exercise, telepathy, the five senses and gatherselevation, total group exer- more accurate information cise, to enhance communication from the environment. and comprehension abilities.

~~Demonstrates ability to Use mime and improvisations. communicate a sensory experience so that others can experience it vicariously.~~

Demonstrates ability to Use puppetry, improvisations: Nobody in theCast. create original and inter- exposition, conflict, rising pretive th7ghts and ideas. action, climax, falling action, resolution. \ Demonstrates\ ability to use Have student use facial ex- couununicatioi techniques, pression, including eyes, body including no Iverbal tech- posture, gesture, body ac- niques. \ tions, space (relate to partner as well as group), H \ time (aware of music accompaniment), composition and effort.

~~Develops an awareness of anatomy of speech production.~~

~~4.t 426~~

~~i FINE ARTS AND INDIVIDUAL EXPRESSION Level 5 C. Drama~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

;

~~The student:~~

~~Demonstrates ability to Use puppetry, improvisation. Theatre Game Tile. react spontaneously, both verbally and through movement to a situation or stimuli.~~

Demonstrates ability to Have students practise the Basic Drama ProjeCts. Readers Theatre. coordinate language, body basic principles of oral Creative Canmunication, and voice for effective interpretation: phrasing, Junior High Dlama communication. pauses, visualizations, suggestions - imagery and Curriculum Handbook emphasis subordination, Radio Unit. meetings, storytelling, Voice, Speech and character portrayal, radio Oral Interpretation. programs, interviews, projection, articulation, pronounciation and resor rate, inflection, pitch, intonation.

~~Have students practise breath control.~~

Demonstrates awareness and Have student initiate the useTaking Off. appreciation of the effect of media toxenhance imagina- of mass media on society. tive work and to help communicate ideas\cr themes for improvisations\cr dramatic literature., \\ Ncbody in the Cast. Demonstrates ability to Use role Play to as ist in analyze characters devel- considering consequeaces. oped in other sources and recreate these convincingly.

Demonstrates ability to Have student relate Personal Theatre Gime Tile. guild convincing charac- experiences and adapt terizations based on why, observations to a specific as well as who or what. role. Have student work cooperatively within a group to achieve a common goal.

~~A2 7 FINE ARTS AND INDIVIDUAL EXPRESSION Level 5 C. Drama~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

~~Demonstrates knowledge of Have stuaent use equipment: the mechanics of working record player, tape recorder, audio-visual equipment. opaque projector, over-head theatre lights.~~

Demonstrates appreciation Use experimentation and ,Improvisation. for various theatre forms. exposure to varioustheatre Basic Drama Projects. forms. Drama Work One. " Junior High Dratha. Go"on field trips to local productions.

~~Attend performances of visiting troupes.~~

~~DeMonstrates ability to Use class discussion. Curriculum Handbook. evaluate other people's work constructively.~~

~~Demonstrates appreciation Go on field trips to see for dramatic literature one-act play. through an introduction to the one-act play. Have a class discussion about television.~~

~~Visit the theatre; invite visiting troupes.~~

Stage Make-Up. Demonstrates appreciation Use discussion and involve- for production techniques ment in music, costumes, through an introduction to lighting, set design, make- production elements, up, choreogrnphy, direction. e.g. staging and make-up.

~~41 423 FINE ARTS AND INDIVIDUAL EXPRESSION~~

~~D. Leisure Time Activities~~

~~Many of the games and activities listed inLevels 3 and 4 are suitable for Junior and Senior High School students. In addition the following games and activities may be included:~~

~~- whist - solitaire - bridge - woodwork - canasta - leatherwork - poker - sculpting.~~

~~The list of active recreational pursuitslisted IQ. Levels 3 and 4 may be expanded by adding the following:~~

~~- weightlifting - rowing and canoeing - diving - golfing - archery - curling. - target shooting~~

The visually impaired student at the Juniorand Senior High School level should be .encouraged to participate fully in allsl zial activities in the school such as clubs, dances, student council,year-book, productions, plays, etc. CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 5 A. Home and Family

~~OBJECTIVES TEACHING STRATEGIES MATERIALS\~~

~~The student:~~

~~Identifies what constitutes Have a class discussion; a family from societal/ bring in speakers from legal legal perspective, aid, family court, judge, etc.~~

~~Assumes responsibility within the family and community.~~

~~Demonstrates responsible attitude towards property of self and others.~~

~~Identifies factors which cause change in families.~~

~~Identifies agencies which Utilize guest speakers. TABA Program in influence the family. Social Services.~~

~~Participates in community. in a variety of roles. CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY 'Level 5 B. At School~~

~~MATERIAS OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

~~Accepts responsibility for Utilize class discussion. personal and public property.~~

Demonstrates respect for the personal property of others. Schools Without Failure. Participates in decisions Set aside a time each week regarding rules. for class meeting when concerns of thestudents are responsibly voicedand discussed.

~~Invite principal for a discussion of school rules and regulations to acquaint class with reasons behind rules.~~

~~Identifies privileges and consequences associated with school rules and routines.~~

~~Accepts responsibility for own behavior and duties appropriate to age.~~

~~Participates responsibly Involve students in decision in delegating and electing maKing. Have them elect authority'figures. class representatives to student council.~~

~~4 431 ° 4.4 CITIZENSHIP ANDINDIVIWAL'RESPONSIBILITY Level 5 C. Community Old CountrY' it 4.`~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Ldentifies common kovincial,Utilize guest speake4s: agencies and facilities. Provincial Park,Warden, representatives from Departments of Health, Agriculture.and Labour.~~

Identifies the role of See Social Studies section. Man and His Cities. ,comMon provincial helper Discuss roles of agencies such TABA Program -People agencies. 4. a as:.. Departments of Social in Communies. Services, Agriculture, High- ways, Education.

~~Demonstrates awareness of Discuss political ethics. how authority is exercised in a responsible manner.~~

~~Participates in community events and organization.~~

~~Demonstrates understanding~~

' of different countries and forms of gov,ernment in the world. AO, 'Demonstrates awareness of Have a class discussion about cultural diffrences within the French-English issue. Caaada. Utilize guest speakers from various government agencies.

~~Demonstrates awareness of Use guest speaker, e.g. M.L.A. authority figures and Assistant Miniters of various agencies within the departments. provinFe.~~

~~Identifies how laws are Go on field trip to Parliament made and by whom. Building.~~

~~Identifles three levels of goyernment:~~

Demonstrates awareness of See Social Studies section. 'provinciarules and laws, e.g. Alberta, no sales tax. Have a class discussion on differences in provincial legislation. 432 4-.1 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY ,$. Level 5 D. Current Events

~~MATERIALS 013.JECTIVE$ TEACHING STRATEGIES~~

~~The student: , Learning from Newspapers. Identifies Major news See Social Studies section. stories: local, provincial, P national, international. , Set up debate, e.g. political issues.~~

~~Set up class/school newspaper.~~

~~Take field trip.to \ocal newspaper, television station.~~

~~Utilize guest speakers from , media, e.g. newspaper reporter, weather announcer.~~

~~2 :~~

~~,.. CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY LeVel 5 E. Environmental Education~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Ecology. a~~

~~The student:~~

~~States some laW's dealing with animal care.~~

~~Demonstrates knowledge of reason why,fees are charged7 e.g. park fees, license fees.~~

Identifies the positive/ Teach student to recognize 'negative effects of man's that feeding birds may seem IMP intarvention in nature. to be a charitable thing to do, but the practice builds a dependency that can kill the biids fed.

Show a film on the "Balance Science Experiments of Nature". Provide explicit You Can Eat. despription. Hinterland Who's Who Series. Haveoa class discussion about Parks and Wildlife the effect of hunting as a Materials. "sport" upon populations. Audobon magazines. Canada's Endangered Have a claadiscussion about Species (video organizations that struggle cassette). to save disappearing species, e.g. Ducks Unlimited.

~~Play game where ,studens guess the "endangered species" from a description.~~

~~2. Natural Phenomena~~

~~Demonstrates some understanding of natural disasters, e.g. earthquake.~~

~~Demonstrates knowledge of long term effects of weather, e.g. dry summer poor crop.~~

~~434 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level.5 E. Environmental Education~~

~~,MATERIALS OBJECTIVES TEACHINC STRATEGIES~~

~~3. Energy~~

~~The student:~~

~~Demonstrates knowledge of alternate energy sources, e.g. coal, windmill.~~

~~Demonstrates ability to Tedch student to turn down makeeresponsible energy thermostat, turn off lights, Ofbices in daily life. etc.~~

~~4. Pollution~~

Demonstrates knowledge of Make a list of good practices Pollution Solution. Well in Times the necessity for proper stated by the class in discus- Living disposal methods when sion. of Sca'rcity. using outdoor facilities, I Energy Management for e.g. toilet, cooking. Point out that detergents are effective in removing grease .the Future. in less than hot water, and the use of a bleach as a final rinse will kill most bacteria remaining on dishes after washing.

Teach that the correct method Government Envirpnmental of disposing of wash water is/Resource Materials Guide. the use of a small sump pit; water that contains soap, .( bleach, etc. should not be thrown into a lake or stream since it will kill the aquatic life.

~~'States fines that can be levied for littering, illegal dumping, improper weed control, etc~~

Recognizes that there are Teach stnents to ask others .socially acceptable not to smoke. Have them sug- methods 'of showing his gest polite and considerate disapproval of environ- techniques to foster coopera- mentally damaging practices tion and learn to, avoid. confrontatdonand insult.

~~Have :lass invent skits to .illustrate the above. 435 4~~

~~A CITIZENSHIP &ND INDIVIDUAL. RESPONSIBILITY' jevel 5 E. rivironmental Education~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Demonstrates knowledge of Go on a field trip to a sewage service industries to aid tteatment plant, the garbage a community in sanitation dump, a water treatment ' and environmentarareas. station.~~

~~Demonstrats awareness of the contribution made by these industries, e.g. bottle 'depot workers, environmental control agencies, parks and wildlife workers.~~

~~Demonstrates awareness of the dangers of prolonged exposure to excessive noise.~~

~~5a-ves recyclable materials and returns to appropriate place.~~

~~5. ConServation~~

~~Demdnstrates knowledge of reasons for conservation, e.g. depletion of natural resources.~~

~~Demonstrates understanding~~

~~of the concept of renew- -__ able/non-renewable resources,~~

~~Demonstnte8 ability to select energy saving modes of,travel, e.g. bicycle.~~

~~6. Safety~~

~~Xmonstriltes some knowledge of survival methods.~~

~~Demonstrates small-craft Use the Red Cross Water-Safety watWr safety. and Small Craft courses in a spring camp at a nearby lake.~~

~~436 CITIZENSHIP,AND INDIVIDUAL RESPONSIIIILITY Level 5 E. Environmental Lineation~~

~~OBJiCTIVES TEACHING STRATEGIES 'N*MATERIALS~~

~~The student:~~

~~Demonstrates ability to Arrange swimming classes at a swim and drown-proof. nearby pool with qualified instruCtors to teach the students.~~

~~Practises safety rules that apply.to outdoors.~~

~~Accepts direct'ion from persons in authority in parks, etc.~~

~~.Demonstrates some knowledge Teach students the procedure of disease transmitted by to follow if they are ever animals. bitten by a large animal.~~

~~Teach students who are very sensitive to insect stings the correct precautions and to carry their medications when in the'outdoors.~~

~~Recognizes risks involved Collaborate with parents to in traveling on frozen go ice :fishing., lakes or rivers.~~

~~437 4: UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS ) Level 6 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Personal Characteris- tics/Self-Identification~~

~~The student:~~

Identifies the need and Have students fill in sample function of self-identify- job applications independent- . ing information, e.g. I.D. ly (partially sighted). number, social insurance number., Help blind students. , Have students write resume.

Relates personal interests, Use class discussion, field Canadian Classification abilities, limitations to trips, guest speaker, and and Dictionary of vocational and other work experience. Occupations. .gelection of adtivities. How To Be Your Own Best Friend. Exploring Your Personality.

~~Recognizes and accepts areas where an individual effort can improve physical performance ane those where it can not..~~

~~2. PhvsiCal Self~~

~~Interprets and categorizes sensory input with in- cre,ng,accuracy.~~

Identifies the effect of Use class discussion and guest Innerchange, Unit 20. physical handicaps or dis- speaker. Career for All Series. orders on self and others. It's Your Life. Developing as a Person. Lifeline.

Demonstrates understanding Have a class discussion. Perspectives for Living. Family Planning. t of intercourse, pregnancy, birth, veneral djisease, Invite guest speaker, Girls and Sex. birth control. e.g. community resource people: public health nurse, doctor. \

~~438~~

~~t...1 ,.., UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 6 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATBRIALS~~

~~The student:~~

PTactises appropriate Sex Education and public sexual behavior. Family Life for Visually Handicapped Children and Youth: A Resource Guide. Sex'Education for the MisuOdy Handicapped in Schools and Agencies.

~~3. Emotional Self~~

~~Identifies increasing number of emotions in self and others with increasing accuracy.~~

Demonstrates increasing Have class discussions. Exploring Your Values. awareness of mixed and Growing Up Emotionally. changing emotions, in self Use,role play. Exploring YOur and others. Personality. I'm O.K., You're O.K. Understanding Love.

~~DescribeS emotional state Use role play, drama, and It's Your Life.~~

~~, with accuracy. &lass discussion. - Developing as a Person. Facing Issues of Family Living.~~

~~Predicts emotional reaction How to Increase Your. of self and othe given a Self-Confidence. situation.~~

~~Recognizes that emotional Looking Ahead to states vary with the indi- Marriage. vidual and circumstances. How To Be Your Own Best Friend. The Search for Self-Respect.~~

~~Identifies and describes Discuss effects of drugs, Materials from Canadian inappropriate ways of deal- alcohol, etc. Mental Health Association. ing with stress.~~

~~439 453 UNDERSTANDING SELF AND GETTING ALONG WITHOTHERS Level 6 A. Knowledge of Self~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The studentf~~

~~Identifies ;and discusses Innerchange, Unit 28. ways in which some sLress is beneficial rather than harmful, e.g. pressure to complete a task.~~

~~Demonstrates ability to cope with stress.~~

~~Expressesandcontrols emotions in a 'variety of settings.~~

Demonstrates increasing Innerchange, Units 2, skill in recognizing and 6,17, 25 aria 29. avoiding potentially provoking situations, including unfamiiar E.Ituations. DERSTANDING SELF AND GETTING ALONG WITH OTHERS Le el 6 B. cial Relationships

~~... OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Needs and Motivations~~

~~The student:~~

~~Identifies personal needs Use discussion, role play, which may exist in the appropriate stories, work future, or in unfamiliar experience programs. situations.~~

~~'Categorizes needs by im- mediacy and importance.~~

~~Identifies ways in vhich predicted needs can be.met by himself or others.~~

~~Identifies situations in which satisfaction of personal needs must be delayed or foregone because of the needs of others.~~

Identifies when two person-Use decision making Values Clarification. al needs may be in conflict techniques. A Marriage Manual. and suggests appropriate Innerchange. resolution of the conflict. See Problem Solving and Understanding Love. Decision Making section. Getting Along With Others.

~~Recognizeo that adults identify anci seek help from appropriate sources independently. 4~~

~~2. Factors Affecting Relationships~~

~~Recognizes that roles can Growing Up Socially. change from time to time How to Live With Parents. and from situatioa even when the people involved remain the same.~~

~~Recognizes that relationships change as child matures into an adult.~~

~~441 4....., 0 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 6 B. SpcIal,Relationships'~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Recognizes that people needUse class discussion, role Who's Afraid of protection and structure. play, appropriate materials. Virginia Wolf?~~

~~Recognizes that pepple are expected to be independent and responsible.~~

~~Recognizes thc,t roles associated with a given sex are changing.~~

~~Re'cognizes that people havF differing expectations for sex role behavior.~~

~~3. Handling Social InteTaction~~

~~a) Expressive Cbmmunica- tion Skills~~

Demonstrates a continuing Use classroom discussion, rolePhysical Disability development of communica- playing, appropriate books, A Psychological tion skills. films, etc. Approach, ch. 11. Getting Along With Others.

~~Communicates effectively in I'm O.K., You're 0:K. public meetings.~~

~~Uses appropriate Communica- tion in various settings.~~

~~Identifies a wider number Relationships. of blocks to commurcation Making and Keeping and how to deal effectively Friends. with these. Tellingit Straight.~~

~~Refines ability to check communication.~~

~~Communicates feelings effectively in a,wide variety of settings.~~

~~442 4r-t) UNDERSTANDING,SELF AND GETTING ALONG WITH OTHERS Level 6 B. Social.Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~b) Receptive Communication Skills~~

~~The student:~~

~~Demonstrates increased skill in listening by "checking out" what the .speaker is saying, both affective content and in- - 'formational content.~~

~~Practises interpersonal communication skills.~~

~~Detects bias, prejudice, o; How to Get Along propaganda. With People. Relationships.~~

Demonstrates understanding Use appropipte films, tapes, Getting Along With books, role play and class- Others. . of how the use of gestures, asides, satire, voice room discussion. inflection affects meaning.

~~c) Problem Solving and Decision Makina~~

Applies steps in problem Establish home/school contact, Lifeline. solving to new and personal to work together to increase experiences or situations. the student's number of areas for independent action.

Makes decisionsin\anap- Use role play of appropriate Physical Disability - propriate manner, having simulates situations. A PsYchological obtained available infor- Approach, ch: 11. mation, weighed alternatives and evaluated possible consequences.

~~Have a cLassroom discussiOn. ' Develops an awareness of how potential problem 'situations can be avoided.~~

~~Uses conflict management strategies id new and personal experiences and situations. 4 Jr 443 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 6 B. Social Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~4. Rules and Routines~~

~~The student:~~

Identifies probable rules Go on field trips. Emily-Post Book of in a number of unfaMiliar c^ Etiquette for situations, e.g. on the Young People. job, public facilii:y. Esquire Guide to Modern Etiquette., Follows rules of appropri- Manners Made Easy'. ate behavior in a variety of unfamiliar settings by modelling appropriate behavior of others.

~~Identifies the potential consequences of breaking ,rules in a variety of unfamiliar situations.~~

~~Formulates rules for unfamiliar situations and oidentifies consequences.~~

~~Recognizes the need to abide by rules even when n9t agreeing with them.~~

~~Recognizes rules that re- Invite guest Speakers: :late specifically to Orientation and Mobility visually impaired., Instructor, Rehabilitation e.g. guide dogs, white Teacher from C.N.I.B. canes.~~

~~5. Social Roles~~

~~Identifies roles in un- Use classroom discussion, familiar situations and books, field trips into com- ascribes probable charac- munity. terlst...cs: to these roles, e.g. hoss/employee.~~

~~Recognizes thae conflict may arise when people behave in ways not consistent with role expectations, e.g. police officers, who break the law. 453~~

~~4.44 r-~~

~~UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS Level 6 B. Social Relationships~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

~~Recognizes that a person Have,student talk to relatives must assute diTferent roles and friends and report back to at different times in his class. life, e.g. child, parent, student, employee.~~

~~6. Values and Social Expectations~~

Recognizes that values and Have a class discussion. Reiationships. social customs vary with the culture and that a Use books, films and news Understanding Dating custom or value appropriate reports. Relationships. in one setting may not be so in another, e.g. Hutter- Invite guest speakers. - ites.

~~Relates personal values to those of society.~~

~~Demonstrates underitanding of how group opinion affects personal value system.~~

~~Recognizes when personal and social values come in conflict, and attempts to resolve the conflict.~~

~~Demonstrates understanding of the concepts of human rights, e.g. clignity and equality.~~

~~Demonstrates understanding of legal and moral responsibility for self and others.~~

~~Demonstrates understanding of basics of penal code.~~

~~445 HEALTH Level 6 A. Nutrition OBJECTIVES 4 TEACHING STRATEGIES MATERIALS The student:~~

Demonstrates knowledge of Have student plan several Teaching Resources food groups in planning and types of menus, also plan andfor Secondary School. selecting food for a.well prepare low-cost, nutritious Canada Food Guide. balanced diet. meals. Home Econamics Curriculum (1975). Stress importance of follow- Teen Guide to Homemaking. ing Canada Food Gu,i.de.

Demonstrates awareness of Discuss calorie requirements. Battling Disease: the relationships between Protecting Your Health. nutrition, fatigue, ill- Invite guest speakers, Food and YOur Weight. nesg and growth. e.g. dietician. Weight Watchers of Alberta. Have student keep a record I Think I'll Start of calorie intake. on Monday. 100 Delicious Os Discuss obesity, weight to Stay Slim. reducing and vitamdn pills. Food Facts for Young People. Discuss defic1enc2s in diet.

~~Discuss importance of good . ndtrition during pregnancies.~~

Recognizes the protection Take field trips to school cafeteria, restaurant, super- provided by the health a department in checking food market, food p'rocessing plant. distribution establishments Invite guest speaker:Health Inspector.

~~4#,) 446 HEALTH Level 6 B. Personal Care~~

~~OBJECTIVES TEACHING STRATEGItS MATERIALS~~

~~C. 1. Knowledge of Body~~

~~The student:~~

~~States functions of major Braille Representation body organs. of Sexual Organs.~~

~~tia Recognizes and copes with Have a class discussion on the adolescent growth proces- anatomical characteristics of~~

~~.ses. males and females. .~~

States basic facts related Invite guest jkeaker, Educ4tion fOr th to birth control. e.g. gynecologist% obstetri- 'Visually Handicapped cian, pediatrician, to discuss in Schools'and effective methods of birth AgencieS- (selected control. papers). Sex Education for Discuss facts and fallacies. Visually Handicapped Children and Youth - A Resource Guide.

~~2. Care of Body~~

Practises good grooming and Have a class discussion. You and Your Health. cleanliness. Facts About Veneral Invite or have student inter- Disease. view: dentist, skin doctor, V.D.: Facts You general practitioner, nurse, Shoulci Know. dental hygienist and cosmeto- A Teen Age Guide logist concerning fact and to Healthy Skin information. and Hair. V.D. The ABC's. Demonstrates a balanced Have student assess his own Heart Attack: You program of rest, work and life for balance and suggest Don't Have to Die. recreation. appropriate changes. V.D.: Kids Can Get It Too. Practises physical fitness Invite or have student inter-. ,program. view Y.M.C.A., Y.W.C.A. personnel, a noted athlete or sports-person, successful Career person.

~~Demonstrates ability to administer first aid.~~

~~44,7~~

~~It; HEALTH " Level 6~~

~~, B. Personal Care~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~3. Druas and Alcohol~~

~~The student:~~

~~Takes prescription and non- prescription drugs independently and appropriately.~~

Recognizes the mental, Invite AADAC guest speakers. XF - To Smok, or physical and emotional Not to Smoke; consequences of use of Show films, discuss. Tobacco, Alcab.ol, alcohol, tobacco, narcotics Your Health. and other drugs. Have student design a commeri- Same Films as cal on drug advertisement. Level 3, plus ,Alcohol Problem: What Do You Think? Day in the Death of Donnie B. The Drag. Focus on LSD: Other Ppychedelics. The High Hooked. Facing:the Facts: Drugs, Alcohol and Tobacco. S.R.A. Guidance Series. Facts About Narcotics and Dangerous Drugs. About Drugs. Alcoholics Anonymous. Drugs: Facts on Their Use and Abuse. Facts About Alcohol. 'Facts About Smoking and Health.4 Youth and the Drug Problem. What You Should Know About Drugs. Smoking: Your Choice Between Life and Death.

~~el ; 448 7 liEALTH Level,6 C. Commutlity Health Services~~

(

~~OBJECTIVES TEACHING STRATEGIES .MA,TERIALS~~

~~The student:~~

~~Recognizes the contribution Go on field trips to hospital, of the helping professions clinic, doctor's office, to improving community health,compare the differencesIn medicine, dentistry, ser,iices.~~

~~. psychology, social work. Have 'adellate: "Compul4pry Medical Insurance vs. Voluntary He4E11 Care~~

~~7 Insuiance".~~

~~Uses community health and mental health agencies appropriately.~~

~~Demonstrates ability to Invite guest speakers: dentist locate and utilize com- general practitioner, special- munity health services. ist, health department personnel.~~

~~Teach emergency phone numbers.~~

~~Have a class discussion.~~

~~Travels to doctot and dentist independently aftec making appointment.~~

~~4te 449 SAFETY Level 6 A. andJi. Home and School~~

~~MATERIALS OBJECTIVES ' TEACHING STRATEGIES N.~~

~~. The student:~~

DemOnstrates 'independence Have a panel- dlscusSion. Smartest Kid in Town. andreliability in coping (film). with danger's and accidents. Bring in guest speak,ers, poLice, firefighters, physician, hospital ethergency worker.

~~Demonstrates how to utilize community emergericy servicel.~~

~~Demonstrates knowledge of~~

~~\ sources of help in case of community disaster.~~

~~4 t ro~~

~~-450 r I~~

~~SAFETY Level 6 D. Fire~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

. Demonstrates ability to Use role-play. seek assistance from the public in case of a ..fire Have a class discussion, in a public building. emphn'sizing ways of informing the public of the student's. handicap..

~~451 , SAFETY Level 6 E. .Traffic~~

~~MATERIALS OBJECTIVES TEACHING STkATEGIES~~

~~, The student: I) Demonstrates Understanding Discuss the necessity of of the importance of using wearing seat-belts, helmets, *,,afety equipment in on motorcycles andbicycles.~~

~~st. vehicles. )~~

~~1, :~~

~~\ .,, WOB1D OF WORK Level 6 A. Specific and Allied4ork Skills~~

~~OBJECTIVES TEACHING STRATEGIES ' MATERIALS'~~

~~1. Use of Tools artd Equipment~~

~~.The student:~~

~~De..11strateb the ability Have student choose and Manufacturer's useand to chodOe and, use rfl. comp/ete project. care manuals. power-driven tools and equipment in the shop.~~

~~Demonstrates ability to Have atudent organize and organize and care for toolscare for tools and equipment ,and equipment. independently.~~

~~Use large print/braille labels where required.~~

~~Dewonstrates ability, to Have student complete assigne construct complex projects.project which requires the use of more complex toolsand equipment.~~

Demonstrates ability to Discuss the necessity of 1 Worker's Compensation follow safetyprocedures safety shields when using Board, printed materials. when using tools and power-driven tools and equipment. equipment.

~~'Discuss the necessity of listening carefully to the directions; and concentrating on the task at hand when using power-driven tools and equipment.~~

~~Invite guest speaker from Industrial Safety.~~

~~2. FOilowing Di.-ectIons~~

Dnuionstrates ability to Develop individual projects follow all types of involving complex sets of directions iadependently directions. and accurately. Monitor and evaluate students' progress. WORLD OF WORK Level 6 A. Specific and Allied Work Skills

~~OBJECTIVES TEACHINGSTRATEGIES MATERIALS~~

~~The student:~~

~~Demonstrates awareness of Create situacion where tudent whom to consult should is forced to seek assis ance. ftoblems arise. Have atlassdiscussion .\~~

~~Demonstrates ability to accept super,ision in specific work situations.~~

~~. Decision Making \~~

~~Demonstrates ability to Have a class discussion about make appropriate decisions what decisions will be rein work situation . quired when one is a member of the work force.~~

~~\ Invite guest speaker, e.g. from Chamber of Commerce local businessman.~~

~~4. Independence~~

Demonstrates ability to Provide opportunities for perform satisfactorily in student to work in a variety familiar and unfamiliar of situations. work 6ituations. Monitor and evaluate performance; discuss with student.

~~4544s WORLD OF WORK 44' LevIl 6 B: Career Planning and Exploration~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. WhY Work~~

~~The student:~~

~~Demonstrates some financial Use work experience,program. Odr World of Work. independence through working.~~

~~2. Job Awareness~~

Develops knowledge of Bring in guest speakers from 'C.N.I.B. List of variety of jobs and careers businesses, industries, Canadian Occupations. available. unions and Chamber,of.Com- Canadian Classification merce. Dictionary, of Occupations. Discuss experience on part- Careers in Data time work. Processing. Career Awareness.' Demonstrates knowledge of Go on work experience program Occupations 2. requirements for practical field trips in coordination Occupations L. jobs/careers. with Work Experience Program. Program Scope Job Skills Series. Explores careers through S.R.A. Guidance Series. practical experience. Careers Comparison Kit. . Career Choices for the 70's. Careers Search. Jobs'from 'A to 2'. Career Clusters: An Introduction to Related,.Occupations.

~~3. Job Demands~~

~~Demonstrates good work Bave a class discussion. Good Work Habits. habits. 4 Job Attitudes.~~

~~1.> DZmonstrates positive- attitude towards work.~~

~~Assumes complete responsibility for taskA~~

~~Demonstrates abiliey to .Role play various situations. relate to personnel at school and on the job.~~

~~455 et WORLD OF WORK Level 6 B. Carder Planning and Exploration~~

~~0 OBJECTrVE§~~

~~The student: -1. , Maintains personal,and In work experience setting, other belongings in neat emphasize proper care, use, faihion in school,and at and storage of tools and 1 ' work. equipment. 4~~

~~Demonstrates punctuality..~~

~~.,,~~

~~, ,~~

~~r, ,~~

~~456 0 410~~

~~, WORLD OF.WORK Level'6 C. Finding aoJob a~~

~~.OBJECTIVES ,TEACHING STRATEGIES MATERIALS~~

~~1. Awareness of Pereonal Abilities and Interests~~

~~The student:~~

4 Identifies a number of You Gotta Know Yourself. vocations for which he isf Me and Others. is not,..suited. Me and Jobs. C.N.I.B. List of Selects two or more areas Canadian Occupations. -for work'study/experience Service Occupations. which are consistene with Looking Into The interests, &Hides, Future.

limitations Discovering Your . Real Interests. Identifies jobs/careers Provide job descriptions Social and Pre- which may be of interest involving: full time/part Vocational Information to him. time, day/night shift, work- Battery. ing with peOple/machines. Girls and Their Future. Canadian Claseification Measure student's interest in Dictionary of Occupations. career fields with an interest Do Your Dreams Match inventory. Your Talents? Janus Job PlAnner. Recognizes personal Discuss importance of personalTalking Handbook strengths and weaknesses characteristics. of'American Occupations. inportant in the world of Very Important People work. Eeries.

~~2 Awareness of Process '\~~

DemOdstrates increasing In work experience program How to Get the Job. skill in using the tele- have student phone_employer Work Experience phone. in case of illness or school Manual. if poblems arise at work. Finding Part-,ti.le _Jobs'. 1 Have student convey accurate messages promptly from/to employer.

~~Ha'Ve student set up job iner- , view.~~

~~Use role playiLg: use telephone to set up interview, find jobs, seek references, iet job information. 457 4 71 \ WORLD OF WORK~~

~~Level 6 .4 C. Finding a Job ,~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~, The student:~~

Demonstrates knowledge of Have blind students use Opta- Using the Want Ads. How to use newspr.per "Help con to read wantads; partial- Basic Skills ori Wanted" columns to fild ly sighted use T.V.-readet. tae Job.

~~job. , Using several different newspapers, hae students collect, locate and display jobs in,' home town, in another geographical location.~~

~~Compile a file on part-time jobs available locally using want ads.~~

~~Demonstrate procedures used in answering want ad.~~

~~Discuss when to use the want Guide to the Community. ads;" include the advantages, Variety of newspapers. and disadvantages'and compare . by phoning or visiting per- sounel office.~~

~~Demonstrates ability to use community and government agencies when looking for a job.~~

~~3. Personal Contact~~

~~Names person(s) who can Discuss ways to find rart-timeSign Survival provide assistance in work, e.g. want ads, visits to?oster Program. finding a job. work place, personal contact.~~

~~Have student discuss,, job availability with school counsellor.~~

~~Develops file of useful contacts.~~

Demonstrates aLility to be Have student discuss inter- Janus Job Interview interviewed for job place- view with class; compile work Guide. ment. diary describing duties of My Job Application work experience; relate File (2nd edition). previous experienc,; at the interview. 458 4" ,1 .0 WORLD OF WORK Level 6 C. indina Job

~~)MATERIALS OBJECTINT,ES TEACHING STRATEGIES~~

~~The student:~~

Have student arrange by A Job Search Guide. phone or letter to be inter- Work Experience viewed by prospective work Handbook. experience employer. Accent/The World of Work. Role play interview situationPersonal-Resume and discuss outcome of inter- Preparation. view (successful or not). Resumes That Get Jobs: How fo Write Discuss reasons and chances Your Best Resume. that can be made.

~~Have students,compile a list - of interview "do's and don'ts". Include punctuality, speech clarity, manners and appearance.~~

~~Invite guest speaker from a local industry to describe the.importance of the interview. Have student use Canada Manpower Office to find a job.~~

Demonstrates ability to Provid& practise filling in Fords in Your Life. fill in an application application forms correctly. Forms in Your Future. Actual application form. Provide blind student with a sighted buddy. forms. Getting Applications Right. AppW, Kit M. Looking into the Future BoOlets. ApplicatiohT Forms.

Demonstrates ability to Have students write letters 40 Letters to yrite. write different tupes of requesting information. letters, e.g. ltters of How Do I Fill Qut application. , Have students examine various types of letters to compare 'A Form?,

0 1 style, content and layout (partially sighted). *

~~Have blind use Optacon.~~

~~.459. WORLD OF WORK Level 6 D. Keeping a Job~~

~~MATERIALS, OBJECTIVES TEACHING STRATEGIES~~

~~1. Health emd Sdfety~~

~~The student:~~

~~Practises safety rules. Discuss care of equipment, Occupational Health and Safety Regulations. while on the job. materials and self on the job.~~

~~Obtain report ftom work How to Become a Safe experience program. Worker.~~

~~Discuss exapples of safety/ Questions About health regulations applied to Compensatilbn specific jobs. Benefits Answered.~~

~~Review questions about comp2n1 AttitudeSafety sation benefits. I Posters.~~

~~2. Knowledge of Woik Habits~~

Practises responsible work Have stUdent participate in Don't Get Fired: 13 habits on the job. work experience-program. Ways to Hold Your Job. How to Hold Your Job. Discuss the challenge of a Steady Job. real job. Reference Manual for C. Office Personnel. . rist and discuss the diffet- Learn,to Earn. ence in expectationsbetween school and the world,of work, e.g. working withoue supervision. .4"

~~3. Interpersonal Relation- ships~~

~~Demonstrates ability to Have a aass discusSion. ,How to Survive on tet along with people in a the Job. Sign Survival variety of situations, Poster Program. e.g. school, community, job.~~

~~Demonstrates know)..dge, PATH - Positive awareness and acceptance Attitudes Toward of individual differenceS. The Handicapped (kit).~~

~~460 4 :1,1 WORLD OF WORK Level 6 E. Worker's Rights~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The -student:~~

~~Demonstrates understanding Of the.worth of work.~~

~~Respects the rights of others.~~

~~Demonstrates understanding Invite guest speakers from- of special rights under Services for the Handicapped protective legislation, and the office of the Public e.g. Dependent Adults Act. Trustee.~~

Demonstrates understanding Have a class clis,cussion. Mack Works in a of work legislation, Clothing Factory. e.g. social insurance, Invite guest speakers from , unemployment insur-nce, Unemployment Insurance Com- minimuth wage, workers'. mission, Board of Industrial compens'ation. Relations.

