DOCUMENT RESUMEEC 305 449

ED 405 725
AUTHORTITLE

INSTITUTIONREPORT NO
PUB DATENOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORS

Loyd, Robert J.; Brolin, Donn E.
Life Centered Career Education: Modified Curriculumfor Individuals with Moderate Disabilities.
Council for Exceptional Children, Reston, Va.
ISBN-0-86586-293-1
97
114p.

Council for Exceptional Children, 1920 Association
Drive, Reston, VA 20191 ($30 nonmember; $21
member).
Teaching Guides (ForClassroom Use
GuidesTests/Evaluation Instruments (160)
Teacher) (052)
MF01/PC05 Plus Postage.
Adult Education; Behavior Rating Scales; *Career
Education; Classroom Techniques; Competency Based
Education; *Curriculum; *Daily Living Skills;
Elementary Secondary Education; Individualized
Education Programs; Instructional Design;*Interpersonal Competence; Job Skills; *Moderate
Mental Retardation; *Prevocational Education; Student
Educational Objectives; Student Evaluation; Teaching
Methods; Vocational Rehabilitation

ABSTRACTThis scope and sequenced functional curriculum isdesigned for use in schools and adult training environments withindividuals who have moderate disabilities. The first chapter
explains the curriculum's origins in the original Life Centered
Career Education Curriculum and the research project which determined
the need for and modifications necessary to make the curriculum more
appropriate for individuals with moderate disabilities. An extensive
chart correlating competencies and subcompetencies of this curriculumwith the original curriculum is also included. The second chapter,comprising the major portion of the guide, presents instructional
implementation strategies for the three domains of the curriculum:
daily living skills, personal-social skills, and occupational skills.
Charts break these domains into 20 competencies as well as
subcompetencies and objectives. Classroom training activities andhome/community-based training activities are suggested for eachobjective. Chapter 3 briefly addresses assessment and instructional
planning strategies and integration of the curriculum into theIndividualized Education Program. Appended are the Competency Rating
Scale-Modified for Life Centered Career Education Modified Curriculumfor Individuals with Moderate Disabilities, master forms for use withthe curriculum, a modified Individualized Education Program form, andrelated resources. (DB)***********************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
***********************************************************************

U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

tieThis document has been reproduced as

Life.61Cent!Car

received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.

dPoints of view or opinions stated in thisdocument do not necessarily represent
official OERI position or policy.

'4Edu
Modified Curriculumfor Individuals
with Moderate
Disabilities

Robert J. LoydandDonn E. Brolin

PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

2 ffy BEST COPY AVAILABLE

The Council for Exceptional Children
CEC: Leading the Way
The Council for Exceptional Children (CEC) is the largest professional organization internationally committed to improving educational outcomes for individuals with exceptionalities. CEC accomplishes its worldwide mission on behalf of educators and others working with children with exceptionalities by advocating for appropriate government policies;
setting professional standards; providing continuing professional development; and assisting professionals to obtain conditions and resources necessary for effective professional
practice.

CEC: The Unifying Force of a Diverse Field
The Council for Exceptional Children, a private nonprofit membership organization, wasestablished in 1922. CEC is an active network of 59 State/Provincial Federations, 900
Chapters, 17 Specialized Divisions, and 275 Subdivisions with reach in over 40 countries.

The CEC Information Center:
International Resource for Topics in Special
and Gifted Education
The Council for Exceptional Children is a major publisher of special education literatureand produces a comprehensive catalog semiannually. Journals such as TEACHING
Exceptional Children (published six times a year) and Exceptional Children (publishedquarterly) and a newsletter, CEC Today, reach over 100,000 readers and provide a wealthof information on the latest teaching strategies, research, resources, and special educationnews.

To help those in the field respond to their ever-increasing classroom challenges, CEC isproud to release Life Centered Career Education: Modified Curriculum for Individuals
with Moderate Disabilities.

The Council for Exceptional Children
1920 Association Drive Reston, Virginia 20191-1589
Voice: 703/620-3660
TTY: 703/264-9446
Fax: 703/264-9494
E-mail: cecpubs@cec.sped.org
URL: http://www.cec.sped.org

Life

Centered
Career

Bc ucation
Modified Curriculumfor Individuals
with Moderate
Disabilities

Robert J. LoydandDonn E. Brolinv\\

Published by The Council for Exceptional ChildrenLibrary of Congress Cataloging-in-Publication Data
Loyd, Robert J.
Life centered career education : modified curriculum forindividuals with moderate disabilities / Robert J. Loyd and Donn E.
Brolin.
p. cm.
Includes bibliographical references.
ISBN 0-86586-293-1

1. Career educationUnited StatesCurricula. 2. Special
educationUnited StatesCurricula. 3. Life skillsStudy andteachingUnited States. I. Brolin, Donn E. II. Title.
LC1037.5.L68

1997

370.11'3dc21

97-3896

CIP

ISBN 0-86586-293-1

Copyright 1997 by The Council for Exceptional Children, 1920 Association Drive,
Reston, Virginia 20191-1589
Stock No. P5194

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of the copyright owner.
Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

5Contents

List of Figuresv

Forewordvii

1. Life Centered Career Education (LCCE) Modified Curriculum for Individuals
with Moderate Disabilities

1

2. Instructional Implementation Strategies

8

Daily Living Skills

12

Personal-Social Skills

39

Occupational Skills

63

3. Assessment and Instructional Planning Strategies

81

Appendix A: Competency Rating Scale-Modified (CRS-M) for the Life Centered Career Education (LCCE)
Modified Curriculum for Individuals with Moderate Disabilities

83

Appendix B: Competency Rating Scale (CRS) Master Forms for the Life Centered
Career Education (LCCE) Modified Curriculum for Individuals with Moderate Disabilities

91

92

Competency Rating Scale-Modified
Appendix C: Individualized Education Program Form-Modified

99

Appendix D: LCCE Resources Available from CEC

105

6
iii

List of Figures

FIGURE 1

FIGURE 2

Correlation of Original Life Centered Career Education Competencies
and Subcompetencies with the Modified Curriculum (LCCE-M)
Competencies and Subcompetencies

5Life Centered Career EducationModified Curriculum (LCCE-M)

10

Competency Rating Scale-Modified (Master Forms)

92

Individualized Education Program Form-Modified (Master Forms)

99v

Foreword

develop to the fullest extent possible their wide range of

The Council for Exceptional Children is pleased to offer theLife Centered Career Education: Modified Curriculum for
Individuals with Moderate Disabilities. This work supports
CEC's policy on career education, which states that career
education is the totality of experiences through which one
learns to live a meaningful, satisfying work life. Within the
career education structure, work is conceptualized as conscious effort aimed at producing benefits for oneself and/or
others. Career education provides the opportunity for individuals to learn, in the least restrictive environment possible, the academic, daily living, personal-social, and occupational knowledge and the specific vocational skills necessary for attaining their highest levels of economic, personal,
and social fulfillment.
CEC supports the belief that career education should permeate the entire school program and even extend beyond it.
It should be infused throughout the curriculum by knowledgeable teachers who are able to modify the curriculum toabilities, needs, and interests.

In order to assist students with exceptionalities tobecome productive workers and independent adults, special
education needs to work in collaboration with parents, othereducators, community services, and business. The LCCE
approach serves as a model for making this happen.

This piece of the LCCE line of products has been indevelopment and field testing for several years. During thespring of 1995 more than 40 sites field-tested portions of thecurriculum with their students. The feedback from thesepractitioners was incorporated into the final version of thisproduct. Throughout the developmental phases of the curriculum, Dr. Loyd and Dr. Brolin worked in close collaboration, ensuring that the modified curriculum remained consistent with the original LCCE curriculum product. Becauseof the long history of collaboration, Dr. Loyd was able tobring this modified curriculum to completion in spite of theuntimely death of Donn Brolin in 1996.
The authors would also like to acknowledge the assistance of Robert McMullan, Project Research Assistant, for
his contributions to this publication.
CEC is proud to provide this modified LCCE curriculum
for use in schools and adult training environments.

integrate career development goals with existing subject
matter goals and content. It is the position of the Council
that individualized appropriate education for individuals
with exceptionalities must include the opportunity for every
student to attain his or her highest level of career potential
through career education experiences. Children with excep-

tionalities require career education experiences that willviia

1. Life Centered Career
Education (LCCE) Modified
Curriculum for Individuals
with Moderate Disabilities

The Life Centered Career Education (LCCE) Modified
Curriculum for Individuals with Moderate Disabilities(herein referred to as the LCCE Modified Curriculum)
Program (3-21+) is a modified version of the popular andwidely implemented functional Life Centered Career
Education (LCCE) curriculum program for individuals withmild disabilities (herein referred to as the "original LCCE
Curriculum"). This similarly designed modified curriculum
and assessment version utilizes the same competency-based
framework and formatting as the original LCCE
Curriculum. The LCCE Modified Curriculum program adds

to the original LCCE Curriculum program continuum acompetency-based functional component for individuals at
a lower level of functioning (see Figure 1).
The major difference between the original and the modified LCCE Curriculum programs is that the latter focuses on
the critical skills and outcomes that individuals with moderate disabilities need to assist them in making the successfultransition from school to work and community living. ThisLCCE Modified Curriculum retains the scope and sequencing procedures found in the original LCCE Curriculum that
requires teachers/trainers to match the appropriate level ofsubcompetency instruction/training to the individual's stageof career development (awareness, exploration, preparation,and career assimilation). This career stage approach pro-vides a sequential framework for teaching/training the competencies and subcompetencies at all grade levels and community need levels, as well as permitting older individuals

an opportunity to experience a sequential career development approach. The LCCE Modified Curriculum's instructional/training activities have been designed to promote theacquisition and performance of critical skills and outcomes
needed to succeed in school, at home, in the community,
and in employment settings. Another significant differenceis that attention to both needed support and participationlevels is embedded into the curriculum activities. Each subcompetency includes activities that the teacher/trainer willaddress with each individual to encourage him or her to seek
assistance and support when needed.
The original LCCE Curriculum, developed by Donn E.
Brolin, was first published by The Council for Exceptional
Children (CEC) in 1978. This functional curriculum pro-gram is a K-12+ scope and sequenced education systemdesigned to provide special education and other "at-risk"
students with the important skills needed to function successfully as productive workers in school, home, and com-munity environments. The original LCCE Curriculum
instructional and assessment materials are grounded in morethan 21 years of research. All of the materials have been
widely field tested in schools and with students from all

1

9

2 I LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

across the country. Many schools in the United States andinternationally have adopted the original LCCE Curriculum
as their functional/transitional special education curriculum.

ate disabilities and recommended that schools start implementing the "best practices" identified in model transition
demonstration programs. His recommendation, along withother research studies, concurred with the Iowa special edu-

NEED FOR LCCE MODIFIED CURRICULUM

cation follow-up study that there is a critical need forRecent follow-up studies and expert opinion clearly reveal

schools to begin implementing competency-based and com-the difficulty adults with moderate disabilities have inachieving successful and appropriate levels of adult community living and working (Bates, 1986; Bellamy, 1986;
Frank & Sitlington, 1993; Morgan, Moore, McSweyn, &Salzberg, 1992; Snell, 1988; Wehman & Hill, 1985). Afterleaving formal education programs, individuals with moderate disabilities often (a) are unemployed or severely underemployed, (b) do not participate in community living activities, and (c) do not receive appropriate postsecondary training and support services (Frank & Sitlington, 1993). It has
been reported that approximately 80 to 95% of adults withmoderate disabilities are unemployed or severely underemployed (Crites, Smull, & Sachs, 1985). These poor employment adult outcomes result in individuals who must dependon additional supplemental funding programs for their subsistence.
In the IoWa special education follow-up study, Sitlington,Frank, and Carson (1993) interviewed approximately 600
school leavers with mild and moderate disabilities, who left
school during the 1985 and 1986 school years, to determine
their transitional adult outcomes. It was found that only
10% of the individuals with moderate disabilities were living independently without support. Most were still livingwith parents or relatives. The researchers also determinedthat the majority of this population's income came from the
supplemental security income (SSI) program. This followup study reported that over 75% of these school leavers had
not participated in any postsecondary education since leaving school. At the time of the interview, only one was working in competitive employment. The others were employed
in sheltered employment and reported making less than
$1.00 an hour. The most significant recommendation the
study provided was to have schools begin functional curriculum implementation at the elementary school level. The
researchers also recommended that a significant community-based and home component be included in these students' functional/transitional programs. Empowering students to become more involved in their own self-advocacy
and career path options development during the elementary
school years was another significant recommendation provided by the study.
Rusch (1986) also reported the poor transitional outcomes these same individuals were experiencing after leaving formalized education. He described this situation as a
critical concern in the education of individuals with moder-munity-based functional curriculum programs (Enchelmaier, Kohler, & Rusch, 1994; Johnson & Rusch, 1993;
Kohler, 1993; Morgan et al., 1992).

The career education research literature has for years
expressed the need for the development of an appropriate
functional curriculum program. This expressed need led tothe development and wide implementation of the original
LCCE Curriculum program. This 21+-year program for students with mild disabilities has now been modified andexpanded. The LCCE Modified Curriculum has been developed to meet the field's need for a functional, transitional,
and community-based curriculum geared toward individuals
with moderate disabilities.
ORIGINAL LCCE CURRICULUM
MODIFICATION PROCESSThe original LCCE Curriculum program, which spans a 21year developmental period, has gone through several revi-sions and modifications. The original LCCE Curriculum
competencies and subcompetencies have been revised
twice. The LCCE Modified Curriculum for individuals withmoderate disabilities is an extension and revision of theoriginal LCCE Curriculum. All revisions to the original
LCCE Curriculum were a result of the findings from fieldvalidation research studies. The primary purpose of thesestudies was to determine whether the field felt that the curriculum's competencies, subcompetencies, and objectives
were still appropriate. A field-validation research study was
also conducted to determine whether the curriculum's competencies, subcompetencies, and objectives were appropriate for individuals with moderate disabilities. Each fieldvalidation research study resulted in minor changes to theoriginal LCCE Curriculum and substantial changes for the
LCCE Modified Curriculum for individuals with moderate

disabilities. The first LCCE Curriculum (1978) had 22
major competencies, 102 subcompetencies, and 3 to 8
objectives for each subcompetency. The original LCCE
Curriculum's revision in 1982 resulted in minor changes ina couple of the competencies and a reduction of the subcompetencies from 102 to the current 97. There are approx-

imately 425 total objectives for the original LCCE
Curriculum. Each research project also resulted in revisions
to the curriculum guides. See the original LCCE Curriculum
guide for a complete description and listing of the available
LCCE Curriculum instructional and assessment materials.

LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES / 3

LCCE MODIFIED CURRICULUMRESEARCH PROJECTThis LCCE Modified Curriculum resulted from a needexpressed by professionals and practitioners who
educate/train individuals with moderate disabilities.
Throughout the 21-year span of LCCE Curriculum development and use, LCCE staff received numerous requests fromacross the country to study the feasibility of having a separate LCCE Curriculum designed specifically for individuals
with moderate disabilities. Prior to the development of the

LCCE Modified Curriculum, project staff encouraged
teachers who were requesting a modified version to develop
their own modified LCCE Curriculum for this population.

Although many teachers did make some modifications to
the original LCCE Curriculum for individuals with moderate disabilities, most felt that a stand-alone, field-validated
curriculum program would be more effective and beneficial
for this population. This prompted the LCCE staff to design
and implement a research project to study the feasibility andappropriateness of modifying the original LCCE
Curriculum.

This research project's purpose was designed to (a)determine whether a sample of practitioners, parents, andagencies felt that the original LCCE Curriculum needed tobe modified for this population and, if so, (b) determine justwhat modifications would be necessary to make the curriculum more appropriate for this population. The research
project utilized the same methodology and analysis as theearlier federally funded field-validated curriculum evaluation research projects.

METHOD

The research project encompassed five major activities.
Deciding on the appropriate research design was the firstproject activity. A modified Delphi survey was selected to

introduction section of the original survey had to be revised.
The survey's revised introduction section explained the purpose of the study and asked survey respondents to indicate(a) whether the original LCCE Curriculum competencies
were appropriate for this other population and, if not, to suggest a more appropriate competency; (b) whether the origi-

nal LCCE Curriculum subcompetencies were appropriate
and, if not, to suggest a more appropriate subcompetency;and (c) if the subcompetencies were revised to suggest a listof objectives needed to master or perform the subcompetency.

Deciding upon a study sample was the second research
activity. Project staff selected the following research sample: 250 teachers who teach students with moderate disabil-ities, 250 family representatives who had children withmoderate disabilities, and 250 agency personnel who provide service to children and adults with moderate disabilities. Surveys were either mailed or personally delivered to
the respondents. Project staff made oral presentations tosome groups, who then completed the surveys either after
the presentation or at later times. Mailings to large groups
also included a videotape explaining the survey and directions for completion. Follow-up telephone calls were madeto the mailed survey respondents to ascertain their understanding of the survey and completion procedures. As aresult of this more personalized administration procedure,
project staff received a high survey return rate. Approx-

imately 500 usable surveys were collected for analysis(67%).

