Functional Learning Curricula in the Secondary Schools

Providing a More Appropriate Education for Severely Handicapped Persons: Increasing and Validating Functional Classroom Tasks

“…Examples of behaviors categorized as functional and nonfunctional were selected from the observations conducted in Experiment 1 and from previous dassroom observations conducted by the experimenters (Green et al, in press) using procedures identical to those described here. These samples were collected only for behaviors exhibited by the adult students because: (a) the importance, and difficulties, of using functional tasks have been more heavily stressed with older severely handicapped persons than with younger individuals (e.g., Wimmer, 1981); (b) over two-thirds of the students in Experiment 1 were 18 years old or older.…”

“…One likely reason for the difficulty in providing dassroom activities that assist severely handicapped students outside the dassroom environment is the reliance on traditional curricula that were designed for less seriously disabled students (Green et al, in press;Langone, 1981;Wimmer, 1981). For example, teaching preacademic readiness skills such as stringing toy beads or putting pegs in pegboards may be of questionable relative value for severely handicapped adolescents who have not yet learned 289 1985, 189 289-301 NUMBER4 (WINTER 1985 to communicate "yes" or "no," or to eat with a fork (cf. Bates et al, 1981;Burton, 1981).…”

“…Bates et al, 1981;Burton, 1981). In this respect, providing functional educational tasks is especially relevant for adolescent and adult severely handicapped students (Wimmer, 1981). These individuals are presented with different nondassroom opportunities than severely handicapped children (e.g., various work experiences) and specific skills are needed to function in these situations.…”

Inservice Training to Support the Education of Learners with Severe Handicaps in Their Local Public Schools

“…Related services such as physical therapy, occupational therapy, speech and language therapy, and psychoeducational services should be delivered unobtrusively throughout the school day by people who are in direct contact with the learner IEPs should include specific plans for enabling learners to move from segregated to integrated settings through preschool and elementary, middle, and high school learning environments into a variety of community vocational and residential options. Evaluation of such programs should be on-going and actively involve the entire staff (Brown et al, 1981;Johnson & Gadberry, 1981;Rainforth & York, in press;Wimmer, 1981).…”

Life Skills Curricula for Students with Learning Disabilities

“…T hat students with disabilities need to be taught the skills required to be successful adults has long been documented in the literature (e.g., Brolin & D'Alonzo, 1979;Clark, 1974Clark, ,1979Clark, Field, Patton, Brolin, & Sitlington, 1994;Cronin, 1988;Edgar, 1987Edgar, , 1988Patton, Cronin, Polloway, Hutchinson, & Robinson, 1989;Sitlington, 1981;Wimmer, 1981). The essence of successful life skills acquisition cannot be weighed in terms of degrees, diplomas, or other documents; rather, it is demonstrated in their level of independent living, community adjustment, and enhanced quality of life (Dennis, Williams, Giangreco, & Cloninger, 1993;Halpern, 1990Halpern, ,1993Parent, 1993;Sitlington, Frank, & Carson, 1993).…”