~~Demonstrates how to Legislation Pamphlets utilize community serviceS (Alberta Labor). related to workers rights.~~

~~Demonstrates Understanding Invite guest speakers from of unions and their local unions. functions.~~

~~, a~~

~~HOME MANAGEMENT', Level 6 , A. Clothing~~

~~OBJECTIVES TEACHINe STRATEGIES MhTERIALS~~

~~Care~~

~~The student:~~

Organizes closet and Have a classroom discussion. A Step-By-Step Guide drawer space appropriately. to Perspnal Management Contact resource person: for Blind Per,sons, Rehabilitation Teacher from 2nd edition. , C.N.I.B. to uork with home * economics teacher'and student.

~~el` Utilizes laundry facilities independently.~~

~~Demonstrates ability to Make student responsible for' Towards Independence. make necegsary repairs. organizing and maintaining Lessons in Living. classroom space, and for making minor repairs.~~

~~2. Selection~~

~~Chooses clothing sUitable Have a class discussion about All About Clgthes. for work or leisure. dress standIrds.~~

~~Chooses style, color and Go on field trip to shop. Materials from design appropriate to the Malse appropriate us'e of sight- Department oT .individual. ed guide. Consumer and Corporate Affairs.~~

~~Discuss'suitability of neWest - fashions.~~

~~Demonstrates choice of ap- Go on field trips to departmentTeen Guide to propriate accessories. stores, speciality shops. Homemaking.~~

~~With assistance, shops for clothing.'~~

~~Demonsti.ates understanding of guaranteeg'and warrantieg.~~

~~Demonstrates knowledge of what to do with sul- standard'goods and'services.~~

~~Demonstrates understanding of vaiiation of quality, quantity and price in che market place.~~

~~462 eL i) HOME MANAGEMENT Level.' 6 A., Clothing~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~^ -7~~

~~, The student:~~

~~Recognizes and cr.mpares Have a classroom discussion. regular 'and sale,prices. Go on field trips to shop and~~

~~compare, .~~

~~3. Construction~~

Demonstrates dbility to' Provide classroom experience Clothing and Textile use sewing tools and wIth machines and-tools. Education. machines. Invite guest speakeY'% P. Sew It`Yourseif. partially sighted/blind person to discuss use of and possible adaptation of machinery with students and teachers.

~~Sews more complex garments. Provide on-going experienes Sewing Teachniques for in Home Economics class. the Blind Girl.~~

~~Selects appropriate pat- So What About Sewing. terns, materials and ac- Sewing Manual. cessories.~~

~~Identifies and carries out Have blind/partially sighted various methods of tonstruc-use sighted guide when appro- tion. priate.~~

~~463 41 t ./~~

~~HOME MANAGEMENT'~~

~~Level 6 , B. Food~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~1. Shopping~~

~~'The student:' A~~

. Demonstrates abiliey o Provide sighted gul;de for Agenciea that provide information free of prepare a,shopping list' blind. charge: - and compare prices. Use Orientation and Mobility Calgary Milk instructor. As a class _Foundation; project have students plan Alberta Milk gourmet meal. Make students Foundation; responsible for preparing Nutrition Communication, 1". shopping list and, purchasing Ontario Milk Marketing;, food within a set budget. General Food Corporation.

As. Food.Buymanship. Department of Foods and' Demonstrates knowledge of Provide practical experience weights and measures used in store with sightedfgdide, Nutrition. in food stores: if Wropriate. *Guide to Modern Meals. Explains use and purpose Have student tape record Food and You. of advertising. examples of advertisements they hear on the media, and evaluate same.

~~Invite guest speakers with consume4expertise.~~

~~C1 Recognizes that false advertising occurs.~~

3. Preparation How YoU Plan and Prepare Demonstrates ability to' Meals, 'use kitchen too48, ap- Cooking WithoutRecipes. pliances and facilities The James Bears Cookbook. independe:?tly. . Simple Cooking for the a EpAcure. Plans and ppepgras menu Have a class discussion on Beyond T.V..Dinners: for formal occasion. variety and selectiOn of fooa. 3 Levels of Recipes-for .Go on field trip to restaurant Visualby Handicapped Cooks. 'kitchen. Preprimer Cooking or Cooking TechniqUes for Prepares meals ipcludini Have student plan and prepare a meal fdr guests, usinghome the Blind. 'special dishes. Better_ilomes and Gardens economics facilities. Cookbook Series. Ask.Your Neighbor. DetonstAtes ability to Betty Crocker's Cookbook: follow more complex Amana Braille. recipes. 464 4ic p. HOME MANikEMENT Lever ,S B. tood

~~OBJE6TIVES TEACHING,STRATEGIES MATERIALS~~

~~The student:~~

~~Cooking Without Recipes., Microwave Cookbook. The Cook's Companion. Birdseye Frozen Food. The Teenagers Menu Cookbook. Recipe,Book. Cooking for Two.~~

~~4. Serving~~

~~Demonstrates ability to HaVe student plap,and prepare Social Competency. -tserve family an& guests. a lunch atschOilkd invite another class guests.~~

~~1 Demonstrates appropti4e Provide on-going experiences Family Meals and etiquette'in a variety of in Home Economics class. Hospitality. settings.~~

~~'Ac t 5. Preserving~~

De:-.cribes Ishort and long Hav.e a slass discussion about Food Freezing at H6me. term storage methods. storage. Use braiiled con- Ten Short Lessons in tainer4,forblind, and if Canning and Freezing. 3 necessary large print for partially'sighted.

~~l'' 1 A~~

~~6. Producttion~~

, Explains or descpbes iti Go.on field trips'to various, detailwproducttion,I proces- types of farms, distributórs, ,sing and diStiOutiop of: commercial food processing - garden products ,plant, supermarket. 4dairy produbts4 - grain products' Discuss complete processing of - fishingkoducts. food:

~~, .~~

~~465 A HOME MANAGEMENT Level 6~~

~~, C. Maintaining_the Home towlitiounn~~

~~MATERIALS OBJECTIVES' TEACHING STRATEGIES~~

~~1. Selection~~

The student: So You Want To Buy A Chooses specific home Invite guestspeakers from HouSe. design and explains choiceitax departmed0i real estate, Teen Guide to . on basis ofcontruction, interiodesign, visually Homemaking. location, design and impaire0erson who lives bet. 'successfully in his own apartmeht.

~~Take field.trips with appropriate use of sighted guide.~~

Demonstrates understandingInvite guest speaker from of responsibilities Landlord and Tenant Associa- related to neighbors, tion. landlords, community. See Citizenship and Individua Responsibilitysection/.

Demonstrates ability to Have student use media with use newspapersand other- appropriate use of sighted advertising to locate guide. Have total blind use housing. optacon, partially sighted use T.V. Reader.

~~Demonstrates plowledge of Have student plan a hypo- income assisted housing. thetical budget for various types of families and wage to select earners and ask- him housing in reference to that budget.~~

~~2. ,Furniture and Furnishings~~

~~Chooses furnishings for The Home, It's cost, strle-and'durabil4- Furnishings and ty. Equipment.~~

Identifits "narmony" in Have student create model color, textui.e, style. home, then price furnishings td arrive at a realistic approximation of cost for his project, with the,help of sighted person if appropriate.

~~466 4 HOME MANAGEMENT Level 6 C. Maintaining the Home~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~3. Care'and Maintenance~~

~~The student:~~

Demonstrates efficient Contact resource pers9p: I Irate to Housekeep Book. methods of performing Rehabilitation Teacher from How Does It Wor 7 daily household tasks. C.N.I,B. Popular Mechanics. Home-RepArs Any Elicit cooperation with family Woman Can Do.. to encourage increased in- Ihma.to Repair dependence at home. Electrical Appliances.

~~Demonstrates knowledge of 4,4ontact resource persons: cost of household repairs plumber, electriCian, welder, and need to get estimates, etc.~~

~~Demonstrates increasing skill in.nsing tools.~~

~~.11~~

~~14i~~

~~467 4L' HoME MANAGEMENT Level 6~~

~~- D. Child Care~~

~~MATERIALS OBJECTIVES TEXCHING STRATEGIES4' ..~~

~~The student:~~

~~Babysits, assuming complete responsibility.~~

Demonstrates ability to Provide practidolls . Community League dress, change, feed infant brought in from St. ohn's Babysitting Course. or child. Ambulance Courses, F) re Caring for Kids. Department. Baby-sitters Handbook.

~~Go on field trips to carefully selected day cate and,Mothers Day Out and Early Childhood Services Centers.~~

~~Have a class discussion on nutritious snacks.~~

~~Demonstrates ability to make decisions abobt bedtime or snacks for chil-~~

~~dren. '~~

~~Identifies what to do in Discuss procedures to be fol- First Aid in Illness an emergency, e.g. injury, lowed in the event ot injury, and Injury. fire, theft. fire, theft.~~

~~Contact resource persons, e.g. policeman, fireman, St. John's Ambulanc2 personnel~~

Demonstrates abhity to Elicit cooperation,from Exploring Home and show love, warmth alid parents to allow student to Family Living. respect for children and assume responsibilitiesshe Can infants. manage in caring for young children.

~~Demonstrates knowledge of Invite appropriate guest the development (physical speakers to dischss develop- and emotional) of the youngment of young childreri. child.~~

~~Recognizes.emotional and physical needs of chil dren.~~

~~468 4 MONEY MANAGEMENT Level 6 a A. Earning Money~~

~~TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Demonstrates knowledge of Invite guest speaker from Mathematic§ for sources of income other Unemployment Insurance Citizenship. than wages,.e.g. family Commission, Social Services. Mathematics for allowance, welfare pay Everyday Living. . ments, unemployment Mathematics for insurance, assured incom.e. the Worker. Mathematics for

.Identifies factors that Bring in guest speakers from . Employment. affect wages, Manpower personnel, business Getting Ready for e.g. training, time, manager, etc. Payday. danger, sea§onal. Money Management.

~~Calculates money darned: gross/net pay regular/overtime hourly, weekly, monthly, snnuallT double time, time and a half, holiday pay.~~

Have students examine and 41. ,Reads, interprets and ,demonstrates understandingdiscuss salary seubs (braille of terms and figures on orlarge print samples if cheque stub, e.g. union ippropriate). Compare dues, unemployment different cheque salaty stubs insurance, C.P.P. to see similarities, differences. Discuss tqt. meaning of these terms.

~~4 Demonstrates understanding tha't the value ,of money changes over time, ` e.g. inflation.~~

~~469 4 MDNEY MANAGEMENT Level 6 B. Spanding,Money~~

~~./71111110M...... COBSFTTIVES TEACHING STI1ATEGIES MATERIALS The student:~~

~~Compares and contrasts Invite guest speakers, buying through different e.g. retailer, wholeSaler. outlets, e.g. retail, wholesale, mail order,~~

Describes examples of mis- Use T.V., radio and printed Gyps and Frauds. -leading advertising on advertisements to detect Case Study Booklet 2. television, radio, news- examples of misleadfng adver- The Advertisement. paper. tising. Examine recent copies Book. ' of Canadian Consumer.

~~Calculates bills accurately.Provide'ta4ing calculator, Optacon oi T.V. Reader if required.~~

~~Demonstrates understanding of comparative shopping (goods and services).~~

~~,Dievelops budget for house- Discuss budgets developed by hold management, e.g. groc- students. eries, clothing; utilitieg.~~

Calculates personal.budgets Provide budgets and cost data Let's Go Shopping. fdr different family sizes (braille or large print if Mathematics for and over varying time appropriate) so that student Adult Living. periods for: can make appropriate decision Money and the Kids: - casual worker as to what, to buy. How to Earn It, - full time worker Save It and ,Spend It. - unemployed worker. Use role playing:

~~"tt Have family discuss needed cut- backs in.personal spending . after layoffs. Work out budgets (week,-month, year) with items clarly indicated.~~

~~Explains what a credit purchase is.~~

~~Writes/brailles list of 'goods andervices that can be bought on credit.~~

~~4L' 470 MONEY-MANAGEMENT Level 6 B. Spending Money, ,~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

pemonstrates understanding Have a clRss discussion. An Annotated List of the cost of using credit. From Alberta Coesumer ° and Corporate Affairs Demonstrates undeistanding Illve students bring in' (Alta. Ed..). of the rationae for payingparents' utility bfils to Dollars and Sense. bills on time. discuS's paRnt re: due date, A Gu1de/i50 Family penalty for latd payment. Money Management. Math for Employment, Invi-te guest speakeffrom Parts 1 add 2. 'debt court, or Consumer and Math for the Worker. f- Corporate Affairs, to discuss Math for Banking. what happens when bills are Math'for Adult Living. not paid on, time., How td Read Guarantees, Warranties, Tabs-and Calculates the cost of Discuss examples of.borrowing La"bels. different methods of pay- ln the family and effects of It's Your Money! ment: borrowing on family members.

~~Have student calculate-payments due qn a given loan period and equate this to given wages or ffnd out how po get this information.~~

~~Demonstrates-understanding of the responsibility associated with ctedit, buying.~~

~~Demonstrates understarOing ..Have student compile list of<% , of concept df gurantee/ goods and services protected warranty. Under warranty.~~

~~Calculates cost if any if warranty is used.~~

~~Utilizes Better. Business Invite guest speaker from Bureau and.Consumer: *. Better Business Bureau. Protection groups.~~

~~do 471' MONEN MANAGEMENT Level 6 C. Saving and Borrowing;~~

~~4,. MATERIALS 4 OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

Names institutions where Bring in resource person, Bank Account. savings can be kept: e.g. bank manager, managerof The Bank Book. banks, credit unions, credit uaipn to discuss trust companies, treasury services offered, branches, life insurance companies. isit banks to determine if all banks give the same type of service.

~~Demonstrates ability to Have student fill in bank Matheiatics for Adult Living. utilize banking services. forms.~~

~~Open classroom chequing account for field trips, class projects, etc.~~

~~N - Visitneighborhoodibanksto Royal Bank materials. determine ease of access by public transportation.~~

~~Describes circumstances Proyide sample case studies when borrowing is/is not where the student decides if appropriate. borrowing would be appropriate. ,~~

47? , ,.. *

~~, . . MOTOR DEVEL0fMENT AND PHYSICAL ACTIVITIES g Level 6 A. Fundamentals of Movement t~~

~~MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student: ,~~

, Note: The major Physical Adapted Physical education goals of skill Education and development, fitness develop-Rdcreation: A Multi- ment knowledge and apprecia- disciplinarY Approach. tion of games and sport apply e4tially for the sighted and , visually impaira-1. To achieve these goals tha blind g , student can be direcily integrated into, many activities ' 1 -;while-others require minimal adaptations'and still:others are usuall* contraindicated. 1 r The selectian of appropriate physical education activities should be based on several , important considerations: t , 1. Any adaptation to equipment. . 2. Accessibility to required ,facility. 3. Safety.

~~Gymnastics~~

Parlicipates in the follow.-:Note: Safety is a most impor- g. ing forms of gymnastics:,. tant consideration in tumbling/floor exercises gymnastics for the,blind. The 4, - uneven bars st4ent must have basic con- ditioning so he has the re- - --: box horse' , * - balance beam qdired strength and endurance. - .rings Constant supervision and - parallel bars. spotting help avoid accidents. t ,

~~% t -. ol~~

~~c, 4...,-, 473 , . MOTOR DEVELOPMENT ANDPHYSICAL ACTIVITIES Level 6 B. Games and Activities~~

~~7. OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~A Dance~~

~~The student?~~

~~Participates'in the follow- Modern Dance. ing dance forms: Dance Awhile. creative/modern - square folk - round -.jazz - ballroom,~~

~~Games a~~

Participates in selected Note: For the visually im- Movement tathout games from the following paired racket and target games Sight. categories: are not usually recommended; Physlical Education - racket however; many blind students for Brind C.hildren. - target enjoy target games like Active Games for - relay. archery, bowling and horse-. the Blind. , shoes because of the social, aspects of participation. These gatnes are easiiq adapted for the blind. The selection of an activity should be' guided by suitability and interest of the student.

team (goal ball, toccer, Note: Team glmis generally Staley SpOrts hit-in baseball, involve a ball (or object) Kit. Califorrila kick base- being advdnged toward a goal Audible ball. 1;411, hockey). by one team aga$.nst an'op- posing teain. This type of play usually includes flight l or object and physical body contact. 'Adaptations for visual cues should be included to account for these.two factors without distorting the games For the visually impaired, bright colored objects and goals should be used; fOr,the blind audible bglls and,audible goal.locators should be used.

~~a 474 MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES Level 6 B. Gam6s and Activities.,~~

~~qudgRIALs OBigTIVES, TEACHI-NG STRATEGIES~~

~~cia 7,7imming.~~

~~/The student: fr~~

~~/ ,Demonstrates fundamental Have blind swimmer swim"by Swipming for the Handicap- swimMTng skills. Ae wall of the pool to' help ped, Instructor's Guide. keep his direction.~~

~~Participates in: i - water wiles In competitive swimming,._ Aquatics for the - .diving warn theblind'swimmer, . Handicapped. , - canoeing e.g.. tap with cane,hefore~~

- sailing = he reaches the' wall so'he - synchroniZed swimming' won't strike his head. water safety activities. -0 Have blind studeht partici- Swimming for Children pate in other.aquatic' with Phydical and activities with a sighted, Sensory Impairments. "buddy'''. , A

~~Track and Field~~

Demonstrates the)ebility No modifications necessary. to: - distance throw (shotput, discus,.javelin) - long jump - high jump Physical Educaticn and - run (all distances, Useguide wires or the inter- Recreation for the ,cross country). national system of calling: 3-left, 4-centre, 5:right of Visually Handicapped. lane, or tandem partner running using a short rope between the two.

~~Outdoor Pursuits \~~

Wherever possibledemon- srated basic skills in the 4 ODPU activities: Physical Education - camping Use sighted "buddy". and Recreatidn for the - orienteering Use braille compass. Visually Hihdicapped. - hiking - cycling Use tandem. - skating 0

~~475 4 S' ' * ;moil:DEVELOPMENT, AND PHYSiCAL ACTIVITIES-~~

~~Level 6 ,..~~

~~B. Zames and 'ActivitAes . 4.~~

~~OBJBCTIVES -~~

~~Use sighted "'buddy",.pinnie Canadian Association label skier. for Disabled.Skiers.~~

~~Fitness~~

~~. To achieve aveage or Fitness Tests for better fitness levels the Blind. utilize the following prograMq:~~

~~aerobics , "-- weight training Use single unit, multistatio device to .eaiminate danger of dropping bars and. weights. yoga ' Yoga for the Blind. relaxation training. a~~

~~0 .~~

~~NINE ARTS'ANDINDIVDat EXPRESSION 11.~~

~~, .~~

, c A. Nusic. _' : , . 6 ...... , "In'the arenof music: viguallyhandf?Alved children. contrary io lay belief - .1 ag compensatlan for blindness." . are not gifted mereLy 1 4. . a . .. 1. . the blind child, must4sone . II...of'all the avenues of communicahon open to auditory:and of the.mostsignificant and.thusof incalculable value. ... Hit to'relate ,temusiexas-a-listener or'a.perforupr, and, tactile senses permit hj.m . "these experiences afford him mhnycillortunities to participate on an ,equal foot-

~~in$ with Iris sightq Peerg. .~~

. $ . . I . (1977) The mull.c curriculum forelementary-schools civeloped by Alberta EddcatiOn is suitable forluse with,visuallyimpaired.studenis.... Since no'music cuiriculum has been developed for either Junior orSenior High School*, the visdally impair- ,school's exfsting mdgc prpgtam. 4 ., ed student should be integrated into the . , 6 ...... , .. 4 . . The following suggestions dhould beindorporated by :tite.busic.teacher.te assist her.in successfully integraEitg thevisuallylimpaired student into her program: )

~~.7 Rhythm Band~~

"Benefits derived,from rhythm bands are the samefor'nocraally seeing"a for %visually handidnpped students.However, teadhers must asgumelreAponsibilityfor acqxranting students withevery'instrument - the sodnd of it;,how it feels inttie hand - because otherwise each?studeht willacquire only a limite-d knowledge 'about the instruments played'bY other students.' A If the teacheepointsor gestures to indicatewhen studerlts should or should not play, blind students will aot receive such signals; therefore, teachetsmust adopt Arldible cueq."

~~9 Identification of Instrumeni's~~

To facilitate recognition of tone quality,teachers should play instruments or use reciKdings, thus familiarizing the students laith identifiable andcharaCteristic sounds.. Awareness that a voilin sounds like voilin and not like 'n tubais the students to handle lesson objective. A second step is to allow visually impaired and examine all the instruments. If the teacher plays a recording at a clarinet, students should Nave,an opportunity-to e:iamine areal', clarinet in.claSir.

.. . Instruments in a given family, e.g. strings, fhouldbe compared for sound, size, number ot strings: potitIon held.when played, etc...Sinceexperimentation is a channel for iearning,.the student rdight hold astring whfle it is being bowed'and note the difference when he removesthe fingek% Also, differences betweenheavy and thin strings should be explored. How does the performer achieve legatoand sEaccato eifects? A 0 4,

. f %, Combinations of instruments can be introduced oncethe students have become If live performers ean be utilized, . acquaidtedvith individual instruments. .they,might place themselves in various parts of the room so thatthe indivi-. dual sounds,can be more easilydistinguished. "In this exploratory stage, ehe human voice - aloild andA combinations- should also 4e included. pav.inp felt vibrations.in otber instruments, Ole student's might feel vibrations,in

~~.their throats and diaphragm. 12".~~

~~1 Music and Self-Expcession~~

Self-expression to the accompaniment of music is desl.rable for ,all students. Blind students, however, may be limited in their experiences when requited.to depict.cettain behaviors, as when the teacheesays: "Pretend you are g bear and walk like hne",-pr "Make believe you are a'daisy blowing inthe breeze". . ,Therefore, blind:students must be shnwn how'to perform the ineended action. The teacher niaght try .to draw out ideas rather than impo'se them.' Shemight say: Aisten to the music, and then make yourfeed do what the.music seemA to. say", Or "Whatdo you think.yoU'r arms want to do with this kind ofmusic?". ofindeAehese conditions, visually imp4red students experience n9 disadvantage: 0\ Some blind students are reluctant to nIcve out.or,do so onlyawkwardly.or fear- music" . fullY. ;Because syf this,:teachers might'tequest them to "act out:the tight where they are. If atudents learn enough freedom and'confidence,while

~~staying iu one,place, they may learn, thodgh belated, how to movein an en- , larged area.~~

MuSic and Dance (Eurhythmics) -..-- A . Eurhythmics involves following a prescribed pattern'imposed by the teacher or choreographer. Students learn to coordinate body partS and work .towardindepend- ence of separate members. Edrhythmics yields gains in muscular control and co- isrination, grace, poise, and self-Confidence. However, more modern methods of rhYthmical gymnastics.give greater freedom of movement, encourage moreself-expression throughbody movements.

~~' Music Notation in Braille and Larg9Orint~~

. ''..t' . a 11 ; If sighted students are expected to read music notation on the staff at a.given . grade level, partially sightedstudenti at that time should also have sUch competence in en'larged.form. Teachers can use either specially prepared sheets with the enlargdd ;taff addingnotLion by hand, or cad 'flurchase.ready made en7 larged sheet music if the desired title is available (see Note):

Occasionally a given community may-have a sighted music,teacher whoknows braille music notation or A blind teacher of music with whom the studentand his family might arrange private aessons for both notation and performance.

~~444.4.04, 1 4 4 478 k Careers in Mutic~~

Visually impaired students,'their parents, andtheir teachers must not jump to conclusions that careers in music are guaranteedand automatic. Frequently the presence of musical talent is yerestimated. Interest and enjoyment are not enmugh to launch a career. Countless hours of arduous and lonely practice are imperative.

~~Visually impair 6-d- -StAidents-inTmusichavz-one threeehoices i-f -contempl.a musical career:~~

~~1. Serious music based on use of notation and exactly prescribedperformances.~~

2. Popular music, which calls for.the development of aper\ nal style distinctive from that of other performers. If the visually impaired usician has a smod.' ear for reproducing what he hears inlive or recorded perf rmances, he may' have little orcno need for notation itself.

~~3. Teaching music, which is similar to choice #1, though it does notdemand performance in concerts.~~

~~1 The student using braille notntion must memorize J.': before beingable to\play it. Ttds consInves much time nd restricts the perormer'6 r4ertory. Unlike a sighted~~

person, wao can do a reonab1y accuratejob even on his first exposure to a , musical smmposition, the braille reader cannot "sight read" music. Partially sightee students have similar difficulties. Because of their visual Problem,they?'' may not be able to read,quickly enough to,readand play s4.multaneously; so they may have to memorize also. Furthermore, the partially sighted may neekto use a special r mmsic rack that brings the sheet close to.the face sothat it can be read.

~~It is hoped that the persistent will sellthemselves on the quality of theik mmsicianship and not on their blindness.'~~

~~ACtending Professional Conaerts~~

Although atteddirig live performances has the same valuesfor both visually impaired and their sighted peersone difference lays in theinability of the former to read rirogram notes distributed to the audience. There may not .!e sufficient time before the performance to allow a sighted person to read inwhispirs. Without :these notPs, the listener misses vital information pertaining.tohistoricil setting or analysis ofart form. To correct this problem, teachers might secure advancecopies of the 47 program - often advertised in newspapers - andthen play the same compositions at school, discussing pertinent information. A culminating experience might involve listening again to the same compositions after the concert andsharing reactions to the live performance.

~~Group,Participation (Chorus, Orchestra, and Band)~~

Visually impaired students should be encouraged to assume,activememberships in school organizations devoted to music. This type of integration with sighted peers may result in lasting friendshipsbeyond the school year, in vocational channels (Aellam, 1965) and In keys that mnlock social doors making possiblebroader interpersonal relationships. Some modifications are necessary, as.outlinedin the following-paragraphs. 479 4 9 3 Processions and.Recessions: Moving in straight lines equidistant from thode in front and behind is'important fur aestheticeffects. If a blindstudent is Tiaired with a sighted partner,,they might link little fingers ofadjoining hand; in an-inconspi"cuous'way. An understanding teacher might have students proceed by twos instead of in single file when a blindstudent is a member of the group. When required to go in single file, a blind studentmight use a thin string held' taut by the student preceding andfollowing him with the string wrapped around his'own,finger halfway between the two. Being confronted with new territory posPs thP problem for blindstudents-of not knowing distances or turns or the presence of steps, sincerehearsals may be conducted in one place whilt-th public performance is held elsewhere. If possible,arrangements should be made to take the,blind student to the new sitein order to orient him to it.

Marching Band: Partially 0.ghtedstudents maSi succeed as participants in a marching band, whereas blind students might find itextremely difficult to keep in line while marching and playing. However, blind students should be permitted to try doing it in rehearsals. Perhaps blind students can oriene to a particular sound preceding them, such as a drum or flute.

Pairing with Partner: In chorus, band, or orchestra, visuallyhandicaPPed students might be placed beside a capable musiciansinging or playing the same part. Such partners can serve as examples to emulate. In rehearsals, blind students can listen part of the time and later sing or playwhen the material has became fa:Alien The pair might work at times other than duringrehearsals with the sighted performer playing or singing the part for the other tolisten to and learn:When several persons make up a giiIen section(such as tenors), the blind student should be seated ' in the frcat of the group so that more ofthe sound of his part reaches him.

ol Use of Recordings:, If a student'group is practising a given compositionalretady recorded by another group and with.the samearrangement,,visually handicapped stu-, dents-might be assigned to study by listeningrepeatedly to that recording. Fur- thermore, the Division fol the Brina and PhysicallyHandicapped, Library of Con- gress, is producing kits containingsound recordings with music in usual renditions, . llso at a slow rate,for study purposes, withsolos unaccompanied, and with notation in both braille and large type. These materials can be of utmost value if the teacher's selection and the .titles thus made available coincide.

handicapped .Sisnaling: Music teachers who are not accustomed to,having a visually student in the group may need to modify their signalingprocedures. A nod or hand gesture will not be noted by him. Instead, a'code of taps with the baton on the music stand might be devised.

Blind Soloist and Accompanist: Although use of the voice may be correct, blind boloists may need assistance with stanCe, facialexpression; and gestures. If the soloist is blind"he can usua14ly take his cuefrom the accompanist and the musical introduction, if there is one. If the accompanist is blind, he mustbe certain. .that the Soloist is ready befort beginning theintroduction."3

Note: The Materials Resource Centre, Department of Education,Alberta, has en-. .1% larged the sheet music available to ElementaryMusic teachers as part of the Edmonton Public School Board Music Curriculum. A teacher requiring music in large print should contact the-itinerant teachers or provinci4lconsultants for the visually imPaired. .

~~"Frequently only,the words of'a song need to bebrailied. In facto, often memoriza- braillingeis necessary.", tion will suffice and no 4~~

P 480 4" to 0 , 1 Music for Visually HandicappedChildren, Napier, Grace. The Visually. Handicapped.Child in the School. 2 The- Importince.of Music in the Lifeof a"Visually Handicapped-Child, Toosdenoug, Forrest and Dorothy. Education of the Visually Handicapped, V- N p. 28,MS;ch, 1970. , 2 1' 3 Music for Visually Handicapped Children,Napier, Grace. The Visually. Handicapped Child in the School, 4 Your School Includes a Blind Student, Willoughby, D.,Lansing, S., Barber, M., Maurer, P. National Federation of-the BiindTeatherSDtvis-icinT--p. 1 .

~~V"--\~~

~~4 :3~~

~~48f FINE ARTS AND INDIVIDUAL EXPRESSION Level 6 B. Aft~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Demonstrates aWareness of Few adaptations needed for Junior High School the power and .scope of the.partially sigh.ted. Blind Art Curriculum Gulde. line, texture and Nalue could use.different substande-s-Junior-High Art Guid . as individual elements and in whidh to dip stick, pencil, Creative Drawing - as elethents in a total etc., e.g. white glue to en- Print and Line. composition drawing. able them to feel their lines. Form, Space and Also make use of foil paper. Vision (2nd edition). Have;students study the Drawing: Ideas, yariety of line, pattern, Materials and(Techniques. shapes and colors found in Art Fundamental Theory the world. and PractiCe.

Demonstrates aliareness of Provide opportunity for the Junior High Art Guide. the forces of line, shape blind and partially signt5d , Brush arid Pallette. and color, through tactual students to identify tactual- Painting in the experiences using a ly, explore and use t!le Classroom. variety of materials and yarious tools and materials to Imaginative Techniques media (painting). understand how they contribute in Painting. to the following varibus techniques and effects.: - cardboard painting ,spatual-paint-ing------resin technique - stippling - rdller painting - stick painting - block-outtechnique.

Demonstrates ability to Have a class discussion on Junior High Art Guide. create three-dfnsional cultuLl influences and the Creating with Plaster. forms in such a "way that various traditional forms Creating with Paper.' understanding the spatial' and techniques. Creative Clay Design. elements'and textkral and Stitchery Art and Craft. line qualities is promoted Provide experiences in the Batik Art and Cfaft. (sculpture). following: Weaving With a Loom. - texture collage Adventures with - relief sand-casting Knitting. - environmental relief A FirSt Book of - monolithic mass-carvingin Leather-working. plaster Graded Lessons in - penetrated form - papier Macrame, Knotting mache on wire and Netting. -three-dimensional/linear wire sculpture - pll-lor/stabile -cardbdard - planor/linearmobile - wood sculpture. 482 FINE ARTS AND INDIVIDUAL EXPRESSION Level 6 B. Art

~~OBJECTIVES TEACHINC STRATEGIES MATERIALS~~

~~The student:~~

~~Avoid direce experiences with fibres.~~

Junior High School. . Deinonstrates u recin the of the potentialities of following: Art Curticulum Guide. synthetic media. - .painting: texture, translu- Plastics as an Art scent, acrylic sheets, Form. cellulose, joint filler Sculpture in Plastfcs. - sculpture: modelling paste, Painting with Synthetic

acrylic sheets, cellulose, Media, , joint filler. Polymer Painting. - graphics: collotypes, The Rainy Day Book. efchJng, ceflulose, joint Recipes for Art and filler Craft Material. - mosaics,andstained glass effects: grout, leading, tesserae, laminations - textiles: stencil mgthod, painting method, batik method - wall hangings - etching andengraving - carving: styrofoam, urethane.

Demonstrates ability in Nate: All students must Junior High'School the various techniques of learn what tools and equip- Art Curriculum Guide. working with clay, decorat-ment may be utilized and Ceramics,-A Potter's ing and of firing (ceramicshow to handle and care for Handbook. Makiug Pottery ' anepottery). , them. Withoue Have a class discussion on The Complete Book the cultural influences on 'of Ceramic ATt. the ceramic arts. Pottery and Ceramic Sculpture., Use demontration of basic techniques, e.og. wedging, texturing and provide information on storage and decoration of the following: - pincharid coil pots -aRplIque, 5 graffito, cameo, resist - glazing andfiTing procedures - slab pottery 483 4 ' a FINE ARTS AND INDIVIDU4EXPRESSION Level 6 B. Art

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~`c The student:~~

~~forming clay over objects, e.g. bowls ceramic jewellery ceramic tiles uses of grog ceramic sculpture.~~

Demonstrates ability to Texture the ink or glue that . Junior High Art Guide. , experience progression of is used in.all techniques of Cre4ive Frintmaking. ideas and skills in print- printmaking with sand, saw- , Relief Printmakihg. making. dust, etc. Make textured variations on the print by using bits of thread, paper 'or tape urider the printing paper. Position on a sheet ofcardb^.r,1 p1acr,41 on the 4 bed. Use this method with j lighlt7weight paper.

~~Prdvide experiences in.the followingr - monoprint - mask and stencil - built up surfaces - relief printing - collograph.~~

Demonstrates awareness of _Incorporate fabric into paint- how color and textural ing, cy.lage, printmaking, effects may be achieved soft sculpture, ald a variety and employed In a decora- of crafts. tive manner (fabric and fabric decoration). Provide experiences in the following: - weaving tie dyeing - batik - stitchery - applique - printing Onfabric - macrame.

~~484 4!JS FINE ARTS AND INDIVIDUAL EXPRESSION Level 6 - C. Drama a~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student:~~

Demonstrates ability' to Have students maintain focus Curriculum Guide focus complete attention ' during exercises: ,dance, for Drama. on a,specific exercise. improvisation, speech exer- Training the cises, mohologue,,twp Charac- Speaking Voice.- ter scent, poetic reading. -Nobody in the Cast.

~~Use scripted exercises style, technique, researoh, tech- nical assignment and character analysi.s.~~

Demonstrates ability to ex- Use basic routine of exercise Stage Make-up. press himself through for relaxation, stimulation, Th4 Handbook of movement. warm-up. Incluile: .the Theatre. - basic stage positions- FundamentalS of - choreographed blocking Play Directing. accommodation of movement according to the needs of character portrayal - motivation for movement - space, xime, rhythm, dynamics.

~~Demonstrates awareness of Have studenes develop sensory A Handbook of the five sense. recall thrilligh observation, Stanislovski. pantomime, to enhance com- municatipn and comprehension abilities.~~

~~Develop emotidnal recall through using Stanislovski's method approach.~~

~~Teach student to develop and retain illusions of believ- ability.~~

~~Demonstrates increasing ability to communicate sensory experiences.~~

~~485 FINE ARTS AND INDIVIDUAL EXPRESSION Level 6 C. C. Drama~~

~~. OBJECTIVES TEACHING STRATEGIES MATERIALS~~

~~The student!~~

Have students interpret and learn characters' lineg to C. recreate thought, 'factual meaning subtext, motivating desire, cues, topping, ad-lib, energy, tempo, stage whispers, 0 laughing, crying. Demonstrates awareness of Discuss basic physiology of- Improvisation - the more subtle aspects of voice, e.g. breath control, Discovery and the physiological processes projection, articulation, Oro-Creativity in of voice.production. nounciation, resonance rate, Drama. inflection, pitch intondtidn. Oral Interpretation.