The returned first-round surveys were then analyzed todetermine whether respondents felt there was a need tomodify the original LCCE Curriculum to make it more
appropriate for individuals with moderate disabilities.
Almost all of the survey respondents (94%) felt that modifi-

determine whether the original LCCE Curriculum needed tocations to the original LCCE Curriculum were necessary
and that there was a need to develop a separate LCCE
Curriculum modified for use with individuals who havebe modified and, if so, to indicate the LCCE Modified

moderate disabilities. Based on the findings and recommen-

Curriculum's specific competencies, subcompetencies, anddations from this first-round survey, major modifications
were made to the original LCCE Curriculum's competencies, subcompetencies, and objectives. A second-round survey based on the modifications was prepared and administered to 150 selected first-round respondents. Project staff

objectives. Project staff decided to use the same survey
instrument as was used in the previously conducted LCCE
Curriculum evaluation research projects. They felt that it
would be appropriate to use the same instrument since bothprojects addressed the same research questions and only differed in the curriculum's intended population. This survey

instrument had been reviewed by national experts, field
piloted, and validated during the earlier research projects.
Respondents, who assisted or were familiar with individuals
who have moderate disabilities, were given an opportunity
on the survey to analyze the appropriateness of the original
LCCE Curriculum for individuals with moderate disabilities
and then to suggest any necessary modifications. Only the

personally administered this second-round survey to aselected group of 75 teachers, 50 parents, and 25 agency
personnel. The analysis of the second-round surveys resulted in minor revisions to the LCCE Modified Curriculum.
This revised LCCE Modified Curriculum was then present-

ed to a panel of experts in the field for their review. The
experts suggested some additional minor revisions, resulting in the current LCCE Modified Curriculum for
Individuals with Moderate Disabilities.

4 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESThis field-developed LCCE Modified Curriculum consists of a modified set of the original LCCE Curriculum's
competencies, subcompetencies, and objectives. Many of
the competency and subcompetency revisions are minor, butconsensus from the field indicates that this curriculum
reflects a more community-based and performance-relatedorientation, which is more appropriate for this population.
Developing this curriculum guide was the final research
project activity. The guide contains this overview (Chapter1), the suggested instructional/training activities and implementation strategies (Chapter 2), assessment and instructional planning strategies (Chapter 3), and the Competency
Rating Scale (CRS) (Appendix A). The instructional/training activities for each of the subcompetency objectives weredeveloped for implementation in both school and community-based environments.
RESULTS
The LCCE Modified Curriculum validation research study
resulted in substantial modifications being made to the original LCCE Curriculum's competencies, subcompetencies,
and objectives. These revisions included changing from 22
to 20 major competencies along with changes in the competency titles. The subcompetency revisions also involved title
changes, and the total number of subcompetencies changed
from 97 to 75. Objectives were also modified to correspond

REFERENCES
Bates, P. (1986). Competitive employment in southern Illinois. In
F. Rusch (Ed.), Competitive employment: Issues and strategies(pp. 51-63). Baltimore: Paul H. Brookes.
Bellamy, T. (1986). Severe disability in adulthood. Newsletter ofthe Association for Persons with Severe Handicaps, 11, 6.
Brolin, D. E. (1997). Life Centered Career Education: A compe-

tency based approach, 5th ed. Reston, VA: The Council for
Exceptional Children.
Crites, L., Small, M., & Sachs, M. (1985). Demographic and functional characteristics of respondents to the mentally retarded
community needs survey: Persons living at home with the family. Unpublished manuscript, University of Maryland School of
Medicine, Baltimore.
Enchelmaier, J., Kohler, P., & Rusch, F. (1994). Employment outcomes and activities for youths in transition. Career Education
for Exceptional Individuals. 17(1), 1-16.
Frank, A. R., & Sitlington, P. L. (1993). Graduates with mental disabilities: The story three years later. Education and Training in
Mental Retardation, 28(1), 30-37.
Johnson, J. R., & Rusch, F. R. (1993). Secondary special educationand transition services: Identification and recommendations for

future research and demonstration. Career Education for
Exceptional Individuals, 16(1), 1-18.
Kohler, P. D. (1993). Best practices in transition: Substantiated or

implied? Career Development for Exceptional Individuals,

The LCCE Modified Curriculum is a scope and sequenced
functional curriculum designed for use with individuals who

16(2), 107-122.
Morgan, R. L., Moore, S. C., McSweyn, C. A., & Salzberg, C. L.
(1992). Transition from school to work: Views of secondary
special educators. Education and Training in Mental Retardation, 27(4), 315-323.
Rusch, F. (1986). Competitive employment: Issues and strategies.
Baltimore: Paul H. Brookes.
Sitlington, R., Frank, A., & Carson, R. (1993). Adult adjustment
among high school graduates with mild disabilities.
Exceptional Children, 59, 221-233.
Snell, M. (1988). Curriculum and methodology for individuals

have moderate disabilities. Although this program waswith severe disabilities. Education and Training in Mental

developed specifically for this population, consumers may
find it appropriate to use with other disabled and/or nondisabled populations. This program adds an additional func-

Retardation, 23(4), 302-314.
Wehman, P., & Hill, J. (1985). Competitive employment for persons with mental retardation. Richmond: Virginia Commonwealth University.
Wehman, P., Kregel, J., & Barcus, J. (1985). School-to-work: A

to the revisions made in the subcompetencies. Figure 1
shows the Modified Curriculum along with the corresponding competencies from the original LCCE Curriculum.

SUMMARY

tional curriculum component to the original LCCE
Curriculum program continuum. Individuals with moderate

disabilities who complete this curriculum program areencouraged to continue, if appropriate, their functional
school- and community-based training in any part or withall of the original LCCE Curriculum program.

vocational transition model for handicapped youth. In P.
Wehman and J. W. Hewitt (Eds.). Competitive employment for

persons with mental retardation: From research to practice.
Richmond: Virginia. Commonwealth University.

12

LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES / 5

FIGURE 1
Correlation of Original Life Centered Career Education Competencies and Subcompetencies
with the Modified Curriculum (LCCE-M) Competencies and Subcompetencies
Original LCCE

Modified LCCE

Daily Living Skills
Managing Personal Finances
1. Count money and make correct change
2. Make responsible expenditures

1. Managing Money
1. Count money
2. Make purchases
3. Use vending machines
4. Budget money
5. Perform banking skills

1.

2. Selecting and Maintaining Living Environments
6. Select appropriate community living environments
7. Maintain living environment
8. Use basic appliances and tools
9. Set up personal living space2.

Selecting and Managing a Household
9. Select adequate housing
7. Maintain home exterior/interior
8. Use basic appliances and tools
10. Set up a household

3. Caring for Personal Health
10. Perform appropriate grooming and hygiene
11. Dress appropriately
12. Maintain physical fitness

3.

Caring for Personal Needs
13. Exhibit proper grooming and hygiene
14. Dress appropriately
12. Demonstrate knowledge of physical fitness, nutrition, and weight
15. Demonstrate knowledge of common illness
prevention and treatment

3.
6.

13. Recognize and seek help for illness
14.
15.

Practice basic first aid
Practice personal safety

16.

Keep basic financial records
Use banking services

Practice personal safety

4. Developing and Maintaining Appropriate Intimate Relationships
16. Demonstrate knowledge of basic human sexuality
17. Demonstrate knowledge of appropriate dating behavior

4.

Raising Children and Meeting Marriage Responsibilities
19. Demonstrate marriage responsibilities
57. Establish and maintain close relationships

5. Eating at Home and in the Community
18. Plan balanced meals
19. Purchase food
20. Prepare meals
21. Demonstrate appropriate eating habits
22. Demonstrate meal clean-up and food storage
23. Demonstrate appropriate restaurant dining

5.

Buying, Preparing, and Consuming Food
25. Plan/eat balanced meals
20. Purchase food
23. Prepare meals
24. Demonstrate appropriate eating habits
21. Clean food preparation areas; 22. Store food

6. Cleaning and Purchasing Clothing
24. Wash/dry clothes
25. Buy clothes

6.

Buying and Caring for Clothing
26. Wash/clean clothing
27. Purchase clothing

7. Participate in Leisure/Recreational Activities
26. Identify available community leisure/recreational activities

8.

Utilizing Recreational Facilities and Engaging in Leisure
33. Demonstrate knowledge of available community
resources
34. Choose and plan activities
36. Engage in group and individual activities

27. Select and plan leisure/recreational activities
28. Participate in individual and group leisure/recreational
activities

29. Select and participate in group travel37.

8. Getting Around in the Community
30. Follow traffic rules and safety procedures
31. Develop and follow community access routes
32. Access available transportation

9.

Plan vacation time

Getting Around the Community
38. Demonstrate knowledge of traffic and safety
40. Find way around the community
39. Demonstrate knowledge and use of various means oftransportation

3
BEST COPY AVAILABLE

6 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESFIGURE 1 Continued
Modified LCCE

Original LCCE

Personal-Social Skills
9. Acquiring Self-Identity

10.

Achieving Self-Awareness; 11. Acquiring SelfConfidence
43. Identify interests and abilities
44. Identify emotions
47. Express feelings of self-worth; 50. Develop
confidence in oneself
48. Accept and give praise; 49. Accept and give criticism

12.

Achieving Socially Responsible Behavior
53. Demonstrate appropriate behavior in public places
55. Recognize personal roles
51. Develop respect for the rights and property of others
52. Recognize authority and follow instructions

33. Demonstrate knowledge of personal interests and abilities
34. Demonstrate appropriate responses to emotions
35. Display self-confidence and self-worth
36. Demonstrate giving and accepting praise and criticism
10. Exhibiting Socially Responsible Behavior
37. Demonstrate appropriate behavior
38. Identify current and future personal roles
39. Demonstrate respect for others' rights and property
40. Demonstrate respect for authority
41. Demonstrate ability to follow directions/instructions
42. Demonstrate appropriate citizen rights and responsibilities

Demonstrate knowledge of citizens' rights andresponsibilities
61. Demonstrate awareness of how one's behavior
affects others
32.

43. Identify how personal behavior affects others
11. Developing and Maintaining Appropriate Social Relationships
44. Develop friendships
45. Maintain friendships

13.

Maintaining Good Interpersonal Skills
58. Make and maintain friendships

12. Exhibiting Independent Behavior
46. Set and reach personal goals
47. Demonstrate self-organization
48. Demonstrate self-determination

14.

Achieving Independence
66. Develop goal-seeking behavior
60. Demonstrate self-organization

13. Making Informed Decisions
49. Identify problems/conflicts
50. Use appropriate resources to assist in problem solving
51. Develop and select best solution to problems/conflicts
52. Demonstrate decision making

15.

Making Adequate Decisions
65. Recognize nature of problems
62. Locate and utilize sources of assistance
64. Develop and evaluate alternatives
63. Anticipate consequences

14. Communicating with Others
53. Demonstrate listening and responding skills
54. Demonstrate effective communication
55. Communicate in emergency situations

16.

Communicating with Others
56. Demonstrate listening and responding skills
68. Communicate with understanding
67. Recognize and respond to emergency situations

14

LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES / 7

Occupational Guidance and Preparation
15. Exploring and Locating Occupational Training and Job
Placement Opportunities
56. Identify rewards of working

17.

Knowing and Exploring Occupational Possibilities

Identify remunerative aspects of work; 72.Identify
personal values met through work; 73. Identify
societal values met through work
71. Locate sources of occupational and training
information; 74. Classify jobs into occupational
categories; 75. Investigate local occupational andtraining opportunities
70.

57. Locate available occupational training and job
placement possibilities

16. Making Occupational and Job Placement Choices
58. Demonstrate knowledge of occupational interests
59. Demonstrate knowledge of occupational strengths
and weaknesses
60. Identify possible and available jobs matching interestsand strengths
61. Plan and make realistic occupational training and job
placement decisions
62. Develop training plan for occupational choice18.

17. Applying for and Maintaining Occupational Training and
Job Placements
63. Apply for occupational training and job placements
64. Interview for occupational training and job placements
65. Make adjustments to changes in employment status

20.

18. Developing and Maintaining Appropriate Work Skills andBehavior
66. Perform work directions and requirements
67. Maintain good attendance and punctuality
68. Respond appropriately to supervision
69. Demonstrate job safety
70. Work cooperatively with others
71. Meet quality and quantity work standards

19.

19. Matching Physical-Manual Skills to Occupational Training
and Employment
72. Demonstrate fine motor dexterity in occupational andjob placements
73. Demonstrate gross motor dexterity in occupational training
and job placements
74. Demonstrate sensory discrimination in occupational
training and job placements
75. Demonstrate stamina and endurance

21.

Selecting and Planning Occupational Choices
79. Identify major occupational interests
78. Identify occupational aptitudes
Identify requirements of appropriate and available
jobs
76. Make realistic occupational choices
77.

Seeking, Securing, and Maintaining Employment
Apply for a job
Interview for a job
93. Know how to adjust to change in employment
89.
90.

Exhibiting Appropriate Work Habits and Behavior
81.
82.
83.
84.
85.
86.

Follow directions and observe regulations
Recognize importance of attendance and punctuality
Recognize importance of supervision
Demonstrate knowledge of occupational safety
Work with others
Meet demands of quality work; 87. Work at asatisfactory rate

Exhibiting Sufficient Physical/Manual Skills
96.

Demonstrate manual dexterity

97.

Demonstrate sensory discrimination

94.

Demonstrate stamina and endurance

22. Obtaining a Specific Occupational Skill
20. Training and Occupational Choices
There are no specific subcompetencies listed here since they depend upon the specific occupational training selected.

2. Instructional Implementation
Strategies

This chapter presents the guidelines for implementing the
instructional strategies and activities for the LCCE
Modified Curriculum. The curriculum outlines the instructionaUtraining strategies and activities for teaching each oneof the LCCE Modified Curriculum's 20 major competencies, 75 subcompetencies, and their objectives. This curriculum guide employs the same format and guidelines as
the original LCCE Curriculum guide.

Objectives

STRUCTURE OF CURRICULUM GUIDE

Training Activities

Each one of the 75 subcompetencies in the curriculum guideprovides the following three specific components: (1) a listof the objectives that are necessary for subcompetency mastery, (2) school training activities, and (3) home/communi-

Training activities are the vehicle by which teachers convey
the information to develop subcompetency acquisition. The
suggested training activities are not arranged in any hierarchy, although some consideration must be given to identifying the difficulty of any activity. More appropriate training

ty-based training activities. These three components are

Each subcompetency includes two to six performance
objectives that must be mastered to demonstrate subcompetency acquisition. Objectives can be expanded and/or devel-

oped in smaller units to meet specific individual needs ofeach student with moderate disabilities. Additional objectives can also be developed if necessary.

designed to assist teachers, family members, and community service personnel to provide individuals with moderate

activities may be developed and included. The suggested

disabilities with relevant performance experiences forsupports. Emphasis on generalization is recommended toensure transfer of performance in natural settings. These
activities include roleplays, discussions, guest speakers,
developing collages, and so forth.

achieving mastery of the 20 competencies and 75 subcompetencies. No specific grade or age level is suggested for
subcompetency training. Instruction is to be designed andimplemented based on individual needs. Assessment of specific individual needs can be determined by administering

the Competency Rating Scale-Modified (CRS-M) (seeAppendix A). The CRS-M and LCCE Modified Curriculum

assessment strategies and instructional planning are discussed in Chapter 3.

8training activities make use of a wide array of resources andA unique feature in this curriculum is that, for each of thesubcompetencies, students are taught to seek assistance andsupport when needed. This student empowerment strategy
has been embedded into the curriculum to prepare the students to request the supports they need for integration into
normalized environments.

16

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 9

Home-/Community-Based Training Activities

Guidelines for Effective Use of Curriculum Guide

It is strongly suggested that these activities be given priority as students/individuals move into higher grades or age
levels. These activities are critical in assisting students/individuals with moderate disabilities to achieve a successfultransition from school to work and community living. Also,
it is strongly suggested that parents and other family members be involved in home-/community-based training. These

Effective instruction using the curriculum guide is contingent on certain conditions or factors. As with any training
activity, teachers and support personnel must make individualized decisions about student needs and the instruction
necessary to meet those needs. Several factors to consider
when using the curriculum guide include (a) using ageappropriate materials; (b) teaching for generalization; (c)utilizing individual strengths and weaknesses; (d) utilizing
home and community supports; (e) providing instruction in
integrative and natural community environments; (f) actively involving and empowering the individual in the development and implementation of his or her functional individualized education program (IEP) and instructional program;(g) implementing self-advocacy strategies, training, andactivities; and (h) actively involving family members andcommunity supports.
The training activities and home/community-based training activities presented in the following section are intended to serve as a guide for teaching the 20 competencies and
75 subcompetencies. We believe that these activities will
result in more successful transitional adult outcomes forindividuals with moderate disabilities.

activities include roleplays, discussions, job shadows,
hands-on experience, and the like.

Integration

The successful implementation of this curriculum will
require attention to instruction in natural environments. It isstrongly suggested that instruction always take place in theleast restrictive integrated environments. This usually can,and in most instances should, occur in normalized community environments. Finally, instructors/trainers should pay
careful attention to addressing the current and future ecological environments, instructional needs, generalization/transfer of skills, and maintenance of skills of individuals
with moderate disabilities. Implementation of these strategies is critical to ensure that students succeed in making thenecessary transition.

1?

