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Setting Up a LIFE Skills Program

Using Systems and Practical Strategies that Work to Maximize Learning for Students with Severe Cognitive/Developmental Disorders, Including Autism, Cerebral Palsy, and Syndromes

Sometimes a self-contained program may be a setting that is the least restrictive environment for a student who is severely impacted by his disability. It may be that he has sensory issues that interfere with learning in a larger group. In some cases, teh student needs highly individualized instruction directed for his needs. Severe behavior, self-injurious or toward others, may also require a more restrictive setting.

This interactive, fun-filled seminar targets those students who need a program that is functional, meaningful, and intensive so goals are met quickly and effectively through efficient instruction using systems and basic survival skills. The participants will leave with many “keys” for reaching their students’ potential.

planning-graphicThis training will address the following topics:

  • What are cognitive developmental disorders?
  • Myths and facts of cognitive developmental disorders
  • Teaching math basic survival skills
  • Teaching reading basic survival skills
  • Understanding the grief of parents of children with disabilities
  • Teaching job related skills using meaningful and functional work jobs
  • Designing communication systems for the student using form, function, content and context
  • Hygiene instruction
  • Boy/girl relationships at the secondary level

 

Learner Objectives

  1. Design classrooms for students with severe to moderate cognitive developmental disorders by applying systems learned in the training
  2. Increase empathy and decrease judgments on parents by supporting them through the lifelong grief process
  3. Implement visual strategies for teachign hygiene, job-related skills, boy-girl relationships
  4. Increase communication for student by assisng form, function, context, and content of his current system
  5. Design new functional communication systems for students that are used consistently
  6. Focus on steps for including the student in mainstream society
  7. Recognize by communicating ot others the implications of sensory issues that may impact beahvior
  8. Walk away with strategies (“keys”) that can be implemented the next day
  9. Increase academic skills through meaningful, practical, and functional avenues

 

Audience

LIFE Skills teachers and paraprofessionals, parents, early childhood, primary to high school professionals, speech pathologists, and allied health care professionals

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