~~Use monologues, speeches, interviews.~~

Demonstrates ability to co- Stfess importtnce of oral Concise Higtory 'ordinate language, body and interpretation for expression, of tbe Theatre. voice for effective commu- impression, imagery, phrasing.. nication. pauses, visualizations in monologue speeches, Reader's Theatre.

Demonstrates ability in theeHave students plot elements areas of improvisation, into improvisations, e.g.'ex- .)characterization and acting.position,,conflicts, rising action, climax falling adtion, resolution.

~~Have student write scenarios for improvisations, media shows, shooting schedules, film with voice over.~~

~~Do character analysis showing Scene Design ond internal/externar qualities; Stage Lighting. motivation, character in play, Teaáhing Drama. type of play,style form, mood,,theme, plot, structure.~~

~~Have student practise charac- Improvisation for ter acting, e.g. protagonist, the Theatre. antagonigt, supporting. Basic Drama Projects.~~

~~486~~

~~> PINE ARTS AND INDIVIDUAL EXPRESSION. leVel 6 C. Drama~~

~~% MATERIALS OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

~~Have student act in comedy, Voice And Speech. comic sense, visual sense, Development in Drama. double-take, timing pace, restraint.~~

~~Have student act in tragedy 4 and other non-comedic roles for characterization, control internal motivation, simplicity, universality.~~

~~Have student show internali- zation of script through use of memorization, unit mem-. orizing, over learning lines, speed drills.~~

~~Leap to Life. 'Demonstrates understanding Select and analyze scripts, oC director's purpose. prompt book.~~

~~Teach stage composition, blocking for emphasis, balance, variety, unity.~~

Demonstrates ability to Through on-going classroom organize a play production. experiences acquaint student with: tryouts, z:asting,-- lackstage crew, stage manager, assigned responsibilities, rehearsal schedule, rehearsal by units,Ter- formance schedule, theatre etiquette.

~~Teach advantages and dis-' advantages of staging arena, proscenium style and other attendanf-problems of light- N, Ing and blocking.~~

~~487 \ FINE ARTS AND,INDIVIDUAL EXPRESSION Layel 6 J C. ,Drama~~

~~V pBJEdTIVES TEACHING STRATEGiES ,MATERIALS~~

~~^,5 t, The student: I~~

Demonstrates ability in Provide students with experi- the area of stage manage- ences in the following areas': mente auditorium/studio requirements, stage*terms, stage equipment, power and hand . tools, scenery buildidg, scenery design, types of tenery.-

~~,Have students.become familiar with basic lighting terms, tunhing production, cue sheet, prompting and crew responsi- , bilities.~~

Demonstrates understanding Have a class discussion. of theatre.history. ;Use films and\books on Greek, Romn, Itallan,\"Spanish, Renaissance-and Commedia del Arte; Elizabethan, French Renaissance, RestarAtipn, 19th Century Centinental and America, 20th.antury,

~~Demonstrates ability to -Have a classrooth discussion on use consttuctive dramatic .dtamatic critiCism; define it. criticism:- - Discuss classroom critics, professional critics and critics ethics.~~

~~e Use class and individual critiques of Min, ballef, opera.~~

~~Discuss audience etiquette.~~

~~'Have touting artists/actors/ compinies.visit school, pre and post,tour. ,~~

~~Go on field trips tq live - theatre. 4.~~

~~488 'TINE'ARTS AND INDIVIDUAL EXPkES'SION Level. 6 C. Diama~~

~~OBJECTIVES TEACHING STRATEGIES ,MATERIALS~~

~~. The clident:~~

~~Demonstrates appreciation for drathatic literature through a variety of dramatic productions.1~~

~~Demonstrates understanding Have students discuss basic of the usa of make-up and prinCiples of straight and costuhes. 'character make-up', and duties of the make-up crew. .Practise~~

~~where appropriate. ,~~

~~Have students discuss Costume requirements,'design,'line, fabric, color,decoration and the duties of the costume crew.~~

~~489 5U3 .1111111.11W~~

~~is FINE ARTS AND INDIVIDUALEXPRESSL. 1.~~

~~D. -teisure Time Activities~~

~~'Many of the games and activities listed in Levels 4 and 5 are suitable for Junior and Senior High'School students. In addition the following games and activities may be included:~~

~~.- whist - solitaire -bridge - woodwork - canasta - leatherwork 1 - poker - sculpting.~~

~~The list of active recreational pursuits listed in Levels 4 and' 5 may be expanded by adding the. following:~~

~~-weightlifting. - rowing and canoeing divin - golfing - archery - curling. - target shooting.~~

The visually impaired student at the Junior and Senior High Schoollevel should be encouraged to participate fully it all socialactivIties in the school such as clubs, dance,s, student council, year-hook, productions,plays, etc.

~~41,~~

~~1..~~

~~.490 .~~

~~50.1 p- .. CITIZENSHIP AND INDIVIDUAL RESPONSIBILITI~~

~~Level 6 4. A. At Home~~

~~NNW~~

~~OBJECTIVES TEACHING STRATEGIES ,- MATERIALS- ,~~

~~The student: - 4 Demonstrates awareness of schdnging types/roles of the family in society.-~~

~~- . Assumes roles and responsiUtilize discussion of roles,.. Parenting. 4,~~

~~bikities associated with e.g. employees, consumers, Marooned. . being an independent adult. participants in recreational Family Life.~~

~~.. ' activities.~~

~~Demonstrates responsible o attitude towards 'property : , .. of self and others.~~

~~. ,* 4. Identifies and ut:ilizes strategies for coping with change. .:- Demonstrates understanding of how to ube community agencies appropriately.~~

~~, Participates in community r in a variety of ioles. ;~~

~~..1 , t. ,~~

~~.t.~~

~~I ..~~

~~, 491 IS I. 0 0. t~~

~~o -, : CirIZENSHIP%Abin INDIVIQUAL RESPONSIBILITY 0111, levc.1 6~~

~~B 4t School - 4~~

~~/ " OBJECTIVES TEACHING STRATEGIES MATERIALS ,~~

~~ral=r111711. VS! .1% The student:. : Demonstrates respect for Utilize class discus0.0. the personal property of 4. ott-ers.~~

~~ParticIps,tes iv decisfons regaraing.rules.~~

~~. Wentifies privileges and consequenceb associated , with school ruTes and routines.~~

~~Accepis responsibility for own behavior and duties,ap-1 4 proRriate to age.. 4.~~

~~Assumes a delegated or Assign or Aec'students to 4 -elected position of author-t)ositions of aythoricy; have pity in a responsible man-, dhem work cooPeratively on ner. responsibilities of the~~

~~-$.~~

~~S. ot.~~

~~e. 2:TIZENSHIP AND INDIVIDUAL RESPONSIBILITY vel 61 4 G. C6mmunity and_Country~~

~~OBJECTIVES TEACHING STRATEGIES MATERIALS~~

The "seudent: 4 Identifies federal agencies.Go on field tripg to federal buildings; invite guest speakers such as: people, front manpower, department of transport. 1 Demonstrates ability to Have gtudents 4ply for Social locate and utilize govern- Insurance Numbers. %. ment services. Invite resource person from C.N.I.B. to discuss how visually impairedpedple obtain information... I

Demonstrates,understanding Discuss unique'characteristfc:Materials from that diplomatic and trade of specific countries, re: Department of relationships vary between passports, visas, ease of Trade and Tourism countries. traiiel; and trade relations...

~~, Agguales responsibility - ,withincommunity.~~

~~Demonstrates knowledge of See Social Studies section: the.grOupings of countries and the power blocks within ' the world.~~

~~Demonstrates awareness of Involve students in multicultural differences cultural fair. Discuss len- throughout the world. guage'customs, currency, music.~~

~~Demonstrates understanding Go on a field trip to Courf. of legal rights and responsibilities.~~

~~4 Demonstrates understanding Have a panel digcuL5iOn with of the respOnsibilities of representatives from each eaCh level of government. level of government.~~

~~Hold mock parliament elections~~

~~in classroom: '~~

~~493~~

~~I. CITIZENSHIP AND INDIVIDUALRE#PONSIBILITY Level 6 C. Communi,ty and Country~~

~~OBJECTIVES TEACHING STRATEGIES ,MATERIALS~~

~~The student:~~

~~Demonstrates awareness and Invite guest speakers; understanding of federal e.g. lawyer, judge, R.C.M.P. rules and laws.~~

Demonstrates understanding Discuss difference,between-a Materials from of the need for passports passport and a N:Irisk. Department of and visas when travelling. Immigation. Invite guest speaker.from- Federal Department of Immigra- tion.

~~494, A 4' CITIZENSHIP AND INDIVIDUAL RESPONSIBILITIES Level 6 D. Current Events~~

~~MATERIALS'. OBJECTIVES TEACHING STRATEGIES~~

~~The student:~~

~~Identifies major news See Social Studies section. stories: local, provin-: clal, national, inter- Set up debate, e.g. political national. issues.~~

~~Set up class, school newspaper.~~

~~Take field trip to local newspaper, television. statiod.~~

~~Invite guest speaker from media - newspaper reporter, meteorologist.~~

~~11)~~

~~Jo, 495 " 5' 4) CITIZENSBill AND INDIVIDUAL RESPONSIBILITY Level 6 E. EnvirOnmental Education~~

~~OBJECTIVES FEACHING STRATgGIES MATERIALS 0~~

~~1. kSliqa~~

~~The student:~~

Practises responsibility jiave students set up a*model Town or City By-Laws: with regards to the natural NO TRACE camp in a nearby Government environment. park, complete with tent, Environmental Resource cOOking.equipment, etc. Materials Guide.

~~Rave them dismantle the site withbut a trace of their having been there at all (no cut branches, no fire marks, no litter, no tent peg'holes, etc.).~~

~~Prepare a "checklist" of do's and don't's for a family holiday trip. Discuss.~~

~~Demonstrates knowledge'of econom4 and sooial effects of world's weather patterns.~~

~~2. Natural Phentena~~

~~Demonstrates undestanding of natural disastTS, e.g. tornado.. ,"~~

~~3. Eneray.~~

~~States advantages disadvantages of,varous energy sources.~~

~~Demonstrates respo sibiiityHave a class discussion about in making energy-donsumpH advantages of carpools, public tion decisions. \ transit, etc.~~

~~496 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 6 E. Environmental Education~~

~~OBJECTIVES TEACHING.STRATEGIES ' MATERIALS~~

~~4, Pollution~~

~~The student:.~~

~~Demonstrates correct dis- Arrange a 'amping trip of an posal methods, e.g. nap- 4overnight duration to kins, dish water.- practise many of these principles. Involve a few parents.~~

Demonstrates knowledge of Have students examine city 'the regulationg in exist- by-laws governing moise,, weed ence to protect the en- control, waste disposal and ifironment. apply to his specific life. situation.

~~Recognizes his right tospeak out if he sees an environmental offencethlt affects his enjoyment of nature or his health, e.g. smoking.~~

Examines ffelds of work Show films from the Natioua? Cangdian Classification .Dictionary of . that is carried out in the Film Board dealing with the natural setting, e.g. land- topic of career exploration Occmpations. scape worker, tree nursexy and choice. Provide explicit S lary and Wage worker, lumber or forestry description. R te Survey. -trorker. Go on field trip to industries relating to the environmental field to expose the student tooreal life situations.

~~Arrange a career day/week and invite visitors to come into the school to talk about theirjobs and to answer questions on the spot.~~

~~Assist student to locate in the Dictionary of Occupations the environmental health hazards inherent in various jobs, e.g. mining and black- lung.~~

~~497 .CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY Level 6 E. Environmental Education~~

~~fs' OBJECTIVEi 'TEACHING STRATEGIES' MATERIALS~~

~~The student: 1 Demonstrates knowledge of environmental service :industries.~~

~~Demonstrates awareness of - the dangers of industrial noise, and an understanding of preventative measures.~~

~~5. Conservatioh~~

~~Practises various methods of conservation, e.g. recycling paper.~~

~~Given a choice of two equal products opts for the one with fewer negative envilnn- mental effects.~~

~~Dem9nstrates dn dwareness of energy-saving innovations in,the-transportation industry and public respon- ,sibility eo support these innovations.~~

~~6. Safety~~

~~Demonstrates ability to practise survival methods.~~

~~Practises water safety, e.g. swimming and boating.~~

~~Demonstrates competency andDuring industrial education safety in the performance program have student practise of several out-of-doors small engine repair and main-~~

activities about the home, tenance. , e.g. use of dhe lawn mower, ..are and use of a rototil- Invite the school caretaker to ler, proper use of a-step instruct the sLudent in proper extension ladder. use of the lawnmower.

~~498~~

~~54 -CITIZENSHIP AND INDIVIDUAL RESPONSIBIIITY Level 6" E. Environmental Education~~

~~, MATERIALS OBJECTIVES . TEACHING STRATEGIES~~

~~The student:~~

~~Demonstrates responsible behavior in parks,,etc.~~

~~Demonstrates knowledge 'of Have,a discussion about risks possible dangers of various involved in travel on frozen terrains. lakes, icy roads, etc.~~

~~499 513 APPENDIX A~~

~~OVERVIEW VI*LIVIN0 liOCATIONAL'S.KILLS,OVER"I~~

~~'LEVEL 2, LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~v:mtSTAN0ING SUP AND GETTING Atm vniERS ',nowledge of Self~~

~~I. Personal Characteristics/ Self Identification s. emonstrates understanding of 4 the use of napes. p. 166~~

States full name, age, address,States/writes/brailles: name, States/writes/brailles: and telephone number. p. 166 age, address, telephone locality, province, country, number. p. 228 ethnic background, ages of family members, birthdate, class, room-number. p. 309

States names of family members.States name of school, nates Identifies extended family Identifies significant public p. 166 of family members. p. 228 relationships.'4).'309 figures and the office held (Mhyor, Premier),. p. 370

Calls significant persons by Identifies self in gbotographs,Identifies significant othersIdentifies self from Identifiesothe need and name (family, class-mates, family members by sight or by physical and behavioral 1 descriptions by others with function of self-identifying friends). p. 166 in photo, (partially sighted) cues. p. 309 regard to physical character- information, e.g. T.D. boys and giils by names, istics and behavioral number, social insurance - property by appropriate print/ charaeteristics. p.4370 number. p. 438 brailled labels. p. 228

Identifies things which he Identifies some areas of Identifies, demonstrates or Identifies or describes an Relates peisonal icterests, likes and does not like to do. strength (things he can do describes some interests.or increasing number of interestsabilities, limitations to 6 r prbferences, abilities or vocational and other P. 166 well) and some areas of preferences, abilities or interest. p. 228 talents,/e.g. sports, arts, talents. p. 307 selection of activities. Identifies things which he does cooking. p. 309 p. 438 well. p. 166 ft' '1 ( Vt LiVING VOCATIONALrSKILLS.OVERVIE4

~~LEVEL 2 LEVEL 3 LEVEL.4 LEVEL .5 Lgvei6~~

rhystcal differences Recognizes differing physical Realfies and accepts physical Recognizes and accepts Recognizes Jind accepts, areas q adults and children. abilities between,peers. limitations (poor vision, physical limitations and the where an individual effort can improve physical perfo I p. 228 lack of strength)',p. 309 range,of diffeierfce between individuals. p.370 ange and those where it can% not. 0: 438

~~! Physical Self~~

, . identifies the five senses and Identifies the five senses Interprets and categorizes Interprets anc) categorizes Interprets and categorizes ,indicates the body part and indicates body part appropriate visual images, sensory input With some sensory input with increasing accuracy. p: tnyolved. p. 166 involved. p. 229 sounds, tastes, smelly,. and . accunacy. p. 370 tactile experiences. p. 309 '

Demonstrates understanding that Demon'strates some understand- Recognizeeconcepts reluted Identifies physical changes he IS a living thing. p. 167 ing of concepts related to to growth and development (age,resulting from growth and growth and development. height, weight, strength, in- development. p.370 - p. 229 creasing knowledge and skills). P. 310 C:) 1J Demonstrates understanding Identifies physickter- Recognizes xhat physical Identifies the effect of that people have physical ences and similarities between-differences may affect oc- physical handtcaps or dis- differences. p. 229 self.and others.p. 310 cupational and personal orders on self and othcrs. choices. p. 371 p. 438

~~Demonstrates initial underatand-Practises appropriate he- ing of behavior which is ap- havior in public. p. 229 propriate in public/in private. P. 167~~

~~Begins to develop Al. understanding of the concept of privacy. p. 229~~

~~<1. Begins to develop bed§ image. Develops body image. p. 230 p. 167~~

~~- VI LIVING VOCATiONAL SKILLS,OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL LEVEL 5 LEVEL 6~~

Demonstrates understandidg of that people are Demonstrates understanding of Identifies sex differences Identifies physical sex intercourse, pregnancy, birth, ,,!.. mule or female. own sexuality. p. 230 Setween males and females, changes and feelings arising including appropriate identi- from awareness of sexuality. ventral disease, birth centrol fication of primaryoand p. 371 p. 438 secondary sexual characteristics. p. '310

~~Practiseä appropriate public b sexual behavier- p. 439."~~

3. . Emotional Self 5. Identifies increasing num* Identifies specific emotions Identifies.specific emotions Identifies spectfic emotiond Identifies'increasing number, of emotions in self and . in self and others. p.167 in self and others from- in self and others. p. 310 of emotions in self and facial expression,' posture, others with some accuracy. others with increasinOlc- verbalizations.p. 230 P. 371 cuiacy. p..439

Demonstrates increasing Recognizes the existenre of a Identifies mmotions frmu a Identifies emotionb from a Recognizes mixed emotions or awareness of mixed and wide range of emotioas and variety of stimual(pictures, variety of stimuli in'picto- changing emotions. p, .371 changing emotions, ie self feelings. p.167 stories, pantomime):p. 230 rial and written form (for partially sighted) and broil- slid others. p. 439 led materials (for blind) through both"verbal and non- verbal cues. p.' 310

~~%%. Distinguishes degrees of Describes emotional state emotion (pleasant, ecstatic). with accuracy. 03. 439 P. 371~~

Predicts emotional reaction De nstrates understandini Recognizes that people can Identikies causes-of emotions.°Demonstrates increasing awareness gf causes of of self and others in a tht feelings can be expresed makemne another happy or sadP. 310 emotions and consequences of givewsituation. p. 439 inappropriate or inappropriateby things they say or do. eiotional reactions. p.371 was. p.;167 P. 230

Identifies consequences of' Recognizes the relationship Recognizes that emotlenal. emotional reactions. p."310 between emotion and behavior..states vary with the indivi- P. 371 dual and,circumstances. p.439 , 4 ' 4 .0 VI LIVING VOCATIOgAL SKILLg. OVERVIEW

~~LEVEL 2 LEVEL 3 LEVEL 4 I LEVEL 5 LEVEL 6~~

Indicates when he is feeling Recognizes signs and causes Recogni2es and categorizes 4' uncomfortable'. p.230 of-stress in self and others. the cauqes of stress in self p. 311 and others, e:g. threat, conflict, frustration. p. 372

Demonstrates ability to relax.Practises relaxation with Identifies and discusses ap- Identifies and describqs appropriate/inappropriate ways P. 230 guidance. p. 311 propriate ways of dealing, with stress. p.372 of dealing with stress. p. 439

~~Identifies and discusses ways in which some stress is beneficial rather than harmful, e.g. pressure to complete a task. p. 440~~

Demonstrates ability to cope Demonstptes ability to cope CS with stress. p. 372 with seress. T. 440 % Responds appropriately po Expcesses emotions appropri- Expresses emotions appropri- Expresses and controls emotions in a variety of feelings. p. 231.' ately in a variety pf situa- ately with regard to situal. tions. p. .311 tion, intensity, relationshipsettings. p. 440 p. 372

~~Controls various emotions In a variety of settings. p.372~~

Begins to cont.rol emotional Demonstrates understanding of Recognizes and avoids poten- Demonstrates 'increasing skill reaction to stressfill.situa- the difference between being tially provoking situations in recognizing and avoiding tions (criticism and blame, assertive andbeing aggres- (in familiar surroundings). potentially provoking situa- friendly teasing). p. 231 sive. p. 311 p. 372 .tions, including.unfamiliar 'situationsop. 440 \ Begins to use appropriate Responds1, appropriately to

~~verbal or physical behavior ) proVoking situations. instead of aggressive acts lin' p. 372~~

~~response to provoking situa- '1 tions. p. 311 VI LIVING NOCATIONAL SKILLS:OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~Recognizes how a stressful situation could have been avoided, or handled more appropriately. p. 311~~

~~SoZial Relationships~~

~~' Needs and Motivations~~

Distinguishes between needs Identifies human needs whiih Identifies personalneeds and wants. p.312 are physical and those which which may exist in the future, are emotional. p.373 or in unfamiliar situations. p. 441

Demonstriltes understanding Identifies basic needs of Identifies basic needs of Categorizes needs by im- that food, shelter and sarety, belonging and safety, belonging and mediacy and importance. clothing are basic needs. adequacy. p. 312 adequacy. p. 373 p. 441 p. 232

Identifies those who' provide lAientifies how basicneeds /dentifies how basic needs Identifies ways in which these basic needs for him. can be provided for. P. 312 can be provided for. p. 373 predicted needs can be met p. 441 P. 232 by himself or others.

Recognizes the relationshiP ReCognizes the relationship Identifies situations in between behavior and needs or between behavior and needs orwhich satisfaction Of personal motives. p. 312 motives. p. 373 needs must be delayed or foregone because of the needs of others. p. 441,

Begins to identify situations Identifies situations in Identifies an increasing dum- Identifies an increasing num-Identifies when two personal in which people need to help which people need help or ber of situations in which ber of situations in which needs may be in conflict and each other. p. 169 protection (ill, hurt, lost), people need help,(alone, left people need help (alone, left suggests appropriate resolu- in real or fantasy situations.out, failure, rejected). out, failnre, rejected). tion of the conflict. p. 441 p. 232 P. 312 p. 373 VI LIVING VOCATIONAL SKILLS OVERVIEW

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

Identifies sources of help Recognizes that adults *. ... understanding that Identifies sources of help Identifies sources of help including family, school, com-identify and seek help from ison, it various times, for specific problem situa- including family, school, com- appropriate sources in- 'teed help and be able to tions (cut finger, lost mit- munity, health and mental munity, health and mental p. 373 dependently. p. 441 .tter it to others. p. ,169 ten). p. 232 health personnel. p.312 health personnel.

?. Faciors Affecting Relation- ips Recognizes that roles can Develops increasing awareness CatAorizes familiar and un- Given a situation, indicates Recognizes that age and change from time to time and of people in terms of role, age familiar people in terms of appropriate responses to status differences affect the from situation even when the groups, social groups, age, role (younger, oldest). persons in varying roles ways in which people rel'ate p. 374 people involved remain the e.g..famdly, friends. -p. 169 p. 232 (sibling, classmates, stranger to one another. - child, stranger - adult), same. p. 441 p. 313

Categorizes people in terms Demonstrates respect, protec- Indicates how age and status Recognizes that relation- of familiarity (family, tion, cooperation, caring for differences affect relationships change as child friend, acquaintances, other people. p. 313 ships, e.g. child to adult, matures into an adult. p. 441 teachers). p. 232 child to child, adult to adult. p.374

~~Recognizest.that the degree ofRecognizes that people need familiarity affects the ways protection and structure. in which people relate to p. 442 one another. p. 374~~

~~Recognizes that people are expected to be independent and responsible. p. 442~~

Recognizes that rdles as- Demonstrates knowledge of own Distinguishes girls from boys Shares ititerest with peer - Recognizes that sex affects the ways in which people sociated with a given sex sex. in a variety of ways (name, 4group of same and opposite p. 169 p. 442 Appearance, voice for blind, sex. p. 313 relate to one another. are changing. pictures for partially P 374 sighted). P. 233 Recognizes that people have differing expectations for sex role behavior. p. 442

~~. . .?; t. VI LIVING VOCATIMAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 ....-~~

~~1. Ilan4lif° Social Interaction .~~

Expressive Communication Skills ) Demonstrates a continuing :ommunicates in a variety of Communicates in a number of Communicates more effectively Demon..trates increased skill in communicating with others, development of communication 4ityh. p. 169 ways (gestures, speaking, with others (appropriate as- writing, facial expressions sertion for needs, direct P. 374 skills. p. 442 for the visually'impaired). messages). p. 313

p. 233 . Seeks attention appropriately. 5eeks attention appropriately. . p. 170 0 P 233 4 Obtains information from Practises appropriate ques- others by asking appropriate tioning techniques. p. 313 questions. p. 233

~~Responlis to the questions of others, gives information when asked. p. 233~~

Communicates effectively in ommunicates with others in Communicates with others in Communicates effectively with Communicates effectively in public meetings. p. 442 socially acceptable ways. socially acceptable ways others in socially appropriate small groups. p. 375

~~(taking turns, getting at- ways. p. 313 . p. 170 ' tention before speaking, demonstrating courtesy). p.234~~

Demonstrates ability to in- Participates in various forms Participates in more formal troduce himself to an indivi-of communication, e.g. group types of cOmmunication (de- dual or a group. p. 234 'discussion. p. 313 bate, discussion, meetings, p. 375 . . interviews). .

Recognizes and uses appropri- Recognizes and uses appropri-Uses appropriate communica- ate speech in social situa- ate speech in social :Anis- tion In various settings. p. 442 tions. p. 314 tions'. P. 375

~~t"f VI tiVING'VOCAiIONAI. SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

Identiftzs and deals with Identifies and deals with Identifies a wider nulber of some blocks to communication blocks to communication in blocks to communicaiion snd ia self and others. p. 314 self and others. p. 375 how to deal effectively with these. p. 442

~~Checks out whether communica-Refines abilitito gheck 0 tton was received as intendedcommunication. P. 442 p. 375~~

Communicates feelings 'ef- Communicates basic feelings to Communicates basic feelings to Communicates a wider range of Communicates a wide range of 314 feelings with increasing ac- fectively in a wide,variety others. p. 170 others-. p. 234 feelings to others. p. curacy. p. 375 of settings.% p. 442'

b) Receptive Communication Skills 4 Demonstrates increased skill Follows simple oral directions. Follows oral directions. Demonstrates that he has 'at- Listens/attends"to increas- p. 170 p. 234 tended to an activity follow- ingly complexeinstructions in listening by "checking out" ing directions (describing with comprehension. p. 375 what the speaker is saying, both affective content and in- co Responds appropriately to it, identifying the main idea, , p. 443 introductions of new people. paraphrasing, answering formational content. p. 170 questions). p. 314

Practises interpersonal com- Demonstrates ability to listen Demonstrates listening and Demonstrates listening and . Demonstrates ability, to use attending behaviors. p. 314 different types of listening munication skills. p. 443 attentively. p. 170 attending behaviors. , Pe 234 for different.purposes (pas- sive..analmtical). p. 375

~~t< Separates fact\and,oPinion. .Detects bias, prejudice, or p. 375 propaganda. p. 443~~

Recognizes when another per- Identifies behaviors which Identifies possible feelings Demonstrates understanding of son is attending/listening. show when a person is listen- of speaker and lists be- how the use of gestures, p. 234 ing or attending. p. 314 havior which supports these asides, satire, voice in- assumptions. p. 375 flection affects meaning. p. 443 VI LIVING VoCATIONAL WLLS OVERVIEk

~~LEVEL 2 LEVEL 3 LEVEL 4 , LEVEL 5 LEVEL 6 /~~

~~,) p1,110. Isiviniand~~

' ision 'Wang 0 A nikes simple choices, Practises making personal Identifies what inforeation Demonstrates understanding of e.g. which toy to play with. decisions in the classroom. is needed to make decision. the terms: problems, p. 170 p. 235 P. 314 decision, consequences, solution. p. 376 4 Applies steps in problem Begins to participate in Participates in deeision Given steps in problem solvingDemonstrates the steps of problem solving new and solving to new and personal decision making process. making process. p. 235 demonstrates understanding of personal experiences with experiences or situations. p. 170 the process. p. 314 minimal superVision. p. 376p. 443

Begins to recognire conse- Recognizes possible conse- Recognizes that alternative Demonstrates knowledge that quences of his choice. quences of decisions. .poices may be made. p. 314 accurate and complete information aidsAll appropriate p. 170 P. 235 decision Taking. p. 376

~~Collects informaeion relevant to ths 'decision being Made. p. 376~~

~~Demonstrates abilitytog Makes decisions in an appro-~~

~~evaluate most appropriate': priate manner, having ob- . p. 376 taincd available information, weighed alternatives and evaluated possible conse-~~

~~quences. p. 443 .~~

Demonstrates increased aware- Develops an awareness of Recogni s his needs and the Identifies a prdblem situationIdentifies factors which caime how potential problem needs of thers in problem and suggests a possible problem. p. 315 ness of how problems are situations can be avoided. solving si uations. p. 171 solution. p. 235 caused. P. 376 p. 443

~~4; 9 .34t 5 )1; 41: ,74t* VI LIVING VOGATIONAL SKILLS 0VgRVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL LEVEL .5 ' LEVEL 6~~

Participates in appropriate' Identifies a conflict situa- Demonstrates inereasing Uses,conflict management conflict, management straee- tion and applies conflict ability to apply constructive strategies in new and par.;.. gies: caking turns, apolo- management strategies under conflict manageMent tech- soma experiences and (ft gizing, soliciting, inter- direction of teacher. p. 315 aquas wigh increasing in-. situations, p. 443 ; vention, sharing. p. 235 dePendence, p. 376

~~+. Rules and Routines~~

Ideiltifies rules of behavior Identified probable rule,s Recognizes, discusses and ' StatCs the behavior expected Identifies school rules and in a number of unfamiliar -predicts a routine sequence of (sharing, considerat'ion, recograzes transgressions of in-a variety of familiar situations, e.g. on the job, wants, eit'home and school. respect, cooperation, good these. p.315 situations (field trips, public facility. p. 444 p. 171 manners) when given a situa- parties; spirts activities). tion at home or school. p.235 P. 376

Follows rules of appropriate Recognizes necessity for.rules Demonstrates appropriate ad- Follows rules of appropriate Follows rules of appropriate behavior in a variety of behhvior in a variety.of in groups. p. 171 herence to sAmple rules in behavior in school and on the the classrodm and on the playground, without direct familiar situations. p. 377 unfamiliar settings by - playground. p. 236 supervision. p. 315 modelling appropriate be-% havior of otheig.

- Identifies t)e potential Demonstrates understanding Identifies and accepts conse- Identifies consequences of Identifias the'pdtential consequences of breaking consequences of'broaking that breaking rules has quences of breaking class , breaking rules (in community). rules in a variety of rules in 4 variety'of un- consequences. p.171 rules. p. 236 p. 315 familiar situations. p..377 familiar situations. p. 444

FOrmulates rules foi un- Demobstrates understanding Identifies rulch wilich cannot Identifies the need for Formulates routines/tulcs for familiar situations and that people need rules to be changed and roWines whi-b roUtines and rules (order, familiar situations and identifies donsequences. p.444 organize their lives. p.171 can be modified. p. 236 protection, equality5. p. 315 identifies:consequences.p.377

' Recognizes the need to Demonstrates understanding Demonstrates understanding Identifies situations which Identifies ways in which abide by'rules even when that group rules may be modifi-that routines and rules =ides require the establishment of rules made by others may be not agreeing with them. ed, depending on the situation. by the group may be modified, routines or rules in school modified, e.g. voting. 377 p. 444 p.171 depending on the situation, or on the playground. p. 315\ p. e.g. rules for games. p. 236

Recognizes rules that ralAte Recognize, need to follow Recognizes need to follow Recognizes need to follow Recognizes that special Tules specifiCally to visually im- directions of adillts when directions of adults when rules when travelling either govern Orientation and Mobility for visually impair- paired, e.g. guide dogs, travelIinge p. 171 travelling. p. 236 alone or with sighted guide. p. 315 ed students. p. 377 white canes. p,,444

~~1 VI LIV NG VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3~~

Sort., 'Identifies roles in unfamiliar :.ties characteristics of .Identifies roles associated Ident fies roles associated, Identifies roles associated situations and ascribes tsmily roles, e.g. mother, with the family and lists with he school and states with the community and states probablexharacteristics to tsther, sister, brother. some characteri/tics of some of the characteristics same the characteristics these roles (mother, father, of these roles. p. 316 of these roles. P. 377 these ro1es, e.g. boss/ p. 172 employee. p. 444 sister, grandmother). p. 236

Recognizes the difference :.,..,:ognizes leadership of Identifie, leaders within the Assume's leader roles'in the between official and unof- adults. p. 172 classroom or playground. classreom/pl4ground with p. 236 peers in structured situa- ficial' roles, e.g. president tions (games, classroom vs.friend. p. 377 activities). p,\1.6

Recognizes the authority and Begins to recogni e that rolesRecognizes the privileges andRecognizes that conflict responsibilities associated may involve rights and privi- obligations associated with a may arise when people behave with some adult roles. leges, duties and obligations. variety of roles, e.g. stu- in ways not consistent with role expectations, e.g. police p. 236 p. 316 dent/teacher, liild/parent. p. 377 officers who break the law. p. 444

Recognizes that a person Identities own multiple role Identifies multiple-role of Recognizes that adults have Recognizes that a given per- must assume different roles in iamilv, e.g. son, grandson, familiar adults, e.g.father multiple roles (teacher, son may assume several roles at the same time, e.g. cub at different times in his brother. p.172 is also employee. p. 237 friend; student, nurse). P. 316 leader, student, child. life, e.g. child, parent, p. 378 student, employee. p. 445

6. Valucs_and Social Expectations Behaves appropriately in all Demonstrates appropriate be- Demonstrates understanding Demonstrates appropriate be- social situations. p. 378 havior at home and school. that appropriate behaviors havior in home, school and, community. p. 316 p. 172 vary according to situations. p. 237 e VI LIVING'VOCATIONAL SKILLS OVERVIEW

~~LEVEL 2 ' LEVEL 3 LEVEL 4 LEVEL 5.. LEVEL 6~~

Recognizes that values and m..mou.terkr- initial under- Identifies differences in Nmmonstrates awareness,of Demonstrates understanding of differences in cultures exist- the relationship between social customs'vary with the -t t ch., people have cultures, e.g. costume, food,

' culture and that a custom varvitig values, customs, and language. p. 237 ing in commuhity and province social customs and values. or value appropriate in one ,,ocial expectations. p. 172 (including Indians, other p. 378 ethnic groups, special events, setting may not be so in an- etc.). p. 316 other, e.g. Hutterites. fl p. 445

Relates personal values to Kepeats simple do's at4don't's Recognizes basic values, Recognizes basic societal Determines a person's values from his goals, interests, those of society. p. 445 of behavior. p. 172 e.g. honesty, kindness. values: honesty, kindness, p. 237 helpfulness, cooperation, attitudes, feelings, activi- courtesy. p. 316 ties, etc. p. 378

Identifies the behavior which Demonstrates increasing Demonstrates understanding best illustrates a given awareness of personal values of how group opinion affects value. p. 317 by stating what they would personal value system. do in a given situation and p. 445 why. p. 378

Recognize:. some alternative Recognizes when personal and behaviors which others might social values come in con- engage in the same situation, flict, and attempts to e.g. have a date but ao resolve the conflict. p. 445 money. p. 378

Demonstrates understanding of Recognizes some basic societal Recognizes need for social Recognizes violation of basic Demonstrates understanding of 317 the relationship between the concepts of human rights, rules. p. 172 rules. p. 237 societal values. p. moral values and laws, e.g. dignity and equality. 0 e.g. justice, freedom, p. 445 equality, responsibility. p. 378

States simple rules and re- Recognizes that most rules :ire Demonstrates understanding of Demonstrates understanding of cognizes when they are 'or the protection of indivi- need for protection of self legal and moral responsibility broken (golden rule, school als. p. 317 and property. for self and others. p. 445 or class rules, rules for games). p. 237

~~:. VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

indicates what might happen ifDemonstrates understanding of Demonstrates understanding of given rules were broken, simple legal consequences. basics of penal code. p. 317 p. 378 p. 445 ORIENTATION AND MOBILITY

~~A. The Bo,dy. Image~~

Nwles and identifies body Names and identifies body Note: At this level the stu- parts. p. 175 parts. p. 240 dent should be involved in formal Orientation and Identifies clothing and body Identifies clothing and body Mobility training with a parts. p. 175 parts. p. 240 qualitied instructor.