10 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESFIGURE 2
Life Centered Career Education-Modified Curriculum (LCCE-M)

Curriculum Area

DAILY
LIVINGSKILLSPERSONAL-SOCIALSKILLS

OCCUPATIONALGUIDANCE
AND
PREPARATION

Competency

Subcompetency: The student will be able to:

1. Managing Money

1. Count Money

2. Selecting and Maintaining Living
Environments

6. Select appropriate
community living

3. Caring for Personal Health

10. Perform appropriate
grooming and hygiene

11. Dress appropriately

4. Developing and Maintaining
Appropriate Intimate Relationships

16. Demonstrate
knowledge of basic
human sexuality

17. Demonstrate knowledgeof appropriate dating
behavior

5. Eating at Home and in theCommunity

18. Plan balanced meals

19. Purchase food

6. Cleaning and Purchasing Clothing

24. Wash/dry clothes

25. Buy clothes

7. Participate in Leisure/
Recreational Activities

26. Identify available community leisure/recreational activities

27. Select and plan
leisure/recreational
activities

8. Getting Around in the Community

30. Follow traffic rules andsafety procedures

31. Develop and follow cornmunity access routes

9. Acquiring Self-Identity

33. Demonstrate knowledge of personal
interests and abilities

34. Demonstrate appropriate responses toemotions

10. Exhibiting Socially Responsible
Behavior

37. Demonstrate
appropriate behavior

38. Identify current andfuture personal roles

11. Developing and Maintaining
Appropriate Social
Relationships

44. Develop friendships

45. Maintain friendships

12. Exhibiting Independent Behavior

46. Set and reachpersonal goals

47. Demonstrate selforganization

13. Making Informed Decisions

49. Identify problems/
conflicts

50. Use appropriate
resources to assist in
problem-solving

14. Communiciating with Others

53. Demonstrate listening
and responding skills

54. Demonstrate effective
communication

15. Exploring and Locating
Occupational Training and Job
Placement Opportunities

56. Identify rewards ofworking

57. Locate occupational
5

16. Making Occupational and Job
Placement Choices

58. Demonstrate knowledge of occupational
interests

59. Demonstrate knowledgeof occupational strengths
and weaknesses

17. Applying for and Maintaining
Occupatioinal Training and Job
Placements

63. Apply for occupational
training and job placements

64. Interview for occupational training and job
placements

18. Developing and Maintaining
Appropriate Work Skills andBehavior

66. Perform work
directions andrequirements

67. Maintain goodattendance andpunctuality

19. Matching Physical-Manual
Skills to Occupational Training
and Employment

72. Demonstrate fine motor
dexterity in occupational
training & job placements

73. Demonstrate gross motor
dexterity in occupational
training & job placements

20. Training and Occupational
Choices18

2. Make purchases
7. Maintain living
nvironment
environment

training and job placement possibilities

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / I I

3. Use vending machine

4. Budget money

8. Use basic appliances
and tools

9. Set up personal living
space

12. Maintain physical fitness

13. Recognize and seek
help for illness

20. Prepare meals

21. Demonstrate appropriate eating habits

28. Participate in individual and group leisure/recreational activities

29. Select and participate
in group travel

5. Perform banking skills

14. Practice basic first aid

15. Practice personalsafety22. Demonstrate mealclean-up and foodstorage

23. Demonstrate
appropriate restaurant
dining41. Demonstrate ability tofollow directions/
instructions

42. Demonstrate appropriate citizen rights andresponsibilities

32. Access available
transportation

35. Display self-confidente and self-worth

36. Demonstrate giving
and accepting praiseaand criticism

39. Demonstrate respect
for others' rights andproperty

40. Demonstrate respect
for authority

48. Demonstrate selfdetermination
51. Develop and selectbest solution to
problems/conflicts

52. Demonstrate decisionmaking

55. Communicate inemergency situations

61. Plan and make realistic

60. Identify possible andavailable matching interests and strengths

62. Develop training planfor occupational choiceoccupational training andjob placement decisions

65. Make adjustments
to changes in
employment status
68. Respond appropriately to supervision

69. Demonstrate job safety

74. Demonstrate sensory discrimination in occupational
training & job placements

75. Demonstrate stamina
and endurance

71. Meet quality andquantity work
standards

70. Work cooperatively
with others

There are no specific subcompetencies listed here since they depend upon the specific occupational training selected
I

I

I

19

43. Identify how personal
behavior affects others

12 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESDAILY LIVING SKILLS
Domain: Daily Living Skills
Competency 1: Managing Money
Subcompetency 1: Count Money
Objectives

Training Activities

Identify coins

Home-/Community-Based Training Activities

Student discusses names of all coin types
Student finds penny, nickel, dime, quarter,and half dollar from an assortment of coins
Student names all coin types

Student names the coins from adult's/peer's
pocket change
Student names the coins used during
adult's/peer's transactions

2. Count sums of up to five coinsfrom stacks of pennies, nickels,dimes, quarters, and half dollars

Student collects and counts up to five like
coins
Student counts sums of up to five coins
Student collects and counts up to fivedifferent coins
Student seeks assistance from teacher

Student counts the value of two to fivecoins from adult's/peer's change
Student seeks assistance from adult/peer

3. Identify bills up to $20

Student identifies one-, five-, ten-, andtwenty-dollar bills by recognizing denomination
Student finds one-, five-, ten-, and twentydollar bills from a stack of different bills
Student seeks assistance from teacher

Student names currency from adult's/peer's
walletStudent names the currency used during
adult's/peer's transactions in the community
Student seeks assistance from adult/peer

4. Count currency with sums lessthan $20

Student counts like bills with sums up toStudent counts bills up to sums of $20 withadult/peer at home and in the community
Student seeks assistance from adult/peer

1.

$20

Student practices counting bills up to sumsof $20Student counts different bills with sums up
to $20Student seeks assistance from teacher

Domain: Daily Living Skills
Competency 1: Managing Money
Subcompetency 2: Make Purchases
Objectives

Training Activities

Home-/Community-Based Training Activities

1. Select appropriate items

Student finds items named by teacher inschool store, food mart, drugstores,
grocery stores, and other community
retail stores/businesses
Student selects appropriate items fromteacher list

Student makes up a list for grocery stores,
drugstores, and other community retailstores/businesses with adult/peerStudent selects appropriate items whenrequested by adult/peer

2. Recognize and request assistanceStudent finds pictures of store clerk inmagazines 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 discusses ways to identify store
clerks in retail store/business with adult/peerStudent finds store clerk and requests help
in finding appropriate items with adult/peer

20

INSTRUCT

Student recognizes and requests assistancefrom student named as the clerk in theschool store

3. Locate cashierStudent finds picture of cashier in magazines or "world of work" textbooks andbooksStudent finds cash register with light/
signal or cashier in several retail stores/
businesses
Student seeks assistance from teacher

4. Calculate and give appropriate
purchase amountStudent uses "next dollar" method inschool store, food marts, drugstores,
grocery stores, and other community
retail stores/businesses
Student writes check for amount ofpurchase on cash register/tape/receipt(SEE Competency 1, Subcompetency 5).
Student seeks assistance from teacher

5. Receive purchase and change

Student waits for and accepts purchaseand change at school store, food marts,
drugstores, grocery stores, and othercommunity retail stores/businesses
Student role plays making purchase andwaits for purchase and receives change
Student seeks assistance from teacher

businesses, and checks for correct change
returned with adult/peerStudent seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 1: Managing Money
Subcompetency 3: Use Vending Machines
Objectives

Training Activities

Home-/Community-Based Training Activities

Select appropriate coins

Student uses "four quarters" method inschool and in the community (method: put
quarter(s) in machine and push button after
each quarter until item is received), always
checking coin return
Student selects appropriate coins for use in
making vending machine selection

Student uses "four quarters" method in
vending machine and pushes button after
each quarter to check to see if item is received, always checking coin return
Student waits for items to be received withadult/peer

2. Operate vending machines

Student selects and cuts out vending itemfrom magazine pictures
Student verbally selects letters and/or
numbers of wanted pictured items on
vending machineStudent selects wanted item and inserts
money and pushes button to operate school
vending machineStudent pushes correct numbers or lettersof item wanted in machine, after inserting
money into machine with adult/peerStudent operates vending machine in thecommunity or at job placement setting

3. Receive vending machinepurchase and change

Student finds and points to the coin return/change box on school vending machineStudent finds and points to the item

Student removes the purchased item andchecks coin return/change box for change
returned with adult/peer in the community

1.

BEST COPY AVAILABLE

14 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

4. Recognize and request assistanceas needed

dispensing area on school vending machineStudent receives vending machine purchaseand change from school vending machineStudent removes purchased item and checks
coin return/change box for returned change
in the community

Student discusses what to do when vending
machine does not give item or provide
correct/returned change at schoolStudent role plays actions when machine
does not give purchased item or correct/
returned change
Student identifies whom to request help
from in resolving problems when operating
vending machineStudent role plays locating sources forhelping to resolve problems when operating vending machines
Student requests help in resolving aproblem operating vending machines

Student identifies to adult/peer whom tocontact to request assistance in resolving
problems when operating vending
machineStudent locates sources for helping toresolve problems when operating vending
machines with adult/peerStudent requests help in resolving aproblem when operating vending machines
in the community

Domain: Daily Living Skills
Competency 1: Managing Money
Subcompetency 4: Budget Money
Objectives

Training Activities

Home-/Community-Based Training Activities

I. Identify weekly personal income

Student identifies weekly personal income
Teacher discusses weekly personal income's purpose

Student identifies earned personal weekly
income from job with adult/peer
Adult/peer discusses weekly personal
income's use in the community

2. Identify weekly and/or monthly
expenses

Teacher discusses typical weekly and/or
monthly expenses
Student identifies typical weekly/monthly
expensesStudent makes poster depicting typical
weekly/monthly expenses
Student makes chart depicting typical
weekly/monthly expenses

Adult/peer discusses typical weekly and/or
monthly expenses
Student determines what her/his weekly/monthly expenses include with adult/peerStudent writes out her/his expenses for atypical week and/or monthStudent writes out items that can bepurchased with her/his weekly incomes

3. Calculate daily/weekly/monthly
expenses

Teacher demonstrates how to calculate
daily/weekly/monthly expenses
Student, using calculator and chart/posterof weekly expenses, figures out personal
income and expense budget/total
Student, using calculator and chart/posterof monthly expenses, figures out personal
income and expense budget/total
Student seeks assistance from teacher

Adult/peer demonstrates how to calculate
daily/weekly/monthly expenses
Student, using a calculator and written
record, figures out weekly personal income
and expense budget/total with adult/peerStudent, using a calculator and written
record, figures out monthly personal income
and expense budget/total with adult/peerStudent seeks assistance from adult/peer

4. Compare expenses to date withremaining personal income

Teacher demonstrates how to compare
expenses to date with remaining personal
incomeStudent keeps records on chart to makeweekly comparisons of expenses withremaining income

Adult demonstrates how to compare
expenses to date with remaining personal
incomeStudent keeps her/his own records to makeweekly comparison of expenses with remaining income with adult/peer

22

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 15

Student makes adjustments as needed to
not exceed personal income
Student seeks assistance from teacher

Student makes adjustments as needed to
not exceed personal income
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 1: Managing Money
Subcompetency 5: Perform Banking Skills
Objectives

Training Activities

Home /Community -Based Training Activities

I. Open checking account

Teacher discusses services provided bybanks and the benefits of opening andhaving a checking accountStudent visits a local bank and banker
discusses the benefits of having a checking
account and the various types of checking
accounts available
Student knows and can print full name,address, birthdate, telephone number, andnames of references
Student practices copying informationfrom ID card to account application for
opening a checking account at school bankStudent opens school checking accountStudent seeks assistance from teacher

Student visits a local bank and banker
discusses services provided by banks, thebenefits of opening and having a checking
account, and how to open various types ofchecking accounts
Student fills out information on accountapplication in order to open a checking
account at a bank with adult/peerStudent knows and can print full name,address, birthdate, telephone number, andnames of references
Student opens checking account withbanker's or adult's/peer's assistance if
neededStudent seeks assistance from adult/peer

2. Open savings account

Teacher discusses services provided bybanks and the benefits of opening andhaving a savings accountStudent visits a local bank and banker
discusses the benefits of having a savings
account
Student practices copying informationfrom ID card to account application for
opening a savings account at school bankStudent opens school savings accountStudent seeks assistance from teacher

Student visits a local bank and banker
discusses services provided by banks, thebenefits of opening and having a savings
account, and how to open a savings accountStudent fills out information on accountapplication in order to open a savings
account at a bank with adult/peerStudent opens savings account with banker'sor adult's/peer's assistance if needed
Student seeks assistance from adult/peer

3. Write checks and record
transactions

Teacher demonstrates how to write a checkand record transactions in ledger
Student practices writing a check andrecording transactions at school bankStudent seeks assistance from teacher

Adult/peer demonstrates how to write acheck and record transactions in ledger
Student writes checks and records transactions for her/his bank checking accountwith adult/peerStudent seeks assistance from adult/peer

4. Make deposits and record
transactions

Teacher demonstrates how to make deposits
and record transactions in ledger forchecking and savings accounts
Student practices making deposits and withdrawals and recording transactions at
school bankStudent seeks assistance from teacher

Adult/peer demonstrates how to makedeposits and record transactions in ledger forchecking and savings accounts
Student makes deposits and withdrawals
and records transactions for her/his banksavings accounts
Student seeks assistance from adult/peer

5. Request banking assistance

Teacher demonstrates how to and withwhom to request banking help

Adult/peer demonstrates how to and withwhom to request banking help

16 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

6. Use check cashing cards/
services

Student demonstrates what to do whenproblems occur while making checking or
savings transactions
Student identifies whom to request help
from in resolving problems while making
checking or savings transactions
Student role plays actions when problems
occur while making checking or savings
transactions
Student requests help in resolving problems
when making checking or savings transactions

Student determines when problems
occur during checking or savings transactions with adult/peerStudent locates source for requesting help
in resolving problems when making
checking or savings transactions
Student reviews problem and tries to resolve
it himself or herself when making checking
or savings transactions
Student requests help in resolving problems
when making checking or savings transactions

Teacher demonstrates how to use checkcashing cards
Student demonstrates the use of checkcashing cards/services
Student obtains check cashing cards/
services information
Student writes down procedures for using
check cashing cards/services on chart/poster
Student verbally explains how to use checkcashing cards/services
Student practices using check cashingcards/services
Student demonstrates what to do whenproblems occur while using check cashing cards/services
Student role plays actions when problems
occur while using check cashing cards/
services
Student identifies whom to request help
from in resolving problems when using
check cashing cards/services
Student role plays locating sources forhelping to resolve problems when using
check cashing cards/services
Student requests help in resolving a problem
when using check cashing cards/services
Student seeks assistance from teacher

Adult/peer demonstrates how to use checkcashing cards
Student obtains information for checkcashing cards/services with adult/peerStudent obtains check cashing card/service
Student explains how to use check cashingcards/services from procedure in information packets
Student uses check cashing cards/services
with adult/peerStudent determines when problems occur
while using check cashing cards/services
Student identifies problems in using checkcashing cards/services
Student locates sources and requests help
in resolving a problem when using checkcashing cards/services
Student participates in resolving problem
using check cashing cards/services
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 2: Selecting and Maintaining Living Environments
Subcompetency 6: Select Appropriate Community Living Environments
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify available living
environments

Teacher discusses various living environments and benefits/disadvantages of eachStudent visits living environment optionsin her/his community

Adult/peer discusses various living environments and benefits/disadvantages of eachStudent visits and discusses available
living environments in her/his community

2. Choose appropriate living
environments

Student discusses and lists advantages
and disadvantages of each type of living
environment in the community

Student lists advantages and disadvantagesof different living environments in her/his
community

1.

24

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 17

3. Identify procedures for renting
and connecting utilities

Student makes poster of each of thecommunity living environments
Student selects appropriate living environment for her/his needs
Student seeks assistance from teacher

Student discusses her/his choices of appropriate living environment
Student seeks assistance from adult/peer

Teacher describes procedures for renting
and connecting utilities
Student visits apartment complex in her/
his community, and landlord discusses procedures for renting an apartment and connecting utilities
Student uses ID card to complete apartment
application and roll plays telephoning toconnect utility companies
Student seeks assistance from teacher

Adult/peer describes procedures for renting
and connecting utilities
Student visits living environment of her/
his choice and discusses with landlord theprocedures for renting the apartment orhouse and connecting utilities
Student completes application for lease andtelephones the necessary utility companies
to connect utilities
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 2: Selecting and Maintaining Living Environments
Subcompetency 7: Maintaining Living Environment
Objectives

Training Activities

Home-/Community-Based Training Activities

Teacher demonstrates routine cleaning tasks
Student discusses the areas that need to becleaned weekly
Student visits an apartment/house and discusses with manager the areas that needroutine cleaning
Student states what areas of an apartment/house need daily and weekly cleaning
Student demonstrates making and changing
bed
Student seeks assistance from teacher

Adult/peer demonstrates routine cleaning
tasks
Student visits an apartment/house anddemonstrates which areas need daily or
weekly cleaning
Student names with the adult/peer theroutine cleaning tasks in the home/apartment that need daily/weekly cleaning
Student identifies what areas of house needdaily and weekly cleaning
Student demonstrates making and changing
bed
Student seeks assistance from adult/peer

2. Plan daily/weekly cleaning
routineStudent plans approximate time of day fordaily cleaning tasks
Student plans tentative day of the week forweekly cleaning tasks
Student develops poster/calendar of daily/
weekly cleaning tasks using pictures and/or descriptions
Student seeks assistance from teacher

Student lists approximate time and plans
tentative day of the week for daily or
weekly cleaning tasks
Student writes out schedule for day of theweek for weekly cleaning tasks
Student develops schedule of daily/weekly
cleaning tasks and hangs it up in utility
closetStudent seeks assistance from adult/peer

3. Identify and use common
household cleaning products

Teacher demonstrates the common household cleaning products and their uses
Student develops poster/collage of cleaningproducts for use in daily/weekly cleaning
Student demonstrates the use of eachcleaning productIn pairs, students discuss the amounts usedin cleaning for each cleaning product on
their posters

Adult/peer demonstrates the common
household cleaning products and their uses
Student lists and demonstrates the use ofeach cleaning productStudent determines the amounts used foreach cleaning productStudent performs the cleaning task using
the appropriate cleaning productStudent seeks assistance from adult/peer

1.

