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This document provides training activities and objectives for teaching students with intellectual disabilities important life skills in several domains: 1. It outlines activities and objectives for teaching students skills for managing personal finances, such as counting money, making purchases, using banking services, and paying taxes. Activities include practicing these skills in school and community stores. 2. It describes training to help students develop communication and interpersonal skills, including identifying emergency situations and communicating effectively in emergencies. Students would practice communicating emergencies and knowing who to contact for help. 3. The document provides objectives and activities for teaching students appropriate employment skills, such as following directions, good attendance, safety, and working productively. Roleplaying good work
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- 1. AnaLuz A. Fuentebella MAED MASPED MASE402A Submitted to: Professor: DR. LOLITADIONISIO- SERRANO University of Perpetual Help System DALTA(Las Piñas City) LCCE Domains
- 3. Daily Living Skills - Teach your students how to manage personal finances (including using credit cards, check cards, etc.), household management, personal needs, family responsibilities, food preparation, citizenship responsibility and leisure activities Competency:ManagingPersonal Finances Sub competency:• Countmoneyandmake correct change • Make responsible expenditures•Keepfinancial records• Calculate &pay taxes• Use creditresponsibly•Use bankingservices Objectives • Select appropriate items • Recognize and request assistance Training Activities • Student finds items named by teacher in school store, food mart, drugstores, grocery stores, and other community retail stores/businesses. • Student selects appropriate items from teacher list. • Student finds pictures of store clerk in magazines or "world of work" textbooks • Student finds store clerk in retail store/ business • Student discusses and roleplays problem situations that require help, finds appropriate source of help, decides when to ask, and then requests assistance for problem • Student recognizes and requests assistance from student named as the clerk in the school store Home-/Community-Based Training Activities • Student makes up a list for grocery stores, drugstores, and other community retail • stores/businesses with adult/peer Student selects appropriate items when requested by adult/peer • Student discusses ways to identify store clerks in retail store/business with adult/peer • Student finds store clerk and requests help in finding appropriate items with adult/peer
- 4. Objectives • Locate cashier • Calculate and give appropriate purchase amount • Receive purchase and change Training Activities • Student recognizes and requests assistance from student named as the clerk in the school store • Student finds picture of cashier in magazines or "world of work" textbooks and books • Student finds cash register with light/ signal or cashier in several retail stores/ businesses • Student seeks assistance from teacher • Student uses "next dollar" method in school store, food marts, drugstores, grocery stores, and other community retail stores/businesses • Student writes check for amount of purchase on cash register/tape/receipt • Student seeks assistance from teacher • Student waits for and accepts purchase and change at school store, food marts, drugstores, grocery stores, and other community retail stores/businesses • Student role plays making purchase and waits for purchase and receives change Home-/Community- Based TrainingActivities • businesses, and checks for correct change returned with adult/peer • Student seeks assistance from adult/peer
- 5. SELF DETERMINATION AND INTERPERSONAL SKILLS
- 6. Self Determination and Interpersonal Skills - Help your students develop self-awareness, self-confidence, socially responsible behavior, good interpersonal skills, independence, decision-making and good communication skills Competency: Communication with others Sub competency: Communicate with understanding • Know subtleties of communication • Assertive and effective communication • Recognize and respond to emergency situations Objectives • Identify signs of an emergency situation • Identify appropriate authorities to contact in different emergency situations • Practice communicating in emergency situations TrainingActivities •Teacheridentifiessignsindicating an emergencysituationinschool or at home •Studentlistsonchalkboard/chart the effectivetechniquesof communicatingemergenciesat school and at home •Teacherdemonstratessome of the most effective communicationtechniquestouse for emergenciesatschool andat home •Headofficersdiscussessome of the most effective communicationtechniquestouse use duringemergencysituations inschool or in the community •Studentseeksassistancefrom teacher •Teacheridentifiesappropriate authoritiestocontactin different emergencysituations •Studentlistsonchalkboard/chart appropriate authoritiestocontact invariousemergencysituations occurringin school or at home •Studentdevelopsself-monitoring planfor practicingeffective communicationskillsduring emergencysituationsthatoccur inschool or at home •Studentdemonstratesusingthe skillsof effectivecommunication duringemergencysituationsin school and at home •Studentseeksassistancefrom teacher Home-/Community-BasedTraining Activities •Adult/peeridentifiessigns indicatinganemergencysituation inthe community •Supervisordemonstrates appropriate techniquesfor communicatingemergenciesat trainingprogramsor at job placements •Adult/peerdemonstrates appropriate techniquesfor communicatingemergencies while inthe community •Studentseeksassistancefrom adult/peer •Adult/peeridentifiesappropriate authoritiestocontactin different emergencysituations •Supervisordiscussesvarious appropriate authoritiestocontact duringemergencysituations occurringat trainingprogramsor at job placements •Studentdevelopsself-monitoring planfor practicingeffective communicationskillsduring emergencysituationsoccurringin jobplacementsandinthe community •Studentdemonstratesusingthe skillsof effectivecommunication duringemergencysituationsin jobplacementsandinthe community •Studentseeksassistancefrom adult/peer
- 8. Employment Skills - Open the door to employment possibilities and choices for your students in the 21st century, by teaching them appropriate work habits, how to seek and maintain employment, physical/manual skills, and specific job competencies. Competencies:Exhibiting Appropriate Employment Skills Sub-competencies: Follow directions and observe regulations • Recognize importance of attendance and punctuality • Recognize importance of supervision • Demonstrate knowledge of work place safety • Work with others • Meet demands for quality work • Work at expected levels of productivity. Objectives •Identifythe importanceof followingdirectionsandmeeting requirements. •Performa seriesof tasksin response toverbal instructions •Identifyreasonsforgood attendance andpunctuality •Identifyactionstotake for tardinessorabsence fromwork TrainingActivities •Teacherdiscussesimportance of followingauthorities' directions/instructionsinjobs •Studentlistsonchalkboard/chart the importance of following authorities'directionsatjobs •Studentpracticescompletinga seriesof work/jobtaskswith partnerafterreceivingverbal instructions •Studentpracticescompletinga seriesof work/jobtasksalone afterreceivingverbal instructions •Supervisor discussesreasonsfor goodattendance andpunctuality at occupational trainingandjob placements •Studentrole playsscenarios depictingreasonforgood attendance andpunctualityin occupational trainingandjob placements •Studentdevelopslistof reasons whyit isimportantto have good attendance andpunctualityin occupational trainingandjob placements •Studentrole playsscenarios depictingactionstotake for tardinessorabsence fromwork Home-/Community-BasedTraining Activities •Adult/peerdiscussesimportance of followingauthorities' directions/instructionsinjobs •Supervisordiscussesthe importance of following authorities' directions/instructionsintraining programsor jobplacements •Studentcompletesaseriesof tasksin the communitywitha partnerafterreceivingverbal instructions •Studentcompletesaseriesof tasksin the communityalone afterreceivingverbal instructions •Studentspeaksaboutreasonsfor goodattendance andpunctuality at occupational trainingandjob placements •Studentprovidesfive reasonsfor goodattendance andpunctuality inoccupational trainingandjob placementswithadult/peer •Studentdiscussesreasonswhyit isimportantto have good attendance andpunctualityat occupational trainingandjob placements •Studentdemonstratesactionsto take for tardinessorabsence from work.