~~Identifies clothing and ac- Identifies clothing and accessories for body parts. cessories for body parts. p. 175 p. 240~~

~~Identifies another person's, Identifies another person's, a model's or an animal's body a model's or an animal's body parts. p. 175 parts. p. 240~~

~~Vemonstrates ability to move Demonstratesability to move body parts. p. 175 body parts. p. 240~~

~~Demonstrates ability to move Demonstratesability to move his own body parts to other his own bodypart:, to other body parts. p. 175 body parts. p. 240~~

~~Demonstrates ability to move Demonstrates ability to move his own body parts to touch his own body parts to touch another person's body parts. another person's body parts. p. 175 p. 240~~

~~Demonstrates ability to move Demonstrates ability to movr body and specific body parts body and specific body parts to objects. p. 176 to objects. p. 240~~

~~Demonstrates ability to move Demonstrates ability to move objects to specific body objects to specific body parts. p.176 parts. p. 241~~

~~1 'Lt~~

~~Vt.!~~

~~v 5 . ,~~

~~VL LIVIHRVOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~%Msapt ntifies front Names and identifies fron,t and bwk of the body. p. 176 and back of the body. p. 241~~

~~Identtfies objects and/or Identifies objects and/or sounds in front and in back sounds,,in front and in back of the body. p. 176 of the body. p. 241~~

~~Demonstrates ability to place Demonstrates ability to place objects in front and in back objects in front and in back of the body. p. 176 of the body. p. 241~~

~~Debonstrates ability to move Demonstrates ability to move his body forward and backward. his body forward and backward. P. 176 p. 241~~

~~Names and identifies right and Names and identifies right and left sides of the body. p. 176 left sides of the body. p.241~~

~~Identifies objects and/or Identifies objects and/or $ounds to the right and to the sounds to the right and to the left of the body. p. 176 left of the body. p. 241~~

~~Demonstrates ability to place Demonstrates ability to place objects to the right and to objects to the right and to the left of the body. p.176 the left of the body. p. 241~~

~~Demonstrates ability to move Demonstrates ability to move his body to the right and to his body to the right and to the left. P. 176 the left. p. 241~~

~~Identifies right and left Identifies right and left sides of another person's sides of another person's body. p. 177 body. p. 241~~

~~Demonstrates ability to move Demonstrates ability to move his own body using basic con- his own body using basic con cept words. p. 177 cept words. p. 241~~

~~4 .)~~

~~!eki.::L%,...e.v , : $4\...".7.i,,,,y:41: r.) ... , A....,%;,...,ta . -.,~~

~~, t14040 -;,..'',. . -~~

~~Vi LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL.5 LEVEL 6~~

~~t. ability to move Demonstrases ability to move body to another his own body to another persons body using basic person's body using basic concept words. p. 177 concept words. p. 242~~

~~Demonstrates ability to move Demonstrates ability to move body to objects using 13sic body tg objects using basic *-,,neept words. p. 177 concept words. p. 242~~

~~Demonstrates ability to move Demonstrates ability to move objects using basic concept objects using basic concept words. p. 177 words. p. 242 -4~~

~~B. Basic Concelpts~~

~~Demonstrates knowledge of the .Demonstrates knowled,ge of thp basic concept of size. p.179 basic concept of size. p. 244~~

~~Demonstrates knowledge of the Demonstrates knowledge of the ba.sic conctpt of shape. p.179 basic concept of shape. p.244~~

~~Demonstrates knowledge of the Demonstra'tes knowledge of the basic doncept of texture. basic concept of texture. p. 179 p. 244~~

~~Demonstrates knowledge of the Demonstrates knowledgd of the basic concept of color. p, 179 basic concept of color. p.244~~

~~Demonstrates knowledge of the Demonstrates knowledge of the basic concept of weight. basic concept of weight. P.179 p. 244~~

~~Demonstrates knoeledge of the Demonstrates knowledge of the basic concept of location of basic concept of location of specific items. p. 179 specific items. p. 244~~

~~Demonstrates knowledge of the Demonstrates knowledge of the uses %)f specific items. p. 179 uses of specific items. p.244 VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 5 LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4~~

~~. V.-,011,4il.t. knowledge of the Demonstrates knowledge of the d . basic concept of position. . hi 1 mcept of position. p.1,1 p. 244 . . .~~

~~Demonstrates knowledge of the Demonstrates knowledge of the basic concept of movement, basic concept of movement. , p. 170 P. 244~~

~~. . Demonstrates knowaedge of the Demonstrates knowledge of the basic concept of-sound. p. 179 basic concept of sound. p.244~~

~~. Demonstrates knowledge of the Demonstrates knowledge of the , basic concept of taste. p. 179 basic concept of taste. p.244~~

~~Demonstrates knowledge of the Demonstrates knowledge of the .~~

~~p. 179 basic concept of odor. p.244 . basic concept of odor. y .~~

~~C. not.'r Coordination . ' Demonstrates ability to lie Demonstrates ability to lie down. p. 181 °down. p. 246 ,. Demonstrates ability to roll. Demonstrates ability to roll. . p.181 p. 246 0 .~~

~~, Demonstrates ability to scoot. Demonstrates ability to scoot. . . p. 181 p. 246~~

~~Demonstrates ability to sit. Demonstrates ability to sit. . P.246 p. 181 . .~~

~~. Demon,trates ability to knell. Demonbtrates ability to kneel. . p. 181 p. 246 1 4~~

~~Demonstrates ability ro crawl. Demonstrates ability to crawl. . p. 1St p. 246 . .~~

~~. Demon,trates ability to stand. Demonstrates ability to stand. . p. 181 p. 246~~

~~' . .~~

~~. , . , VI LIVING VOCATIONAL SKILLg OVERVIEW 4 LEVEL 6 _LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5~~

~~KM01141t 0'4 ability to walk, Demonstrates ability to walk. p. .p. 246~~

~~Demonstrates ability to march. Demonstrat ability to march. p. 181 p. 246~~

~~Dem-istrates ability to jump. Demonstrates ability to jump. v. 181 p. 246~~

~~Demonstrates ability to hop. Demont;trates ability to hop. p. 181 p. 246~~

~~Demonstrates ability to run. Demonstrates ability to run. p. 181 p. 246 4 Demonstrates ability to,side- Demonstrates ability to side- htep. p. 181 step. p. 246~~

~~=: Demonstrates ability to gal- Demonstrates-ability to gallop: p. 182 lop. p. 246~~

~~Demonhtrates ability to skip. Demonstrates ability to skip. p. 182 p. 246 <~~

~~Demonstrats ebllity to Demonstrates ability to htzeta. p. 182 stretch. p. 247~~

~~Demonstrates ability to pusp 'Demonstrates ability to push and pull. .p. 182 and pull. p. 247~~

~~Demonstrates ability to Demonstrates ability.to twist. p, 182. twist, ,p. 247~~

~~Demon-trates abilityto bend. Demonstraps ability to bend. t. 182 p. 247~~

~~Demonstrates ability to stdop Demonstrates ability to stoop and squat. p, 182 and squat. p. 247~~

~~Demonstrates abillty.o Demonstrates ability to elfmb. p. 182 p. 247~~

~~r- I I~~

~~,1; 1~~

~~-I VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL'5 LEVEL 6~~

~~i Demon,,r, .. ability to grasp. Demonstrates ability to grasp. p.l8: p. 247 .~~

~~. . Demonstrates ability to throw. Demonstrates ability to throw. P. 182 p. 247 s D. Sensory Modalities~~

~~1. Vj_sual Moclality 1. V1sual ModaLity,~~

, identifies specific objects identifies specific objects with the following variable: with the following variable: , - distance , - distance \ - size - size - illumination - illumination - figure-ground contrast - figure-ground contrast Nstationary - stationary , 0. 249 - moving. p. 184 - moving. 32 2.: Audlysx_Modality 2. Auditory Modality_

~~Demonstrates recognition of Demonstrates recognition of sound. p. 184 sound. p. 249 \ \,~~

~~Demonstrates ability to Demonstrates ability to . localize sounds. p. 184 loc3lIze sounds. p. 249~~

~~, Demonstrates ability to dis- Demonstrates ability to discriminate and identify sounds. criminate and l'I-otify sounds. ,P. 184 p. 249~~

~~Demonstrates ability to Demonstratesability to localii sound source in re- localize sound source in relationship to the listener. lationship to the listener. \ p. 184 p. 249~~

~~Demonstrate, ability to Demonstrates ability to identify and confirm sound. identify and confirm sound. p. 184 p. 249~~

~~5 1:3~~

~~Iv VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~, 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~Deo.vis.r tbi \TY to wit. Demonstrates ability to use k os .p. 184 sensory devices. p. 250~~

~~Demonstrates unlerstanding Demonstrates understanding of mobility conepts. p. 184 mobility concepts. - p. 250~~

~~3. Idetua Mod;lity 3. Tactual Modality .~~

~~identifies a sulace o'r an Identifies a surface or an , object through the tactual object through the tactual~~

~~sense whether uing hands sense whether using hands , and/or feet. p 185 - and/or feet. p. 250~~

~~Demonstrate, ablity to make Demonstrates anility to make distinctions beween various distinctions between various~~

~~objects. p. 185 objects. p. 250~~

~~Demonstrates abAlty to con- Demonstrates ability to confirm the Objecttactually. firm the object tactually. p. 185 p. 250~~

~~Demonstrates bAity to ob- Demonstrates ability to ob-~~

~~tain knowledge,hrough nis tain knowledge through his . senses. p. 185 senses. p. 250~~

~~4. Ol_factorxtyoda:ity 4. Olfactory Modality ,.~~

~~Demonstrates abAity to Demonstrates ability to~~

~~identify varion , odors. p.185 identify various odors. p.250~~

~~Demonstrates ablity to make Demonstrates ability to make distinctions beNeen various distinctions between various~~

~~odors. 1) 185 odors. p. 250~~

~~Demonstrates ab.lity to con- Demonstrates ability to con- firmdparticultr odor, firm a particular odor. p.185 p. 250 VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~ZVEL 2 LBEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~Pe,)owor ability to ob- Demonstrates ability to obta!lt 'aowleoz.e of the object tain knowledge of the object ., through hisienses. p. 185 through his senses. p. 250~~

5. CmstatorrModality 5. Gustatory Modality 4 Dem, tratesability to Demonstrates ability to identify a particular product identify a particular product through itscaste. p. 186 through its taste. p. 250 .:

~~Demonstratesabili,y to mnke Demonstrates ability to make distinctionsbetwem various distinctions between various edibles. p. 186 edibles. p. 251~~

~~Demonstratesability to con- Demonstrates ability to confirm particular taste. p. 186 firm particular taste. p. 25~~

~~Demonstratesability to ob- Demonstrates ability to obtain knowledge of the edible tain know1.2dge of the edible through hissenses. p.186 'through his senses. p. 251 .~~

~~HEALIE~~

~~. A. Nutr_ition~~

~~samples and'segins to identify Identifies a variety of foo' a wide varie of nutritious and their sources. p. 25" .~~

~~foods. p. I87~~

, Demonstrates knowledge of Classifies fam,liar food into Classifies food into appropri-Identifies and classifies food Demonstrates increased understanding of the four food groups in planning and food groups. p. 187 at( food group. p. 252 into the four basic food groups. p. 318 basic food groups. p. 379 selecting food for a well balanced diet. p. 446

~~. ) Begins to demonstrate under-~~

~~standing ofthe value of , various f.00ds. p. 187~~

~~5 , VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5~~

Demonstrates understanding of Demon4:r,' uhderstAndiag Demonstrates ability to Demonstrates knowledge of a that ene food is available select a ba1anced meal. balanced diet. p. 318 the importance of a proper in many forms. p. 187 p. 252 diet. P 379

Demonstrates knowledge that Demonstrates knot:ledge of theDemonstrates knowledge of the Demonstrates understanding of people eat some foods.because rui, of good eating. p. 252 relationship between good eat-the role of nutrients for the,' are good for,them. ing habits, growth and growth, health and energy. 379 188 development. P. 318, p. Demonstrates awareness of the Demonstrates understanding Demonstrates understanding of Demonstrates understending of Demonstrates understanding of relationships between, nutri- that,some foods should be "junk-food" to be avoided be- the lacls of nutritional value the relationships between tion, fatigue, illness ancl eaten rarely because they tween meals. p. 252 in "junk-food". P. 318 .nutrition, fatigue, illness p. 446 , have no nutritional value. and growth. P 379 growth. p. 188 Demonstrates awareness that Recognizes the protection pro- 'eating places must meet vided by the health department health standards. P. 379 in checking food distribution establishments. p. 446

~~B. P_ers,onal Citre~~

I. Knowledge of Bogy 4 States functions of major Identifies basic body parts Identifies basic body parts. Identifies funLtions of body Names major body organs. p. 380 body organs. p. 447 on self and others. p. 189 p. 253 parts. p.319 Recognizes and copes with Recognizes and discusses dif- Recognizes and explains dif- Recognizes secondary physical Recognizes adolescent growth adolescent growth procesges. ferences between boys and ferences between boys and and sexual changes. p. 319 processes. P. 380 p. 447 girls. p. 189 girls. p. 253 States.0basic facts related to birth control. p. 447

2. Care of_ BodY Demonstrates principles of Practises gbod grooming and Assumes anitial responsibilityDemonstrates some independenceDemonstrates independence in cleanliness. p. 447 for body hygiene, e.g. washes in matters of personal principles of body cleanli- good grooming in daily life. face, brushes teeth, toiletinghygiene. p. 253 ness. p.319 p. 380 p. 189

~~5:23 VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

Assumes some responsibility Assumes responsibility for Assumes increasing rekponsi- 'for personal belongings, care of personal belongings, bility for care of personal e.g. grooming articles: e.g. grooming articles. belongings, e.g. grooming p. ?53 P. 319 articles. p. 380 Demonktrates a balanced pro- States reasons for taking Identifies methods of main- Recognizes need for varied good care of the body. taining a strong healthy body. activities (work, recreation, gram of rest, work and re- p. 253 p. 319 rest and relaxation) to main- creation. p. 447 tain good health. p. 380

~~Practises physical fitness Practises physical fitness Practises physical fitness Practises physical fitness program. p. 447 program. p. 253 program. p. 320 program. p. 380~~

Recognizes appropriate time Seeks help appropriately when Demonstrates knowledge of Demonstrates knowledge of to seek medical attention. sick or hurt. p. 189 what to do in case of minor what to do in case of minor illness. p. 254 illness. 'p. 320 p. 381

Demonstrates knowledge of how Demonstrates knowledge of howDemonstrates ability to ad- awl when to administer first and when to administer first minister first aid. p. 447 aid for minor accidents. aid for minor accidents. p. 320 p. 381

3. Drugs.a.0 Alcohol DistinguisheS betweln pre- k. Takes prescription and non- Take-, drug only when ad- Takes drugs only when ad- Recognize4 that thers is a ilprescription drugs independ- mini.t6i-ed by a responsible ministered by parents. diffei6ce betwen descrip- scriptio amd non-PrescrititiOn '-drugs. ently and appropriately. adult. P. 189 guardians or medical person- tion and nori4rescrfption p. 448 nel. p.254 drugs: p. 320

~~Differentiates between Recognizes_that some over- vitamins and drugs. p.254 the-counter medications contain druis. p. 381~~

Recognizes that drugs may haveRecognizes the physical ef- Recognizes the mental, physi- negative effects. p. 320 fects of drug abuse. p. 381 cal and emotional consequences, of use of alcohol, tobacco, narcotics and other drugs. p.448 VI LIVING VOCATIONAL SKILLS OVERVIEW $

~~9 1 r t LEVEL 5 LEVEL 6 ' LEVEL 2 LEVEL 3 4EVEL 4 / \~~

~~1....~~

. . ( t. Commo.tv Health Service. \ % . . Recognizes the contribntion Demon,trates knowledge of the identifies health helper, and Identificg medical personnel Demonstrates jcnowledge of of the helping professions in. existence and function-of their function. p. 255 and their functions% p. 321 health and emergency resources. p. 382 - improving community heath, communitv health workers. , e.g. medicine, dentistry,_ p. 190 f . psychology, soclal work:\ . , . p. 449 % \

. , Identifies community health Uses community health and \ Demon.trates knowledge Oemnstrates knowledge that Identifies ygiene personnel mental health agencies ap- that these ctunmtinity helpers workers are there to help us. and their function. p. 321 agencies. p. 342 propriately. p. 449 are there to help Us. p. 190 ri. 255 "

~~. Idenifies mental health per- Identifies community mental sonnel and thelr function.1 health agencies. p. 382 r~~

P.321 . ". Demonstrates abtlay to use Demóit'gtrates'ability to lofat Demonstrates understanding of Deumnstrates understanding of Demonstrates ability to use and utilize cOmmunity health placesto go to for medical places to go to for medical emergency phone numbers. . health and emergency re- services. p. 449 help. p. 190 help. p. 255 P. 321' d sources. p. 382

. , Travels to doctor and dentist .N ..'' Recognizes the importance of Recognizes the importance of Identifies location of family having a family doctor or having a family doctor and doctor and dentist. p. 382 independently atteF-Making dentist. p. 255 dentist. p. 321 ' appoizItment. p. 449 r .

~~' tf . SAFFIY 1~~

the Home T s / , 4 Demonstrates awareness of Demonstrates independence and Demonstrate:, awareness of. Demonstrates awareness of Demonstrates increased Aware- the causes and types of com- reliability In coping with commonsourcii, of danger with- common accidents which might ness of common accidents mon accidents which could dangers and accidents. in thehomelip. 191 occur within the home. p. 296which could occur in the home. p. 322 occur in the home. p. 383 .p. 450 . 4) 'fft

~~' \~~

~~s. cl!~~

~~, 5 GO': -4 4 VI LIVING VOCATIONAL SKILLS OVERVIEW.'~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5~~

With asmi4t owe, identifies With assilitlnce, demonstrAtesDemonstrates safe use of danvi. :tscciated with safe use of kitchen tools, kitchen tools, appliances, various areas and items in appliances, etc. p. .256 etc. p. 322 tbe home, e.g.: - sharp objects - electrical outlets apDliences tools, machinery -animals - poison, etc. p. 191' A.`\ 1 Demonstrates how to utilize Demonstrates understanding of Follows adult instruction Follows appropriate proceduresDemonstrates knowledge of danger of ftre in the home. about fire drill in tame. for fire drill in the home. fire kevention and fire community emergency services. 383 p. 450 p. 191 p.256 p. 322 safety., pA

~~In tho School'~~

Demonstrates awareness Of com-Demonstrates awareness of Demonstrates increased aWare- Demonstrates knowledge of mon sources of danger within dangerous situations whigli ness of dangerous sivations co on aCcidentswhiel?could the school setting. p. 192 might occur within the which could occur in the oc4ur in the school. P 384 school. p. 257 school. P. 323

~~Demonstrates awareness of Follows safety procedures safety precautions t4en during physical activitfes: during physical activities. P. 384 p. 323 In tile ,community~~

Dermaistratesawareness oi com-'Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Demonstrates knowledge Of sources of help in case of monsourcesof danger within di f feront types and maga I tudesrole of police and firemen in how to cooperate with p.324 :416orities in case of dis- community divister. p. 450 . the community. p. 191 of disasters. p. 258 case of disaster. aster. P. 385

~~Fi re~~

Demonstrates understanding of Demonstrates awereness of the Demonstrates increased aware- what tite is, and whet it can most comnon forms and causes ness of the most common forms do to ht;lp or harm us. p. 194of are. p. 259 and causes of fire. p. 325

~~(4,~~

~~? r-t' .`A S' .1 1: V .14 VI LIVING VOCATIONAL 'SKILLS OVERVIEW 1~~

~~LEVEu 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~Identifieshe proper use Demonstrates appropriate use %and misuse or fire. p. 259 of matches, etc. p. 325~~

, Demonstrates knowledge of Demonstrates knowledge of Demonstrates knowledge of Demonstrates knowledge of and practises fire prevention fire prevention. p,194 fire prevention and fire . and practises fire prevention safety, p. 259 and fire safety. p. 325 and fire safety. p. 386 _

~~1 Ptdctises good firejoreven- Practise* good fire prevention habits. p. 94 tion habitis. p. 259~~

Demonstrates understanding of Responds to fire alarms ap- Demonstrates ability to seek Demonstrates ability to seek Demonstrates ability to seek the meaning of fire alarms propriately. p. 259 assistance from the public in assistance from the public in assistance from the public in case of a fire in a public and drills. p. 194 case of a fire in a public came of a fire in a public building. p. 325 building. p. 386 guilding. p. 451

~~Responds to fire alarms appropriately, p. 194~~

~~A.,44 ts) Traffic ,V. Demonstrates understanding of Note: Additional skills int is area will be taught by Orientation and Mobility instructors whai streets'add sidewalks are. p. 195'~~

~~Uses streets and sidewalks approliriately. p.495 1 - 4 demonstrates undorstahding of' the dangers of using streets and sidewalks. p. 195~~

Demonstrates ability to Demonstrates awareness of the Demonsr.aces awareness of the travel streets and sidewalks role of the safety patrol. role f the safety patrol. In safety by using owo senses p. 259, P. 326 and utilizing responsible .sightqd guide as lppropriate. p. 195

~~trx.. VI LIVING VOCATIONALSKILLeOVERVIEW~~

~~LEVEL 2 liVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

Demonstrat.s understanding Demonstrates ability.to Demonstrated ability to that traffiele controlled by respond to traffic sights respond to traffic sights symbols accessible tio the (partially sighted) and (partially sighted) and

~~' sighted and partially sighted. sounds to amoid danger. sounds to avoid danger. p. 195 p. 261 p. 326~~

~~Demonstrates,appropriate be- Demonstrates appropriate behavior on bus cr other' havior on the bus and in vehicle;1. p. 26' othei vehicles. p. 326~~

Demonstrates ability to seek Demonsbrates ability to seek Demonstrates knowledge of help from responsible adult help from responsible adult and ability to use appropri- if hurt, frightened or lost. if hurt, frightened lr lost. ate emergency numbers. p. 261 p. 326 p. 387

Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of De'Monstrates underbtandiag ofDemonstrates understanding of the importance of using seat the importance of usiab seat the importance of using seat the importance of using the importance of using belts. P. 195 belts. p. 261 belts. P. 326 satety eqUipment in vehicles. safety equipment in vehicles..

~~Q p. 38,7 p. 452~~

~~WORLD OF WORK~~

~~A. Specific and Allied Work Skills~~

~~1. Use of Tools and EquiPment~~

Hanipulates a variety of Identifies more tools and Selects and uses appropriate Demonstrates.ability to Demonstmt2s the ability to construction materials and demonstrates greater prori- ,tools for a, specific projial choose and use appropriate choose and use all power- tools, e.g. hammer, scissors, ciency in their use, e.g. handp. 327 tools and equipment for a driven tools and eqdipment in e. 453 eggbeater. p.19¢ saw. p. 262 specific project. P. 388 the shop.

Follows simple rules of Follows simple rules of Demonstrates ability to fol- Demonstrates ability to Demonstrates ability to organization and care of toolsorganizatton and care of toolslow the rules of organization organize and care for tpols organize and care for tools and materials, e.g. crayons inand materials. p. 262 and care of tools and equip- and,equipment. p. 388 and equipment. p. 453 box, clean brushes and return ment. p: 327 to correct place. p.196

~~- 9LJ~~

~~4, VI LIVING VOCATIpNAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEM 4 LEVEL 5 LEVEL 6~~

Demonstrates ability to Demonstrates ability to With sopelvislun, constructs o Constructs simple project With supervision, constructs consfruct more complex oro- construct complex projects. simple nroject*,. p. 196 independently. p.262 more complex projects. Jetts. p. 388 p. 453 p. 327 -

Demonstrates ability t ol- Demonstrates ability to fol.- Demonstrates safe use of Demonstrates ability to fol- Demonstrates ability to follow safz:ty procedures when low safety procedures when low safety procedureswhen simple tools. p. 196 low safety procedures when using tools. p. 262 using tools. p. 327 using tools and equipment. using tools and equipment. P.388 P. 453

2. Following Directions , Demostrates ability to fol- Fellows simple directions. Follows a more complex set of Demonstrates ability to fol- Demonstrates ability to fel- low more mmnplex set of low complex set of directions.low all types of directions p.196 directions. p. ,262. directions. p. 327 ' p. 389 independently and accurately: p. 453

Identifies person in author- Identifies person in author- Demonstrates awareness of whom Responds to persons in Identifies persons in authority in a variety of work to consult should problems ity in specific work situa- , authority. p. 196 ity in the school and immedi- situations. p. 389 'arise. P. 454 ate community. , p. 262 tions. p. 328

,Demonstraies acceptance of Demonstrates ability to at2. Demonstrates ability to supervision in specific vork cept supervision in specific accept supervision in situations. p. 328 work situations. p. 389 specific work situations. p. 454

~~3. Decision Making,~~

DemOnstrates ability to make Demonstrates ability to make Choose between two or mere Cnooses indepettlently between Demonstrates ability to make appropriate Jecisions in work approkiate decisions in work alter atives. p. 196 two dr more alternative acti- appropOtate decisions in work vities. p. i63 situations. p. 328 situations. p. 389 situations. P. 454

4. Independence Demonstrates ability to per- Demonstrates ability to behaveDemonstrates abilityo behaveDemonstrates ability to per- Demonstrates ability to perform satisfactorily in appropriately in familiar appropriately in unfamiliar form satisfactorily in un- form satisfactorily in familiar and unfamiliar work -,situations, e.g. school, play-situations. p. 263 familiar work situations. familiar work situations. situations. p. 454 ground. p. 197 P. 328 P. 389

~~, 5. N : i VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 P~~

~~B. Career Plannin_g and Exploration'~~

~~1. Why Work~~

Recognizes that people are Demonstrates recognition that Demonstrates sompjinancial Recognizes that most people Recognizes that people need people are paid according to independence through working. work. p. 198 money. p. 264 paid for jobs. p.329 work done. p. 390 p.455

Demonstrates understanding Recognizes that parents have Recognizes that people need Demonstrates awareness that that work brings income to different work and incomes. money to purchase necessities. working for a salary brings indepeudence. p.390 parents. p. 198 p. 264 p. 329

Demonstrates unaerstanding Demonstrates understanding Recognizes that finishing Ddmonstrates awareness that that doing work well brings that finishing tasks earns something makes one feel good satisfaction results from task/lob completion. p. 390 satisfaction. p. 198 praise. p. 264 (self-worth). p. 329 t 2. Job Awareness

Develqps knowledge of Develops knowledge of Demonstrates understanding of Demonstrates awareness that Demonstrates awaieness that in variety of jobs/careers. variety of jobs and careers work done by some community people do different jobs: in. people do different jobs: home, in school, in community. p.390 available. p. workers. p. 198 home, in school, in community. p. 264 p. 329

~~Demonstrates understanding Demonstrates knowledge of thae jobs require different requirdments for practical skills. p.391 jobs/careers.- p.455~~

~~Explores careers through Explores careers through practical experience. p. 391 practical experience. p. 455~~

~~3. Job Demands~~

~~Demonstrates good work habits.Demonstrates good work habits.Demonstrates good work habits.Demonstrates good worn habits. p.455 , P.264 p 329 P. 391~~

~~Demonstrates positive atti- Demonstrates punctuality. Demonarates positive atti- bemonstrates positive atti tune towards work. p. 455 tude towards work. p. 264 p. 329 tude towards work. p: 391~~

~~:CI , VI LIVINC310CATI0NAL SKILLS OVERVIEW~~

LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 ...... _ 1 Demonstrates ability to fol, Follows 41mple instructions. Demonstrates ability to fol-' . p. 330 p. 198 losOnstructioas. p.264 low instructions. Assumes complete Completes tasks as assigned. Complete: selected tasks at Completes selected twits at Complete- all tasks assigned in all areas at school and responsibility for task. p. 198 school and home and begins to school and home and assumes assume some responsibility some responsibility for this. on the job. p. 391 p. 455 for this. p. 264 , p. 330(

Recognizes some of own mis- ReCognizes awn mistakes and takes and corrects them. ,correctsthem. p. 330 .1 - p. t65 0 Listens attentively. p.-198 Demonstrates good listening Demonstrates good listening Demonstrates good listening 391 0 Wilts. p. 265 habits. P. 330 habits. p. , , Communicates effectively Demonstrates ability to com- Demonstrates ability to , . with peers. p. 330 municate effectively with relate to personnel at school people at school and on the and on the job, p. 455 job. .T. 392 9

Assumes some responsibility Maintains personal and other Maintains personal and other for maintaining own belong- belongings in neat fashion 'belongings in neat fashion ings. p. 330 ° -in school' and atwork-. in school and0ht pork.

~~p. 392 . p. 456~~

~~- . . . , Follows school routines. Develops awareness of job P. 330 routines. p. 392~~

~~Travels to work stations in- , dependently. p. 392 .~~

~~Demonstrates awareness of Demonstrates punctuality. . . . time as it relates to job, g. 456 p. 392~~

~~."..~~

~~. . .~~

~~- . . . .~~

~~5.1 s ; 1117.1"vk.4*.° :1144AN ;. VI LIVING'VOCATIONAL!SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~C. Finding a Job~~

~~1. Awareness of Personal Abilitles and InterestS~~

Recognizes that most adults Identifies parents' vocations.Recognizes that many vocations Identifies educittional and Identifies a numbeeof work. -p. 199 p. 266 exist. p. 331 personal characteristics vocations for which-he is/ , required for a variety of is not suited. p. 457 vocation's. P. 393

~~Distinguishes between fantasy Identifies vocutions for Selects two or more areas and reality with regard to 'e which he has appropriate for wqrk study/experience~~

~~aspirations, planning for t. skills and abilities. p. 393which are consistent with future. p. 331 interests, abilities, limitqtions. p. 457~~

Identifies things he likes Identifies jobs/careers Identifies jobs/carrers Identifie; jobs/careers 'Identifies jobs/careers to do/does not like to do. which may be of special in- which may be of special in- which may be of special in- which may be of speciNl in-, p. 199 terest to him. p. 266 terest to him. p. 331 terest to him. 'lie 393 teyest to.him. p. 457

' A Demonstrates ability to Demonstrates ability tp Demonstrates kn8wledge of Recognizes personal strengths describe abilities and describe own abilities and personal strengths and weak- and weaknesses important in limitations for a specific rimitations for a specific nesses that are important in the world of work. p. 457 , job. p. 266 job. p. 331 the world of. work. P. 393

~~2. Awareness of Process~~

Demonstrates ability to use /Demonstrates ability'to,use. Demoinstrates increasing skillDemonstrates iticreasing skill telephone.--P; 266 telephone in looking for in- in using the telephone. in using the telephone. formation. p. 331 p. 393 ' p.457

~~Demonstrates ability to take Demonstrates ability to ta'ke and leave aessages. p. 266 and leave messages. p. 331~~

Recognizes that people must Develops awareness that peopleDemonstrates knowledge of howDemonstrates knowledge of how look for jobs. p. 266 look for jobs. p. 332 to use newspaper "Help Want- to tise newspaper "Help Waht- ed" columns to find a job. ed" columns to find a job.p p. 394 p. 458

~~La.~~

~~5 . V\ET-VING VOCATIONAL SKILL§' 0VERVIEV4~~

~~t J.EVEL 4 LEVEL 5 'LEVEL 6 ' LEVEL 2, ' LEVEL 3~~

~~, Identifies and locates com- pemonst rates abili ay to 46 munity and governient Use community and, government 4 agencies that assist in job agencies. P. 458 placement. p. 394~~

~~3. Persontl Contact~~

~~Names person(6) who cantpro- Nismes person(Orwho can provide assistance in finding a vide assistance'in finding a . job. p. 394 job. p. 458~~

~~States ways in which personalDevelops file of u;eful contact will assist in choice contacts. m. 458 A of job. p..394~~

~~_ jlemonstraeps skills required Demonstrates ability, to be in-an intvrview.P. 395 inters/Owed for job placeme t. 4 p. 458 . . t~~

~~With asaistancq, demonstrates ability to fil abigty to fill in applica- ir an application fcvt.. tion form% p. 395~~

-t . With asaiseance, demonstrates Demonstrates ability, to wri e. ability to writediffereqt different types of letters, . jypes of letters, e.g. let- , e.g. letters of application teePof application.p.,315 459

~~D. Keeping a Job~~

~~4. 1. Hrealth and Safety~~

~~Practises safety rules ..PractisEa safety rules / while on the job...-. P..396. whlle .on the Job: p, ,460 1 2. Knowledge of WorkilAJlel~~

~~. Demonstrates knowledge of PcActises reaponsible work habAs on the job. p. 460 responsible work habits:. p. 396 *.* 4~~

~~: ti VI LIVING VOCATIONALKILLS0OVERVIEWc~~

~~LEVEL 5 LEVEL 6, LEVEL 2 LEVEL 3 LEVEL 4~~

3. Interpersonal Relation- shIR1 Demonstrates ability to get Demonstrates ability to get Note: See Understanding Self and Gecting Along With Others. along with people in a along with people in a variety of situations (work, variety of siebatiops (job school, community).p. 396 school, community). p. 460

~~Demonstrates knowledge, Demonstrates knowledge,' awareness, and acceptance awareness, and acceptance of individual differences. ,of individual differences. p. 396 p. 460~~

, E. Workers' Rights Demonstrati underlitandidg of Recognizes own self-worth andDemons,rates understanding of Demonstrates understanding of the worth and dignity of the worth of work. p. 461 dignity. p. 267 the concept of personal self- worth an&di.gnity. p. 333 others. p. 397

~~Recognizes the rights of Respects the rights of others. P. 397 others. p. 461~~

Demonstrates understanding Recognizes that there is Demonstratep understanding of that all people have rights. Human Rlghts Legislation. special milhts under protective legislation, e.g. De- , p. 333 p. 397 ' pendent AdultsAct. p. 461

~~Demonstrates understanding of work legislation, e.g. social insurance, unemployment insurance, minimum wage, workers' compensation. R. 461~~

~~Demonstrates how to utijize community services related to - workers' rights. p. 461~~

~~Demonstrates understanding of "nions and their function. P. 461 '~~

~~kel 4~~

~~441 1, c< . . VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~. , t. . LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 .~~

~~4 ' HOME MANAGEMENT ' -s . . , . A. Clothing~~

~~. , 1. Care c . / , s Recognizes own clothing. Recognizes own clothing. Identifi4and labels own , * p. 200 p. 268 clothing. p. 334 .~~