Identify routine cleaning tasks

18 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESStudent is given cleaning task and performs
the task using the appropriate cleaning
Student seeks assistance from teacher

4. Identify and demonstrate safeuse of household cleaningproducts

Teacher demonstrates the common household cleaning products and their safe use
Student discusses the dangers of mostcleaning products (e.g., to eyes, skin,etc.)
Student demonstrates the use of safety
glasses, gloves, aprons, brushes, buckets
Student discusses the precautions listedon all cleaning products
Student states the emergency first aid
interventions
Student puts labels on cleaning products,
outlining where they should be used
(e.g., furniture, bathroom, dishes, countertops, floors, etc.)
Student performs cleaning tasks in school
and in community living environments,using cleaning products safely
Student seeks assistance from teacher

Adult/peer demonstrates the common
household cleaning products and their safe

5. Perform daily/weekly cleaning
routineStudent practices cleaning and charting
daily/weekly cleaning tasks
Student seeks assistance from teacher

Student cleans and charts daily/weekly
cleaning tasks at home or in living environment with adult/peerStudent seeks assistance from adult/peer

6. Identify when and where toobtain common householdcleaning products

Teacher discusses when and where to obtain common household cleaning products
Student discusses when to obtain cleaningproducts
Student discusses where to obtain cleaningproducts
Student seeks assistance from teacher

Adult/peer discusses when and where to obtain common household cleaning products
Student demonstrates the appropriate timeand place to purchase household cleaningproducts
Student seeks assistance from adult/peeruseStudent discusses the dangers of mostcleaning products, regarding eyes, skin, etc.
Student demonstrates the safe use and theprecautions to take when using cleaningproducts, regarding glasses, gloves, aprons,
brushes, buckets, etc.
Student states cleaning products' emergency first aid interventions
Student performs the cleaning task in her/
his community living environment, using
the cleaning products safely
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 2: Selecting and Maintaining Living Environments
Subcompetency 8: Use Basic Appliances and Tools
Objectives
1.

Identify common household
appliances and tools and theiruses

Training Activities

Home-/Community-Based Training Activities

Teacher demonstrates the common household appliances and tools and their uses
Student names common household
appliances and tools
Student discusses the uses for the named
common household appliances and tools
Student identifies common household
appliances and tools appropriate to thecleaning/repair tasks
Student seeks assistance from teacher

26

Adult/peer demonstrates the common
household appliances and tools and theiruses
Student demonstrates the uses for common
household appliances and tools
Student identifies the appropriate appliances and tools for the cleaning/repair tasks
Student seeks assistance from adult/peer

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 19

2. Demonstrate appropriate use ofcommon household appliances
and tools

Teacher describes the common household
appliances and tools and their safe use
Student selects on request the appropriate
household appliances or tools from thestorage area
Student uses common household tools andappliances to perform household cleaning
and repair tasks
Student stores tools and appliances in theappropriate area
Student discusses routine care required fortools and appliances
Student seeks assistance from teacher

Adult/peer describes the common household appliances and tools and their safe use
Student demonstrates the use of common
household tools and appliances by performing household cleaning and repair tasks
Student demonstrates storing tools andappliances in the appropriate area
Student demonstrates the required routine
care for tools and appliances
Student seeks assistance from adult/peer

3. Identify safety procedures whenusing household appliances andtools

Teacher demonstrates the safe use of common household appliances and tools
Student discusses the precautions to bepracticed when using common household
tools and appliances
Student demonstrates using electrical tools
and appliances safely
Student lists "Dos and Don'ts" of using
household tools and appliances on chart/
posterStudent seeks assistance from teacher

Adult/peer demonstrates the safe use ofcommon household appliances and tools
Student demonstrates the precautions forusing common household tools andappliances
Student demonstrates using electrical
tools and appliances safely
Student discusses and lists rules for using
household tools and appliances
Student seeks assistance from adult/peer

4. Request appropriate assistancefor household repair tasks

Student demonstrates what to do when
faced with household repairs requiring
repair person
Student role plays actions when faced withhousehold repairs requiring repair person
Student identifies whom to request help
from in resolving repair problems
Student role plays locating sources forhelp with household repair problems

Student demonstrates actions when facedwith household repairs requiring repair
personStudent demonstrates whom to call andlocates source in resolving repair problem
Student demonstrates procedure forrequesting help in repairing householdproblem
Student requests help in repairing household problem

Domain: Daily Living Skills
Competency 2: Selecting and Maintaining Living Environments
Subcompetency 9: Set up Personal Living Space
Objectives
I. Identify and select personal

living space

2. Identify and select personal
living space furnishings

Training Activities

Home-/Community-Based Training Activities

Teacher discusses how to identify andselect personal living spaceStudent names preferred personal living
space
Student selects preferred personal living
space
Student seeks assistance from teacher

Adult/peer discusses how to identify andselect personal living spaceStudent selects personal living spaceStudent seeks assistance from adult/peer

Teacher discusses how to identify andselect personal living space furnishings

Adult/peer discusses how to identify andselect personal living space furnishings2?

20 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

3. Arrange personal living spaceStudent discusses different styles of
personal living space furnishings
Student names needs for personal living
space furnishings
Student develops poster depicting personal
living space furnishings
Student seeks assistance from teacher

Student determines his/her needs for different styles of personal living space furnishings
Student visits stores that provide personal
living space furnishings
Student selects personal living space furnishings
Student seeks assistance from adult/peerStudent develops a poster/picture of how
personal furnishings will be arranged in
preferred personal living spaceStudent furnishes personal preferred living
space at schoolStudent seeks assistance from teacher

Student determines and demonstrates how
his/her choices of personal furnishings will
be arranged in his/her personal living spaceStudent furnishes personal preferred living
space with adult/peerStudent seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 3: Caring for Personal Health
Subcompetency 10: Perform Appropriate Grooming and Hygiene
Objectives

Training Activities

Home /Community -Based Training Activities

Identify grooming products andwhere to obtain themTeacher identifies grooming products andwhere they can be purchased
Student discusses grooming products he/she should or does use
Student develops poster depicting personal
grooming products he/ she should or does
use
Student discusses retail stores that provide
grooming products
Student locates where in the community
grooming products can be obtainedStudent visits retail store and manager
discusses grooming products and costs
Retail store manager discusses, at school,
grooming products and costs

Adult/peer identifies grooming products andwhere they can be purchased
Student discusses grooming products he/shewill or does use
Student locates where in the community
grooming products can be obtainedStudent visits a retail store and manager
discusses grooming products and costs

2. Identify and practice body careskillsNurse discusses personal hygiene practices
Nurse discusses menstrual cycle and careskillsStudent discusses reasons for showering/bathing daily
Student discusses reasons why there is aneed to perform other body hygiene tasks
Student practices shower/bathing skills
at school
Student practices other hygiene skills
at a community recreational center
Student discusses need for controlling bodyodorStudent practices controlling body odor
Student demonstrates options for skin careand make-up
Student practices skin care and make-up
according to personal preferenceStudent visits hospital and nurse discusses
the need for caring for our bodies and how
it relates to good health

Adult/peer discusses personal hygiene
practices
Student discusses reasons for showering/bathing daily
Student demonstrates showering/bathingskills in the community and at home
Student demonstrates other hygiene skills:
trimming nails, blowing nose, etc.
Adult/peer discusses menstrual cycle andcare skills
Student visits hospital and nurse discusses
cleanliness and health issues
Student seeks assistance from adult/peer

1.

28

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 21

Student develops poster of good hygiene
practices
Student seeks assistance from teacher
3. Identify and practice oral/dental

hygiene skills

4. Identify and practice hair careskills5. Identify and practice toiletingskillsDentist discusses oral/dental hygiene practices
Student discusses the importance of goodoral/dental hygiene
Student visits dental office and dentist/hygienist discusses good oral hygiene anddemonstrates brushing, flossing, and water
picking practices
Student develops poster of good oral
hygiene/dental practices
Student seeks assistance from teacher

Adult/peer discusses oral/dental hygiene
practices
Student visits dental office and dental hygienist demonstrates brushing, flossing, andwater picking practices
Student demonstrates good oral/dental
hygieneStudent seeks assistance from adult/peer

Beautician demonstrates hair care practices
Student discusses the procedures for shampooing and drying hairStudent practices taking care of hair at
school and in the community
Student visits hair salon and stylist demonstrates good hair care and styling techniques
Student cuts from fashion magazine hairstyles he/she prefers and takes to hairstylistStudent discusses the importance ofshaving
Student practices shaving skills
Student practices caring for hairStudent seeks assistance from teacher

Adult/peer demonstrates hair care practices
Student demonstrates shampooing anddrying hairStudent visits hair salon and stylist demonstrates good hair care and styling techniques
Student demonstrates shaving skills
Student demonstrates good hair care
Student seeks assistance from adult/peer

Nurse discusses toileting practices
Student discusses the importance of practicing appropriate toileting skills andwashing hands
Student discusses appropriate toiletingskillsStudent sorts different male and female
restroom signs into male and female
female stacks
Student operates coin-operated restroom
stalls in public restrooms
Student practices toileting skills
Student seeks assistance from teacher

Adult/peer discusses toileting practices
Student demonstrates appropriate toiletingskillsStudent demonstrates washing after toileting
Student demonstrates which signs are formale or female restrooms in the community
Student demonstrates correct way to use
coin-operated restrooms.
Student demonstrates good toileting skills
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 3: Caring for Personal Health
Subcompetency 11: Dress Appropriately
Objectives
1.

Select clothing for different
weather conditions

Training Activities
Teacher discusses dressing for different
weather conditions
Student demonstrates what clothing isappropriate for seasonal conditions

Home /Community -Based Training Activities
Adult/peer discusses dressing for different
weather conditions
Student demonstrates selecting appropriate
clothing for seasonal conditions

BEST COPY AMIABLE

22 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESStudent demonstrates storing clothing by
seasonStudent selects and stores clothing forseasons and various weather conditions
Student role plays selecting different
clothes for different weather conditions
Student develops poster depicting appropriate clothing for different weather conditions
Student seeks assistance from teacher

Student demonstrates which clothing tostore for the season
Student seeks assistance from adult/peer

Teacher demonstrates dressing for different
daily activities
Student makes poster matching clothing
and types of activities
Student selects appropriate clothing fordifferent types of school activities
Student seeks assistance from teacher

Adult/peer demonstrates dressing for different daily activities
Student demonstrates appropriate clothingfor different types of community activities
Student seeks assistance from adult/peer

3. Select and coordinate
appropriate fitting clothing

Teacher demonstrates dressing in coordinated, properly fitting clothing
Student visits retail clothing store, andsalesperson discusses the importance ofdressing in appropriately sized and coordinated clothing.
Student develops card listing sizes for
clothing/shoes/outerwear
Student practices selecting coordinated andfitted clothing for schoolStudent seeks assistance from teacher

Adult/peer demonstrates dressing in coordinated, properly fitting clothing
Student visits retail clothing store andsalesperson demonstrates coordinated andappropriately sized clothing
Student develops card listing sizes for
clothing/shoes/outerwear
Student practices selecting coordinated andfitted clothing for community activities
Student seeks assistance from adult/peer

4. Maintain neat appearance

Teacher discusses the importance of a neat
appearance
Student discusses the importance of a neat
appearance at schoolStudent identifies several times of the day
to check and make needed adjustments toappearance at schoolStudent practices keeping a neat appearance at schoolStudent seeks assistance from teacher

Adult/peer discusses the importance of aneat appearance
Student demonstrates that he/she understands the need for keeping a neat appearance in the community
Student demonstrates an overall neat
appearance, including hair, teeth, andclothing, in the community
Student practices keeping a neat appearance in the community and at job sites
Student seeks assistance from adult/peer

2. Select clothing for different
activities

Domain: Daily Living Skills
Competency 3: Caring for Personal Health
Subcompetency 12: Maintain Physical Fitness
Objectives
1.

Identify physical exercises/
activities

Home-/Community-Based Training Activities

Training Activities
Teacher discusses the importance of exercise and some home examples
Student states physical exercises/activities
individual can practice to maintain physicalfitness at home30

Adult/peer discusses the importance of
exercise and some community examples
Student identifies which physical exercises/
activities individuals can practice to maintain physical fitness in the community

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 23

2. Practice physical exercises/
activities daily

Student identifies preferred physical homeand school exercises/activities
Student seeks assistance from teacher

Student identifies preferred physical community exercises/activities
Student seeks assistance from adult/peerStudent practices preferred physical exercises/activities daily to maintain adequate
fitness level at school/homeStudent seeks assistance from teacher

Student demonstrates the physical exercises/
activities daily and maintains adequate
fitness level in the community
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 3: Caring for Personal Health
Subcompetency 13: Recognize and Seek Help for Illness
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify signs/symptoms ofcommon illnesses/diseases

Teacher discusses signs/symptoms of common illnesses/diseases
Student discusses signs/symptoms of common illnesses/diseases
Student role-plays signs/symptoms of common illnesses/diseases
Student seeks assistance from teacher

Adult/peer discusses signs/symptoms ofcommon illnesses/diseases
Student demonstrates that he/she understands signs/symptoms of common illnesses/diseases
Student seeks assistance from adult/peer

2. Contact medical assistance

Teacher demonstrates how to contact medical help
Student discusses appropriate medical
assistance for common illnesses/diseases
Student role plays contacting appropriate
medical assistance for differing identified
illnesses/diseases
Student contacts appropriate medical
sources when needed
Student practices taking medications safely
Student seeks assistance from teacher

Adult/peer demonstrates how to contact
medical help
Student demonstrates appropriate ways tocontact medical assistance for common
illnesses/diseases
Student contacts appropriate medical
sources when needed
Student practices taking medications safely
Student seeks assistance from adult/peer

1.

Domain: Daily Living Skills
Competency 3: Caring for Personal Health
Subcompetency 14: Practice Basic First Aid
Objectives
1. Perform basic first aid
measures

Training Activities
Nurse describes how to perform basic firstaid

Student visits hospital, and nurse demonstrates appropriate basic first aid for minor
illnesses/injuries
Student participates in Red Cross basic firstaid training
Student role plays basic first aid procedures for minor illnesses/injuries
Student performs first aid procedures forminor illnesses/injuries at school
Nurse discusses need to wear rubber
gloves for blood borne pathogens
Student seeks assistance from teacher

Home-/Community-Based Training Activities
Adult/peer describes how to perform basic
first aid
Student visits hospital, and nurse demonstrates appropriate basic first aid for minor
illnesses/injuries
Student participates in Red Cross basic
first aid training
Student demonstrates first aid procedures
for minor illnesses/injuries in the community
Red Cross instructor discusses the need towear rubber gloves for blood borne pathogens

Student seeks assistance from adult/peer24 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

2. Identify emergency situations

Nurse identifies school/home emergency
situations
Student discusses emergency situations
Student visits fire department and firefighter
discusses emergency situations (e.g., fire,
tornado, hurricane, accident, etc.), appropriate actions to take, and whom to contact
Student makes booklet of school/home/community emergency situations
Student seeks assistance from teacher

Adult/peer identifies community emergency
situations
Student visits fire department and firefighter demonstrates emergency situations(e.g., fire, tornado, hurricane, accident,etc.), appropriate actions to take, and whomto contact
Student seeks assistance from adult/peer

3. Contact emergency assistance

Teacher demonstrates how to contact emergency help
Student states how and whom to contact
for different emergency situations
Student role plays contacting appropriate
emergency assistanceStudent seeks assistance from teacher

Adult/peer demonstrates how to contact
emergency help
Student demonstrates to adult/peer how andwhom to contact for different emergency
situations
Student seeks assistance from adult/peer

4. Follow emergency procedures

Teacher describes emergency proceduresat school and home
Student identifies signs identifying emergency assistance and precautions
Student demonstrates appropriate procedures to take during various emergency
situations at school or home
Student practices performing appropriate
procedures during emergency situations
Student seeks assistance from teacher

Adult/peer describes emergency proceduresin the community or at the job site
Student demonstrates appropriate procedures for various situations in the community or at the job site
Student determines different appropriate
procedures for different emergency situations in the community or at the job site withadult/peerStudent practices performing appropriate
procedures during emergency situations
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 3: Caring for Personal Health
Subcompetency 15: Practice Personal Safety
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify situations that are
dangerous in the home,community, and at work

Teacher describes dangerous situations at
school and home
Student discusses situations in the home,community, and at work that require thepracticing of personal safety
Student develops poster depicting dangerous situations at school and home
Student seeks assistance from teacher

Adult/peer describes dangerous situationsin the community or at the job site
Student determines situations in the home,community, and at work in which he/she candemonstrate personal safety
Student seeks assistance from adult/peer

2. Identify safety precautions to
avoid personal injury in thehome, community, and at work

Teacher describes safety precautions totake at school and home
Student demonstrates safety actions to taketo avoid dangerous situations leading topersonal injury in the home, community,
and at work
Student develops poster depicting safety
precautions to take at school and home
Student seeks assistance from teacher

Adult/peer describes safety precautions totake in the community or at the job site
Student determines safety actions foravoiding dangerous situations that may
lead to personal injury in the home, community, and at work
Student seeks assistance from adult/peer

1.

32

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 25

3. Identify self-protection
procedures

Police officer describes self-protection
procedures to take at school and home
Student demonstrates ways to secure personal living environment
Student visits police station and officer
discusses/demonstrates self-protection
methods
Student demonstrates ways to protect self
when out in public (e.g., traveling in pairs,
not hitchhiking, etc.)
Student role plays self-protection procedures to take in school, home, community,
and at the job site
Student seeks assistance from teacher

Adult/peer describes self-protection procedures to take in the community or at thejob site
Student visits police station with police
officer demonstrating self-protection
methods
Student demonstrates different ways toprotect self when in community (e.g., travelin groups, be alert)
Student seeks assistance from adult/peer

4. Practice precautions when
dealing with strangers

Officer describes "Dos and Don'ts" when
meeting strangers
Student discusses "Dos and Don'ts" ofmeeting strangers
Student role plays appropriate methods
when meeting strangers
Student seeks assistance from teacher

Adult/peer describes "Dos and Don'ts" ofmeeting strangers
Student demonstrates appropriate methodsof interacting with strangers
Student demonstrates ways to distance selffrom strangers
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 4: Developing and Maintaining Appropriate Intimate Relationships
Subcompetency 16: Demonstrate Knowledge of Basic Human Sexuality
Objectives

Home-/Community-Based Training Activities

Training Activities

Identify basic male and female
sexual differences

Teacher identifies basic differences inmales and females and purposes of thedifferences
Student locates male and female reproductive organs on diagrams or models
Student discusses purpose of the reproductive organs
Student seeks assistance from teacher

Adult/peer identifies basic differences inmales and females and purposes of differences
Student locates male and female reproductive organs on diagrams or models
Student identifies several purposes of
the reproductive organs and understands
themStudent seeks assistance from adult/peer

2. Describe the human reproduction process

Student views film/video on human reproduction
Physician discusses the human reproduction process
Student discusses pregnancy and the childbirth stages
Student seeks assistance from teacher

Student views film/video on human reproduction
Student visits community clinic and physician discusses the human reproduction
process
Student demonstrates an understanding ofpregnancy and the childbirth stages
Student seeks assistance from adult/peer

3. Discuss personal responsibilities/behaviors

Teacher identifies basic personal responsibilities/behaviors when expressing humansexuality
Student identifies the reasons for mature
human sexual feelings
Student discusses that erections andejaculations are normal human sexual
experiences but are only for private
times

Adult/peer identifies basic personal reponsibilities/behaviors when expressing humansexuality
Student demonstrates an understanding of
the reasons for mature human sexual feelings
Student demonstrates an understanding ofprivacy relating to normal human sexual
experiences

1.

33

26 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESStudent discusses the appropriate times andplaces for masturbation
Student discusses appropriate sexuality
expression with other individuals
Student discusses sexually transmitted diseases and prevention
Student seeks assistance from teacher

Student identifies an understanding of
the appropriate times and places formasturbation
Student discusses appropriate sexuality
expression with other individuals
Student discusses sexually transmitted
diseases and prevention
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 4: Developing and Maintaining Appropriate Intimate Relationships
Subcompetency 17: Demonstrating Knowledge of Appropriate Dating Behavior
Objectives
I. Identify the physical needs

Training Activities

Home-/Community-Based Training Activities

Teacher describes the physical needs ofdatingStudent discusses the need for appropriate
touching
Student practices appropriate touching at
school and in the community with dateStudent seeks assistance from teacher

Adult/peer describes the physical needs ofdatingStudent demonstrates an understanding of
the need for appropriate touchingStudent demonstrates appropriate
touching with her/his dateStudent seeks assistance from adult/peer

2. Identify the social-emotional
needs of dating

Teacher describes the social-emotional
needs of dating
Student discusses the types of relationships (e.g., friends, boyfriend/girlfriend,marriage, etc.) and the mature socialemotional feelings involved in eachStudent role plays expressing appropriate
feelings for different types of personal
relationships
Student practices expressing appropriate
feelings for different types of relationships
Student seeks assistance from teacher

Adult/peer describes the social-emotional
needs of dating
Student demonstrates an understanding oftypes of relationships such as friends,
boyfriend/girlfriend, marriage
Student demonstrates the mature socialemotional feelings involved in different
types of relationships.
Student demonstrates an understanding ofothers (different views on relationships)
Student seeks assistance from adult/peer

3. State parents'/guardians'on dating and dating behavior

Student demonstrates appropriate behavior
on a dateStudent states parents'/guardians' position
on dating and dating behavior
Student seeks assistance from teacher

Student determines her/his views on appropriate behaviors on a dateStudent demonstrates an understanding ofothers' views on appropriate behaviors ona dateStudent seeks assistance from adult/peerof dating

Domain: Daily Living Skills
Competency 5: Eating at Home and in the Community
Subcompetency 18: Plan Balanced Meals
Objectives
I. Identify the basic food groups

Training Activities

Home-/Community-Based Training Activities

Teacher identifies food guide pyramid
Student names the food guide pyramid
groupsStudent sorts food products into the foodguide pyramid
Student develops poster depicting foods inthe food guide pyramid

34

Adult/peer identifies food guide pyramid
Student demonstrates understanding of thefood guide pyramid by classifying thefoods that he/she eats at all three of themeals and at snack times

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 27

2. Identify appropriate foods eaten
at typical daily meals

Student states approximate times for meals
Student discusses appropriate foods andportions to be eaten at different meals
Student judges simulated meals as beingbalanced meals
Student names junk foods and discusses
reasons for limiting the amounts consumed

Student writes out names of foods, determining at which meal they would be served
Student determines which foods are nottypical for the different meals
Student demonstrates an understanding ofjunk foods and healthy foods to adult/peer

3. Plan weekly menu

Student visits hospital and dietician demonstrates how to plan weekly menu
Student plans weekly word/picture menu
Student seeks assistance from teacher

Student visits hospital and dietician demonstrates how to plan weekly menu
Student plans a weekly menu including all
three meals and snacks
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 5: Eating at Home and in the Community
Subcompetency 19: Purchase Food
Objectives

Home-/Community-Based Training Activities

Training Activities

1. Construct shopping list fromweekly word or picture menu

Student identifies food products needed tocomplete a weekly menu
Student develops word/picture shopping
list from weekly menu
Student seeks assistance from teacher

Student makes a list of foods that he/she willneed to complete her/his weekly menu
Student develops word/picture shopping
list from weekly menu with adult/peerStudent seeks assistance from adult/peer

2. Locate food items on list

Grocery manager discusses locations offood departments in grocery store
Student visits grocery store and locatesfoods from shopping list
Student seeks assistance from teacher

Student demonstrates an understanding of
the locations of different food departments
in a grocery store
Student locates the groceries he/she needsfrom his/her shopping list in a grocery store
Student seeks assistance from adult/peer

3. Recognize and request assistance as needed

Teacher discusses whom to request assistance from in a grocery store
Student discusses whom to request assistance from in a grocery store
Student role plays requesting assistance ina grocery store
Student appropriately requests assistance ina grocery store
Student seeks assistance from teacher

Adult/peer discusses whom to request assistance from in a grocery store
Student identifies whom to request help
from in a grocery store with adult/peerStudent requests assistance in a grocery
store
Student seeks assistance from adult/peer

4. Locate cashierStudent discusses where cashiers are
generally located in grocery store
Student demonstrates how to tell whether
cashier's lane is open or closed
Student visits grocery store and locatescashier
Student seeks assistance from teacher

Student locates open cashier's lane in agrocery store
Student demonstrates an understanding ofchecking out
Student visits grocery store and locatescashier
Student seeks assistance from adult/peer

5. Calculate and give appropriate
purchase amountStudent pays for simulated purchase ofgroceries from shopping list at school
grocery store
Student purchases groceries using the"next dollar" method or writes check forpurchase in a grocery store
Student seeks assistance from teacher

Student demonstrates purchasing groceries
using the "next dollar" method or writes
check for purchaseStudent demonstrates purchases using
correct amountStudent seeks assistance from adult/peer

35
RFST COPY AVAILABLE

28 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

6. Receive purchase and change

Student receives purchase and change forsimulated purchase of groceries from shopping list at school grocery store
Student makes purchase and waits for purchase and receives change at grocery store
Student seeks assistance from teacher

Student receives groceries and correctchange from cashierStudent seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 5: Eating at Home and in the Community
Subcompetency 20: Prepare Meals
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify food preparation
procedures

Student visits restaurant and observes foodpreparation and practices
Student discusses food preparation procedures
Student practices cleaning hands and foodpreparation area
Student seeks assistance from teacher

Student visits restaurant, observing foodpreparation procedures
Student cleans hands and food preparation
area
Student seeks assistance from adult/peer

2. Identify and demonstrate usesof basic kitchen tools andappliances

Teacher discusses basic kitchen tools andappliances and their uses
Student develops poster/collage of kitchen
tools and appliances and their uses
Student visits restaurant and chef discusses
and demonstrates the uses of basic foodpreparation tools and appliances
Student names basic kitchen tools andappliances
Student demonstrates the safety precautions when using basic kitchen tools andappliances
Student practices using basic kitchen tools
and appliances
Student seeks assistance from teacher

Adult/peer discusses basic kitchen tools andappliances and their uses
Student lists and discusses the use of each
kitchen tool and applianceStudent visits restaurant and chef demonstrates food preparation and use of kitchen
tools and appliances
Student demonstrates familiarity with basic
kitchen tools and appliances, and safety
precautions, with adult/peerStudent use basic kitchen tools and appliances safely
Student seeks assistance from adult/peer

3. Select recipe

Student practices selecting appropriate
recipes for meals
Student seeks assistance from teacher

Student selects appropriate recipes for meals
Student seeks assistance from adult/peer

4. Collect foods and utensils
listed on recipe

Student practices collecting food products
and cooking utensils needed to follow
recipes
Student seeks assistance from teacher

Student collects food products and cooking
utensils needed for following recipe
Student seeks assistance from adult/peer

5. Follow simple recipe

Student visits restaurant and chef demonstrates how to follow simple recipe forpreparing a meal
Student follows simple no-cook recipe
Student follows simple cook recipe
Student demonstrates how to use microwave to follow recipe
Student follows microwave recipe
Student follows oven/stove recipe
Student discusses signs of overcooked
foods
Student seeks assistance from teacher

Student visits a restaurant, with chef preparing a simple meal from a recipe
Student prepares from recipes:
a. no-cook mealb. toaster, no-cook recipes
c. microwave recipe
d. oven-/stove-cooked recipe
Student points out overcooked meal anddiscusses signs of overcooked foods
Student seeks assistance from adult/peer

1.

36

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 29

Domain: Daily Living Skills
Competency 5: Eating at Home and in the Community
Subcompetency 21: Demonstrate Appropriate Eating Habits
Objectives

Training Activities

Home-/Community-Based Training Activities

1. Demonstrate table setting

Teacher demonstrates appropriate table settings
Student demonstrates procedures for setting
tableStudent makes poster of appropriate placesetting for table setting
Student practices setting the table for meals
Student seeks assistance from adult/peer

Adult/peer demonstrates appropriate tablesettings
Student demonstrates appropriate way ofsetting the table for meals with adult/peerStudent seeks assistance from adult/peer

2. Demonstrate appropriate servingof food

Teacher demonstrates appropriate servingof food
Student demonstrates procedures for serving foods
Student practices appropriate way to serve
food
Student seeks assistance from teacher

Adult/peer demonstrates appropriate servingof food
Student demonstrates appropriate way toserve foodStudent seeks assistance from adult/peer

3. Demonstrate appropriate eatingmanners

Teacher demonstrates appropriate eating
habitsStudent demonstrates eating etiquette
Student practices appropriate eating manners
Student seeks assistance from teacher

Adult/peer demonstrates appropriate eating
habitsStudent demonstrates understanding ofappropriate eating manners
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 5: Eating at Home and in the Community
Subcompetency 22: Demonstrate Meal Clean-Up and Food Storage
Objectives
1. Demonstrate meal clean-up
procedures

Training Activities
Teacher demonstrates appropriate mealclean-up procedures
Student discusses the importance of mealclean-up immediately after mealtime
Student demonstrates the procedure formeal clean-up
Student practices removing leftover foodfrom table
Student practices removing dishes from
table
Student practices cleaning the table of foodscraps and crumbs
Student demonstrates the procedures forwashing, drying, and storing clean dishes
Student practices the procedures for washing, drying, and storing clean dishes
Student inspects eating area after mealclean-up
Student seeks assistance from teacher

Home-/Community-Based Training Activities
Adult/peer demonstrates appropriate mealclean-up procedures
Student identifies the importance of mealclean-up
Student removes leftover food from table
Student removes dishes from table
Student uses space to clean the table of foodscraps and crumbs
Student washes, dries, and stores clean
dishesStudent reviews eating area after meal cleanup and repeats any necessary procedures
Student seeks assistance from adult/peer

30 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

2. Identify signs of food spoilage

Teacher describes signs of food spoilage
Student discusses the signs of food spoilage
Student discusses the consequences of eating spoiled foods
Student finds spoiled foods in a group offoods
Student seeks assistance from teacher

Adult/peer describes signs of food spoilage
Student demonstrates an understanding offood spoilage and includes the signs andconsequences
Student seeks assistance from adult/peer

3. Demonstrate waste disposal
procedures

Teacher demonstrates waste disposal procedures
Student discusses reasons for proper waste
disposalStudent demonstrates procedures for using
and cleaning trash receptacles
Student observes school cook using the garbage disposal
Student demonstrates the appropriate useof garbage disposal
Student demonstrates the appropriate methods of disposing of food waste
Student seeks assistance from teacher

Adult/peer demonstrates waste disposal
procedures
Student demonstrates an understanding of
the reasons for disposing of food wastes
and trash preparation
Student demonstrates that he/she understands the procedures for using and cleaning
trash receptacles and garbage disposals
Student demonstrates the appropriate
ways to dispose of food and use garbage
disposalsStudent seeks assistance from adult/peer

4. Sort food into storage groups

Student observes school cook placing foodin appropriate containers and wrapping
foods
Student practices wrapping foods to be
storedStudent practices placing foods in containers to be stored
Student practices checking food for spoilage weekly
Student practices appropriate food storage
Student seeks assistance from teacher

Student demonstrates which foods can bewrapped and which foods can be placed incontainers for storing
Student demonstrates that he/she undersstands how to check food for spoilage
Student stores food appropriately in a
kitchen after visit to a grocery store
Student seeks assistance from adult/peer

5. Demonstrate appropriate foodStudent visits restaurant and chef demonstrates food storage into appropriate groups
Student discusses why foods are stored indifferent locations
Student develops posters depicting foods
stored in refrigerator, in cool places, pantries, etc.
Student sorts and stores food in the school
food preparation/storage area for schoolcooks
Student seeks assistance from teacher

Student learns how to store food into
appropriate groups by visiting restaurant
Student writes out where food is stored in
kitchenStudent stores food in his/her own living
space
Student seeks assistance from adult/peerstorage

Domain: Daily Living Skills
Competency 5: Eating at Home and in the Community
Subcompetency 23: Demonstrate Appropriate Restaurant Dining
Objectives
1.

Identify types of restaurants

Training Activities

Home /Community -Based Training Activities

Teacher describes different types of restaurants
Student develops a poster depicting typesof restaurants
Student discusses different types of restaurants

38

Adult/peer describes different types ofrestaurants
Student writes out the different types ofrestaurants

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 31

2. Estimate meal costs and bringsufficient money to dine out

Student discusses where he/she is to dineoutStudent estimates meal costs
Student secures estimated money to cover
meal costs prior to dining out
Student seeks assistance from teacher

Student estimates restaurants that he/she
has enough money to dine inStudent estimates what food he/she can havefor meal with his/her given supply of money
Student seeks assistance from adult/peer

3. Order from wall/printed menus

Student role plays ordering meal from wall/
printed menus from different types of restaurants
Student orders meals from wall/printed
menus

Student orders meals from wall/printed
menus in various restaurants

4. Demonstrate eating manners

Teacher demonstrates appropriate eatingout habits
Student demonstrates appropriate eatingmanners when dining out
Student practices appropriate eating manners
when dining out

Adult/peer demonstrates appropriate eatingout habits
Student demonstrates he/she understands
appropriate eating manners when dining out

5. Pay bill and tip appropriately

Student discusses various ways to pay forrestaurant meals (pay cashier or waiter)
Student discusses the types of restaurantsthat accept only currency or checks
Student discusses tipping policies
Student role plays paying meal bills andtipping
Student practices paying meal bills andtipping

Student demonstrates various ways forpaying for food in a restaurant (check, currency, credit card)
Student demonstrates appropriate amount totip, and in which restaurants not to tip
Student demonstrates how he/she would pay
her/his bill and tip in a restaurant

Domain: Daily Living Skills
Competency 6: Cleaning and Purchasing Clothing
Subcompetency 24: Wash/Dry Clothes
Objectives
I. Identify types and uses oflaundry products

2. Sort clothing by temperature,load, and colors

Home-/Community-Based Training Activities

Training Activities
Teacher describes types and uses of laundry products
Student visits home economics teacher, andshe discusses and demonstrates the use oflaundry products (e.g., detergents, bleaches,
spot prewashes, softeners, and dryer sheets)
Student develops poster with laundry
products
Student discusses the types and uses ofeach type of laundry productStudent seeks assistance from teacher

Adult/peer describes types and uses oflaundry products
Student demonstrates the use of laundry
products such as detergents, bleaches, spot
prewashes, softeners, dryer sheets
Student seeks assistance from adult/peer

Teacher demonstrates sorting clothes bytemperature, load, and colors
Student locates temperature and load settings on school/home washing machineStudent demonstrates how clothes should
be sorted for washing and the reasons todo thisStudent sorts clothing appropriately
Student seeks assistance from teacher

Adult/peer demonstrates sorting clothes bytemperature, load, and colors
Student locates temperature and load settings on washing machineStudent sorts clothes appropriately
Student seeks assistance from adult/peer

3832 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

3. Load clothes

Student visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices loading clothing inschool/home washing machineStudent seeks assistance from teacher