~~. . Demonstrates awareness that .~~

~~each persov has his own 44. 1 , p. 200 0 . clothiag. . .~~

. '3 ' a Undresses with mdnimal super- Undresses/dresses with mini- Undresses/dresses independ- . vistan or Help. p. 206 mal supervision or help, ently. p. 3344 0 . P. 268 ; 3 a . ' . Demonk9gbs ability tb seek Seeks help if somethinf is Demonstrates appropriate help if needed"when dressing. lost. p. 269 strategies for locating lost . items, both dropped and mis- p. 290 , . ' 1 s placed. p. 334 . . A ,Dresses self with.deereasing amount of Asistance. p. 200 . c

Fastens clothing, using Snaps, a' . \ s buttons, zippers, buckeis and daces. p. 200 . se . Accepts soMe responsibility Accepts increasing responsi- for care of clothing. bility for care of clothing. . p. 269 ' p. 200 )

Organizes closet and'drawer Uses hhngers and storage Demonstrates ability to Organizes cicset and drawer Or4ganizes closet and drawer p. 398 space appropriately. p. 462 areas. p. 200 : locate and use hangers and space appropriately. p..334 space.appiopriately. Clothing storage areas appro- . priately. p. 269

~~e 0 ,~~

~~s iunic VOCATIONAL SKILLS OVERVIEW~~

LEVEL 6 ff. LEVEL 2 LEVI, 3 LEVEL 4 LEVEir- 5 A 0 Utilizes laundry facilities Demonsuates awareness of Consistently puts soiled Assists adult with laundry. Locates and utilizes laundry independently. p. 462 . the difference between clean clothes in appropriate P. 334 facilities appropriately. p. 398 and soiled clothing. p. 201 place. p. 269

~~Identifies cleaning agents Identifies cleaning agents~~

~~and techniques for various and techniques fOr various , types of materials. p. 334 types of materials. p. 398~~

~~Recognizes when clothing Assists adult to make repairs. Demondtrates ability to make Demonstrates ability to make p. 462 needs repairs. p. 269 p. 334 necessary repairs. p. 398 necessary repairs.~~

~~2. Selection~~

Demonstrates aWareness that Identifies rnd selects Discusses and analyzes selection of clothing is clothing appropriate for reasons for choosing clothing. dependent on weather and each season. p. 269 p. 335 season. p. 201 Chooses clothing suitable for Demonstrates.awareness of Recognizes,style appropriate Chooses,clothing suitable-for Chooses clothing suitable for work or leisure. p. 462 appropriateness of clothing for various uses. p. 270 work or leisure. p. 335 work or leisure. p.'398 for day and night wear. 3. 201

~~Demonstrates awlreness that men's clothes differ fromi women's clothes. p. 201~~

, Chooses style, color and,. Selects own clothing occasion-Chooses own clothing for Demonstrates awareness of Chooses style, color and p. 270 style, color and design design appropriate to indi- design appropriate in indi- ally. p. 201 . everyday wear. vidual. p. 398 vidual. p. 462 a appropriate to individuals. P. 335

~~Demonstrates awareness of needDemonstrates ability to Demonstrates choice of ap- to choose appropriate ac- chodse appropriate acces- propriate accessories. cessories. p. 335 sories. p. 399 p. 462~~

Identifies various types of Idcltifies the appropriate With assistance, shops for With assistanee, shops for clothing. p. 462 stores. p. 270 store in which various' items clothing. p. 399 can be purchased. p. 335

~~J f'* e s 1 .V4 LIVINGIVOCATIONAL SKILLS OVERVIEW~~

\LEVEL 6 4 LEVEL 4 9 LEVEL 5 LEVEL 2 4.. LEVEL 3 ,....-..---,-....- .- Demonstrates understan.ding ofDemonstrates understanding of .0 1 guarantees and warranties.. guardntees and warranties. ,. p. 462 . p. 399 . . , . . . Demonstrai.es knowledge of Demonstrates knowledge of , , what to .do wirh sub-standard what to do with sub-standard p. 462 . goods and Services.. p. 199 goods.and services. . . , 0 . '.. , Demonstrates understanding of Demonstrates.understanding of . variat/ n of quality, variation of quality, ..",. . quantity and price in the quantity and price in-f.'he market place. p. 462' ' * market place. p. 399 . ' ^ ., . Demonstrates awareness of Recognizes and compares

~~4 . pricing variations. , regular and sell prices. p. 463 ' . p. 399 . .~~

. . 3. , ' . Construction c Demonstratessability to use Demonstl'ates ability to use Identtfies and uses sewing Identifies sewing tools. Demonstrates abllity to.use sito'e sewing tools. p. 335 sewing tools and mach/nes. sewing tools and machines. tools. p. 201 * p. 270 . . p. 399 .p. 463 4 4 : I Sews simple Items. p.6335 Sews an,' repairs si'mple-.. Sews more complex garments. articles. p. 400 ' p. 463

~~. Selects anpropriate patterns, . Selects appropriate patterns, t . materials and accessories. 0 materials and accessories, c - p. 463 . , p. 400~~

~~Identifies and carries out Identifies and Carries out various methods of copstruc- . V. various methods ot dbnstrucT . . 0 n . ,tion, with sighted guide., tion. * p. 400 p. 463 . o4~~

~~- .~~

~~. I .~~

~~,, '~~

~~0 . VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~1 LEVEL 6 LEVEe 2 LEVEL 3 LEVEL 4 'LEVEL 5 1~~

~~B: Food~~

I. Shoppins Demonstrates ability to Demonstrates ability to Deillenstrates awareness that Describes what a food store Prepares a shopping list. p. 336 budiet, including sales and prepare shopping list and ' food can be purchased in is. p. 271 ieasoilal items..p. 401 compiires prices. p..464 stores. p. 202 1. Demonstrates awareness that Lists end categorizes food Makes simple purchases. items taken from a store must and other articles which can p. 336 be paid for. p. 202 be bought in a food store. p. 271

Demonstrates awareness that Assists in selecting articles Identifies kinds and types of DistingUishes between size like products are shelved to- on food shopping list. vegetables, fruits and meat... and kinds of packaging. gether in a store. p. 202 p. 271 p. 336 p. 401.

~~With assistance, compares Compares items for price S. items for price and quality. andqualitY. p. 401 p. 336~~

Distinguishes between quantity Demonstrates knowledge of Demonstrates knowledge of .of various items. p. 336 weights and measures used weights and measures used p. 464 4.4 in food stores. p. 401 in food stores.

~~Explains and demonstrates how Demonstrates ability to use to get to a neighborhood stores and super-markets.~~

~~grocery store. p. 336 p. 401 .~~

~~Distinguishes between convenience stores and supermarkets. p. 401~~

~~Differentiates between wholesale and retail. p. 401~~

~~Demonstrates knowledge.of Explains purpose and use of Explains use and purpose brands advertised on tele- advertising. p. 401 of advertising. p. 464 Gision. p. 336~~

~~Aecognizes that false advertising occurs. p. 464 lit LIVING VOCATIONAL SK/tilOVERVIEW -~~

~~LEVEL.4 LEVEL.5 LEVEL 6 LEVEL 2 LEVEL 3 ..~~

~~. : . . 2.. E51."11.8 % . . .~~

. Eats in a vide variety of . . food in various states. p.202 . 1 . . . . Names and describes a wide / variety of-foods. p. 202 % ' . . c . Names utdnsils coerectly. ' 1..entifies uteNsils. p. 271 Identifies utansils and demonstratds comfortable and ef- . p. 202 . p. 336 . ficiene uSe. 1 . Demonstrates ability to With assistance. uses eating Demonstrates ability to use Assists in the cleaning of p. 337 clean kitchen area and utensils. p. 202 and clean utensils. p. 271 kitchen area. .. utensils. p. 402 A.

~~Demonstrates ability to Demonstrates ability to . 5 - p. 203110ocatefood on plate. p. 272 locate food on plate. o r~~

Demonstrates courtesy to Dq6onstrates knowledge of Practises appropriate manners 4 1 others while eating. p. 203 appropriate manners and and etiquette. P. 337 . . . , ... 1 etiquette'. .6p. 272 a 7 . . . . Demonstrates awareness of Demonstrates appropriate eat-Demonstrates appropriate oat- ...... appropriate ways to eat ing skills. p. 272' ing skills. p. 33/ various foods. p. 203 .

~~...... Demonstrates ability to . . . describe food change:. through . freezing, cooking, canning. . ' p. 203 . .~~

~~3. preparation . . . . . Demonstrtes some understand- Demonstrates understanding of .. ing of measuring, counting. measuring, counting, etc, . . p. 272 , etc. p. 203 -.. . '~~

~~. ---- . .~~

~~'',WITT '474,4~~

~~1 4!,Itt! P Al!!' 4 1 ItU.T) 4 VT LIVING VOCATIONAL SKILLS OVERVIEW 0~~

~~LEVEL 6 LEVEL 2 LEVEL 3 'LEVEL 4 LEVLM~~

Demonstrates ability to use Demonstrates ability to use Recognizes basic kitchen toolsUses simplest kitchen tools Demonstrates the ability to kitchen tools, appliances and appliances and their uses.and appliances with close use kitchen tools, appliances kitchen tools, appliances and facilities with decrees- and facilities independently. p. 203 supervision. p. 272 and facilities with supervision. la. 337 ng supervision. p. 402 p. 464

Prepares meals including Demonstrates knowledge of Prepares simple snacks. Prepares own lunch and cleans Rrepares simple meals. special dishes. p. 464 basic steps in preparing foods.p. 272 up. p. 337 p. 402 p. 203

Demonstrates understanding ofDemonstrates some knowledge Demonstrates proper methods various foods in their whole of food value pteservation. of preparing food to pre- and portioned states. p. 337 serve its value..p. 402 r. 272 Demonstrates ability to plan Plans and prepares menu for menu, e.g. breakfast, lunch, formal occasion. p. 464 dinner, snack. p. 402

~~Demonstrates ability to use Demonstrates ability to recipes. p. 402 follow more complex recipes. p. 464~~

~~0 4. Serving~~

Demonstrates ability to help Prepares table for meal (sots Prepares table for meal. table, clears table). p. 272p. 337 prepare table for meal. t - p. 204 Demonstrates ability to serve Demonetrates ability to serveD.monstrates ability to serve Demonstrates ability to serve p. 465 simple foods. p. 273 family: p. 337 family and guests. p. 403 family and,guests.

Behavcs appropriately at meal Demonstrates appropriate Demonserates appropriate etiquette 1.1 a variety of times. P. 3:17 etiquette in a variety of settings. p. 403 settings. p. 465 VI'LIVING VOCATIORAL SKILLS OVERVIEW

~~LEVEL 5 LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4~~

~~0 5. Preserving~~

Demonstrates understanding Describes function of a Describes function of a thdt refrigeration and refrigerator and.,freezer. refrigerator and freezer. freezers are used to preserve p. 273 p. 338 food. p. 204

Demonstrates understanding Handles food with care and Handles food with cafe and that fond must be handled cleanliness. p. 273 cleanliness. p. 338 with care and cleanliness. p. 204 Demonstrates knowledge of how Describes short and long term Demonstrates understanding of Demonstrates understonding of Demonstrates understanding of to package for short and longstorage methods. P. 465 appropriate sforage of food, the concept of perishables. concept of perishables. term storage, including e.g. cans in cupboard, fresh P. 273 p. 338 advantages and disadvantages. produce in refrigerator, p. 338p. 403 frozen food in the freezer: Stores food correctly (cup- Stores food corrcctly. p. 204 board, refrigerator). p. 273

6. Production Explains or describes pro- Explains or describes in de- Demonstrates-knowledge that Identifies food sources. Identifies food sources. ductioni, processing and tail production, processing foods come from various p. 273 P. 338 distribution of: and distribution of: sources. p. 204 - garden products - garden products - dairy products Demonstrates awareness of the - dairy products - grain products - grain products growth of plants and animals. - fishing products. p. 403 - fishing products, -P.461 P. 204

~~C. Maintaining the Home~~

I. Selection Chommea_mcific_home_desig Recognizes sililarities and Recoguizes different types of Explains_what_is_amaliahle_in__ChausaLtmecific-homeAzblga. p. 339 and explains choice on basis and explains choice on basis difference:3 between his home homes. p. 274 housing. of construction, location, of construction, location, and the homes of others. design add budget. p. 404 design and budget. P. 466 .p. 205

~~5 9 *ts. az,(146 VI LIVING VOCATIONAL SKILLS oyERVIEw~~

~~LEVEL 5 LEVEL 6 LEVEL02 LEVEL 3 LEVEL 4~~

Demonstrates knowledge of Demonstrates awareness of Demonstrates knowledge of the organization of rooms and the specific uses of rooms the organization of rooms and within home, e.g. kitchen. their purpose. p. 274 their purpose. P. 339 p. 205 Recognizes responsibilities Demonstrates understanding of Demonstrates awareness of the related to neighbors, land- responsibilities related to variety of materials used to lords, community. p. 404 neighbors, landlords, com- construct a home. p. 205 munity. p. 466

~~Demonstrates ability to use newspapers and other advertising to locate housing. p. 466~~

~~Demonstrates knowledge of income assisted housing. p. 466~~

2. Furniture and Furnishings Explains what should be con- Chooses furnishings for cost, Demonstrates ability to name Recognizes what goes into a Explains function of various sidered when furnishing a style and durability. p. 466 and describe use of common house. p. 274 furnishings. p. 339 home, e.g. need, quality, home furniture and appliances. price. p. 404. Identifies i'llarmony" in p. 205 color, texture, stylz. p. 466

~~Demonstrates knowledge of Arranges furniture in awn where furniture and ap- room p. 274 pliances belong in a house. p. 205~~

~~3. Care and Maintenance~~

~~Demonstrates ability to tidy With assistance, keeps own Demonstrates ability to keep p. 339 his own area at home and at room clean. p. 274, own room clean. school. p. 205~~

~~5 ' 3 vi LIVING V0CATI0NAL4iILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

Performs househols tasks Demonstrates ekficient Demonstrates ability to per- Demonstrates ability to per- Performs some household tasks. p. 339 using appropriate equipment. methods of performing daily form simple household tasks form simple household tasks . household tasks.P. 467 with close supervision. with minimal syPervision. P. '404 p. 205 P. 274 Identifies daily and weekly Identifies household repairs Demonstrates knowledge of cleaning routines. p. 339 necessary for safety.. a). 405°cost of household repairs and need to get estimates1 p. 467

Demonstrates ability to use Demonstrates knowledge of . Demonstrates increasing some tools, e.g. screwdriver. and ability to use basic skill in using tools. p. 467 p. 339 tools1e.g. hammer, screwdriver,\drill, saw. P. 405

~~Makes simple repairs. p. 339 Demonstratakility to do basic repairs ad maintenance. p. 405~~

~~0Recognizes when repairman is necessary. p. 405~~

~~Assists in care of pets and Demonstrates ability to care 3 plants. p. 205 for pets or plants. p. 275~~

~~D. Child Care~~

~~Recognizes that young chil- Explains babysitting responsi-Begins babysitzing for'short Babysits, assuming dren need care. p. 276 bilities. p. 340 periods. p. 406 compleieresponsibility. p. 468~~

Demonstrates ability to Demonstrates ability to help Dmnonstrates ability to help Demonstrates ability to -dress-, change, feed infant -wipl care- Of-younger brothers care for young children. -dress,chringerleed-infanr or child. p. 468 and sisters. p. 276 p.340 45r child. p. 406 -I _ VI LI VI NG VOCATIONAL SYALLS',OVERVIEW

~~LEVEL 2 LEVEL 3° LEVEL 4 I:EVEL ' LEVEL 6~~

~~Demonstrates ability to make Demonstrates ability to make f . decisions about bedtime and decisions about bedtime and 'Snacks for children. p. 406 snacks for children. p. 468~~

~~Demonstrates knowledge of Identifies what to do in an what to do in an emergency. emergency,'e:g. injury, fire; p. 406 theft. P:468~~

~~Demonstrates ability to shbw Demonstrases ability to show love, warmth and respect for love,,warmth and respect for children and infants. q). 406children and infants. p. 468~~

~~Demonstrates knowledge of the 'development (physical and emotional) of the young~~

~~V. child. p. 468~~

~~Recognizes emotional and physical needs of children. p. 468~~

~~MONEY MANAGEMENT~~

~~A. EarningLMoney~~

~~Identifies money by touch. p. 206~~

~~Discriminates between coins and bills. p. 206~~

Demonstrates understanding that coins and bills are both money. p. 206 Ideneifies and arranges paper Begins to identify various Identifies coins and paper Identifies and arranges paper p. 407 coins by touch. p. 206 money. p. 277 money and coins. p. 341 money and coins.

~~Uses money vocabulary. p. 277Counts money, using coins and Counts money, using coins and bills. p. 341 bills. P. 407 VI LIVINC'VOCATIONAL SkILL8.0VERVIEW.~~

~~:LOEL 6' 'LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5~~

~~0 Writesor brailles money Brailles/write, money amounts money amounts amounts (1c, 250, $1.00). of increasilig complexity. ,of increasing complexity. -27.7. p. 341~~

~~Transilitsmoney_amounts to Transmits money amOunts to calculator. p. ca1cu1i:4'ton p. 407~~

~~With assistanees recognizes Recognizes,coins and bills.in coins and bllls in combina- combination. p. 341 tion. p. 277~~

Lists sources of money Identifies jobs for which pay-Recogdizes that different Demonstrates knowledge of (parents, job, hobby), mentjs madd7is not made. amounta of money are paid - sources of income other than-- wages, e.g. fammily allowance, p. 278 p. ?42 for different jobs. p. 407 welfare payments, unemployment insdrance,,assured in- 96me. p. 469 ' IdentfriJafactoraithat a-f Demonstrates understanding Demonstrates knowledge that Recognizea that jobs must be Identifies factors that at- .fect wages, e.g. training, that sometimes money is earnedjob must be completed to completed to earn money. fect wages; e.g. training, time, danger, seasonal. for completion of a job. earn money., p.278 P. 342 time, danger, seasonal. p. 206 p. 408 T. 469

Calculates money earned4. Calculates money earned; - gross/net pay - gross/net pay. , - regular/overtime - regular/overtime . - hourly, weekly, monthly - hourly, weekly, monthly - double time, time and a - double time, time and a half half - holiday pay. p. 408 - holiday pay. p. 469

~~Reads and intekprets cheqde Reads, interprets and adbon: stubs. p. 408 strates understanding of terms %and figures on cheque stubs, e.g. union dues, unemployment insurance, C.P.P. p. 469~~

~~c4i 4.~~

~~A- N A ; /- 0 V/ LIVING VOCATIONAL SKILLS OVERVIEW'~~

~~LEVEL 2 LEVEL 3 LEVEL4/ LEVEL 5 LEW. 6~~

Demonstrates dnierstanding Demonstrates understanding Demonstrates understanding that the value Of money that.the valqe of. money that the value of money. changes over time, e.g. in- .changes over time, e.g. in- changes over time, 'nation. p. 342 flation. p, 408'- e.g. inflation. 5, p. 469 4 B. Spending Money u Chooses mobt:apprdpriate Compares and contrasts buying, Demonstrates mierstanding Identifies places where goods Identifies different types bf places to buy goddsanli through different outlets, that money p,r nases goods. can be bought. p. 229 stores where goods or sdrvices p. 343 serviees,'eig..wholesale, e.g. retail', wholesale, mail p. 207 can be bought. e retail, basic producer of order. p,.470,

( ,goods. .p.409 ' 4, Locates some familiar items Locates several items for . Locates items for purchase, p. 409 in store. p. 279 pdlchase using various.Means. utiing Various means. p. 343 Buys items independently with Accompanies adult on shopping With assistance, buys items z correct amount of money, , expeditions. P- 107 independently with correct amount of money. p. 279 using a sighted guide If appropriate. p. 343

Describe* examples of mis- Recognizes advbrtiaing oq Recognizes advertising Identifies factual informa leading advertising on tele- television, radiJ, etc. techniques. p. 343 tion presented in vision, radio, newspaper. P. 279 advertisements. p. 409. p.470 "

Recognizes best time to shop. Calculates.bills accurately. Demonstrates understanding Demonstrates understanding Dellehstrates understanding p,409 p. 470 that some things cost more that some thingd cost more that prices for familiar p. 279 items vary from time*to time. thus others. p. 207 than others. Demonstrates understanding of p. 343 Recognizeeadvantuges'of using neighberhood retail comparative shopping (goods odtlets to increase is-. and sekvices). dependence.. p.409 '

~~. I C~~

~~1.1 .0 VI LIVINd.VOCATIONAL kly.S IWERVIEW.~~

~~, LEVEL 6 LEVEL 2 LEVEL 3' LEVEL 4 LEVEL .5~~

~~Differentiates between es= Describes essential elements Demonstrates understanding Differentiates between es-~~

' -sential and luxury items. in basic living needs (food, that services can be purchased sential and luxury items. . 'p. 470; shelter, clothing). p. 279 P. 343 p. 409 Developa budget for houticheld Demonstrates awarener-, of howDevelops and utilizes a sispleDevelops personal budget for. management, e.g. groceries, his money is spent. p. 279 budget. p. 343 purchas .... of clothing, entertainment, gifts, etc. clothing, utilities. p. 470 (monthly, yearly). p. 409 o ,

~~.. . Calculates personal budgets~~

~~. for different family sizes G. and over varying time periods~~

~~' for: - casual worker . -'full time worker = unemployed worker.p,470 ta 5~~

o Recognizes that there are Recognizes that there are Explains, what a credit different methods of payment. jifferent methodi of payment purchase is. p. 470 p. 343 (cash, cheque, credit) and explains the advantages and , disadvantages of each. p, 40.9

. . . Writes/brailles list, of goolsWrites/brailles list of and services that can be goods qnd services.that , bought on credit. pl 410 can be bought on credit. p. 470 . , s' , .Demonstrates understanding of - Demonstrates understanding of . the cost of using credit, the cost of using credit'. P. 410- po 471

~~. . Calculates cost of credit. Demonstrates understanding of P. 410 the rationale for paying bills . on time. p. 471~~

~~. . , Calculates cost of different . methods of payment. p. 471~~

~~7 6 9 3 VI LIVINGNOCATIONAL SkILLS1WERVIEW~~

~~LEVEL 5 LEVEL 6 \ LEVEL 2 LEVEL 3 " LEVEL 4~~

~~Demonstrates undersanding of the responsibility aasociated with credit buying. \p. 471~~

~~Demonstrates understanding of Demonstrazes understanding of concept of guarantee/warran- concept of gusrantee/Warran- ty. p. 410 ty. p. 471~~

~~Demonstrates awareness,of Utilizes Better Business consumer protection groups. Bureau and consumer protection p. 410 groups. p. 471~~

~~Uses some coin oPerated Uses coin operated machines Uses coin operated nachines machines, with sighted guide. (pay phone, vending independently. p. 410 p. 279 machines). p.343~~

~~Writes signature on cheques Demonstrates ability to use or legal documents. p. 344 banking forms correctly, e.g. deposit slip, cheques, withdrawal forms. p. 410~~

~~Establishes a bank account. Establishes a bank account. p. 344 p. 411~~

~~Demonstrates ability to use Demonstrates ability to .bank account. p. 411 utilize banking services-. p. 472~~

C. Saving and Borrowing States in own words the Demonstrates initial under- Demonstrates understanding ofDemonstrates understanding of importance of saving money. standing that money can be saving money for future pur- saving money for future pur- p. 412 saved and used at a later chases. p. 280 chases. p. 345 date. p. 270

~~With assistance, emens a Independently deposits money savings ac6ount. p. 280 in savings account. p.345~~

~~7. VI'LIVING VOGATIONAL. SRLLS" OVERVIEW~~

~~LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5~~

Names different types of Names institutions-where banking services, e.g. loans, savings can be kept: banks, chequing, savings. p. -412 credit unions, trust companies, treasury branches, life insurance companies. la: 472

~~Explains how to choose an appropriate uanking service. p. 412~~

~~Recognizes that people borrow Names sources for borrowing money for specific purposes. money. p. 412 p. 345~~

~~Demonstrates knoyledge that Demonstrates knowledge that items or money ::,:rrowed must people must repay money bor-~~

~~be returned. p. 280 rowed. p. 345 .~~

Demonstrates inderstanding Describes circumstances when Describes circumatances when that borrowfng may or may not borrowing is appropriaee. borrowing is/is not appropri- p. 472 be appropriate. p. 345 P. 412 ate.

~~MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES~~

~~A. Fundamentals of Movement~~

~~I. Body_Awareness a) ally Parts~~

The visually impaiced sudent in Levels 4, 5 and 6 shoild participate in the Note: Level 2 skills in this Note: ram and activities. area are found in the regular physical education pro Orientation and Mobility section. Continues to develop the abilities of Level 3.

~~Identifies body parts. p. 281 VI LrVING VOCATiONAL SKILLS OVERVIEW~~

~~LEVEL 4 LEVEL 5 LEVEL 6. - LEVEL 2 LEVEL 3 0 Identifies types of movement body parts can do tend, curl, twist. p. 281~~

~~Leads a movement with body parts. p. 281~~

~~Uses body parts contacting 3 and parting, e.g. fingers. p. 281 4c Uses body parts symmetrically or asymmetrically. p. 281~~

~~'b) ght Bearing~~

~~Supports his body weight with different parts of the body.~~

~~p. 281 S.~~

~~Transfer weight in a variety of ways from one body part to another. p. 281~~

~~Balances using various parts' of the body for support. p. 281~~

~~c) Body Actions~~

~~Identifies and demonstrates the following forms of loco motion: walk glide run gallop hop skip jump leap crawl. p.282 IONAL SKIL*OVERVIEW~~

~~. . LEVEL 5 LEVEL 6 4 LEVEL 2 LEVEL 3 LEVE . , ' Identifies and demonstrates 0 the following actions: .~~

~~bend fall . . . . turn pull' $ . push shake e stretch whirl swing 4 bounce . 4 . . twist rise . 0 . . sway : beat. . . p. 282 . d) Body Shapes~~

~~. . Makes various shapes while~~

~~. sail and while moving. t~~

~~. '1). 282 , e , 2. Effort w -~~

~~. Ideigifies and demonstrates . . . . -... . dip following effort quali- ,. . ties: 0' Weight: firm, fine .L. Time: sudden, sustained , Space: direct, flexible~~

~~'Flow: bound, free. . P 282 3. Space Awareness 4 ,~~

~~\ . Recognizes general space . . versus personal space.p. 283~~

~~, Demonstrates levels in space, e.g. low, medium, high. p.283~~

~~Demonstrates pathways in ,~~

~~space, e.g. floor patterns. . p. 283~~

~~. , Recognizes large, small, s~~

~~, near and far, up and down. p. 283 v~~

~~, . 6 .~~

~~64 4~~

~~.1 A ,VI LIVING VOCAT/ONAL SKILtS OVERVIEWr~~

~~LEVEL 5 LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4~~

~~4.. Relationship. With Objects~~

~~4 4 Throws, catches and controls small, slow moving objects. p. 283~~

~~Travels under/over on small stationary pieces of apparatus. p. 283~~

~~Jumps off low objects. p. 283 5. Relationships With People ; Carries out a sequence of movements alone, in a group(s) or with epartner. p. 283~~

6 Gymnastics Participates in the'following Demonstrates various ways of Through participation demon- Participates in the following forms of'gymnasetics: transferrini weight, strates the basic skills as- forms of gymnastics: - tumbling/flool exercises e.g. role, jump. p. 284 sotiated with the following - tumbling/floor exercises $ymnostic themes: - uneven bars - uneven bars - box horse Demonstrates various ways of moves'body from place to - box horse - balance beam supporting body weight, place in many ways; - balance beam - rings e.g. balance, hang. p. 284 balances on, or suspends - rings body from body parts; - parallel bars. - parallel bars. p. 473 Demonstrates a sequerce of makes stuspea'while p.-413 movement varying in rection balancing or moving; and level. p. 284 keeps body symmetrical or asymmetrical whp moving Demonstrates the ability to or balancing; use apparatus safely by: get- twists and turns body when ting up, going along, going moving or balancing. under, going over and getting p. 346 off pieces of equipmmac. p. 284

~~4. :It Vk LIVING VOCATIONAL-SKILLS!OVERVIEW~~

~~. .~~

~~LEVEL 5 ' LEVEL6- LEVEL 2 LEVEL 3 LEVEL 4 .~~

~~B. Games and Activities 4~~

I. 1. Creative Dance A Explores movements and de- 'Demonstrates basic skills of scribes accompanying feeling, creative dance by participat- e.g. bending, curling, ing iA lessons based on stretching. p. 285 selected Laban Themes: VI - Theme IV: Direct and otiesies body parts, e.g. re- ...fleXible, bound and free- petitive foot movements in flow movementr rhythmical phases. p. 285 - Theme VIII:Activities of the whole body; Controls transfers of move- - Theme VII: Basic effort ment. r. 285 actions; - Themes IV, V, XV: Relation- Controls balance. p. 285 ship Themes.

~~, p. 347 Designs and changes body 'shape. p. 285'~~

~~Utilizes space by changing size of space used, levels, directions, patterns. p. 285~~

~~Communicates emotion and , meaning through movement performed. p. 285~~

~~Relates to a partner and to a group. p. 285~~

2.* Folk and Round Dances a Demonstrates basic steps such Participates in the followingParticipat s in the following as: walk, two step, schot- dance forms: dance forms: tische, waltz, polka, pas-de- - creative/modern - creative/modern deux, grapevine, Step-swing - square and balance. p. 347 - folk :sfnikre - round - round - jazz - jazz - ballroom, etc. P. 414 - ballroom, etc. p. 474

~~#. .~~

~~, r 6 ;5~~

~~. I I. , .# `.. /~~

~~Vr 10ING:VOCATIONAL SKILL§ OVFAVIEW 7t11~~

~~LEVEL 6 LEVEL 2 LEVEL 3 LiVEL 4 LEVEL 5~~

~~Recognizes the ethnic differences between folk dance styles. p. 347~~

~~Participates in no-partner,' couple, trio, line and circle~~

~~dances. p. 347 .~~

~~Square Dance~~

~~'Demonstrates basic.square dance terms by participating in a variety of square dances. p. 348~~

~~4. Games~~

Participates in games which Participates in games which Participates in selected sparticipates in selected gamds from the following include: dev.elop skills.which are pre- games from the following cat.egories: running and chasing, ' requisites or traditional categories: jumping, change of dpal and team sports. - racket - racket direction, quick start P. 348 - target - target and stop, and tag. - relay - relay. p4 474 p. 285 - tag. p. 414 team: team: - goal ball - goal ball SOCCor - soccer - hit-in baseball - hit-in baseball - California kick baseball - California'kick baseball - hockey. p. 474 - hockey. p. 414

~~5. Posture~~

~~Describe') good posture and Describesfgood posture and demonstrates proper body demonstrates proper body alignment. p. 286 alignment. p. 348~~

~~, VI LIVING VOCATIONAL SKILLS OVERV/EW~~

~~LEVEL 2 LEVEL 3~~

6. Swimmigg Demonstrates fundamental Demonstrates fundamental riemonstrstes understanding Recognizes basic principles Demonstrates yearly improve- swimming skills. p. 475 that water is potentially useof the water medium and the ment following the Red Cross swimming skills. p. 415 ful and/or dangerons. relationships of the human Water Safety Program. p. 208 body to these principles. p. 348 p. 286 Participates in: Participates in water activi- Participates in appropriate Participates in appropriate Participates in: p. 348 - water games - water games ties. p. 208 aquatics program. p. 286 aquatics program. - diving - diving Demonstrate, movement skills - canoeing- -.canoeing to propel the body through - sailing - sailing water in various ways. - synchronized swirming - synchronized swimming- - water safety activities. p. 286 - water safety activities. p. 415 p. 475

~~Demonstrates ability to control the body in shallow 6 and deep water. p. 286~~

Practises water safety. p. 286 7. Track and Field Demonstrates the ability to: Participates in some track Participates in track and Demonstrates the ability to: - distance throw (shotput, and field activities. field activities. p.349 - distance throw (shotput, discus, javelin) P. 287 discus, javelin) - long jump - long jump - high jump - high Jump - run (all distances, cross - run (all distances, cross country). p. 415 country). p. 475 7111.115.711IIIw -VI LIVING VOCATIONAL SKILLS OVERVIEW

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~8. Outliour_ Purcin~~

Participates In some ODPU Participates in ODPU activi- Demonstrates basic skills in Demonstrates,basic skills in activities, e.g. camping, ties, e.g. camping, hiking. the ODPU the ODPU activities: hiking. p. 287 p. 349 camping - camping -1 orienteering - orienteering hiking - hiking - skating - skating - cross country skiing - cross country skiing - downhill skiing. - downhill. p. 416 p. 475 9. Fitness

Participates in the CAMPER Participates in the CARPER To achieve average or better To achieve average or better° fitness program when it is fitness program when Wis fitness levels, utilizes e-he fitness levels, utilizes the done in his school. p. 281 done in his school. p. 349 following programs: following programs: - aerobics - aerobics - weight training - weight training Yoga Yoga - relaxation training. - relaxation training. p. 476 p. 416 , Demonstrates yearly iMProve- Demonstrates yearly improvement In all times. p. 287 ment in all times. p. 349

~~FINE ARTS AND INDIVIDUAL EXPRESSION~~

~~A. Music~~

~~1. Libtening~~

~~1113te: The visually impaired s udent should participate in the regular music program in schoo~~

~~Recognizes and names sounds in his world. p. 209~~

~~Recognizes and repeats musical phrases and simple rhythms. p. 209~~

~~'44'1~~

~~?1,~~

~~tte.~~

~~1 Vf 1IVING. VOCATIOWAL SKILLS OVERVIEW~~

~~LEVEL 4 LEVEL 5 LEVEL 6 LEVEL 2 LEVEL 3 .~~

~~Listens to music for pleasure. p. 209 ,~~

~~. Remembers and repeats simple songs. p. 209~~

~~Begins to recognize and iden- .~~

~~tify the sounds of various . instruments. p. 209~~

~~2. Rhythm Playing .~~

~~, . Participates in rhythm band activities. p. 210~~

~~Demonstrates knowledge of , rhythm in his playing (fast, slow, loud, quiet, etc.). p. 210 , Demonstrates qbility to keep time to music. p.210~~

~~B. Art . ,~~

~~1. Cutting, Tearing, Fasten-~~

~~irla ,~~

~~Note: The visually impaired sudent should participate.in thcregular art's program in school~~

~~Tears, cuts and pastes a variety of materials of various textures. p. 213~~

~~Uses tape to fasten materials. 0 p. 213~~

~~2. Drawinkand Painting '~~

~~Finger paints. p. 213~~

~~4 -~~

~~t, 'rf`4~~

~~VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5~~

Paints.directly with large brush on large paper. P. 213 Demonstrates awareness of the Demonstrates awareness of Demonstrates awareness of Demonstrates awareness of the power and scope of line, , differences and descriptive line and implied line-drawing. power and scope of line, texture and value as indivi- aspects of line-drawing. p. 357 texture and value as indivi- p. 295 dual elements and as elements dual elements and as elements in a totakcomposition draw- in a total composition drawing. p. 422 ing. p. 482

Demonstrates awareness of the Demonstra,tes awareness of Demonstrates awareness of the Demonstrates awareness of the, forces of line, shape and the forces of line, shape and forces of line, shape and forces of line, shape and color through tactual ex- color (painting). p. 295 color through tactual ex- color through tactual experiences using a variety of periences using a variety of periences usinva varAety of materials and media (paint- materials and "media (paint- materials anA me-dia (painting). p. 357 ing). p. 422 ing). p. 482.