Student demonstrates appropriate way toload clothes into washer/dryer
Student loads clothes in washing machineStudent seeks assistance from adult/peer

4. Add detergent

Student visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices adding detergent
Student seeks assistance from teacher

Student demonstrates appropriate amountand type of detergent to add to clothes inwashing machineStudent adds detergent in washing machineStudent seeks assistance from adult/peer

5. Set temperature and loadStudent visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices setting the load temperature and load settings
Student seeks assistance from teacher

Student demonstrates appropriate way to
set the temperature and water amount on
washing machineStudent demonstrates settings with different
loads with adult/peerStudent seeks assistance from adult/peer

6. Start washing machineStudent visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices starting washing machineStudent seeks assistance from teacher

Student demonstrates how to start washingmachineStudent demonstrates starting washingmachine with adult/peerStudent seeks assistance from adult/peer

7. Remove clothes at end ofwashing cycle and hang nondryable clothes up to dry

Student visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices removing clothes at endof the washing cycle and hanging nondryable clothes up to dry
Student seeks assistance from teacher

Student removes clothing from washingmachine when machine stops and hangs
nondryable clothes up to dry
Student hangs nondryable clothes on line
to dryStudent seeks assistance from adult/peer

8. Load washed clothes in dryer

Student visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices loading washed clothes
in dryerStudent seeks assistance from teacher

Student demonstrates loading clothes into
dryer with adult/peerStudent loads clothes in dryer with adult/
peer
Student seeks assistance from adult/peer

9. Set temperature and time dials

Student visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices setting temperature andtime dials
Student seeks assistance from teacher

Student sets temperature and time dials
appropriately for the loadStudent sets temperature and time dials
with adult/peerStudent seeks assistance from adult/peer

10. Start dryer

Student visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices starting dryer
Student seeks assistance from teacher

Student demonstrates how to start dryer
Student starts dryer with adult/peerStudent seeks assistance from adult/peer

11. Remove clothes from dryer
and hang or fold at end ofdrying cycle

Student visits home economics teacher,
who demonstrates how to wash/dry clothes
Student practices removing clothes fromdryer and hanging or folding at end of drying cycle
Student demonstrates how to iron wrinkled
clothes
Student seeks assistance from teacher

Student removes clothing from dryer andhangs or folds when clothes are dry
Student hangs clothes on hanger or folds
when dry from dryer with adult/peerStudent demonstrates how to iron wrinkled
clothes
Student seeks assistance from adult/peer

settings

40

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 33

12. Store clothes

Student demonstrates how and whereclothes should be stored
Student practices storing clothes
Student seeks assistance from teacher

Student demonstrates an understanding ofstoring clothes
Student puts clothes away after drying withadult/peerStudent seeks assistance from adult/peer

13. Perform minor maintenanceprocedures

Student visits home appliance retail store
and manager discusses minor maintenancepractices on appliances
Student performs minor maintenance on
washing machines and dryers
Student seeks assistance from teacher

Student demonstrates an understanding ofminor maintenance on washer and dryer
Student performs routine maintenance on
washer and dryer with adult/peerStudent seeks assistance from adult/peer

14. Perform washing/drying
clothes at laundromat

Student visits laundromat and attendantdemonstrates using washing machines anddryersStudent washes and dries clothes at laundromat
Student requests assistance from laundromat attendantStudent visits laundromats and demonstrates
skills of washing/drying clothes, using coinoperated machines.
Student demonstrates requesting assistancefrom attendant

Domain: Daily Living Skills
Competency 6: Cleaning and Purchasing Clothing
Subcompetency 25: Buy Clothes
Objectives

Home-/Community-Based Training Activities

Training Activities

Identify basic clothing needs

Student visits clothing store and salesperson discusses a basic wardrobe
Student discusses number and types ofclothes needed to compose a wardrobe
Student develops a poster depicting basic
clothing needed for wardrobe

Student visits clothing store and demonstrates knowledge of basic clothes needed tocompose a wardrobe

2. Identify appropriate size, color,and style of clothing needed

Student discusses the size, color, and styleof clothes he/she needs for a wardrobe
Student seeks assistance from teacher

Student demonstrates knowledge of thesize, color, and style of clothes needed forwardrobe
Student seeks assistance from adult/peer

3. Estimate clothing costs andbring money for clothing needs

Student identifies current clothing needs
Student estimates costs for clothing needs
and brings amount to make needed purchases

Student demonstrates knowledge of costs
for clothing needs
Student brings amount needed to makepurchases

4. Identify appropriate clothing

Student discusses appropriate types ofclothing stores to shop atStudent seeks assistance from teacher

Student identifies appropriate store toshop at for clothing
Student seeks assistance from adult/peer

5. Locate appropriate store
department

Student states the location of clothing
store departments
Student locates appropriate clothing
departments
Student seeks assistance from teacher

Student approriately locates which clothing department to shop in for each item
Student seeks assistance from adult/peer

6. Request assistance from store
clerk

Student role plays asking store clerk forassistanceStudent identifies the school store clerks
Student requests assistance from school
store clerk

Student identifies store clerks and appropriately requests information from them

1.

store

4 I.

34 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

7. Select clothing item(s)Student develops poster of clothing needs
Student selects clothing item(s)Student seeks assistance from teacher

Student selects appropriate clothing item(s)Student selects, from catalogs, appropriate
clothes with adult/peerStudent seeks assistance from adult/peer

8. Check fit of clothing item(s)Sales clerk discusses clothing sizing
Student discusses how to check clothing

Adult/peer discusses clothing sizing
Student checks fit of clothing item
Student demonstrates appropriate way torequest assistance from sales clerk
Student seeks assistance from adult/peerfitStudent checks fit of clothing prior topurchasing
Student seeks assistance from teacher

9. Locate cashierStudent demonstrates where cashiers are
generally located in clothing stores
Student locates cashier to make purchaseof clothes
Student seeks assistance from teacher

Student locates cashier to purchase clothing
Student tells adult/peer where to findcashiers in clothing stores
Student seeks assistance from adult/peer

10. Calculate and give appropriate
purchase amountStudent role plays the calculating and useof the "next dollar" method to pay for
simulated purchase and make purchaseStudent uses "next dollar" method to pay
for clothing purchase and make purchaseStudent seeks assistance from teacher

Student uses "next dollar" method to pay
for purchases
Student uses correct amount of money to
pay for purchases
Student seeks assistance from adult/peer

11. Receive purchase and change

Student role plays receiving purchase andchangeStudent receives purchase and change
Student seeks assistance from teacher

Student receives purchase and determines
whether he/she should receive change
Student receives purchase and change withadult/peerStudent seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 7: Participate in Leisure/Recreational Activities
Subcompetency 26: Identify Available Community Leisure/Recreational Activities
Objectives
1.

Identify types of individual
leisure/recreational activities

Training Activities

Home - /Community -Based Training Activities

Student discusses the importance of participating in individual leisure/recreational
activities
Student visits YMCA/YWCA or community recreational center and director discusses and demonstrates activities thatcan be performed alone during leisure
time
Student demonstrates various activities

that an individual can perform alone during leisure time
Student develops posters depicting activities he/she enjoys performing alone during leisure time
Student seeks assistance from teacher

42

Student visits YMCA/YWCA or community
recreational center and watches others participate in activities that can be performed
alone during leisure time
Student visits YMCA/YWCA or community
recreational center and participates in activities that can be performed alone during
leisure time
Student seeks assistance from adult/peer

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 35

2. Identify types of group leisure/recreational activities

Student discusses the importance of participating in group leisure/recreational
activities
Student visits YMCA/YWCA or community recreational center and director discusses and demonstrates activities that can be
performed in a group during leisure time
Student demonstrates various activities
that an individual can perform in a groupduring leisure time
Student develops posters depicting activities he/she enjoys performing in a groupduring during leisure time
Student seeks assistance from teacher

Student visits YMCA/YWCA or community
recreational center and watches others participate in activities that can be performed
in a group during leisure time
Student visits YMCA/YWCA or community
recreational center and participates in activities that can be performed in a groupduring leisure time
Student seeks assistance from adult/peer

3. Locate equipment and facilitiesof leisure/recreational activities

Student visits YMCA/YWCA or community recreational center and director discusses where equipment and facilities can befound for participating in leisure/recreational activities
Student locates where equipment andfacilities for leisure/recreational activities
can be foundStudent locates the sources for assisting in
identifying leisure/recreational activities in
the community using telephone directory
Student seeks assistance from teacher

Student visits YMCA/YWCA or recreational center in community and locates where
equipment and facilities for leisure/recreational activities can be foundStudent visits YMCA/YWCA or recreational center in community and locates where
the sources for assisting in identifying
leisure/recreational activities can be foundStudent seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 7: Participate in Leisure/Recreational Activities
Subcompetency 27: Select and Plan Leisure/Recreational Activities
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify personal leisure/recreational activities andinterests

Recreational director discusses the availability of leisure/recreational activities in
the community
Student identifies personal leisure/recreational activities and interests
Student states preference for personalcommunity leisure/recreational activities
and interests
Student states preference for personal
home leisure/recreational activities andinterests
Student seeks assistance from teacher

Adult/peer discusses the availability ofleisure/recreational activities in the community and visits community center withstudent
Student makes a list of personal community
leisure/recreational activities and interests
Student discusses and states preference for
personal leisure/recreational activities andinterests
Student states preference for personal homeleisure/recreational activities and interests
Student seeks assistance from adult/peer

2. Identify costs, time, andphysical requirements ofleisure/recreational activities

Recreational director discusses the costs,
time, and physical requirements of leisure/recreational activities in the community
Student discusses the costs, time, and physical requirements of leisure/recreational
activities depicted on her/his poster
Student seeks assistance from teacher

Adult/peer discusses the costs, time, andphysical requirements of leisure/recreational activities in the community
Student writes out on lists the costs, time,and physical requirements of leisure/recreational activities and interests
Student seeks assistance from adult/peer1.

BEST COPY AVAILABLE

43

36 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

3. Develop weekly schedule ofleisure/recreational activities

Recreational director demonstrates how toconstruct a weekly schedule of leisure/recreational activities
Student constructs personal word/picture/symbol charts of weekly schedule ofleisure/recreational activities
Student seeks assistance from teacher

Adult/peer demonstrates how to constructa weekly schedule of leisure/recreational
activities
Student writes out personal charts of weekly
schedule of leisure/recreational activities
and interests, which may contain pictures orsymbols
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 7: Participate in Leisure/Recreational Activities
Subcompetency 28: Participate in Individual and Group Leisure/Recreational Activities
Objectives
I. Identify and obtain necessary

equipment

2. Identify and follow rules ofleisure/recreational activities

Home-/Community-Based Training Activities

Training Activities
P.E. teacher identifies and discusses how
to obtain leisure/recreational equipment
Student states equipment needed for preferred leisure activities
Student practices purchasing, borrowing,
and renting equipment needed for preferred leisure activities
Student seeks assistance from teacher

Adult/peer identifies and discusses how to
obtain leisure/recreational equipment
Student visits shops that stock equipment
needed for preferred leisure activities
Student rents or purchases some equipment
needed for preferred leisure activities
Student seeks assistance from adult/peer

P.E. teacher identifies and discusses how
to follow rules of leisure/recreational
activities
Student discusses the rules in her/his preferred leisure/recreational activities
Student practices following rules andsafety precautions in preferred leisure/recreational activities
Student seeks assistance from teacher

Adult/peer identifies and discusses how tofollow rules of leisure/recreational activities
Student demonstrates an understandingof rules and safety precautions in preferredleisure/recreational activities
Student seeks assistance from adult/peer

Domain: Daily Living Skills
Competency 7: Participate in Leisure/Recreational Activities
Subcompetency 29: Select and Participate in Group Travel
Objectives

Home-/Community-Based Training Activities

Training Activities

Identify travel interests

Travel agent discusses travel/vacation
options
Student visits travel agency and travel
agent discusses travel options and procedures
Student discusses travel/vacation interests
Student constructs a poster depicting
travel/vacation interests

Adult/peer discusses travel/vacation options
Student visits travel agency and explores
interests with travel agent for travel orvacationsStudent writes out a list of travel/vacationinterests

2. Identify travel possibilities

Travel agent discusses travel/vacation
options
Student states travel possibilities withintime and costs framework, with assistance

Adult/peer discusses travel/vacation options
Student determines travel possibilities
within time and costs framework, using
assistance if needed

Travel agent discusses expenses andresources needed for travel/vacation

Adult/peer discusses expenses andresources needed for travel/vacation

1.

3.

Identify expenses and resources
needed for travel

44

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 37

Student, with assistance, identifies costs
and needed resources for travel plans
Student seeks assistance from teacher

Student writes out a list of travel plans,
determining costs and needed resources
Student seeks assistance from adult/peer

4. Request assistance in travel
planning

Student seeks assistance in planning travel
Student develops chart listing resources
for assisting in setting up vacation/travel,also including telephone numbers and contacts

Student demonstrates an understanding of
where to seek assistance in planning travel
Student develops listing of resources forassisting in setting up vacation/travel, also
including telephone numbers and contacts

5. Demonstrate appropriate travel
behavior

Student demonstrates appropriate behavior
when traveling in group or individual
travel in various modes of transportation

Student demonstrates appropriate behavior
when traveling in group or individual
travel in various modes of transportation

Domain: Daily Living Skills
Competency 8: Getting Around in the Community
Subcompetency 30: Follow Traffic Rules and Safety Procedures
Objectives
1.

Identify common traffic andsafety signs and rules

Training Activities

Home-/Community-Based Training Activities

Student seeks assistance from teacher

Student visits the police department andpolice officer discusses the community's
traffic signs and rules to follow
Student travels around the communityand demonstrates an understanding ofcommon traffic and safety signs and rulesin the community
Student seeks assistance from adult/peerStudent demonstrates following common traffic signs and rules on the way
to school and keeps journal of successes
Student seeks assistance from teacher

Student demonstrates other safety precautions he/she can use while on city streets,
other than traffic rules
Student seeks assistance from adult/peerStudent visits the police department andpolice officer discusses the community's
traffic signs and rules to follow
Student travels around the communityand lists the common traffic andsafety signs and rules in the community

2. Practice following common
traffic and safety signs and rules

Domain: Daily Living Skills
Competency 8: Getting Around in the Community
Subcompetency 31: Develop and Follow Community Access Routes
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify routinely usedcommunity locations

Student identifies community locations
routinely traveled to and lists on chart
Student discusses routinely utilized community locations
Student develops collage with picture,
handouts, brochures of visited community locations for a week
Student seeks assistance from teacher

Student writes out a list of places traveled
to in a week with adult/peer
Adult/peer discusses community locations
routinely traveled toStudent seeks assistance from adult/peerStudent visits bus company and personnel
explain commonly utilized routes forcommunity trips

2. Plan and practice following
important community routes

Bus/taxi company representative discusses
important community routes
Student states routes to several locations
listed on collage of important community
routesAdult/peer discusses important community
routesStudent demonstrates an understanding ofimportant community routes by major modeof relevant transportation

1.

45

38 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

3. Request assistance as needed

Student practices following importantroutes by major mode of transportation
Student seeks assistance from teacher

Student practices following important routes
by major mode of transportation
Student seeks assistance from adult/peerStudent identifies sources for providing
assistance in accessing important community locations
Student requests appropriate assistance forcommunity accessStudent demonstrates an understanding ofrequesting appropriate assistance forcommunity accessStudent requests appropriate assistance forcommunity access

Domain: Daily Living Skills
Competency 8: Getting Around in the Community
Subcompetency 32: Access Available Transportation
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify modes of transportation in the community

Student visits local bus or taxicab company
in town and dispatcher discusses anddemonstrates how to use local modes oftransportation in the community
Student discusses the modes of available
transportation in the community
Student states her/his types of personaltransportation

Student visits local bus and taxicab
company in town, demonstrating an understanding of the use of local modes oftransportation in the community
Student identifies her/his preference foravailable transportation in the community

2. Identify requirements of eachmode of community
transportation

Student visits local bus or taxicab company
in town and dispatcher discusses the requirements for using each community
mode of transportation
Student states the requirements for using
her/his major mode of transportation
Student seeks assistance from teacher

Student demonstrates an understandingof the requirements for using each community mode of transportation
Student states the requirements for using
her/his major mode of transportation withadult/peerStudent seeks assistance from adult/peer

3. Practice using modes ofcommunity transportation

Student practices using the various typesof community transportation
Student participates in bike safety training
programStudent participates in public transportation training program
Student seeks assistance from teacher

Student demonstrates that he/she can use thevarious types of community transportation
independently
Student participates in bike safety training
programStudent uses or demonstrates an understanding of curb-to-curb van service
Student seeks assistance from adult/peer

4. Request assistance for using
modes of community
transportation

Student identifies sources of assistancefor travel in the community for anyof the available modes of transportationand lists on chart/poster
Student requests assistance from appropriate sources for using modes of comunity travel

Student demonstrates an understanding ofrequesting assistance for any of the available modes of transportation in thecommunity to adult/peerStudent requests assistance from appropriate sources for using modes of community
travel5. Identify and develop strategies
for coping with disruption inprimary community transportation mode

Teacher demonstrates strategies to use
when there is a disruption in primary transportation

Adult/peer demonstrates strategies to use
when there is a disruption in primary transportation

1.

46

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 39

Student discusses her/his options for useof community travel when major mode isdisrupted
Student states her/his strategies for using
alternative modes of transportation
when primary mode is disrupted
Student seeks assistance from teacher

Student determines which other modes oftransportation she/he can use when her/his
major mode is disrupted
Student explores ways of travel when allof her/his primary modes of transportation
are disrupted
Student seeks assistance from adult/peer

PERSONAL-SOCIAL SKILLS
Domain: Personal-Social Skills
Competency 9: Acquiring Self-Identity
Subcompetency 33: Demonstrate Knowledge of Personal Interests
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify and describe personal
interests

Teacher discusses why people have interestsand examples of interests
Student discusses personal interests withher/his parents and siblings
Student constructs poster outlining some ofher/his personal interests
Student seeks assistance from teacher

Adult/peer describes her/his personal
interests and examples of other people's
interests
Adult/peer explains how her/his personal
interests were developed
Adult/peer explores the community withstudent, discussing other peoples' personal
interests/abilities
Student seeks assistance from adult/peer

2. Identify and describe personalabilities

Teacher discusses why people have abilities and examples of abilities
Student discusses and defines personalabilities
Student discusses personal abilities withher/his parents and siblings
Student constructs poster outlining her/his
personal abilities
Student seeks assistance from teacher

Adult/peer describes her/his personalabilities and examples of other people's
abilities
Student describes her/his personal abilities
Student explains the development of her/his
personal abilities
Student explores other people's abilities in
the community
Student seeks assistance from adult/peer

1.

Domain: Personal-Social Skills
Competency 9: Acquiring Self Identity
Subcompetency 34: Demonstrate Appropriate Responses to Emotions
Objectives
1.

Identify different emotions

Training Activities
Teacher discusses why people have emotions and examples of emotions
Student names common emotions thatpeople express
Student develops list and teacher lists on
chart or chalkboard several common emotions expressed daily
Student develops poster by cutting andpasting pictures from magazines of people
demonstrating the emotions listed on chart
or chalkboard
Student seeks assistance from teacher

Home-/Community-Based Training Activities
Adult/peer describes her/his personalemotions and examples of other people's
emotions
Student demonstrates an understanding of
emotions that people express
Student identifies emotions from pictures ofpeople in magazines and newspapers
Student seeks assistance from adult/peer40 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

2. Identify ways to express
emotions

Teacher discusses ways people can express
and examples of emotions
Student demonstrates ways emotions
listed on the chart or chalkboard are
expressed
Student role plays expressing emotions
listed on chart or chalkboard
Student seeks assistance from teacher

Adult/peer describes how he/she expresses
emotions and examples of how other people
express emotions
Student identifies emotions expressed byother adult peers in work settings or in thecommunity to adult/peerStudent seeks assistance from adult/peer

3. Practice appropriate ways toexpress emotions

Student states emotions that are difficultfor him/her to express and role plays
strategies to express them appropriately
Student develops self-monitoring plan for
tracking difficult-to-express emotions
Student demonstrates appropriate ways toexpress emotions
Student seeks assistance from teacher

Student describes which emotions are hardfor him/her to express in work settings andin the community
Student explains these difficult emotions
he/she sees with other adult peers in work
settings and in the community
Student demonstrates appropriate ways toexpress those difficult emotions in work
settings and in the community
Student seeks assistance from adult/peer

4. Request assistance for copingwith emotions

Student identifies sources of assistance forcoping with emotions and lists telephone
numbers and contacts on chart/poster
Student role plays seeking assistance forcoping with emotions
Student requests assistance to help him/
her cope with emotions

Student demonstrates an understanding of
how to request assistance in coping withher/his difficult emotions in work settingsand in the community to adult/peerStudent requests assistance from adult/peerfor coping with emotions

Domain: Personal-Social Skills
Competency 9: Acquiring Self-Identity
Subcompetency 35: Display Self-Confidence and Self-WorthObjectives

Training Activities

Home-/Community-Based Training Activities

1. Identify positive aspectsof people in generalCounselor discusses positive aspects ofpeople in general
Student discusses common positive personal behaviors people exhibit
Student names common positive personal
behaviors that people exhibit
Student develops list and teacher lists on
chart or chalkboard several common personal positive behaviors that people exhibit
dailyStudent develops poster by cutting andpasting pictures from magazines of people
demonstrating common positive personal
behaviors listed on chart or chalkboard

Adult/peer discusses positive aspects ofpeople in general
Student discusses common positive personal
work and community behaviors
Student demonstrates an understanding of
positive personal work and community behaviors
Student identifies positive personal work
behaviors from pictures of people in magazines and newspapers

2. Identify positive aspects ofself

Student identifies common positive personal behaviors
Student names 5 common positive personal
behaviors that he/she exhibits
Student develops list and teacher lists on
chart or chalkboard several common personal positive behaviors he/she exhibits
dailyStudent demonstrates common positive personal work and community behaviors
Student names 5 common critical statements
expressed in the work settings and in thecommunityStudent identifies positive personal work
behaviors he/she should exhibit frompictures in magazines and newspapers

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 41

Student develops poster by cutting andpasting pictures from magazines of people
demonstrating his/her common positive
personal behaviors listed on chart or chalkboard

3. Practice displaying selfconfidence and self-worth

Student identifies behaviors of self-confidence and self-worth that are difficult for
him/her to exhibit
Student develops self-monitoring plan for
tracking difficult-to-exhibit behaviors ofself-confidence and self-worth
Student demonstrates appropriate selfconfidence and self-worth in role-playscenarios
Student demonstrates examples of selfconfidence and self-worth in the classroom

Student describes which behaviors of selfconfidence and self-worth in the work setting and in the community are difficult to
exhibitStudent explains these difficult-to-exhibit
behaviors of self-confidence and self-worth
to training program supervisor, job placement supervisor, or adults in the community
Student demonstrates appropriate ways

to express self-confidence and self-worthwith training program or job placement
supervisor and in the community
Student demonstrates examples of appropriate self-confidence and self-worth intraining programs and job placements andin the community

Domain: Personal-Social Skills
Competency 9: Acquiring Self-Identity
Subcompetency 36: Demonstrating Giving and Accepting Praise and Criticism
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify statements of praiseCounselor discusses statements of praisethat people express
Student identifies common statements
of praise that people express
Student names 5 common statements ofpraise that people express
Student develops list and teacher lists on
chart or chalkboard several common statements of praise daily
Student develops poster by cutting andpasting statements of praise listed in magazines and newspapers from the chart orchalkboard lists
Student seeks assistance from teacher

Adult/peer discusses statements of praisethat people express
Student identifies common statements ofpraise expressed in work settings and in thecommunityStudent names 5 common statements ofpraise expressed in work settings and in
the community
Student identifies statements of praise expressed in work settings or in the community listed in magazines or "world ofwork" textbooks and newspaper
Student seeks assistance from adult/peer

2. Identify appropriate/inappropriate responses to praiseCounselor discusses appropriate/inappropriate responses to praise
Student identifies common appropriate/
inappropriate responses to praise in theclassroom
Student names 5 common appropriate and5 inappropriate responses to praise thatpeople express

Adult/peer discusses appropriate/inappropriate responses to praise
Student identifies common appropriate
responses to praise in work settings and in
the community
Student names 5 common appropriate and 5
inappropriate responses to praise expressedin work settings and in the community

1.

49

42 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESStudent develops list and teacher lists on
chart or chalkboard several common appropriate/inappropriate responses to praise
Student develops poster by cutting andpasting common appropriate/inappropriate
responses to praise listed in magazines andnewspapers from the chart or chalkboard

Student identifies appropriate/inappropriate
responses to praise found in work settingsand in the community listed in magazines
newspapers
Student seeks assistance from adult/peer

listsStudent seeks assistance from teacher

3. Respond to receiving praise

Student role plays responding to receiving
praiseStudent appropriately receives praise in
the classroom
Student seeks assistance from teacher

Student asks supervisor in training programor job placement or an adult in the community to evaluate responses to receiving praise
Student appropriately receives praise intraining programs or job placements and in
the community
Student seeks assistance from adult/peer

4. Identify critical statements

Counselor discusses with students
critical statements made by people
Student identifies common criticalstatements people express
Student names 5 common critical statements expressed in work settings andin the community
Student develops list and teacher lists on
chart or chalkboard several common
critical statements expressed daily
Student develops poster by cutting andpasting pictures from magazines ofpeople making common critical statements
listed on chart or chalkboard
Student seeks assistance from teacher

Adult/peer discusses with student criticalstatements made by people
Student identifies common critical statements expressed in work settings and in
the community
Student names 5 common critical personal
behaviors that people exhibit in work settings and in the community
Student identifies critical work statements
listed in magazines, "world of work" textbooks, and newspapers
Student seeks assistance from adult/peer

5. Identify appropriate/
inappropriate responses
to criticism

Counselor discusses appropriate/inappropriate responses to criticism
Student role plays common appropriate/
inappropriate responses to criticism in theclassroom
Student names 5 common appropriate and5 inappropriate responses to criticism thatpeople express
Student develops list and teacher lists on
chart or chalkboard several common
appropriate/inappropriate responses tocriticism
Student develops poster by cutting andpasting common appropriate/inappropriate
responses to criticism listed in magazinesand newspapers from the chart or chalkboard lists
Student seeks assistance from teacher

Adult/peer discusses appropriate/inappropriate responses to criticism
Student role plays common appropriate/
inappropriate responses to criticism inwork settings and the community
Student names 5 common appropriate and5 inappropriate responses to criticism expressed in work settings and in the community
Student identifies appropriate/inappropriate
responses to criticism found in work settingsand in the community listed in magazinesand newspapers
Student seeks assistance from adult/peer

6. Respond to accepting criticism

Student role plays responding to accepting
criticism
Student appropriately accepts criticism inthe classroom

Student asks supervisor in training programor job placement or an adult in the community to evaluate responses to accepting
criticism

5©

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 43

Student appropriately accepts criticism intraining programs or, job placements andin the community
Student seeks assistance from adult/peerStudent seeks assistance from teacher

Domain: Personal-Social Skills
Competency 10: Exhibiting Socially Responsible Behavior
Subcompetency 37: Demonstrate Appropriate Behavior
Objectives

Training Activities

Home-/Community-Based Training Activities

1. Identify appropriate/
inappropriate behavior
at homeCounselor discusses appropriate/inappropriate behavior at home
Student identifies 5 appropriate and 5 inappropriate behaviors exhibited in the home
Student names 5 appropriate and 5 inappropriate behaviors exhibited in the home
and the teacher lists them on chart/chalkboard
Student seeks assistance from teacher

Adult/peer discusses appropriate/inappropriate behavior at home
Student describes 5 appropriate and 5
inappropriate behaviors exhibited in theworkplace to an adult/peerStudent names 5 appropriate and 5 inappropriate behaviors exhibited in the workplace
and adult/peer lists them on chart or notepad
Student seeks assistance from adult/peer

2. Identify appropriate/
inappropriate behavior at workCounselor discusses appropriate/inappropriate behavior at work
Student identifies 5 appropriate and 5
inappropriate behaviors exhibited at work
Student names 5 appropriate and 5 inappropriate behaviors exhibited at work andthe teacher lists them on chart or chalkboard
Student seeks assistance from teacher

Adult/peer discusses appropriate/inappropriate behavior at work
Student describes 5 appropriate and 5 inappropriate behaviors exhibited at work to
a supervisor
Student names 5 appropriate and 5 inappropriate behaviors exhibited at work anda supervisor lists them on chart/notepad
Student seeks assistance from adult/peer

3. Identify appropriate/
inappropriate behavior attraining programs

Counselor discusses appropriate/inappropriate behavior at training programs
Student identifies 5 appropriate and 5
inappropriate behaviors exhibited at a
training program
Student names 5 appropriate and 5 inappropriate behaviors exhibited at a training program and the teacher lists themon chart or chalkboard
Student seeks assistance from teacher

Adult/peer discusses appropriate/inappropriate behavior at training programs
Student describes 5 appropriate and 5 inappropriate behaviors exhibited at a training
program to a supervisor
Student names 5 appropriate and 5 inappropriate behaviors exhibited at a training
program and a supervisor lists them onchart or notepad
Student seeks assistance from adult/peer

4. Identify appropriate/
inappropriate behavior in
the community

Counselor discusses appropriate/inappropriate behavior in the community
Student identifies 5 appropriate and 5
inappropriate behaviors exhibited in thecommunityStudent names 5 appropriate and 5 inappropriate behaviors exhibited at work andand the teacher lists them on chart orchalkboard
Student seeks assistance from teacher

Adult/peer discusses appropriate/inappropriate behavior in the community
Student describes 5 appropriate and 5 inappropriate behaviors exhibited in thecommunity to an adult/peerStudent names 5 appropriate and 5 inappropriate behaviors exhibited in the community
and an adult/peer lists them on chart/notepad
Student seeks assistance from adult/peer

5. Practice appropriate behavior
at homeStudent demonstrates appropriate behavior
at home in role-play scenarios

Student demonstrates appropriate ways tobehave in the home with adults/peers

BEST COPY AVAILABLE
5 1.

44 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESStudent demonstrates examples of appropriate behavior in the home and in theclassroom
Student teams practice exhibiting appropriate behavior at home and monitor daily
and report at end of each day
Student seeks assistance from teacher

Student seeks assistance from adult/peer

6. Practice appropriate behavior
at work

Student demonstrates appropriate behavior
at work in role play scenarios
Student demonstrates examples of appropriate behavior at work in the classroom
Student teams practice exhibiting appropriate behavior at work and monitor daily andreport at end of each day
Student seeks assistance from teacher

Student demonstrates appropriate ways tobehave at work with adults/peers
Student seeks assistance from adult/peer

7. Practice appropriate behavior
at school/training program

Student demonstrates appropriate behavior
at school/training program in role-playscenarios
Student demonstrates examples of appropriate behavior at school/training programin the classroom
Student teams practice exhibiting appropriate behavior at school/training programand monitor daily and report at end ofeach dayStudent seeks assistance from teacher

Student demonstrates appropriate ways tobehave at school/training program withadults/peers
Student seeks assistance from adult/peer

8. Practice appropriate behavior
in the community

Student demonstrates appropriate behavior
in the community in role-play scenarios
Student demonstrates examples of appropriate behavior at work and in the classroom
Student teams practice exhibiting appropriate behavior in the community and monitor daily and report at end of each day
Student seeks assistance from teacher

Student demonstrates appropriate ways tobehave in the community with adults/peers
Student seeks assistance from adult/peer

Domain: Personal-Social Skills
Competency 10: Exhibiting Socially Responsible Behavior
Subcompetency 38: Identify Current and Future Personal Roles
Objectives
1.

Identify current personal roles

Training Activities

Home-/Community-Based Training Activities

Teacher describes her/his current personalroles and examples of other people's
personal roles
Student names possible current personalroles
Student develops list and teacher lists on
chart or chalkboard several possible current personal roles

52

Adult/peer describes student's current personal roles and examples of other people's
personal roles
Student demonstrates an understanding ofcurrent personal work roles
Student identifies possible current workrole from pictures in magazines or "worldof work" textbooks and newspapers

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 45

Student develops poster by cutting andpasting pictures from magazines of people
demonstrating possible current
personal roles listed on chart or chalkboard
Student seeks assistance from teacher

Student seeks assistance from adult/peer

2. Identify possible future personalroles

Teacher describes student's possible future
personal roles
Student names possible future personalroles
Student develops list and teacher lists on
chart or chalkboard several possible future
personal roles
Student develops poster by cutting andpasting pictures from magazines of people
demonstrating possible future personalroles listed on chart or chalkboard
Student seeks assistance from teacher

Adult/peer describes student's possible
future personal roles
Student demonstrates an understanding of
future personal work roles
Student identifies possible future work roles
from pictures in magazines or "world ofwork" textbooks and newspapers
Student seeks assistance from adult/peer

3. Describe how personal roles
differ from those of significant others

Student discusses the differences between
her/his current and/or future personalroles and those of her/his significant others
Student lists on chart/chalkboard her/his
own current and/or future personal roles
and her/his significant others' current andfuture personal roles

Student discusses the differences between
her/his personal current and/or future work
roles and those of her/his significant others
Student lists with adults/peers her/his own
personal current and/or future work roles
and her/his significant others' personal
current and future work roles

4. Describe how personal rolesinteract with others' roles

Student discusses how her/his current and/or future personal roles interact with thatof her/his significant others
Student lists on chart/chalkboard her/his
own current and/or future personal roles
and how they interact with her/his signifificant others' current and future personalroles
Student seeks assistance from teacher

Student discusses how her/his own personal
current and/or future work roles interact
with those of her/his significant others
Student lists with adults/peers how her/his
own personal current and/or future work
roles interact with those of her/his significant others on notepad/chart
Student seeks assistance from adult/peer

Domain: Personal-Social Skills
Competency 10: Exhibiting Socially Responsible Behavior
Subcompetency 39: Demonstrate Respect for Others' Rights and Property
Objectives
1.