3. Modelling Using a variety of materials, Demonstrates ability to °' Creates forms in wet and dry Using a variety of materials, Using a variety of materials, demonstrates ability to create 3-dimensional forms p. 213 demonstrates ability to demonstrates ability to sand. in such a way that understand- _create 3-dimansional forms create 3-dimensional fOrms create 3-dimensional forms ing the spatial elements and Manipulates a variety of in such a way that under- in such zrway that under- in such a way that understanding of the spatial textural and line qualities media. p. 213 standing of the spatial standing of the spatial ,elements (positive and nega- elements (positive and nega- elements (positive and nega- is promoted (e.g. sculpture). p. 482 tive) and textural and line tive) and textural and line tive) ancitextural and line qualities is promoted qualities is promoted qualities is promoted p. 423 (sculpture). p, 295 (sculpture). p. 357 (sculpture).

~~Demonstrates understanding of Demonstraten.understanding of the potentialities of the potentialities of synthetic media. p. 423 synthetic media. P. 483~~

Demonstrates ability in the Demonstrates ability in the various techniques of work- various techniques of_ working with clay: decorating ing with c:ay: decorating and firing ceramics and pot- and firing ceramics and pot-

~~tery. p. 424 . tery. p. 483~~

~~6 `) 6 ' 411 1- A VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~4.,Pichit, Rakiqg~~

Demonstrates ability to print Demonstrates abillty_to feel, Demonstrates awareness of Demonstrates ability to ex- Demonstrates ability to ex- with familiar objects and describe and depict simple variety of textures and their press a progression of ideas perience progression of ideas textures in the environment possibilities.(print making). and skills.in print making. and skills in print making. textured tempera to create p. 484 design on paper. p. 214 (print making). p. 296 P. 357 p. 424

S. and Stitching, Demonstrates awareness of Creates simple needlework ar.t. Demonstrates ability to make Demonstrates ability to make Demonstrates awareneSs of how color and lextural ef- p. 214 and decorate cloth through and decorate cloth thropgh how color and textural ef- weaving and stitchery tech- weaving and stitchery tech- fects may be achieved and fects maytbe achieved qnd niques as a means of relatingniques (fabric and fabric employed in a decorative employed in a decorative the forces of line, shape, decoration). P. 357 manner (fabric and fabric manner (fabric and fabric p. 425 p. 484 surface and colbr to the decoration). decoration). clothlng and fabrics in his , environment (f,bric and fabric decoration). p. 296 0 -4 C. Drama - Participates in dramatic play. Demonstrates relaxation, Demonstrates relaxtion, Demons.trates ability to focusDemonstrates abirity to focus complete attention on a p. 215 concentration and trust (in- concentration and trus (in- complete attention on a p. 485 dividual activities). p. 297dividual activities). p. 358 specific exercise. p. 426 specific exercise.

Demonstrates personal expres- Demonstrates personal expres- Demonstrates body movement in Demonstrates ability to ex- Demonstrates 'ability to ex- sion through a variety of sion through using a variety a variety of situations (non- press himself t%cough move- press himself through move- p. 426 p. 485 body movements. p. 215 of body movements (teacher directed). P 358 ment. moot. directed). p. 297

Demonstrates ability to Identifies environmental Demonstrates awareness of Demonstrates awareness of respond through utilization stimuli to the senses. the five senses and gathers the five senses.. p. 485 of the five senses. p. 297 p. 358 more accurate-information from the environment. p. 426

~~t_.~~

~~CI )-1 ;~~

~~. VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 5 . LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4 ,....._~~

~~Demonstrates ability to com- Demonstrates ability to tom- Demonstrates increasing r - municate sensory experiences. municate a sensory experi- ability to communicate '~~

~~p. 358 .... ence so that others can sensory experiences. p. 485 . experience it vicariously. pl. 426~~

. . . g) Demonstrates ability to use Demonstrates ability to use Demonstrates ability to imagination to respond to imagination to help improve create original and inter- situations in a variety of characterization. P. 358 pretive thoughts and ideas. p. 426 ways. p. c297

Demonstrates ability to use Expresses a variety of Demonstrates ability to com- Demonstrates Increased ability emotions using a variety of municate verbally and non- to communicate verbally and communication techniques, including non-verbal tech- words, intonations, And body verbally. P. ?97 non-verbally. p. 358 ' . niques. p. 426 . . movements. IL 215 'Demonstrates awareness of Demonstrates ability to alter Communicates meaning by alter-Develops an awareness of the more subtle aspects of voice and'speech patterns, ing voice and speech patterns. anatomy of speech production. p. 298 p. 358 p. 426 the physiological processes of voice production. p. 486

~~Discusses character's actions.Demonstrates k.owledge of what p. 298 creates a character,~~

e.g. actions, appearance. . ' p. 358 r Demonstrates ability to co- Demonstrates ability to give Demonstrates ability to give Demonstrates ability to ordinato language, body and simple actions to characters. speech or language to major react spontaneously, both verbally and through move- voice for effective communi- p. 298 - characters. P. 359 ment to a situation or ctition. p. 486 stimuli. P- 427

~~Demonstrates ability to co- Demonstrates ability in the ... ordinate language, body and areas of improvism'on, voice for effective communi- characterization and acting. cation. p. 427 p. 486~~

~~4 VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~1,EVEL 5 LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4~~

~~Demonstrates kno leage that a Demonstrates understanding of story is made up f related the story sequence/plot. incidents. p. 29 p. 359 '~~

Demonstrates knowledge that Demonstrates aJareness of Demonstrates awareness and an audience listens to, views,various media enjoyed by our appreciation fo the effect and enjoys a presentation. society. p. 359 of mass media on society. p. 298 p. 427

~~1 Demonstrates ability to Demonstrates understanding of analyze characters developed director's purpose. p. 487 In/Other sources and recreate these convincingly. p. 427~~

~~Demonstrates ability to Demonstrates ability to build convincing character- organize a play production. izations based on why as well p. 487 as who or what. p, 427~~

~~Demonstrates knowledge of Demonstrates ability in the the mechanics of working arca of stage management. audio-visual equ!pment. p.428p. 488~~

~~Demonstrates appreciation Demonstrates understanding of 'for various theatre forms. theatre history. p. 488 p. 428~~

~~Demonstrates ability to Demonstrates ability to use evaluate other,people's work constructive dramatic constructively. p. 428 criticism. p. 488~~

Demonstrates appreciation forDemonstrates appreciation for dramatic literature through dramatic literature through an introduction to the one:- a variety of dramatic pro- act play. p. 428 ductions. p. 489

Demonstrates appreciation for Demonstrates understanding of production techniques through the use of make-up and an introduction-to-production costumes. p. 489 elements, e.g. staging and make-up. p. 428 VI LIVING VOCATIONAL SKILLS OVERVIEW

~~LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5~~

~~CIMENSHIP AND INDIVIDUAL RESPONSIBILITY~~

A. At_ Home Identifies various types of Identifies what constitutes Demonstrates awareness of itlentifies own family members Identifies family members by family units. p. 361 a family-from societal/legal changing types/roles of Dy name. p. 216 role, name and responsibili- p.430 ,the family in society. ties. p. 300 perspective. p. 491 Identifies ways in which im- Identifies ways in which ex- mediate family is unique. tended family is unique. p. 300 p. 361

~~Participates in family con- Initiates family conversa- versations, sharing own tions. P. 300 activities, ideas and feelings and listening to others. p. 216~~

Begins to asslme responsibi- Assumes responsibility for Assumes responsibilities with-Assumes responsibility within Assumes roles and resp,nsibilities associated lity for self-care. p. 216 self appropriate to age, in the family. p. 361 the family and the community. e.g. dre'ssing self, snack p. 430 with being an independent preparation, keep room tidy. adult. p. 491 p. 300 Demonstrates responsible at- Demonstrates the ability to Differentiates between per- Assumes responsibility for Demonstrates responsible attitude towards property of respect and care for personal sonal, family and public personal property. p. 361 titude towards property of self and others. p. 491 property, and that of other property. p. 300 self and others. p. 430 family members. p. 216

Demonstrates awareness that Identifies privileges and Identifies how roles and family members share privi- consequences associated with ponsibilities change with leges and responsibilities. family roles and routines. age. p.361 p. 217 p. 300

~~4?'~~

~~:; VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

Identifies and utilizes Demonstrates awareness that Demonstrates awareness that Demonstrates awareness that Identifies factors which families change over time. , families change over time. families change because of cause change in families. stritegies for coping p. 217 p.300 separation and addition. p.430 with change. p.491 p. 361

~~Identifies agencies which Demonstrates Inderstanding influence the family. ,how to use community p. 430 agencies appropriately. p.49.1~~

Identifies and differentiates Identifies tasks associated Participates in community in Participates In community between community helpers. with roles family members may a variety of roles. p. 430 in a variety of roles. p. 491 P. 300 assume in community. p. 361

~~S. At Schoo.1~~

~~Identifies classmates and Identifies classmates and Identifies classmates and staff members by name. significant staff members by majority of staff members wit1~~

~~p. 218 role. p. 301 whom he deals by name or by ' role. p. 362~~

~~Engages in solitary play with increasing purpose. p. 218~~

~~Engages in parallel play. p_218~~

~~Participates in conversations Participates in conversations demonstrating ability to lis- demonstrating ability to lis- .ten and respond. p. 218 ten and respond. p. 301~~

Demonstrates ability 0-o care Accepts responsibility for Accepts responsibility for Accepts responsibility for for personal property and personal property. p.. 301 prsonal and public property. personal and public property. the property of others. p. 362 p. 431 p. 219

~~Engages in cooperative play. p. 219 VI LIVING VOCATIONAL SKILLS OVBRVIEW~~

~~LEVEL 5 LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4~~

Demonstrates respect for the Demonstrates respect for the Demonstrates respect for the Demonstrates respect for the personal property of others. personal property of others personal property of others personal property of others. p.492 within the class. p. 301 within the school. p. 362 p. 431

Identifies some rules. Identifies school rules. p. 219 p. 301 Participates in decisions, Participates in decisions Participates in decisions Participates in decisions regarding rules. p. 492 regarding rules. p. 301 regarding rules. p. 362 regarding rules. p.A.11 Identifies privileges and Identifies privileges and Identifies privileges and Identifies privileges and consequences associated with consequences associated with consequences associated with consequences associated with school rules and routines. school rules and routines. school rules and routines. school rules and routines. p.492 p. 301 p. 362 p. 431

Accepts responsibility for Accepts responsibility for Accepti some responsibility Accepts responsibility for 1ccepts responsibility for own behavior and duties ap- own behavior and duties ap- p. 219 own behavior and duties ap- own behavior and duties ap- t r own behavior. propriate to age. p. 492 propriate to age. p. 301 propriate to age. p. 362 propriate to age. p. 431

Participates responsibly in Assumes a delegated or " Responds to authority in the esponds to authority in the Responds to authority in the delegating and electing elected position of authority classroom and school. p. 21 classroom and school. p. 301 school and demonstrates understanding of the need for authority figure. p. 43I in a,responsible manner. authority figures. p. 362 p. 492

~~C. In tile,. Community.~~

Demonstrates initidl under- Describes what consr:tutes a Defines a community and standing of what constitutes community. p.302 identifies its leadership. p. 363 a community. p. 220 Identifies common provinc:al Identifies federal agencies. Identifies facilities availableStates the role and function Identifies common city or town p. 363 agencies and facilities. p. 493 in a community and demonstratesof common neighborhood faci- facilities. p. 432 understanding of the role of lities. p. 302 each facility. p. 220 Identifies the role of commonDemoi.strates ability to Demonstrates understanding Identifies commoncommnity Identifies a wide range of provincial helping agencies. locate and utilize government that individuals have various helpers. p. 302 helping professions.p. 363 p. 432 services. p. 493 roles and responsibilities within the community. p.220 , VT LIVING VOCATIONAL SKILLS OVERVIEW

~~LEVEL 3 LEVEL 4 LEVEL 5 LVEL 6 , LEVEL 2~~

Demonstrates understanding of DemSnstrates understanding Demonstrates understanding Demonstrates awareness of the Demonstrates awareness of how how authority is exercised that diplomatic and trade that community members with concept of authority. p., 302 authority is obtained. p. 363 relationships vary between various responsibilities have in a responsible mannel. countries. p. 493 areas of authority. p. 220 p. 432 Participates in community Assumes responsibilities Demonstrates.understanding Demonstrates understanding Demonstrates understanding events and organization. wiehin community. p..493 th.it all'individuals are that all individuals are that all individuals.are members of communities, with members of communities, with members of communities,-with p. 432 community rights and responsi-community rights and responsi-community rights and responsibilities. .p. 220 bilities. p. 302 bilities. p. 363

Demonstrqtes ability to name States the name of his com- States the name of kis town his commilhity. p. 220 munity', town or city, pro- 'or city, province, community, vince. p. 302 country and continent: p. 363

Demonstrates increasing under- Demonst-rates understanding of Demonstrates kno%ledge of standing of what constitutes different countries and farms the groupings of countries ee. 4i-town or city, a province and of government in the world. and the power pocks within a country. P. 363 p. 432 %. the world. P- 493

Identifies the Canadian Flag. Identifies and explains the P. 302 symbolism in the Canadian. Flag and National Anthem. P. 363 Demonstrates awareness of Demonstrates awareness of Demonstrates awareness of Demonstrates awareness of cultural differences within cultural differences within cultural differences wityn. cultural differences throug'hout the world. own community. p. 302 own city or town. p. 36.3 Canada. p. 432 p. 493 cr Identifies the role of civic Demonstrates awareness of leaders. p. 363 authority figures and agencies within the province.

~~p. .432 '~~

~~Identifies how laws are made Demorvtrates understanding of and by whom. p. 432 ledal rights and responsibilities. p. 493 VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

~~Identifies three levels of Demonstraies understanding of government. p. 432 the responsibilities of each level of government. p. 493~~

Demonstrates awareness and Demonstrates knowledge of Demonstrates awareness of cityDemonstrates awareness of % community rules and routines. or town rules and laws. provincial rules and laws, understanding of federal rules and laws. p. 494 p. 302 p. 364 p.g. Alberta - no sales tax. p. 432

~~Ilemonstrate>tanderstanding of the need for passports and visas 1.11en travelling. p. 494~~

~~D. Current Events~~

~~States newsworthy events a witnessed or heard. p. 303 a Recognize, that events occur Recognizes that events occur outside ot home and school. outside of home and school.~~

~~p. 221 , p. 303~~

~~Recognizes that television, Demonstrates ability to select press and radio, help dis- a major radio, television seminate information. p. 303newscast or press report. p. 365~~

Recalls daily weather report. Recalls daily news and Identifies major news Identifies major news stories: local, provincial, p. 303 we4her forecast. p. 365 stories: local, provincial, national, international national, interuational. p. 433 p. 495

~~Identifies major news stories. p. 365~~

~~- Vi LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 2 LEVEL 3 LEVEL -4 LEVEL 5 LEVEL 6~~

~~E. Environmental Edn.cation~~

~~1. Ecolux~~

~~Distinguishes between living and non-living things. p. 222~~

Explains the difference be.- Classifies living organisms. Classifies related species. tween a member of the plant p. 304 P. 366 and pf the animal kingdom. p. 222 Classifies plant material on, two or more dimensions. p.366

Identifies characteristics Identifies basic requirements Identifies basic requirements which are shared by other necessary for growth of necessary for growth of living things and himself, living organisms. p. 304 living organisms. p. 366 e.g. need tor lood, water, air and warmth: similar body Identifies environments where parts. p. 222 plants and animals live. p. 304

V. mnstrate understdnding Identifies appropriate. ways Demonstrates apme knowledge States some laws dealing with that animals have feelings by to behave with wild and of laws dealing with animal animal care. p. 434 handling or'caring foe them domestjc animals. p.-304 cpe, e.g. pet licensing. with empathy and consideration. P. 366 P. 222

Demonstrates some understdnd- Demonstrates incresing under-Demonstrates knowledge of inp that parks dre conserva- standing that parks are con- reasons why fees are charged, Lion areas. p.305 servation ateas. p. 366 n.g. park fees, license fees. p. 434

Rdcognizes and appreciates manRecognizes the positive/nega- Identifies the positive/nega-Practises responsibility as a builder of the world of tive effects of MAO'S 4nter- tive effects of man's inter- with regards to the natural p. 496 nature. p. 305 vention iu nature. p. 366 vention in nature. p. 434 environment.

~~:)' VI LIVING VOCATIONAL SKILLS OVERVIEW .~~

~~LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6~~

Begin, to 04,,ume re,ponstbilit) Assumessomeresponsibillty Assumes responsibility tor for the care ofdliving for the care of a living the care of a living organihm organism. p. 222 oeganism. p. 305 P. 366

~~2 . Natural. Phepomena~~

Drt,wtatlit.r from outdoor De.cribes t.uatuor from Predicts weather from sky Demonstrates some understand- Demonstrates understanding conditions. p. 223 outdoor conditions. p. 305 conditions/descriptions. ing of natural disasters, of natural disasters, D. 366 e.g. earthquake. p.°434 e.g. tornado. p. 496 identifies some character- identifies some character- States characteri,tics ot istics of each season. p. 223 istics ot each season. p.305 each season. p. 366 , States how weather affects States how weather afiects Demonstrates knowledge ot Demonstrates knowledge daily life. p. 305 the life of others, long term effects of weather, of economic and,social e.g.farmer. p. 366 e.g. dry summer - poor crop. effects of world's weather p. 434 patterns. p. 496

~~T. Fnergy~~

Ideutifit ,ome .our,es of Identifies sources of huat Demonstrates knowledge of \ Demoastrates knoWledge of Stdtes.advantages/ heat and light. p. 223 dnd hat. P. 305 alternate energey so -es, alternate energy sources, disadvantabes of various e.g. wood burning fire-places,e.g. coal, windmIll. p. 435 energy sources. p. 496 soiar heating. p. 366

Recognizes the [-teed to Modity Demonstrate. awareness Chat Demonstrates ability to make Demonstrates responsibility climate by such technio,ues as the energy used tu heat his responsible energy choices in making energy- heating houses or clothing. home and provide other in daily life. p. 435 consumption decisions., p.305 utilities costs money. p.367 p: 496

~~4. Pollution~~

Ihmon,tratt, resp,ct for the Identltie. and disposes of Demonstrates awareness of a Demonstrates knowl dge of Demonstrates correct vnvIronm4nt when travellAig litter. p. 305 variety of environmental the necessity foproper disposal methods, through it. p. 223 considerations, e.g. while disposal methods when using e.g. napkins, dish walking, riding various oltdoor facilities, water. p. 497 vehicles. p. 367 e.g. cooking, toilet. 435

~~1r, VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5~~

States fines that can be v Demonstrates knowledge Oemonsti ites awaveness that Stptes reasons for not Recognizes importance of ot the regulations in litter makes an unsightly mess littering. p. 306 pailution control laws, levied for littering, existence to protect and is difficult to clean up. including noise pollution. illegal dumping, improper weed 367 control, etc. p. 435 theenvironment. P. 223 p. P. 498 Recognizes clean alr/water is ReLognizes that clean air/ RLcognizes those aspects of Recognizes that there are Re,ognizes his right to speak neces-ary for good health. water IS necessary for pod his world that are related to socially acceptable methods out If he sees an environ- p. 223 health. p. 306 preserving his environmental of showing his disapproval mental offence that affects safety. P. 368 of environmentally damaging his enAoyment of nature or his practices. p. 435 health, e.g. smoking. p.498

identities several jobs and Identifies several jobs and Selects one field of work Demonstrates knowledge of ix:mines fields of work workers who help to keep the workers who help u., to pre- that is related to pollution service industries to aid a that are carried out in environment a better place, serve the environment, control. p. 368 community in sanitation and the natural setting, e.g. grounds-keeper, street- e.g. grounds-keeper, street- environmental areas. p. 436 e.g. landscape worker, cleaners. p. 224 cleaners, vrbage collectors. tree nursery wotker, lumber p. 306 or forestry worker. p.-498

Demonstrates awareness of Demonstrates knowledge of the contribution made by environmental service these industries, e.g. bottle industries. p.498 depot workers, environmental control agencies, parks and dild-life workers. p. 436 4 Identifies places where noise Identitie., sources of Detionstrates an awareness of Demonstrates awareness of control iS required, excessive noise within the the dangers of prolotiged the dangers of industrial not:w, and an understanding e.g. library. p. 307 environment. p.368 exposure to excessive noise. p. 436 of preventative measures. P. 498

~~5. Conseryat_ion~~

Oem..nstrate, some undelstandingDemonstrates understanding Saves recyclable materials Saves recyclable materials 01 the recycling concept. of recycling concept. p. 307 and returns to appropriate and returns to appropriate p. 225 place. p. 368 place. P- 436 VI LIVING VOCATIONAL SKILLS OVERVIEW

~~LEVEL 5 LEVEL 6 LEVEL 2 LEVEL 3 LEVEL 4~~

Demonstrates knowledge of Practises various methods pow --...trate, responsibility Recognize, his responsibility Demonstrates knowledge that ieasons for conservation, of conservation, tor keeping immediate to preserve the environment, conservation through wizi,e e.g. depletion of natural e.g. cycling paper. p. 498 environment clean and free trome.g. not damaging trees. use saves money. p. 368 resources. p. 436 refuse. p. 225 P. 307 Demonstrates an understanding Given a choice of two of the concept of renewable/ ,equal products opts for non-renewable resources. tlie one with fewer p. 436 negative environmental eftects. p. 498

Demonstrates awareness of Demonstrates knowledge that Demonstrates knOwledge of various ways to conserve proper insulation in a home reasons for conservation, energy. p. 307 can save on fuel costs but e.g. Cos:. p. 436 may require an initial expense. p. 368

Demonstrates knowledge and Demonstrates ability to Demonstrates an awareness appreciation tor the use of select energy saving modes of ot energy-saving energy saving modes of trto '1, trevel, e.g. bicyele. innovaEions in the e.g. bicycle, public P. 436 ennsportation industry transport, walking. p. 368 anti public responsibility to support these innovations. p. 498

Demonstrates some knowledge Demonstrates ability to Demonstrates knowledge of the Demonstrates knowledge ot Selects cssent'al equipment of survival methods. p.436 practise survival methods. safety rules that apply to safety rules that apply to tor carrying when outdoors, p. 498 the outdoors and field study the outdoors, e.g. buddy e.g. pocket survival kit 369, trips. p. 225 -system, lost procedures. when camping. p. p. 307

~~.o . VI LIVING VOCATIONAL SKILLS OVERVIEW~~

~~LEVEL 5 LEVEL 6 LEVEL LEVEL 3 LEVEL 4~~

Demonstrates knowledge of tile Demonstrates knowledge of the Demonstrates safe use of dangers inherent in everyday dangers inherent in everyday everyday outdoor tools and outdoor tools and chemicals. outdoor tools and chemicals, p. 369 p. 226 e.g. knives and axes, insect, repellent sprays, camp-stove fuels, Pte. p. 307

Demonstrates small-craft Practises water safety, 'Follows water safety rules. States,'discusses and follows Demonstrates knowledge of p. 436 e.g. swimming and boating. p. 226 safety rules, e.g. neverego water safety rules. p. 369 water safety. swimming alone, never go into p. 498 a boat without a life-jacket. Demonstrates ability to swim p. 308 and drown-proof. p. 437

Demonstrates awareness of the Demonstrates awareness of the Dgmonstrates knowledge of danger inherent in fire and danger inherent in fire and fire prevention methods. the effect that it can have the effect that it can have p. 369 on the environment. p. 226 on the environment. p. 308' Practises safety rules that Demonstrates competency and Recognizes various unt.afe out-Demonstrates knowleilge of Practises safety rules that p. 437 safety in the performance of door practices, e.g. drinking various unsafe outdoor apply to the outdoors. p. 369apply to outdoors. ' several out-of-doors activi- water from unsafe sources, practises, e.g. dr,inking ties about the hom ,e.g. use eating snow, eating wtld water from unsafe sources, of the lawn mower, care and berries, mnshrooms. p. 227 eating snow, eating wild use of a rototiller, proper berries, mushrooms. p. 308 use ot a ,step or extension ladder. p. 499

Recogniles people in positionsAccepts direction from per- Demonstrates responsible of authority in parks, camp- sons in authority in parks, behavior in parks, etc. sites and public outdoor etc. p. 437 p. 499 centers. Demonstrates awareness of their ability to help in emergencies. p. 369

Demonstrates a basic awarenessDemonstrates some knowledge of first aid for thinor in- of disease transmitted by juries, e.g. nettles, insect animals. p. 437 stings, small cuts, minor burns. p.369 Vt LIVINO VOCATIONAL SKILLS OVERVIEW

~~.. LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 - ..,~~

. , Demonstrates ability to go to Recognizes risks involved in Demonstrates knowledge of . , . appropriate locations if traveling on frozen lakes or possible dangers of various , caught in inclement or rivers. p.437 terrains. p.499 potentially dangerous weather. p. 369 -......

~~- ., . . ' t~~

~~- ,~~

~~' . .e., . I ti,..r . -~~

~~, t.~~

~~/ , o~~

~~. , , ,a~~

~~b \ :~~

~~, i~~

~~04.~~

~~APPENDIX B ,. - STUDENT PRWILE/CHECKLISTJ~~

, w .4 cgo 84U.Ow 1:5 840 O H C.)0 ., . 1 . 1i andCitizenship Individual 0 0 1. - .. . . . Responsibility ' I . Fineand ArtsIndividual i l' . : I I mentMotorExpression andDevelop- PhysicaL . , t, . / MoneyAttivities 1- .. 1 " l' . Management S. . . ManagementHome . . . . World"of Work - 0 Safety 1 1 1 1 1 I Health' 1 Z - Orientation 1 1 Understandingand Mobility I Self and 1 "" I 1 a)>0 s..0 I withGetting Others Along 572 Student PrOfile

~~Student Name): Date: Agei~~

~~Scores: To (determine placement level use the following guide:~~

~~All sle.ctions except Orientation and Mobility and MotorDevelopment and Physical Activities~~

~~Score: Level: 0-1 2 42-3 3 4-5 4 6-7 5 8+ 6~~

~~Orientation and Mobility~~

~~Score: Level: 2 co 0-1 2-3 3~~

~~Motor Development and Physical Activities~~

~~Score: Level: 0-1 3 2-3 4 4-5 5 6+ 6~~

~~Components: VI VII VIII IX X I. 11 1 iii IV V~~

~~Score:~~

~~Level:~~

~~\o, 65u CHECKLIST...7. PLACEMENT. 6 ASSESSMENT FOR LEVELS 2 - 6~~

instrui:tions: Circle the student responses te ezch question. 4 Add up the number of "Yes" responses and place on the scoreline. Instructions for placement in levels of different areas appear onthe Student Profile. There are 10 components on the Checklist.

Orientation ahd Mobility III. Health I. Understandin& Self and Getting II. Along With_Others Samples and begins to identify 1 Yes No Demonstrates understanding of the YesNo 1. Names and identifies body parts YesNo 1. 1. wide variety of nutritious foods use of names No 2. Demonstrates an understanding that Yes No Demonstrates initial understanding Yes No 2. Demonstrates ability to obtain know- Yes 2. there are places to gd for medl.cal the people have varying values, ledge of the edible through his help customs and social expectations senses No Identifies a variety of foods and Yes No States/writes/brailles: name, age, YesNo 3. Identifies clothing and body parts Yes 3. 3. their sources address, telephone number Yes No 4. Recognizes the importance ot having Yes Na States simple rules and recognizes YesNo 4. Demonstrates ability to confirm 4. a family doctor or dentist when they are broken particuiar taste Identifies and classifies food into Yes No Idatifies, demonstrates or des- Yes ' No 5. 1 5. the four basic food groups cribes some interests or preferences, abilities or talents, e,g. sports, arts, cooking 6. Identifies mental health personnel YeS No Recognizes violation of basic YesNo 6. an'd their fundtion societal values Demonstrates understanding of the Yes No Yes No 7. 7. identifies significant public role of nutrients for growth, figures and the office held health and energy (Mayor, Premier) 8. Identifies health service occupa- Yes No 8. Demenstraten understanding of Yes No tions need for protection of self and property Demonstrates awareness of the re", YesNo Yes No 9. 9. identifies the need and function of lationships between nutrition, self-1dentliying informAion, fatigue, illness and grow0 e.g.1.11. Numbei, S.I.N. RecoLnizes the contributions of the YesNo Demonstrates understanding of 06 Yes No 10. 10. helping professions improving concepts of human rights, e.g. community health, e.g:' medicine, dignity and equality dentistry, psychology, social work

~~SCORE: tCORE: SCORE:~~

~~VI%) 661 1 CHECKLIST - PLACEMENT & ASSESSMENT FOR LEVELS 2 - 6~~

5. Instructions: Circle the student responses to each question. Add up the number of "Yes" responses and place on the scoreline. Instructions for placement in levels Of different areas appear onthe Student Profild. There are 10 components on the Checklist.

~~V. World of Work VI. Home Management 1V. Safety~~

Yes No 1. Recognizes own clothing Yea ,No. Demonstrates awareness of common "Yes No 1. Manipulates a variety of consttuc- sourcLs of danger within the home tion materials and tools, eg. hammer, scissors Yes Noe 2., iSI'sists in"care of pets and plants YesNo 1:1monssrates understanding of the Im- Yes No 2. Identifies things he likes ,t,a do/ portance of using heat belts does not 'like to do A Undresses/dresses with minimal YesNo With assistAnce, demonstrates safe Yes No j. Follows slmp/o rules of organiza- Yes No 3. 3. supervision or help use of kitchen tools,lippliances, tion and care of tools and mate- etc. rials YesNo 4. Recognizes that people :mist look Yes ,No 4. Recognizes that young children need 4, demonstrates ability to seek,belp. Yes No from responsible adult LI hurt, ctc. for jobs care VI YysNo 5. Undresses/dress independently YesNo we 5, Follows appropriate procedures for Yes No 5. Selects and uses appropriate tools fire drill in the home for a specific project Explains babysitting Y:.s No Demon.trates ability to respond to Yes No 6. Demonstrates understanding that Yes No 6. 6. responsibilities traffic sights and sounds to avoid all people.have rights danger No Yes No 7. Organizes closet and drawer Yes Demonstrates awareness of the causes Yes No 7. Demonstrates ability to organize and 7. space appropriately and types of accidents which could care for tools and equipment occur in the home Demonstrates ability to make Yes No Yes No 8. Demonstrates knowledge, awareness, Yes No 8. 8. Demonstrates ability to seek assis- decisions about bedtime and snacks tance4from the pnblic in case of a and acceptance of individual for children fire in a public bnildinw differences YesNo 9. Utilizes laundry facilities Yes No Demonstrates independence -and reli- Yes No 9. Demonstrates ability to choose and 9. independently ability in coping with dangers and use all power-driven tools in the accidents shop YesNo 10. Recognizes emotional,and physical Yes No Demoastrates understanding of the Yes No 10. Demonstrates understanding of O. needs of children impoltancd of nsine safety equipment special rights under protective legislation, e.g. Dependent Adults in vehicles Act SCORE: SCORE. SCORE: t

~~6 S 3 . CHECKLIST - PLACEMENT &-ASSESSMENT FON LEVELS 2 - 6~~

~~, .~~

Instructions.: Circle the student responses to each question: Add up the number of "Yes" responses and place on the score line. ins,ructions for placement in levels ofi,lifferent areas appear on the Student Profile. There are 10 components on the Checklist.

~~IX. Fine Arts & Individual Expression Money Management VIII. Motor Development & Physical Activities -~~

Identifies types of movement body Yes No 1. Recognizes and namqs,sounds in Yes 1. Identifiesmoney by touch Yes, No 1. parts can do - bend, curl, twist his world YesNo 2. Expresses a variety of emotions YesN 2. Demonstrates initial understanding Yes No 2. Practises water safety that money can be saved and used at using a variety of words, intonations and body movements a later date yes No 3. Demonstrates awareness of differ- Yes 3. Identkfies coins and paper money Yea No' 3. Through participation demonstrates basic skills associated with gymna- ences and descriptiyq, aspects of stic themes, e.g. moving from place line-drawing to place, balancing and suspending body parts a Yes Mc, Demonstrates knowledge that items or Yes No 4. Describes good posture and demonstratesYesNo 4. Demonstrates knowledgethat an money borrowed must be returned proper.body alignment audience listens to, views and enjoys a presentation

Yes No 5. Demonstrates awarneesa of the Yis 5. Counts money, using coins and bill's YesNo 5. Participates in the forlowing for'ins of gymnastics: tumbling, floor ekercises, forces of line, shape and color through tactual experiences using 0 uneven bars, box horse, balance beam, rings, parallel bars a variety of materials and media; e.g. painting

~~.Yes No 6. Demonstrates knowledge of what Yes Nt 6. Establishes.a bank account Yes No 8. Demonstrates fundamental swimming creates a character; e.g. actions, skills . appnarance~~

YesNo 7. Demoastrates ability CO express a Yea 14; 7. Chooses most appropriate placip to YesNo 7. Participates in selected games in the Progression of ideag and skillu in buy goods and services, e.g.).thole- following categories: racket,'target,. sale, retail, basic producer of soods relay printmaking YesNo 8. Demonstrates appreciation for Yee 8. Describes circumstances when borrow- YesNo 8. Average or above average fitness level production techniques through an ing is appropriate introduction to production elements, e.g. staging and mtike-up

9. Demonstrates awareness of the Yes N 9. °Describes examples of mlhleoding Yes No ,power and scope of line, texture advertising on television, radio, NI 4 and value as individual elements newspaper and as elem-.-ants in a total composition drawing

10. Demonstrates ability to use con Yea lir . 'Yes No 10. Names institutions where savings structive Jramutic criticism can be kept: banks. credit onitool. t rust eompani ,t rt. b life ic...arancc compentlJ -

~~SLOL. SCORE: Seel'""~~

~~'" 6 i$ J~~

~~ci 0.4 CHECKLIST PLACEMENT & ASSESSNENT'FOR LEVELS 2 6~~

Instructions: Circle the student responses to each qaestion. Add up the nuMber of "Yes" responses and-place on the score line. Instructions for placement in levels of different areas appear on the StudentProfile. There are 10 components on the Checklist.

~~X. Citizenship & Individual itatronsibility~~

~~1, Identifies family members by YesNo name ,~~

~~2. Recognizes various unsafe outdoor Yes No practises, e.g. drinking water from unsafe sources, eatiof, snow, eating wild berries, mushrooms, etc.~~

~~3. Identifies ways In which immediate Yes No family is unique~~

~~4. Demonstrates awareness of the dangers YesNo 01 inherent in fire and the effect it can have on the environment~~

~~5.4 Assumes responsibilities within the Yes No~~

~~family, 1~~

~~6. Demonstrates ability to go to Yes No appropriate locations if caught in inclement or potentially dangerous weather~~

~~7. Identifies what constitutea a family Yes No from a societal/legal perspective 8. - Demonstrates sbility to swim and drown-proof~~

~~9. Assumes roles and responsibilities Yes No associated with'being pn independent adult~~

~~.10. Demonstrates knowledge of possible Yes No dangers of various terrains~~

~~SCORE:~~

~~t.),)ii' () 6:3.7 4~~

~~- ,~~

~~. . APPENDIX C~~

~~RESOURCES~~

~~o 4 - LEVEL 1~~

~~. -~~

~~Guide: A Developmental Skills Attainment System(formerly Vision-Up) - Educational Products- and.Training Foundation/.~~

~~The Oregon Project for Visually'Impaied andBlind Preschool Chikdren.- Jackson County EduCation Service District,~~

~~Wabash Guide to Early Developmental Triining -Wabash Center for the Mentally Retarded. I.~~

~~- LEVEL" 2~~

~~UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS~~

~~Beginning With the Handicapped - Charles C..Thomas.~~

~~Everybody Cries Sometimes - Educational Activities~~

~~Free To Be You and Me - McGraw-Hill~~

~~Garbage Delight - Houghton-Mifflin~~

~~Guide: A Developmental Skills Attainment System (formerly Vision-Up) - Educational Products and Training Foundation~~

~~Hepthers Feathers - Avon~~

~~I Like Myself - N.E.L.P.~~

~~The Learning Party - Educational Activities~~

~~T.A. for Tots - Jalmar Prod.~~

~~ORINETATIONND MOBILITY~~

~~CurAculumGuide for the Development of Bodyand Sensory'Awareness in the Visually Impaired - Illinois Office of Education~~

~~The Road to Freedom: A Parents Guide to Prepare the Blind Child to Travel Independently - Katan Pub.~~

~~-r-HEALTH Alliiator Pie - Houghton-Mifflin~~

~~Canada Food Guide - Department of Public HealZh~~

~~Cool Cooking for Kids - Fearon Pub.~~

~~Department of Agriculture Materials - Department ofAgriculture~~

~~Garbage Delight - Hought,~~

~~Hap galmer Records - J.M. Dent and Sons~~

~~580 W:1) sr~~

~~SAFETY'~~

~~Alberta Safety Council Materials - Alberta Safety Council~~

~~Early Bird Series6- Random~~

~~Home tafe Home - Consumer and Corporate Affairs~~

~~--- Stories About Safety - Coronet Instructional Media~~

~~1 , WORLD OF WORK~~

~~Attitude and Safety Piosters - Workers Compensation Board of Alberta~~

~~Consumer Sequential Cards - Developmental Learning Materials~~

~~! 1 I.P.A. Manual - Alberta Education, 1980~~

~~Magic Circle - Human Development Training.Institute~~

~~100 Ways to.Enhance Self-Concept in the Classroom - Prentice-Hall Inc.~~

~~Self Awareness/Career Awareness - Scholar's Choice~~

~~What Do People Do? -,Troll Associates~~

~~Workjobs for Parents - Addison Wesley~~

~~Workjobs I and II - Addison Wesley~~

~~HOME MANAGEMENT~~

~~Canada Food Guide - Department of-Public Health~~

~~, Cooking in the Classroom - FearonPilmanPub., Inc., 1974 V' 1 Department of Agriculture Materials -1 Department of Agriculture~~

~~Guide for Parents of Preschool Visua ly Handicapped Children - Illinois kate Office of the Superintendent of Pub c Instruction~~

~~A Handbook for Parents of Presch3oliB1ind Children - Ministry of Education, Ontario, 1976~~

~~Kid's Garden Book - Nitty Gritty Productions~~

~~Kids' in the Kitchen - PeninsulaPhlishing,~~

~~Thee Kids' Cookbook - Nitty Gritty3ruductions~~

~~What's Cooking? - Bowmar~~

~~(;'"/ 581. . 4 HOME MANAGEMENT (coned.)~~

~~The Oregon Project for Visually Impaired and Blind Preschool Children - Jackson~~

~~. County Education Service District~~

~~Pre-School Learning Activities fOr the Visually Jmpaired Child, A Guide fot Parents - Illinois State Office of the Superintendent of PublicInstruction~~

~~Wabash Guide to Early Development Training - University of Washington~~

~~MONEY MANAGEMENT~~

~~Materials frowConsumer and Corporate Affairs - Department of Consumer and Corporate Affairs~~

~~FINE ARTS AND INDIVIDUAL EXPRESSION '\ Creafive Art for the Developing Child'-.Fearon-Pitman Pub. Ltd.~~

~~Creative Movement'for the Developing Child - Fearon-Pitman Pub. Ltd.~~

~~Finger Play, Volumes One and Two from the Developing Body Space Perception American Follndation for theBlind , Motor Skills Series ;~~

~~Hap Palter Records.2.J M. Dent and Sons~~

~~I dan Make a Rainbow-- Incentive,Pub. Inc. ;~~

~~Introduction to Musical Instruments - Westein Publishing Company~~

~~. Movement Without Sight - Peek Publications~~

~~Play and Learn and Play and Learn 2 - Hart~~

~~. Sounds Around the Home - Scott Foresman & Co.~~

~~Sounds I Can Hear - Scott Foresman & Co.~~

~~. T.A. for Tots - Jalmar Prod.~~

~~CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY~~

~~Free To Be You and Me - McGraw-Hill Pub. Co. . 4 I.P.A. Manual - Alberta Education, 1980 0. Red Cross Posters - Red Cross Society~~

~~Red Riding HOod - Judy Co.~~

~~Snowy Day - Society for Visual Education~~

~~Three BearsNc Judy Co. 6";fr 582 .~~

~~LEVEL 3~~

~~UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS~~

~~All About Me - Frank Schaffer Publications, Inc.~~

~~The Body image of Blind Children - AmericanFdundation for the Blind~~

~~Braille Dymo Labler -.American Printing House for theBlind .~~

~~Child Behavior and Development 7 McGraw-Hill BookCo.~~

~~Concept Development for Visually Handicapped Children - AmericanFoundation for the Blind~~

~~D.U.S.O. - Psycan~~

~~Fun Task Cards - Wise Owl~~

~~Getting to Know Myself (record) - J.M. Dent and Sons~~

~~Girls and Boys Book of Eti.,uette--American Printing House for the.Blind~~

~~Hap Palmer Records J.M. Dent and Sons~~

~~How Do You Feel? - Child's World, Inc. ,~~

~~Instructional Programming for the Handicapped Student -Cparles C. Thomas~~

~~Listen and Think, Level B - American PrintingHouse for the Blind~~

~~Love is a Special Way of Feeling - Harcourt, Brace &World, Inc,; Amer'.ican . Printing House for the glind (braille) a a Magic Circle - Human,Devleopment Training Institute~~

~~Peabody Language Development Kit - Psycan~~

~~Project Vision-Up Curriculum - A Training Program forPreschool Handicapped Children - United States Department of Health, Education andWelfare~~

~~Project Waverley Social Studies Curriculum -Edmontbn Public School Board~~

~~Schools Without Failure - Harper and Row, Pubs., Inc. ,~~

~~Social Competency - Instructional Materials ReferenceCenter for Visually Handicapped Children~~

~~Teacher Effectiveness Training - McKay~~

~~Teaching Social Behaviors to Young Children - ResearchPress~~

~~583 UNbERSTANDING SELF AND GETTING ALONG WITH OTHERS(cont'd.)~~

~~Touch and Tell Books - American Printing Housefor the Blind~~

~~TIT Visually Handicapped"child in the Regular Classroom - The John Day Co.~~

~~? Values Clarification: A Handbook of Practical Strategies - Hart Pub. Co. 01~~

~~ORIENTATION AND MOBILITY z~~

~~A Curriculum Guide for the Development a Boilyand Sensory Awareness in the Visally impaired.- State Board of EdUcation, Illinois Office,ofEducation~~

~~The Road to Freedom: A Parent's Guide to Pr4pare the.Blind Child to Travel Independcatly - Katan Publicatihns~~

~~HEALTII~~

~~Calga* M::Ik Foundation - Caj_garyMilk Foundation~~

~~Canada Fcae Guide - Department of Public Health~~

~~Generalyoods Corporation'Materials - General FoodsCorporation~~

~~Growth: A Handbook of Ckassrocm Ideas to Motivate theTeachings of Elementary Health - Educational Services, Inc.~~

~~Healta and Safety for' the Young Child Fearon Publishers~~

~~Learning About Fruits We Eat (captioned film) - MediaServices and Captioned Films~~

~~Medica.t Kit - Fisher-Price 4.~~

~~Nntrition.Communication - Ontario'Milk. Marketing Board~~

~~Peabody Language Development Kit - Psycan~~

~~Peabody Song Kit - Psycan~~

~~SATE Kit - (Iewrence Hall of Science) Universityof California, Berkeley~~

~~Sex Education and Family Life for Visually HandicappedChildren and Youth: Resource Guide - American Foundation for the Blind~~

~~Sex Education for the Visually Handicapped inSchools and Agencies (selected papers) - American Foundation for the Blind~~

~~584 4 HEALTH (cont'd.)~~

~~Spice Series - Educational Performance Association~~

~~A Step-By-Step Guide to Personal Managementfor Blind Persons (2nd edition) - American Foundation r the-Blind~~

~~SAFETY~~

~~Curriculum Guide for Elementary Health - AlbertaEducation~~

~~Dangerous Playground (film) - McGraw-Hill~~

~~° Early Childhood Traffic Education - Alberta MotorAssoLation~~

~~Elmer the Safety Elephant - Alberta Safety 'Council~~

~~The Eyes Have It - National Society for the Prevention ofBlindness~~

~~The Fall Down, Break a Bone, Skin Your Knee Book - Walker & Co.~~

~~Fir- in Town (film) 11 National Film Board ,~~

~~Fire Safety, Grade One - Edmonton Catholic SchoolOioard andthe City of Edmonton Fire Department~~

~~Health and Safety for the Young Child - Fearon-PitmanPublishers~~

~~Home Safety Kit - Alberta Safety Council~~

~~How to Have an Accident in the Home/atWork.(films) - Magic Lantern~~

~~Illinois Curriculum Guide for theDevelopment of Body and Sensory Awareness - Illinois Office of Education~~

~~I'm No Fool Having Fun Magic Lantern~~

~~I'm No Fool With Electricity - Magic LaLtern~~

~~I'm No Fool With Fire - Magic Lantern~~

~~Let's Find Out About Safety - American Printing House for the Blind~~

~~The New Elmer' the Safety Elephant - Alberta Safety Council~~

~~Peabody Song Kit - Psycam~~

~~Playground Safety (film) - McGraw-Hill~~

~~SafetyAfter School (film) - McGraw-Hiil WORLD OF WORK~~

~~A Good Worker - Mafex Associates Inc.~~

~~Attitude and Safety Posters - Workers CompensecionBoard of Alberta~~

~~Career Awareness - Scholar's Choice~~

~~Carder Cards 7 Milton Bradley~~

~~A! Courtesy in the Community - Children'sPregs Inc.~~

~~- Psycan~~

~~.Deal Me In - J. Norton Publishers~~

~~. 'Getting a Job - Fearon Publishers~~

~~I.P.A. Manual - Alberta Education~~

~~I Want To Be ... Books - Children's Press Inc.~~

~~Ladybird BoolCs - cholar''s Choice~~

~~Listenand Think Series - American Printing Housefor the Blind.~~

~~Modern Workers for Career Awareness - Scholar's Choice~~

~~Our Helpers - Anton Bradley~~

~~Mafex Associates, Inc.~~

~~5 Stories Abodt Workers - Richards Pub.~~

~~Unemployed Uglies - Frank E. Richards'Publishing Co.,Inc.~~

~~Workjobs I and II -Addison Wesley~~

~~HOME MANAGEMENT~~

~~ABC Cookery - Argus Communications~~

~~Button Up: A Systematic Approach for Teaching Children toFasten - Teaching Exceptional Children~~

~~The Fi':st BoO% of Supermarkets - American PrintingHouse for the Blind~~

~~1 Food t Your 1.4.ngertips - American PrintingHouse for the Blind~~

~~586 676 HOME NANAGEMENT (Cont'd.)~~

~~Kids Cooking - American Printing ficiuse for the Blind ,~~

~~,Kids in the Kitchen - Peninsula Plo4lications~~

~~Learning About Fruits We Eat,(captioned film) - Media Services and CaptionedFilms~~

~~Lessone in Liying - Ginn and Company . Look and.Cook Nutrition Basics - Chrome Yellow Films, Inc.~~

~~Materials Directory Trade News - National Home Sewing Assoc.~~

~~Rutrition Communication - Ontario Milk Marketing Board~~

~~Peabody Song Kit - Psycan~~

~~Sew It Yourself: Howto Make Your Own Fashion Classics - Gage Educational Publishing, Ltd.~~

~~IF e Social Competency - Instruct,ional Materials Reference Center for Visually Handicapped Chiidren~~

~~Towards Independence: .The Use of Instructional Objedtives in Teaching Daily Living Skitils to the Blind - American Foundation for the Blind~~

~~MONEY MANAGEMENT'~~

~~4 Good Cents: Every Kids Guide to Making Money - Houghton-Mifflin Company~~

~~.Letss Go Shomilpg CTES Audio Visual ResOurce~~

~~Money Makes ense - Copp Clark a One Penny-, Two Penny - Sutherland Publishing Co..~~

~~MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES~~

~~Adapted Physical Educ.7t.i.on and Recreation: A Multi-Disciplinary Approach - William C. Brown, Co. Pubs.~~

~~Aud-A-Ball - Sensory Aids Corp.~~

~~Audible Ball - American Foundation for the Blind~~

~~Basiu'Movement (film loops) - National Collegiate, Athletic Assciciation Films~~

~~Basic Movement Activities - Fearon Publishers ,~~

~~587 6.1 1 4. A MOTOR DEVELOPMENT AO PHYSICALACTIVITIES (con't'4.) ;,. Concept Ikvelopment for Visually HandicappedChildien --'American Foundation~~

~~for the Blind -~~

~~Educational Gymnastics -'Inner London Council ' A Eleientary Physical Education Alberta Education~~

~~Introduction to Movement.Edpcatioh - An IndividualiadApproach -Wm. G. Brown~~

~~Mo-mment Education: Theory and Practise - Follett Publishing Co.~~

~~Movement Without Sight - Peek Publicationg~~

~~Physical Education - A Movement Orientation - McGraw-Hill~~

~~Wimming for the HandicaPped - Red Cross Society~~

~~Wimming for Children with Physical and-SensorY Impairments -Charles C. Thonlas~~

~~FINE ARTS AND,INDIVIDUAL EXPRESSION~~

~~Child Drama inAction, A'Practical Manual for Teachets -Gaie Educational Publishing Ltd. I r~~

~~'creative Clay Work - Stirling~~

~~Creaiive Drama in the Eletentary School - F.E.PeacockPublishdrs, Inc.~~

~~Curriculum Guide for Elementary Music - Alberta Education~~

~~Drawing: Ideas, Materials and Techniques - Davis Publications,,Inc.'~~

~~, E.P.S.B. Music Curriculum - Edmonton Public School Board~~

~~Elementary'Art Curriculum Guide - Alberta Education~~

~~Exploring With Paint ,-*Reinhold Pub., Co.~~

~~I Can Make a Rainbow -,,Incentive'Publications Inc. A~~

~~Learring to Listen to Music Silver Burdett j~~

~~Music for Fun - Holt, Rinehart and Winston'~~

r.;\ . Play Actig in the Schools - The Ryerson Press' II A Practical Khowledge of Color forthd Congenitally blind - The N67 Outlook' I. Relief Printmaking - Davis Publishing , Teaching Art to4the Blind Child Integrated With SightedChildren - Thd New Outlook. o

~~Teaching With Creative Dramatics - Copp Clark Publishing '~~

~~588 Fs-~~

~~., . ,, . t 1- . CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY~~

~~Creative Science Experiences'fo'r the Young Child - Incentive Fubs.~~

~~Let's Find the Pollution Solution --January Productions~~

~~. Pollution Solutions Mobile - ThomasHofuit & Assoc.~~

~~_Take a Look at Nae:ure - CrOtiVe. Teaching Press~~

~~589~~

~~' - _ - a a~~

~~10 LEVEL. 4~~

~~IINDERSTA DING SELF AND GETTING ALONG,WITH OTHERS~~

~~, , ' All?Ab You - Science Research Assoc.~~

~~'Brafl'ie Representatiops of Sexual Organs - Materials ResourceCentre, Alberta E catiorl°~~

~~:Centering Book: -Awareness Activities fotChildren, Parents and Teachers Prenticé-,pall Inc,~~

~~Conflict Management -'Princeton University Press 4 D.U.S.O. - Psycaq a Focus on Self Development, Stages 1And 2 - Science Research Assoc.~~

~~Getting to*Know Myself - J.M. Dent and Sons~~

~~Girls and Boys Book of:Etiqueite - AmericanPrinting House for the Blind~~

~~Gcit To Be Me --Argu's Communications~~

~~Human Growth = Amerir:an Printingouse for the Blind '~~

~~Interaction SEries - Raintree Pub ishers Ltd.~~

~~Magic Circle - Human Development Training Institute~~

~~MOsLy Me- GoodApple Inc.~~

~~Schools Without Failure - Harper and Row Pubs.~~

~~Sex Education and Family Life for VisuallyHandicapped Children and Youth:A Resource-Guide - American Foundation for the Blind~~

~~Social Learning.Curriculum Kits - Charaes E.Merrill Pub. Co., Inc.~~

~~Teacher Effectiveness Training 7 McKay f Toward Affective Development.- Psycan~~

~~Velpes Clarification - Handbook of Practical Strategies -Hart Pub. Co. Inc.~~

~~cr 590 ,680 '~~

~~HEALTH~~

~~About Drugs -,Fearon Publishers u Alcohol: Facts for Decisiods = New Readers'Press~~

~~All About the Human BOdy - Random.House; AmericanPrinting House-fpr the% Blind '~~

~~Almost Everyone Does -,Wombat Productions~~

~~.Basic Health andsSafety Program American'PrintingHousa for the Blind~~

~~Canada Food Guide Department'of Public Health~~

~~Drugs: Facts for Decisions - tiew Readersi'ress~~

~~Easy Way Out - Film Media Services and Captioned Films~~

~~Emergency Room - American PrintingHouse for the Blind~~

~~The First Book of PhysionlFitness - American Printing House for the Blind~~

~~General Foods Corporation Materials - General Foods,Corporation~~

~~Growth: A Handbook of Classroom Ideas to Motivatethe Teaching of Elementary_ Health - Eduèdtional Services, Inc. 0 Manners Made Easy - American Printing House forthe Blind .~~

~~Nutrition Communication - Ontario Milk MarketingBoard~~

~~Sex Education and Family Life for VisuallyHandio-apped Children and Youth: A Resource Guide - American Foundation for the Blind~~

~~Sex Education for the Visually"Handicapped inSchools and Agencies (selected~~

~~pipers) - American Foundation for the Blind a. (i3 The.Spice Series - EducationalPerfoimance'Associates~~

~~To Smoke or Not To Smoke - Lothrop,Lee, and Shepard Co.; American Printing House for the Blind~~

~~What Y0,11 Should Know.About Drugs - Has-court, Brace,Jovanovich; Americin Printing House for the Blind~~

~~You and Your Food (braille) - AmericanPrinting,House for the Blind~~

~~SAPETY~~

~~Alberta Safety Council - Alberta Safety Council~~

~~Thd Eyes.Have It - National Society for the Preventionof Blindness~~

~~591 :SAFETY (cont'd.)~~

~~FIrst AId Manual - Canadian Red Cross~~

~~The New. Elmer the Safety'Elephant - AlbertaSafety Council~~

~~Playground Safety - McGraw-7111h Book Co., ps \ TeacherS Mantial for Fire-Prevention .-: Department ofEducation . Tedching. Children Safety - Educational Activities,Inc.~~

~~44,~~

~~WRLD OrWORK~~

~~Attitude afici Safety Posters - Workers CompenshtionBoard.of,Alberta - At Leapt a Thousand nidgs To Do - InceptivePublications Inc..~~

~~Canadian and ClassifIcation Dictionary of Occdpations - Dept:of ManpOwer & Inmigration.~~

~~1 Career AwarenessBo okd-Scholar's'Choice .~~

~~Career Cards 4..Milton Bradley~~

~~Career'Exploration - Activity cards for Fun - Frank Schaffer.Pubd., Inc.~~

~~Carper Loto - Western Educational Activities~~

~~Ce!iaer-Workbock -~~

~~'..Cook and Learn 17.1~~

~~Courtesy in the Community - ChiSdren's Press.Inc.~~

~~Deal Me In - J. Nortori.Pubs:~~

~~Fair and Unfair..(file)~~

~~,- Following Directions - Bernell Loft.'~~

~~Getting a Job - Fearon Publishers; American PrintingHbuse'lor the Blind~~

~~A GoodWorker -Mafex Associates Inc.~~

~~How to Get That JO - Mafex Associates.Inc.~~

~~4 I.P.A. Manual - Alberea Education `.._ / It's Positively Fun - Spirit Master.~~

~~Job Attitudes - Mefex Associates Ine.~~

~~Jobs From "A to Z" - Erank E. Richards Pub. Co., Inc.~~

~~Kids in the Kitchen - Peninsula Pub.~~

~~592 WORLD OF WORK (cont'd.)~~

~~Kids Stuff - Incentive Publications~~

~~Ligten and Think Series -American Printing Hduse for the Blind~~

~~Making It On Your Own - Mafex Associates, Inc.~~

~~Manners - Frank E. RiChards Pub, Co. Inc.~~

~~Occupational Alphabet - Western EducationalActivities .~~

~~100 Ways to Enhance Self-Concept inmthe Classroom -Prentiae-Hall~~

~~.PeTrhaps I'll Be Series - Aladin Books~~

~~Shop SafetY (films) - Coronet Instructional Media~~

~~A Special flicture Cookbook - H & H Enterprises~~

~~SigR-A-Mite -.Mafex Associ'ates, Inc.~~

~~Stories Abeat Workers - Frank E. Richards PubCo., Inc.~~

~~Young nomemaker's Series.- Fearon-Pitman Pub. Inc.~~

~~HONE MANAGEMENT~~

~~Axound America:,A Cookbook for Young People - American PrintingHouse for Ole Blind 9.~~

~~Around the World in 80 Dishes - American PrintingHouse for the Blind k~~

~~CalgarysMilk Foundation Materials -Calgary Milk Foundation~~

~~Dishes and Utensils Instruction Lab -.Scholar'sChoice~~

~~Everyday Machines and How TheyWork'-,Ame rican Printing House for the Blind~~

~~The First Book of Supermar4.ets - Amer,ican PrintingHouse for the Blind~~

~~How You Look and Dress American Printing. House for the Blind \ce The Kids Cookbook - NittyGritt§ Proauctions~~

~~Krds Cooking - American Printing House for the Blind~~

~~LesSoris in Living - Ginn. and Company~~

~~Look and Cook Nutrition Basics - Chrome YellowFiiMs, Int.~~

~~Nutrition Communication -Ontario Milk narketingBoard~~

~~Sew It Yourself -.Gage Educational Pub. Ltd..~~

~~593 6S3 HOME MANAGEMENT (cont'd.)~~

~~for Blind Persons '(2ndeditilin) - A Step-By-Step Guide to Personal Management. American Foundation for the Blind . .~~

~~. . , , SoAal Competency - Instructional Materials Reference Center forVisuall Handicapped Children~~

~~Towards Independence: The Use of Instructional Objectives inTeachitt Daily Living Skills to the Blind - American Foundationfor the Blind~~

~~MONEY MANAGEMENT~~

~~A Course in Coins --)Aafex Associates, Inc.~~

~~Department Store Math - Western Educational Activities~~

~~% Good Cents: Every Kids'Guide to Making Money - Houghton-Mifflin~~

~~Guide to the Community - Elwyn Institute~~

~~Let's Go Shogping - CTES Audio.Visual Resource~~

~~Managing Your Money - Raintr.eePuSlications~~

~~Mathematics for Adult Living -Mafex Associates, Inc.~~

~~Mathiffiatids-fi.r Banking -MaleX AsSociatea: fnc.~~

~~-htzley Math - Mafex Associates, Inc.~~

~~Money Matters - Creative Publications~~

~~Nemeth Code: Braille Handbook - San Francisco State College~~

~~Shopping Lists - Developmental LearningMaterials~~

~~Speech + (Plus): The Talking Calculator - Telesensory Systems,Inc.~~

~~The Story of Money - Mafex Associates, Inc.~~

~~0 . Using Money Series - Frank E. Richards.,Pub. Co.,inc. Your Family- and It's Money -HoUghton-Mifflin Co. MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES~~

~~Active Gamea for the Blind - American Printing Housefox the Blind~~

~~Adagted Physical EduCation and Recrgation: A MultiDisciglinary Approach - -William*C. Brown Co. Pubs).~~

~~Aud-T-Ball - Sensory Aids Corp,~~

~~5940 6-4-'~~

~~I. MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES~~

~~Audible Ba4,- AmericanFoundationfathe Blind~~

~~The CAHpER Fitness Test -~~

~~Canadian Fitneas Awards - 4 Creative Dance, Volumes,I and II~~

~~Folk Dancing for Students and Teachers"-~~

~~Kids Camping - American Printing,House for the Blind c Mbvement Without Sight - Peek Publications~~

~~Physical Education and Recreation for theTisUally Handicappecr-AAPHER~~

~~Swimming for Children With Physical and Sensory Impairments.-Charles C.ThomL Pub%~~

~~Swimming for the Handicapped - Red Cross Society~~

~~FINE ARTS.AND INDIVIDUAL EXPRESSION~~

~~- Creative Dramd in the Elementary School - F.E. 1>acockPublishers9 Inc.~~

~~Creative ,DralLatics and English Teaching - Urbana: National Council of,Teachers~~

~~Creative Drawing: Point and Line -,Van Nostrand-Reinhold~~

~~Curriculum Guide for Elementary Music - AlbertaEducation~~

~~Drawing: Ideas, Materials and Techniques -'DavisPublications~~

~~E.P.B.S. Music Curriculum - Edmonton Publie Schuol Board~~

~~Educational Drama for Six to Twelve Year Olds -Methuen Publications~~

~~Exploring With Paint - Reinhold Publishing Corp.~~

~~Learning to Listen to Music - Silver Burdett~~

~~Music for Fun - Holt, Rinehart And Inston~~

~~Piay Acting in the Schools - The Ryerson Press~~

~~Teaching With Creative,Dramatics -,Copp Clark Publishing ,~~

~~595 6SZ,~~

~~C> .`~~

~~CITIZENSHIP ANDINDIVIDUAL:RESPONSIBILITY~~

~~A Citizen's Handbook on Waste Management andRecycling -,Ontario Ministry of Environment~~

~~ECO, A Handbook of Classrooth Ideas'-lAucationalPerformance Activieies~~

~~Energy Conservation Cut-outs - Burbank~~

~~The Garbage Book - Ottawa Dept. of Energy,Mines and Resources~~

~~Garbage Gus Poster - Office'of Energy Conservation,Ottawa~~

~~Government Environmental Resource Guider AlbertaEnvironment~~

~~Home and Family - Cemrel Inc.~~

~~Living Well in Times of Scarcity -,PollutionProbe and Consumers Association~~

~~Man and His Communities - Benefic Press~~

~~Man and His Families - Benefic'Press~~

~~Outdoor Education Handbook - Yaleuka Enterprises~~

~~596 LEVEL 5~~

~~UNDERSTANUING SELF AND GETTING ALONG WITH OTHERS~~

~~About Brothers and Sisters - American Printing Housefor the Blind~~

~~Activities for Developing Positive Self-Awareness -Miliken Pub. Co.~~

~~All About You - Bowmar-Noble publishing Co.~~

~~Becoming a Good Leader - American Printing House for theBlind~~

~~Braille Representations of Sexual Organs - Materials ResourceCentre, Dept. of Education~~

~~Co.R.T. - University of Alberta'~~

~~Dating Tips for Teens (braille) - AmericanPrinting House for the Blind~~

~~Dimensions for Living - Lethbridge School District1151~~

~~Exploring Your Personality - American Printing Housefor the Blind~~

~~The Family You Belong To - American Printing Housefor the Blind~~

~~Getting'Along With Others - American Printing Housefor the Blind~~

~~Getting Along With Parents - American PrintingHouse for the B,lind~~

~~Girls-and Sex - American Printing House for the Blind~~

~~Greg0McGraw-Hill Series for Independent Living - McGraw-HillBook Co.~~

~~Growing Up Emotionally - American Printing House for theBlind~~

~~Growing Up Socially - American Printing House forthe Blind~~

~~Guide to Modern Meals -,McGraw-Hill Book Co.~~

~~How to Get Along With Others - J. WestonWalch Publishers~~

~~How to Increase YOUr Self-Confidence - AmericanPrinting House for the Blind~~

~~How to Live With Parents - American PrintingHouse for the Blind~~

~~597 UNDERSTANDING SELF AND GETTING1ALONG,WITH OTHERS(cont'de)~~

~~How to Talk Better - American PrintingHouse for'the Blind~~

~~Human Growth - Harcourt, Brace, Jovanovich;American Printing House for the Blind~~

~~Innerchange: A Soarney Into Self-Learning Through GroupIntoraction - Human Development Training Institute--~~

~~Lifeline Materials - Developmental Learning Materials~~

~~Blind . Looking Ahead to Marriage - American Printing House for the~~

~~Love and Sex in Plain Language - Bantam Book Inc.~~

~~Magic Circle - Human Development Training Institute~~

~~Making and Keeping,Friends - American PrintingHoUse for the Blind~~

~~Parent Effe,civeness Training - David McKay Co. Inc.~~

~~Physical Disability: A Psychologi:al Approach -~~

~~SRA Guidance Series - Science Research Associates~~

~~Schools Without Failure - Harper and Row Pubs. Inc. t Sex- Lifo-for-- Visually-Handic apped- --Ghil-dr-en-and Youth: A,-- Resourc_ Guide - American Foundation for theBlind~~

~~Sex: Telling It Straight.- American Printing House forthe Blind~~

~~Stage Three: Focus on Self-DevelOpment-Involvement - ScienceResearch Associates~~

~~Teacher Effectiveness Training - David McKay Co. Inc.~~

~~Today's Teen Series - Charles A, Bennett~~

~~Toward Affective Development - Psycan a Understanding Dating Relationships - American PrintingHouse for the Blind~~

~~Understanding Yourself - American Printing House forthe Blind~~

~~Values Clarification - Hart Publishing Co. Inc.~~

~~Values for Health - FearonPUblishers, Inc.~~

~~Your Problems: How To Handle Them - American Printing House forthe Blind~~

~~Youth and Sex: Pleasue and Responsibility - Nelson-Hall Inc.~~

~~6 L' 598~~

~~A HEALTH~~

~~About Drugs - Fearon Publishers .~~

~~Alcoholics Anonymous - Alcoholics Anonymous~~

~~All About thHuman Body - Randomlouse; American Printing House for the Blind~~

~~Battling Disease - Globe Book Co.~~

~~Bi rthright 7 Birthright~~

~~Canada Food Guide - Department of Public Health~~

~~Qurriculum Guide for Junior High Schoolilealtr5Department of Education~~

~~Diet for a Small Planet - Viking Films~~

~~Drugs: Facts on Their Use and Abuse - Scott Foresman and Co.; American Printing House for the Blind~~

~~Emergency Room - American Printing,House for the Blind~~

~~Facts About Alcohol - Scientific Research Associates;American Printing House~~

~~for the Blind .~~

~~F'acti About Narcotics and Dangerous Drugs - Scientific Research Associates;\ erican Pririting_House_far_the_131ind~~

~~Facts About SMoking and Health - Scientifdc ResearchAssociates; American Printing House for the Blind~~

~~Facts About Veneral Disease,- Scientific ResearchAssOciates; American Printing House for the Blind~~

~~The First Book of Physical Fitness - AmericanPrinting House for the Blind~~

~~Food and Your Weight - American Printing House for the Blind~~

~~How a Hamburger Runs Into You - Viking Films~~

~~Human Growth - Harcourt, Brace, Jovanovich; American PrintingHouse for the Blind~~

~~LSD - Insight or Insanity - BFA Educational Media~~

~~Manners-qade-Easy- -American-Printing-House-tar-the-Blind~~

~~Our Wonderful ty,S and Their Care - Media Services and CaptionedFilms~~

~~Protecting Your Health - CEBCO Standard, Pub.~~

~~Sex Education for the Visually Handicapped in Schools and Agencies(selected papers) - American Foundation for the Blind~~

~~599 6S9 .44:141~~

~~.HEKLTH (coned.)~~

~~Sex Education and Family Life for VisuallyHandicappea Children and Youth: A --Respurce,Guide - American Foundation for the Blind~~

~~SMoke Screeil---Pyramid Films~~

~~Smoking, Health and YoU -.U.S. Dept. ofHealth, Education and Welfare; American Printing House fOt the-Blind _ Smoking, It's Your Choice --MediaServiceI-and Captioned Films~~

~~Smoking, Your Choice -Between Life and Death -American Printing House for dhe Blind --- A Step-By-Step Guide to Personal Management forBlind PersOns (2nd editibn) American Foundation for the Blind'~~

~~Teaching Resources for Secondary School HomeEconomics - Alberta Education~~

~~Teen Gui& to Homemaking - AmericanPrinting House for the Blind~~

~~A Teen-Age Guide to Healthy Skin and Hair -Clarke, Irwin, and Co.; American Printing House for the Blind~~

~~Teeth White, Teeth Bright - InternationalTele-film Enterprises~~

~~Ten Little People and Their Teeth - Bow:-,an~~

~~To Smoke or Nbt To Smoke - Lothrop, Leeand Shepard Co.; American Printing House for the Blind~~

~~Tommyls-Healthy =reeth----Media-Ser-vices-and-Capitioned~~

~~V.D.: Facts You Should Know - Scott,ForesMan and Co.;.American Printing House for the Blind~~

~~Values for Health - pearon Publishers, Inc.~~

~~What You Should Know About Drugs - Harcourt,Brace, Jovanovich; American Printing House for the Blind~~

~~Printing House -for 0 What You Should Know About Drugs and DragAbuse- American the Bli.nd~~

~~What You Shoula Know About Smoking'andDrinking- Science ResearchAssociates; ----tanetiran Printing_Hauae_inr...the_MiniL_~~

~~You and Your Ears -Walt"Disney Educational Materials Co.~~

~~You and Your Eyes - Walt Disney EducationalMaterials Co.~~

~~Ybti and Your Food -J6imerican Printing Housefor the Blind~~

~~You and Your Health - Science,ResearchAssociates;American PrintingTouse for the Blind '0~~

~~600 6 9 0~~

~~OP It .~~

~~'HEALTH (cont'd.)~~

~~You're Maturing Now - american Printing House.for the Blind~~

~~_ Youth and the Drug Problem - American Printing House for the Blind~~

~~SAFET/-.~~

~~Avoiding Accidentsl___Safety and First Aid - Globe Book Co. /nc. 4 Crriculum Guide for Junior High School Health - Dept. of Education~~

~~Fire'Safety is Your Department-- Centron Educational Films~~

~~Firs t Aid on the Spot ,- EncyclopediALtannicaEducational Corp. . 0~~

~~Play It Safe - LRarninj Tree Filmstrips~~

~~Playgrouna Safety,- McGraw-Hill Book Co. ---- Red-C;OSS-Naterials- Red Cross Society~~

~~Safety Adventure OUt of_Doors - Encyclopedia Britannica Educational Corp.~~

~~Safety In the Home - Media Services and Captioned Films~~

~~SmartestRid-in-Town-t-National_Sociecy_faLihe-Premention___Jat_Blifidness~~

~~Standard First Aid and Personal Safety - Doubleday and Company~~

~~Values-for Real-0-- -Pearon- Publishers-,Inc .~~

~~Water Safety - National Film Board of Canada 0~~

~~WORLD OF WORK~~

~~Accent/World of Work - Follett Pub. Co.~~

~~All About Jobs - Mafex Associates, Inc.~~

~~Attitude and Safety Posters - Workers Compensation Board of Alberta~~

~~Career. Awareness - KSP~~

~~Career Choices for the 70's - ATerican Printing House for the Blind~~

~~Career Search - Scholastic Book Services~~

~~Don't Get Fited - 13 Ways to Hold Your Job - Janus Book Pub.~~

~~Exploting the World ot Jobs - Science Research Associates; AwricanPrinting House for the Blind~~

~~601 L WORLD OF 14ORK. (coned.) . , Researdh Associates; AmericanPrinting Finding Part,-Tille - Scientific House for,the Blind t Getting a Job - Fearon-Pub.~~

~~'..Getting,Ahead in Yoqr Job - Society.torVisUal,Education~~

~~. Getting That Job - kmerican Printing:posUe for the Blind~~

~~Good Work Habits -'11afex Associates,Inc.~~

~~A Good Worker - Mafex Associates,Inc.~~

Helps - Mafex AssoO4tes0 Inc. *

~~Pr. How Teenagers Can Get GoodJobs: Applications for Positions - Rosen~~

~~How to Get a Job - AmericanPrinting House for the Blind~~

~~How to'Get That-Job - MafexAssociates, Inc.~~

~~I Want a Job - Frank E.- RichardsPub. Co., Inc.~~

~~I'm Going to Work - Mafex Associates,Inc.~~

~~Janus Job*I'l4nner - JanusBook.Pub.~~

The Job Box Vocational ResourceModule F Fearon Publishers, Inc. Houseor Job in Your FuLure - ScienceResearch Associates; American Printing the Blind . \ Jobs From "A to Z"--Frank E. Richards Pub..Co., Inc.

~~\Jobs You Get s- Nmerican PrintingHouse for the Blind~~

~~1\Cee Up the Good Work -4 PithPregs~~

~~KeepineThat Job r American Printing.Housefor theBkind~~

~~1.978/79 LifeskillsESSential gurriculura Materials for Seconaary Students Catalogue/Junior-sand Senior High/Adult and SpecialEducation - Lakeshore' '''" Curriculum.Materia~~

~~The Long Hair Men Z-D narftiWinald~~

~~4 My JobAppliCetion File (2 ddition)'- Janus Book Pub,,~~

~~heThature otiklork - -Board-~~

~~of Canada 'On the Job - Book Society ..~~

~~602 0 WORLD'OF WORK (coned.)~~

~~PATH.-.Positie Attitudes Towards the Handicapped -Alberta Xducation~~

~~Perceptual Communication Skills: Developing Auditory Awareness - Instruc,tional Materials and Equipment Distributors~~

~~A P Preparing for a Job Interview - Frank E. Richards Pub. Co.,Inc. 4 4 Reference Manual for Office Personnel - Ame;ican Printing Housefor the Blind~~

~~Service Occupations - Frank E. Richards Pub. Co., Inc.~~

~~So You,Want a Job, Eh? - Canddian Broadcasting Corp.~~

~~Stories About Workers - Frank E. Richards Pub. Co., Inc.~~

~~The Turner Career Guidance§eries 1 - '6 - FollettPub. Co.~~

~~if 'Workfor Everyone Frank E.. Richards Pub. Co., Inc.~~

~~World of Work Series - Educational Resources Division~~

~~Workers Compensation Board Materials - Workers Compensation Board~~

~~Yisu and Your Occupation 7 American Printing Housefor the Blind~~

~~You and Your Pay - American Printing House for theBlind~~

~~You and Your World - Scholastic Book Services~~

~~Your Career If You're Not Going to College - AmericanPrinting Houselor the Blind~~

~~HOME MANAGEMENT~~

~~Around America: A Cookbook for Young People American Printing House.for the Blind~~

~~Around the World in 80 Dishes -AmeriCan Printing House for the B1in4~~

~~Baby-Sitters Handbook - American Printing House for the Blind~~

~~Betty Crocker's Cookbook - Bantam; American PrintingHouse for the Blind~~

~~Beyond T.V. Dinners - Living Centre for the V.I.~~

~~The Braille Cookbook - American Printing House for theBlind~~

~~..) Calgary Milk Foundation Materials - Calgary Milk Foundation~~

~~Cooking Without Recipes - American printing Hodselor theBlind~~

~~The Cooks Companion - Aplerican Printing House fothe Blind'~~

~~603 693 a 4P~~

~~HOME MANAGEMENT' (con'd.)~~

~~Dept. of Foods and Nutiltion,- Dept: ofFood;and Nutrition~~

~~Everyday Machines and How They -Work - American Printing House for the Blind~~

~~Family Meals and Hospitality.- American Printing Houseeor the Blind~~

~~FoOd at YOUr,Fingertips - American Printing House for the Blind a Food Facts for Young People - American Printing House for the Blind .~~

~~General Foods Corp. Materip - General Foods Corp.. I The. Home: It's Furnishings and Equipment - American Printing Hduse for the Blind; .~~

~~McGraw-Hill Inc. - a~~

~~Homemaking for Teenagers, Book 1 - American Printing House for the Blind~~

~~How Does It Work - Doubleday; American Printing House for the Blind~~

~~0 How repare Meals - American Printing House for the Blind~~

~~Howou,Look and Dress --American Printing House for the Blind~~

~~Lessons in Living - Ginn and Company~~

~~Nutrition Communication - Ontario Milk Marketing Board.~~

~~Preprimer Cooking or Cooking Techniques for the Blind.-~~

~~Sew It Yourself - Gage Educatiodal Publishing~~

~~Sewing Manual - Illinois Community Services for the V.I.~~

~~SewingTechniques for Blind Girls.- American Printing House for the Blind~~

~~So What About_Sewing, A Complete Guide - Services for the Visually Impaired~~

~~Social Competenp - Instructional Materials Refetence Center for VisuallyHandi- capped Children,'~~

~~A Step-By-Step Guide to Personal Management for Blind Persons (2ndedition) 7. American Foundation for the Blind~~

~~Student's-Notebook - A Cobking Manual for'Studetns Who'Like to Cook - American . . . :Printifig-flouse for tEe Blind . . \ Teen Guide to Homemaking - American Printing House for tile Blind~~

~~The-Teenagers Menu Cookbook = Dood- Mead and Co.; AmeriCan-Printing-House for the Bliiid~~

~~Towards Independence; The Use of Instructional Objectives in Teaching Daily Living Skflls to the Blind - American Foundation for the Blind~~

~~604 . 69,4~~

~~V 0 V A~~

~~MONEY MANAGEMENT~~

~~Bank Account - Western Educational Activities~~

~~The Bank Book - Frank'E.-Richards Pub. Co., Inc.~~

~~Banking, Budgeting, and Employment - FrankE. :BAchards Pub. Co., Inc.~~

~~Big Deal - Western Educational Adtivities~~

~~Checking Accounts, Checks and Stubs - Mafex Associates, Inc. ra Classroom Money Management'Kit - CUNg Mutual Insurance Society~~

~~consuier Education Materials: An Annotated List from Alberta Consumer and ° Corporate Affairs - AlbcIrta Uucation~~

~~A Course in Coins - Mafex Associates, Inc.~~

~~Department Siore Math - Western Educaeional ACtivities~~

~~Food Buymanship Consumers Association of,Canada~~

~~Getting.Applications Right - Scholastic Books~~

~~Getting.Ready for Payday - Frank E. Richards Pub. Co. Inc.~~

~~HoW Money and Credit Help Us - Benefic Press~~

Let's Go'Shopping - tTES Audio Visual Resource 00P' Lieeskills Essential Curriculum Materials for SeconsiasStudents 1978/79 Catalogue/Junior and Senior High/Adult and. Specia Education - Lakeshore Curriculum Materials

~~Making',the Most of Your Money - American Printing House.for theBlind~~

~~Mathematics forAdtat Living - Mafex Associates, Jnc.~~

~~Mathematics forBanking - Mafex Associates, Inc.~~

~~Mathematics for Citizenship - Mafex Associates, Inc.; American PrintingHouse for the Bliqg~~

~~Mathematics for Family Living - itafex Associates, Inc.; AmericanPrinting House for the Blind~~

~~Mathematics for the Worker - Mafex Associates, Inc.'~~

~~Money and the Kiss:How to Earn It, Save Ii and Spend It - Americaq Printing House-for the Taind~~

~~Money,Makes Sense (Canadian Edition) - Copp Clark~~

~~Money Mdnagement - Mcgraw-Hill~~

~~605 0 . o~~

~~MONEY HANAGEMENf .(cont'd.)~~

~~Money Math - Mafex Associates, In.C.~~

~~Money Matters - Creative Publicatdona 0 _ 0 . Money You Spend-- American Printfng Housefor'thellind~~

~~Nemeth Code: Braille Handbook - San Francisco StateCollegi~~

~~Pacemaker Practical-Arithmetic Series - Copp Clark~~

~~Speechli- (Plus): The Talking Calc:ulator 7 Telesensory Systems, Inc.~~

~~Supershopper - Guide to Spending and Saving - Book Society of Canada; American Printlng House for the Blind~~

~~Using Money Series - Frank E. Richards Pub. Co., Inc.~~

~~Wages, Salariesand Paycheques - MafexAasociates,'Inc.~~

~~Working Makes Sense - Copp Clark~~

~~You and Your Pay - American Printing House for the Blind~~

~~Your Money Matters - Royal Bank~~

~~Your World of Money - Canadian Broadcastirig Corp.~~

~~MOTOR DEVELOPMENT AND PHYSICALACTIVITIES~~

~~Active Games for the Blind - American. Printing House for theBlind . - _ Adapted Physical- Education andRecreation: A.Multi-Disciplinar$, Approach Willpm C. Brown --.0~~

~~Aquaeics for'the Handicapped*- Red Cross Society~~

~~Audible Ball - Amerian Foundation for the.Blind~~

~~4 Cariadian Association for Disabled Skiers Materials -~~

~~Corrective and Recreational Gym Classesfor the Blind - The New Outlook~~

~~1 1 ...... Kids....Campingmerican. Printing House. tor.. the~~

~~Modern Dance - Rimbo Educational~~

~~Movement Without_Sght_7. Peek Publications~~

~~Physical Education and Recreation for the Visually Handicapped -AAPHER~~

~~Physical Education for Blind.Children - Charles C. Thomas~~

~~Swimming for Children with'Physical and vensory Impairments. - Charles C. Thomas~~

~~606 6 6 'e~~

~~MOTOR DEVELOPMENT AND PHYSICAL ACTIVITIES (cont'd.) i,~~

~~.4 Sid:cuing for th Handicapped, Ihstructor'sGulde'Z ,~~

~~4 . Hoy Art and,M,sic Speak to Us - John Day Co.4 AmericanPrinting-House for the Blind' 0 . , i Sharing Iour Knowledge of Folk Guitar With a Blind-Friend -'The New Outlook~~

~~FINE ARTS AND INDIVIDUAL,EXPRESSION~~

~~j: p - Adventures in Knitting - American Printing ouse for the Blind~~

~~, Art Fundamentfils, Theory and Pradtide - William C. Brown~~

~~Bagic Drama Projects - Clark Pub.~~

~~ol Batik Art and Craft - Van 4ostran4-Reii1ho1d~~

~~Brush and Pallette - Van Nostrarid-Rpinhold~~

~~Ceramics, A Potter's'Handbook - HofLt, Reinhart mnd Winston_~~

~~,The Complete Bbqk of Ceramit,Art Crown Publishers ; Creating With,Paper - Univerkty of Wasbrngton °Press~~

~~Creating With Plaster - Reill -~~

~~Creative Clay Design - Van Nnstrand-Reinhold~~

~~Creative Drawing: Point and Line - Van Nostrand-Reinhold~~

~~Creative Print-Makine- Prentice-Hall~~

~~. , .. DrawingC Ideas, Materials and Techniques.,Davis Pub/ications Inc. ..: . . 40'4 -4~~

~~Family Life Program ia"Spdcal Classe" - LondonBoard of Education' -.~~

~~A First.Book of Leathe0 rworng - American Brinting House for theBlind~~

~~Form, Space and Vision (2nd edition) - Prentice-Hall=~~

~~Graded Lessons in Macrame, incikting and Netting,- General Publishing;Amican Printing House for the Blind~~

~~How Art and MusiC gpeak to Os - Thhñ OaY Cb.4 AmériCan.printing Housefor the Blind~~

~~e Imaginative Techniques in Paiating - ReinholdPubliShing Corp.~~

~~Improvisation.- Discovery and Creativity in Drama - Methuen and-Co., Ltd.~~

~~Junior High SchoOl Art CurriculumZuide - Alberta Education . '~~

~~Learning to Listen to Music -7. Liver Burdett~~

~~607 FINE4RtS.AND INDIVIDUALEXPRESSION ( contid.).~~

~~_fMking_Pottery Wiihout a Wheel - VanNostravid-ReinhOld.~~

~~Nobody in the Cast - Ryerson Press .~~

~~Painting in the Classroomc. - Painting With Synthetic Media - VanNostrand-Reinhold -~~

~~Plastics as an Art Form -.Chilton Book Co.~~

~~Polymer Painting - VanNostrhnd-Reihholi3~~

~~- Potteryand Ceramic, Sculpture - Sunset Publishing,~~

~~Relief Printmaking - Davis Publishing~~

~~Sculpture in Plastics - Watson-GuptillPublications~~

~~Stage Make-up - Watson-Guptill Publications~~

~~Stitchery ,Art anti Craft - Vah Nostran&-ReinholdPub. go.~~

~~Canada's Endangetad Species - Alberta Education.,~~

~~Energy Mailagement for the Future -Dept. of Min'es, Energy and Resources~~

~~Family Life Program in "SpecialClasses" -.London Board of Education~~

~~Government Environmental ResourceMaterials Guide Alberta Education 4o .~~

~~Hinterland Who's Who Series - Canadian WildlifeAssociation, Otthwa~~

~~- Man and His Cities - Benefic Press~~

~~Pollution Solutio- Holt,Rinehae and Winston~~

~~Schools WithOut Fail r Harper and Rowe~~

~~Science Experlments You Can Eat - J.B. Lippincott~~

~~CITIZENSHIP AND INDIVIDUALRESPONSIBIlikTY 0 Department of Immigration Materials - Department of Immigration~~

~~Department of Trade and :Tourism Materials - Department ofTrade and Tourism~~

~~Family Life - Frank E. Richards Pub. Co., Inc.~~

~~Government Environmental Resource Matftrials Guide -Alberta Environment~~

~~Marooned - Frank E. Richards Publishing 0 a~~

~~608 2:~~

~~a CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY (coned.)~~

~~Parenting NEA~~

~~Parks Canada Catalogue Department of Indian and Northern Affairs~~

~~.01/4~~

~~609 6;);) LEVEL 6~~

~~UNDERSTANDING SELF AND GETTING ALONG.WITH OTHERS.~~

~~,Canadian Classification and Dictionary ofOccupations - Department of Manpower and Immigration.~~

~~Dating Tips for Teens - American Printing Housefgt. the Blind- ,~~

~~Exploring Your Personality - American PrintingRouse for the Blind~~

~~Exploring Your Values - Affierican Printing.House for theBlind~~

~~Family Planning - Follett Pub. Co.~~

~~Getting Along With 0.thers - American PrintingHouse for the Blind~~

~~Girlt and Sex - American Printing Howsefor the Blind~~

~~Gregg/McGraw-Hill Series for Independent Living ProgramGuide~~

~~Growing Up Emotionally - American Printing'House for the Blind~~

~~Growing Up Socially, - American PrintingHouse for the Blind~~

~~How to be Your Owntest Friend - Ballantine Books~~

~~.How to Get Aldng with People - AmericanPrineing House for the Blind~~

~~How to Increase Your Self-Confidence -American Printing House for the Blind~~

~~How to Live with Parents - AmericanPrinting House for the Blind~~

~~I'm O.K. - You're O.K. - Human DevelopmentTraining Institute~~

~~Interaction - Human Innerchange: A Journey Into Self-Learning Through Group Development Training Institute~~

~~It's Your Life - Benefic Press~~

~~Lifeline - Benefic Press~~

~~Looking Ahead to Marriage -American Printing House for the Blind~~

~~Love and Sex in Plain Language -Bantam~~

~~Magic Circle - Human Development Training Institute~~

~~Our Bodies, Ourselves - AmericanPrinting House for the Blind~~

~~Perspectives for Living - Edmonton Public SchoolBoard P~~

~~610 (..) \ UNDERSTANDING BELF AND GETTING ALONG WITHOTHERS (coned.)~~

~~\ SRA Guidance Series - Science Research Associates~~

~~The Search for Self-Respect -Bantal~~

~~Sex Education and Family Lifefor Visually Handicapped Children and Youth: A Resource Guide - American Foundationfor the Blind~~

~~Sex Education for,the VisuallyHandicapped in Schools and Agencies (selected papers) - American Foundation for the Blind~~

~~Understanding Love\-- AmericanPrinting'HouSe for the Blind~~

~~Understanding Yourself - American Printing Housefor the Blind~~

~~Values Clarification - Hart~~

~~Who's Afraid of Virginia Wolf? - Atheneum~~

~~- I Youth and Sexf-Npleasure and Responsibility-.Nelson-Hall Company~~

~~HEALTH~~

~~,Alcohol Problem: What, Do You Think - ViSual Education Centre,~~

~~'Battline Disease - Globe BoOk Co.~~

~~I Canada Food Guide -lepartinent of Public Health.~~

~~American Printing Drugs: Facts on TheiUse and Abuse - Scott, Foresman and Co.;. House for the Blind~~

~~I Exploring Home and Family ' Living - AmericanPrinting,House for the Blind~~

~~Facts About Alcohol - Science Research Assoc.;AMerican Printing House for the; 'Blind~~

~~Facts About Narcotics andDangerous Drugs - Science Research Associates;' American Printing House for the Blind~~

~~Facts About Smoking anI Health -Science Research Assoc.; American Printing House for the Blind~~

~~Facts About Veberal Di ease - Science ResearchAssoc.; American Printing House Qfor the Blind~~

~~Food and Your Weight - AmeriCan Printing Housefor the Blind~~

~~\ Heart Attack: You Don't Have,t..) Die - American PrintingHouse for the Blind,~~

~~Hope and Help for Your erve,.; Bantam; American Printing House for the Blind 1~~

~~611 701 HEALTH (conedi)~~

~~How Not to bie Young - AmericanPrinting Hobse for the'Slind .~~

~~I Think I'll Start on Monday -American Printing House for the Blind~~

~~100 Delicious Ways to Stay Slim -American Printing House for the Blind~~

~~Prenatal Care - American Printing Hbuse forthe Blind 4 Sex 'Mutation for the Visually Handicappedin Schools and Agencies (selected papers).,- American Foundation for the Blind~~

~~Smoke Sereen~~

~~Smoking, Health and You - U.S. Dept. of Health,Education and Welfare; American Printing House for the Blind~~

~~Smoking, Your Choice Between Life and Death -Americah Printing House for the Blind.'~~

~~A Step-By-Step Guide to PersonalManagement for Blind Persons (2nd edition) '- American Foundation for the Blind~~

~~Teaching Resources for Secondary SchoolHome Ec. - Alberta7Education,~~

~~Teen Guide to Homemaking - AmericanPrinting House for the Blind~~

~~A Teen-Age Guide to Healthy Skin andHair - Clarke, Irwin, and Co.; American Printing House for the Blind~~

~~V.D.: Facts You Should Know - Scott,Foresman and Co.; American Printing House for the Blind~~

~~V.D.: The ABC's - American Printing Housefor the Blind~~

~~What You Should Know About Druge - Harcourt,Brate, Jovanovich': American Printing House for the Blind~~

~~What You Should Know About Drugs and DrugAbuse - American Printing House for the Blind~~

~~You and Your Foods - American PrintingHouse for the Blind~~

~~You. and YoUr Health - Science Research Assoc.~~

~~Youth and the Drug Problem -American'Printing House for the Blind~~

~~SAFETY lo0 St. John's Ambulance Materials~~

~~Smartest Kid in Town - National Societyfor the Prevention of Blindness~~

~~Standard First Aid and Personal Safety -6oubleday and Co.. 612 71x2 Ct, WORLD OF WORK 0~~

~~Acceat/World of Work - Follett Pub. Co.~~

~~Alberta Labor Legislation.~~

~~All About Jobs - Mafex Associates,Inc.~~

~~Attitude Safety Posters - Worker'sCompensation Board of Alberta~~

~~C.N.I.B. List of CanadianOccup'aeions~~

~~Canadian Classification and Dictionaryof Occupations - Occupational Research Section, Dept. of Manpower~~

~~Career Awareness - K.S.P.~~

~~Career Choices for the 70's -American Printing Hbuse for the.Blind,~~

~~Employment A Career Planning Guide -Oncupational and Career Analysis Branch; anA Immigration~~

~~Career Search - Scholastic Book Co.~~

~~the Blind Careers and Opportunities InMusic'- American Printing House for~~

~~Careers Comparison Kit - MafexAssociates, Init.~~

~~Careers'in Data ProcesSing - American PrintingHouse for tile Blind~~

~~Discovering Your Real Interests -American Printing House for the Blind,~~

~~the Blind Do Your Dreams Match YourTalents? - American Printing }louse for~~

~~Finding Part-Time Jobs - Science Researchgssociates; American Printing HouSe for the Blind~~

~~Forms in Your Future - LearningTrendsPub.~~

~~Forms in Your Life - Globe Press~~

~~40 Letters to Write - HusltonEducational Publication.~~

~~Getting Applications Right -Scholastic~~

~~Getting That Job - American PrintingHouse for the Blind~~

~~Girls and Their Future - Science ResearchAssociates; American Printing House for the Blind~~

~~Good Work Habits - Mafex Associates,Inc.~~

~~Guide to the Community - Elwyn Institute~~

~~How Do I Fill Out A Form? - Ideal~~

~~613 7 u 3 WORLD OP ,WORK ..(cont'd.)~~

~~How Teenagers Can Get Good Jobs American Printing House for the Blind~~

~~How to Get a Job - ScienceResecrch,Associatee; Aaerican Printing House for:the Blind~~

~~How to Get a'Job - American PI:iutingHouse for the Blind,~~

~~Janus Job Interview Guide - Janus Book Pub.~~

~~Janus Job Planner - Janus Book Pub.~~

~~Job Attitudes - Mafex Associetes, Inc.~~

~~A Job Search Guide - Ministry of Supplyand'Services,~~

~~Keeping That Job - American PrintingHouse for the Blind~~

~~Lifeskills Essential Curriculupl Materialsfor Secondary Students 1978/79 Catalope/Junior and Senior High/Adult and SpecialEducation - Lakeshore, Curriculum Materials~~

~~Looking Into ehe Future - Frank E. RichardsPub. Co.; Inc.~~

~~My Job Application File'(2ndedition) - Janus Book Pub.~~

~~The Nature of Work - NationalFilm Board~~

~~Occupational Health and SafetyRegulations - Alberta Department ofLabor~~

~~Occupations 2 - New Readers Press~~

~~Serlace PATH - Positive Attitudes Towards theHandicapped - Regional Resource~~

~~Personal Resume Preparation - AmericanPrinting House for the Blind~~

~~Benefits Answered - Worker's CompensationBoard Questions About Compensation s~~

~~Reference Manual for Office Personnel -American Printing House for the Blind~~

~~American Printing House Resumes That Get Jobs: How to.Write Your Best Resume - for the Blind~~

~~Service Occupations - Frank E. RichardsPub. Co., Inc.~~

~~So You Want To Be A Social Worker -American Printing House for the Blind~~

~~Social and Prevocational InformationBattery - V.R.R.I.~~

~~Work Ex6erience Handbook - AlbertaEducation~~

~~You and Your Occupation - AmericanPrinting House for the Blind~~

~~You and Your Pay - American PrintingHouse for the Blind~~

~~614 7 0 WORLD OF WORK (cont'd.)~~

~~Your.C,reer If You're Not Going to College.- American PrintingHouse for.the Blind~~

~~Your Personality and Your Job - Science Research Assoeiates; AmericanPrinting , House for the Blind~~

~~HOME MANAGEMENT~~

~~Ask Your Neighbor - AmericAn Printing House for theBlind~~

~~Baby-Sitters Handbook - Americdn Printing House for the Blind~~

~~Better Homes and Gardens Cookbook Series - American Printing Housefor the Blind~~

~~Betty Crocker's Cookbook - Bantam; Aterican Printing Housefor the Blind~~

~~'Beyond T.V. Dinners - Living Skills Center for V.I.~~

~~The'Braille Cookbook - AmericanPrintingHouse for the Blind~~

~~Calgary Milk Foundation Materials .--Calgry MilkFOundation~~

~~CookingWithout Recipes - American Printing House for theBlind~~

~~The Cooks Companion - American Printing House for the Blind-~~

~~Dept. of Foods and Nutrition Materials - Dept. of Foods andNutrition~~

~~Family Meals andHospii'ality- American Printing House forthe Blind~~

~~Food at Your Fingertips - American Printing House for the Blind~~

~~Food Facts for Young People - American Printing House for theBlind~~

~~ood Freezing at Home - Royal Natibnal Institute for the Blind~~

~~General Foods Corporation - General Foods Corporation~~

~~Guide to Modern Meals - McGraw-Hill~~

~~The Home: Its Furnishings and Equipment - American Printing Housefor the Blind~~

~~The Home: Its Furnishings and Equipment - McGraw-Hill~~

~~Home Repairs Any Woman Can Do - American Printing Housefor the Blind~~

~~Homemaking for Teen-Agers, Book 2 - American Printing House forthe Blind~~

~~How Does. It Work - Doubleday, 1961; American PrintingHou$e for the Blind~~

~~615 %.3 ,~~

~~HOME MANAGEMENT .(cont d.)~~

~~Haw to Repair Electrical Appliances - American PrintingHouse for the Blind~~

~~Haw You Plan and Prepare Meals -.American Printing'Housefor the Blind~~

~~I Hate to Cook Book 7American Printing House for the-Blind~~

~~I Hate to Housekeep Book American: Printing House for the Blind~~

~~James Beard Cookbook - AMerican Printing House'for the Blind~~

~~,Lessons in Living --Ginn and Co. , My Own Cookbook - American Printing House Tor the,Blind~~

~~Nutrition Communication:- Ontario Milk Marketing-Board~~

~~100 Delicious Ways toStay,Slim-American printing-House for"the Blind.~~

~~Sew It Yourself - Gage EdudationalPublishing Ltd.~~

~~Sewing Manual - Illinois Community Serviced forthe.V.I.~~

~~Sewing Techniques for the Blind Girl - American Printing,Housefor ,the Blind .0 So You Want to Buy a House - American Printing House for theBlind~~

~~So What Abput Sewing, A Complete Guide --Services for theV.I.~~

~~Social Competency - Instructional Materials ReferenceCenter for Vidually Handi- capped Children~~

~~A Step-By-Step Guide to Personal Management for BlindPersons (2nd edition) - American Foundation for the Blind~~

~~Students NoteboolC- A Cooking Manual for Teenagers Who Like to Cook -American Printing House for the Blind~~

~~Teen-Guide to Homemaking - American Printing House for the Blind~~

~~The Teenager's Menu Cookbook,- Dodd Mead and Co. (2ndedition); American Printing House for the Blind~~

~~Towards Independence: The Use of Instructional Objectives in TeachingDaily Living Skills to the Blind - American Foundation for the Blind~~

~~MONEY 14ANAGEMENT~~

~~The Advertisement Book - Doubleday Canada~~

~~The Bank Book - Frank E. Richards-Pub. Co: Inc.~~

~~Banking, Budgeting and Employment 7 Frank E. Richards Pub.Co: Inc. 616 7t)(3 A~~

~~MONEY'MANAGEMENT (coned.) ," . .Big Deal,- Western Education ActivitiOs~~

~~. .Checking Accounts, Checks, and Stubs- Mafex.Associates~~

~~Comparison Shopping Learning Activity Package -United Graphics~~

~~; Consumer Education Materials: Afi Annotated List from Alberta Consumer'and Corpordte Affairs - Alberta 'Education~~

~~Dollars and Sense - Guide to Family,Money Management Series,- Troll Assoc.~~

~~Fill in the Blanks - Mafex-Associates, Inc.~~

~~Food tuymanship .4 Consumer's Association of,Canada'~~

~~Gett.ing'Ready-for Payday - Frank E. Richards Pub: Co. Inc.~~

~~4WS and Frauds - Case Study Book],et 2 -Changing Times EducatiOnal Service~~

~~It's Your Money - Methuen Pub.~~

~~Let's Go Shopping -.CTES Audio 1.7,isual Resource'~~

~~Lifeskills% Essential Curriculum Materials forSecondary Students 1970/79 Catalogue/Junior and Senior High/Adult and Special Education -Lakeshore Curriculum Materials~~

~~Making the Most of Your Money - American PrintingHouse fqr the Blind~~

~~Mathematicsfor Adult Living - Mafex Associates, Inc.~~

~~Mathematics for Banking - MafexAssociates, Inc.~~

~~Mathematics for CitizenShip - Mafex Associates,Inc., American Printing House for.the Blind~~

~~Mathematics for Employment Part 1, Part - Mafex Associates,Inc.; Amerlcan Printing House for the Blind~~

~~Mathematics forEveryday - Mafex Associ tes, Inc.~~

~~Mathematics forFamily tiving Mafex Associates,\Inc.; American PrintingHouse for the BI,ind~~

~~Mathematics for the Worker - Mafex Associates, Inc.~~

~~Money and the Kids: How to Earn It, Save It and Spend It .\AmericanPrinting House for the Blind~~

~~Money Makes Sense - Canadian Edition - CoppClark~~

~~Money Management - McGraw-Hill, E.S.P.~~

~~Pacemaker Practical Arithmetic Series - Copp Clark~~

~~617 7o7 'MONEY MANAGEMENT (e.ont'4.)~~

~~UsineMoney Series - Frank E. Richards Puh. cp.., Inc,(revised edition)~~

~~SUpershopper - Guide tO Spending and SdOing - Book Societyof Canada, American Printing House for the Blind~~

~~Wages, Salaries and Paycheques - Mafex Assobiates,Inc.~~

~~Working Makes Sense =Copp Cldrk~~

~~Yot and Your Pay - American Printing Ho se for theBlind~~

~~MOTOR DEVELOPMENT AND PHYSICAL'ACTIVITI S~~

~~I Active Games for the Blind - American Piinting House for theBlind~~

~~Adapted Physical Education and Recreation:A Multi-distiplinary Approach - William C. Brown~~

~~Aud-A-Ball - Sensory Aids Corp.~~

~~mdible Ball - American Foundation for the Blind~~

~~Canadian Assodiation for Disabled Skiers Materials -Canadian Association for Disabled Skiers~~

~~Corrective and Recreational'Gym ClasSes for the Blind -The New Outlook~~

~~Hockey - American Printing House fof the Blind~~

~~Modern Dance:Music and Materials for Technique - lambo Educational~~

~~Movement Without Sight - Peek Publications~~

~~Physical Education and Recreation for the Visually Handicapped -AAPHER~~

~~Physical Education tor Blind Children - Charles C. Thomas~~

~~Staley 'Sports Field Kits -Ama.ican Printing House for the Blind~~

~~Swimming for Children with Physical and Sensory Impairments -Charles C. Thomas~~

~~FINE ARTS AND INDIVIDUAL EXPRESSION~~

~~Adventures in Knitting - Atherican Printing House for the Blind~~

~~Art Fundamentals, Theory'and Practice - William C. Brown~~

~~Batik Art and Craft,- Van Nostrand-Reinhold~~

~~Brush and Pallette - Van Nostrand-Reinholde~~

~~618 ,. .- p 0 FINE ARTS AND INDIVIDUALEXPRESSIONmed.) deia1( ics, A Potter's HandbOok - Holt,.Reinhart andWinston~~

~~The Complete Book of Ceramic Art - Crown Publishers tcmcise History of the Theatre - Hartnoll, Thamesand Hudson~~

~~Creating With Paper - University of Washingtonfress a .~~

~~:treating With Plaster - Reilly~~

~~Creative Clay Design - Van Nostrand7Reinhold,~~

~~reative Drawing:Point and Line,- VanNostrand-Reinhold~~

~~Creative Printmaking - Prentice-Hall~~

~~Curriculum Guide for Drama - Alberta Education~~

~~oevelopment-in Drama - Longman Canada Ltd.~~

~~Drawing: Ideas, Materials and Techni.ques - Davis Publications, Inc.~~

~~A First Book of Leatherworking - American PrintingHouse for dne Blind p. Form, Space, and Vision (2ndoedition) - Prentice-Hall~~

~~Tumdamentals of Play Directing - Holt, Reinhart andWinston~~

~~Graded Lessons in Macrame, Knotting, and Netting -General Publistang~~

~~American Printing House for thd Bli4d . Fa A,Handbook of Stanislovski - Crown Publishing~~

~~The Handbook of the Theatre - W.G. Gage~~

~~How Art and Music Speak to Us - John Day Co. revised editionKAme can Printing House for the'Blind~~

~~Imaginative Techniques in Paintirig - Reinhold Publishing Corp. t~~

~~Improvisation - Oiscovery hd Creativity,in Dtama -Methuen and Co. Ltd.~~

~~Improvisation for the Theatre,- Northwestern Univer0.tyPress~~

~~Jiffy Knits - American Printing House for the Blind s Junior HighSchool Art Curriculum Guide.- Dept. of Education,Edmonton ta,~~

~~Knitting Made Easy - Amexican Printing Hous'e forthe Blind~~

~~Leap to Life - Chatto and Windus~~

~~Learning to Listen to Music - Silver Burdett~~

~~619 FIRE ARTS AND INDIVIDUAL EXPRESSION(con ed.)~~

~~4 . 'Mhking Pottery Mithout a-Wheel -Van,Nostrand.-Reinhold , 'Nobody in the Cast - Ryerson Press'~~

~~Oral Interprdtation,- Houghton-Mifflin~~

~~Nóstrand-Reinhold c Painting withSynthh,:ic'Media- Van~~

~~-Plastics as an Art. Form '- Chilton~~

~~Polymer' Painting Van Nostrand-Reinhold~~

~~Potery and Ceramic Sculpture - SunsetPUblishing~~

~~Recipes,for Art and Craft Material -Lothfop, Lee and Shepard Co., American Printine House for the Blind~~

~~Relief rintmaking DavisPublishing~~

~~Scene resign and Stage Lighting - Holt,Rinehart and Winston ,) a Sculptlure in Plastics - Wats6n-Guptill ,~~

~~Sharifag Your Knowledge of,Folk Guitar with aBlind Friend -1 'The New Outlook, ,~~

~~StagMake-Up - Appleton-Gentury-Croft~~

~~StagMake-Up - Watson-Guptill~~

~~Stihery: Art and Craft - Van Nostrand-ReinholdPub. Co.~~

~~Tea hing Drama - University of LondonPress, Ltd.~~

~~training the Speaking Voice - OxfordUniversitIr Press~~

~~Voice and Speech - James Nisbet and Co.Ltd.~~

~~CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY~~

~~Dhartment of Immigration Materials - Departmentof Immigration~~

~~Department of Trade and ToimismMaterials - Department of Trade andTourism~~

~~Family Life - Frank E. Richards Pub'. 'Co.Inc.~~

~~0 Government Environmental ResourceMaterials Guide - Alberta Environment~~

~~Marooned - Frank E. Richards Publishing~~

~~Parenting - NEA~~

~~Parks Canada Catalogue - Departmentof Indian and Northern Affairs~~

~~6.20 71 o~~