Identify personal property andrights of others

Home-/Community-Based Training Activities

Training Activities

Adult/peer describes student's personal
property and rights of others and examplesof others' personal property
Student lists with supervisor her/his
personal property that should accompany
her/him at training programs or job placements and the rights of others to her/his
personal property on notepad/chart
Student lists with supervisor others' personal property that could accompany themat training programs or job placements
and others' rights to her/his personal prop-,
erty on notepad/chart

Teacher describes student's personal property and rights of others and examples ofothers' personal property
Student lists on chart/chalkboard her/his
own personal property and the rights ofothers to her/his personal property
Student lists on chart/chalkboard others'
personal property and her/his rights toothers' personal property
Student seeks assistance from teacher5346 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESStudent lists with adult/peer her/his personal
property in the community and the rights ofothers to her/his personal property on
notepad/chart
Student lists with adult/peer others' personal
property in the community and others'
rights to her/his personal property on notepad/chart
Student seeks assistance from adult/peer

2. Identify reasons for respecting
personal property and rights
of others

Teacher describes reasons for respecting
personal property and rights of others
Student lists on chart/chalkboard reasons
for respecting others' personal property
and rights of others on notepad/chart
Student role plays scenarios depicting thereasons for respecting the personal
property and rights of others

Adult/peer describes reasons for respecting
personal property and rights of others
Student lists with supervisor the reasons
for respecting others' personal property
rights at training programs or job placements
Student lists with adult/peer the reasons forrespecting others' personal property andrights in the community

3. Practice respecting others'
personal property and rights

Student self-monitors daily on a classroom
chart his/her practice of respecting otherclass members' personal property andrightsStudent role plays scenarios depicting thepractice of respecting other class members,
personal property and rights
Student teams practice respecting teammembers' personal property and rights andmonitor daily and report at end of each day
Student seeks assistance from teacher

Student is evaluated by supervisor at training program or job placements on his/herpractice of respecting others' personal
property and rights
Student is evaluated by adult/peer on his/herpractice of respecting others' personal
property and rights in the community
Student seeks assistance from adult/peer

4. Identify actions for borrowing

Teacher describes and demonstrates actions
for borrowing items
Student lists on chalkboard/chart the appropriate actions for borrowing items
Student role plays scenarios depicting theappropriate actions for borrowing items
Student seeks assistance from teacher

Adult/peer describes and demonstrates
actions for borrowing items
Student lists with supervisor on notepad/
chart the appropriate actions for borrowing
items at training programs or job placements
Student lists with adult/peer on notepad/
chart the appropriate actions for borrowing
items in the community
Student seeks assistance from adult/peer

Teacher describes and demonstrates appropriate actions when others' personal
property has been damaged
Guest speaker discusses the appropriate
actions that should be taken when others'
personal property has been damaged
Student lists on chalkboard/chart the appropriate actions that should be taken
when others' personal property has beendamagedStudent role plays scenarios depicting theappropriate actions for when others'
personal property has been damaged
Student seeks assistance from teacher

Adult/peer describes and demonstrates
appropriate actions when others' personal
property has been damaged
Supervisor discusses the appropriate actions
that should be taken when others' personal
property in training programs or job placements has been damaged
Adult/peer discusses the appropriate actions
that should be taken when others' personal
property in the community has beendamagedStudent lists with supervisor on notepad/
chart the appropriate actions that should betaken when others' personal property intraining programs or job placements has
been damaged

items

5. Identify actions when others'
personal property has beendamaged54

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 47

Student lists with adult/peer the appropriate
actions that should be taken when others'
personal property in the community has
been damaged
Student seeks assistance from adult/peer

6. Identify actions when others'
personal rights have been
violated

Guest speaker discusses the appropriate
actions that should be taken when others'
personal rights have been violated
Student lists on chalkboard/chart theappropriate actions that should be taken
when others' personal rights have been
violated
Student role plays scenarios depicting theappropriate actions that should be taken
when others' personal rights have been
violated
Student seeks assistance from teacher

Supervisor discusses the appropriate actions
that should be taken when others' personal
rights in training programs or job placements have been violated
Adult/peer discusses the appropriate
actions that should be taken when others'
personal rights in the community havebeen violated
Student lists with supervisor on notepad/
chart the appropriate actions that should betaken when others' personal rights in training programs or job placements have been
violated
Student lists with adult/peer the appropriate
actions that should be taken when others'
personal rights in the community have been
violated
Student seeks assistance from adult/peer

Domain: Personal-Social Skills
Competency 10: Exhibiting Socially Responsible Behavior
Subcompetency 40: Demonstrate Respect for Authority
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify authority figures

Teacher identifies authority figures atschoolStudent lists on chalkboard/chart individuals who are to be respected as authority
Teacher discusses who are authority
individuals at school
Speaker discusses figures who are typically regarded as being authorities
Student seeks assistance from teacher

Adult/peer identifies authority figures incommunity
Supervisor discusses authority figures intraining programs or job placements
Adult/peer discusses authority figures in
the community
Supervisor and student list on notepad/chart
5 individuals who are authority figures attraining programs or job placements
Student seeks assistance from adult/peer

2. Identify roles of authority

Teacher discusses the roles of authority
figures and how and why we respect these
individuals
Guest speaker identifies the roles of
those individuals in position of authority
and how and why we show them respect
Student lists on chalkboard/chart 5 different roles of authority figures

Supervisor discusses the roles of authority
figures in training programs or job placements and how and why we show them
respect
Adult/peer identifies the roles of authority
figures in the community and how andwhy we show them respect
Supervisor and student list on notepad/chart
5 different roles of authority figures
Adult/peer lists on notepad/chart 5 different
roles of authority figures in the community

Guest speaker discusses the consequencesof not respecting authority in school or in
the community

Supervisor discusses with student theconsequences of not respecting authority
in training programs or job placements

1.

figures

3. Identify consequences of notrespecting authority

48 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESTeacher identifies the consequences of
not respecting authority
Student lists on chalkboard/chart 5 consequences of not respecting authority

Adult/peer identifies the consequences of
not respecting authority in the community
Supervisor and student list on notepad/
chart 5 consequences of not respecting
authority in training programs or job placements
Adult/peer lists on notepad/chart 5 consequences of not respecting authority in thecommunity

4. Practice respecting authority

Student self-monitors daily on a classroom
chart her/his practice of respecting authority figures in schoolStudent role plays scenarios depicting thepractice of respecting authority in schoolStudent teams practice respecting authority
and monitor daily and report at end of eachStudent is evaluated by supervisor attraining program or job placements on her/his practice of respecting authority figures
Student is evaluated by adult/peer on her/his
practice of respecting authority figures in
the community
Student seeks assistance from adult/peerdayStudent seeks assistance from teacher

Domain: Personal-Social Skills
Competency 10: Exhibiting Socially Responsible Behavior
Subcompetency 41: Demonstrate Ability to Follow Directions/Instructions
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify importance offollowing authority directions/
instructions

Teacher discusses importance of following
authority directions/instructions
Student lists on chalkboard/chart the importance of following authority directions in school
Teacher discusses the importance of following authority directions/instructionsin school
Guest speaker discusses the importanceof following authority directions/instructions in school or in the community

Adult/peer discusses the importance offollowing authority directions/instructionsin the community
Supervisor discusses the importance offollowing authority directions/instructions
in training programs or job placements

2. Identify actions of not following
authority directions/instructions

Teacher discusses actions of not following
authority directions/instructions
Guest speaker discusses the consequencesof not following authority directions/
instructions in school or in the community
Teacher discusses the consequences of not
following authority directions/instructionsin school
Student lists on chalkboard/chart 5 consequences of not following authority directions/instructions

Adult/peer discusses actions of not following authority directions/instructions in thecommunity
Supervisor discusses with student theconsequences of not following authority
directions/instructions in training programor job placements
Adult/peer discusses the consequences of
not following authority directions/instructions in the community
Supervisor and student lists on notepad/
chart 5 consequences of not following
authority directions/instructions in training
programs or job placements
Adult/peer lists on notepad/chart 5 consequences of not following authority directions/instructions in the community

1.

56

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 49

3. Practice following authority

directions/instructions

Student is evaluated by supervisor at training program or job placements on his/herpractice of following authority directions/
instructions
Student is evaluated by adult/peer on his/her practice of following authority directions/instructions in the community

Student self-monitors daily on a classroom
chart his/her practice of following authority directions/instructions in schoolStudent role plays scenarios depicting thepractice of following authority directions/
instructions in schoolStudent teams practice following directions/instructions and monitor daily andreport at end of each day

Domain: Personal-Social Skills
Competency 10: Exhibiting Socially Responsible Behavior
Subcompetency 42: Demonstrate Appropriate Citizen Rights and Responsibilities
Objectives

Training Activities

Home - /Community -Based Training Activities

Identify community services
available to citizens

Teacher discusses available community
services
Student develops a collage depicting
available community services
Student lists on chalkboard/chart available community services

Adult/peer discusses available community
services
Supervisor discusses with student available
community employment services
Adult/peer lists on notepad/chart 5 available
community services

2. Locate community services
available to citizens

Teacher discusses available community
services locations
Student uses a telephone directory andlocal map and student and teacher locate
available utility services
Student uses a telephone directory andlocal map and student and teacher locate
available medical services
Student uses a telephone directory andlocal map and student and teacher locate
available transportation services
Student uses a telephone directory andlocal map and student and teacher locate
available government services
Student uses a telephone directory andlocal map and student and teacher locate
available miscellaneous services
Student seeks assistance from teacher

Adult/peer discusses available community
services locations
Supervisor and student locate available
community employment services
Student seeks assistance from adult/peer

3. Identify major rights of citizens

Teacher discusses the major rights ofcitizens
Guest speaker discusses the major rights
of citizens in the United States
Student lists on chalkboard/chart 5 different rights of citizens
Student develops poster depicting therights of citizens
Student seeks assistance from teacher

Supervisor discusses the major rights ofstudents in training programs or job placements
Adult/peer discusses the major rights ofcitizens in the community
Supervisor and student list on notepad/chart
5 different rights students have in training
programs or job placements
Adult/peer lists on notepad/chart 5 different
rights of citizens in the community
Student seeks assistance from adult/peer

1.

50 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

4. Identify major responsibilities
of citizens

Teacher discusses the major responsibilities of citizens
Guest speaker discusses the major responsibilities of citizens in the United States
Student lists on chalkboard/chart 5 different responsibilities of citizens
Student develops poster depicting the responsibilities of citizens
Student seeks assistance from teacher

Supervisor discusses the major responsibilities of students in training programs or job
placements
Adult/peer discusses the major responsibilities of citizens in the community
Supervisor and student list on notepad/chart
5 different responsibilities students have intraining programs or job placements
Adult/peer lists on notepad/chart 5 different
responsibilities of citizens in the community
Student seeks assistance from adult/peer

5. Identify citizens' duties to

Teacher discusses the major duties ofcitizens
Guest speaker discusses the major rights
of citizens in the United States
Student lists on chalkboard/chart 5 different duties citizens have to the government
Student develops poster depicting citizens'duties to governments
Student seeks assistance from teacher

Adult/peer discusses the major duties citizens have in the community
Adult/peer lists 5 major duties citizens havein the community
Student seeks assistance from adult/peerStudent self-monitors daily on a classroom
chart her/his practice of being a good
citizenStudent role plays scenarios depicting thepractice of being a good citizen
Student teams practice exhibiting good
citizenship and monitor daily and reportat end of each day

Student is evaluated by supervisor at training program or job placements on her/his
practice of being a good citizen
Student is evaluated by adult/peer on her/his
practice of being a good citizen

governments

6. Practice being a good citizen

Domain: Personal-Social Skills
Competency 10: Exhibiting Socially Responsible Behavior
Subcompetency 43: Identify How Personal Behavior Affects Others
Objectives
1. Identify how personal behavior
can affect others

Training Activities

Home-/Community-Based Training Activities

Guest speaker discusses how appropriate
and inappropriate personal behaviors
affect others positively or negatively
Teacher discusses how appropriate or inappropriate personal behaviors affectothers in school positively or negatively
Student lists on chalkboard/chart 5 appropriate and 5 inappropriate personal behaviors and how they affect others in school
positively or negatively
Student seeks assistance from teacher

58

Supervisor discusses with student how
appropriate and inappropriate personal
behaviors affect other students in training
programs or job placements positively or
negatively
Adult/peer discusses how appropriate or
inappropriate personal behaviors affectothers in the community positively or
negatively
Supervisor and student list on notepad/chart
5 appropriate and 5 inappropriate personal
behaviors and how they affect other students
in training programs and job placements
positively or negatively
Adult/peer lists on notepad/chart 5 appropriate and 5 inappropriate personal behaviors
and how they affect others in the community positively or negatively
Student seeks assistance from adult/peer

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 51

2. Identify cues others provide
when personal behavior isinappropriate

Guest speaker discusses cues others giveto let you know when your personal behavior is inappropriate in school
Teacher discusses cues others give to let
you know when your personal behavior
affects others in schoolStudent lists on chalkboard/chart 5 cuesothers give to let you know when personal
behavior in school is inappropriate
Student seeks assistance from teacher

Supervisor discusses with student cuesothers provide at training programs or job
placements when personal behavior isinappropriate
Adult/peer discusses cues others give to let
you know when your personal behavior isinappropriate in the community
Supervisor and student list on notepad/chart
5 cues others give to let you know when personal behavior in training programs or job
placements is inappropriate
Adult/peer lists on notepad/chart 5 cuesothers give to let you know when personal
behavior is inappropriate in the community
Student seeks assistance from adult/peer

3. Describe ways to change
inappropriate behavior

Teacher discusses the importance of knowing how to change inappropriate personal
behaviors and describes strategies forchanging behavior in schoolStudent lists on chalkboard/chart waysthat he/she can change inappropriate personal behavior in school
Guest speaker discusses the importanceof knowing how to change inappropriate
personal behaviors and describes strategies
for changing behavior
Student seeks assistance from teacher

Adult/peer discusses the importance ofknowing how to change inappropriate personal behavior exhibited in the community
Supervisor discusses the importance ofknowing how to change inappropriate
personal behaviors exhibited in training
programs or at job placements
Student seeks assistance from adult/peer

Domain: Personal-Social Skills
Competency 11: Developing and Maintaining Appropriate Social Relationships
Subcompetency 44: Develop Friendships
Objectives

Training Activities

Home-/Community-Based Training Activities

Teacher discusses the reasons for having
friends in schoolStudent lists on chalkboard/chart why it
is important to have friends at school
Speaker discusses the importance of having friends at school or in the community

Adult/peer discusses the importance of
having friends in the community
Supervisor discusses the importance of
having friends at training programs or job
placements
Student names 2 reasons why it is importantfor having friends in the community, at training programs, or at job placements

2. Identify characteristics offriendship

Teacher discusses the characteristics ofschool friendships
Student lists on chalkboard/chart thecharacteristics of school friendships
Speaker discusses the characteristics involved in school and/or community
friendships

Adult/peer discusses the characteristics ofcommunity friendships
Supervisor discusses the characteristics oftraining program or job friendships
Student names 5 characteristics of friendships in the community, at training programs, or job placements

3. Describe how to select a friend

Teacher describes how to select friends
at school

Adult/peer describes how to select friends
in the community

I. Identify why friendship is

important59

52 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

4. Practice developing friends

Student lists on chalkboard/chart theprocess of selecting friends at school
Guest speaker discusses the process of
selecting friends at school and in thecommunity

Supervisor describes how to select friends
in training programs or job placements

Student self-monitors daily on a classroom
chart her/his practice of developing friends
at school
Student role plays scenarios depicting thepractice of developing friendships
Student teams practice developing friends
and monitor daily and report at end of eachday
Student seeks assistance from teacher

Student is evaluated by supervisor at training program or job placement on her/his
practice of developing friendships
Student is evaluated by adult/peer on her/his
practice of developing friendships
Student seeks assistance from adult/peer

Domain: Personal-Social Skills
Competency 11: Developing and Maintaining Appropriate Social Relationships
Subcompetency 45: Maintain Friendships
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify ways to keep andlose friends

Teacher discusses ways to keep and losefriends in schoolStudent lists on chalkboard/chart ways tokeep and lose friends at school
Guest speaker discusses ways to keep andlose friends at school or in the community
Student seeks assistance from teacher

Adult/peer discusses the ways to keep andlose friends in the community
Supervisor discusses the ways to keep andlose friends at training programs or job
placements
Student names 5 ways to keep friends and 5
ways to lose friends in the community, attraining programs, or at job placements
Student seeks assistance from adult/peer

2. Identify how to select a date

Teacher demonstrates how to select a dateat school
Student lists on chalkboard/chart ways toselect a date at school
Speaker demonstrates ways to select a dateat school or in the community
Student seeks assistance from teacher

Adult/peer demonstrates how to select a datein the community
Supervisor demonstrates the ways to select a
date at training programs or job placements
Student names 5 ways to select a date in thecommunity, at training programs, or at job
placements
Student seeks assistance from adult/peer

3. Identify procedures for dating

Teacher discusses the activities of dating
Student lists on chalkboard/chart some of
the activities of datingCounselor discusses appropriate dating
activities in the community
Student role plays dating scenarios
Student seeks assistance from teacher

Adult/peer discusses the activities of datingin the community
Supervisor discusses the activities of datingin the community
Student names appropriate activities related
to dating in the community
Student practices dating with chaperone
Student seeks assistance from adult/peer

4. Identify appropriate responses
to intimacy with close friends

Teacher discusses appropriate acts of intimacy with close friends

Adult/peer discusses appropriate acts of intimacy in the community with close friends

1.

60

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 53

5. Practice maintaining friendships

Student lists on chalkboard/chart appropriate acts of intimacy and privacy concerns
Counselor discusses appropriate imtimacy
activities in the community and privacy
concerns with close friends
Student role plays appropriate public acts
of intimacy with close friends
Student seeks assistance from teacher

Supervisor discusses the acts of intimacy inin the community that are appropriate andinappropriate and privacy concerns
Student names appropriate and inappropriate acts of intimacy and the appropriate
locations with close friends
Student practices exhibiting appropriate acts
of intimacy in the community with closefriends
Student seeks assistance from adult/peerStudent role plays acts for maintaining
friendships in the classroom
Student keeps journal/checklist of personal
friendships and shares with teacher for
feedback and assistanceStudent teams work on maintaining friendship and report daily on the their successStudent seeks assistance from teacher

Supervisor assists student in maintaining
friendships
Student keeps journal/checklist of personal
friendships and shares with adult/peer for
feedback and assistanceStudent seeks assistance from adult/peer

Domain: Personal-Social Skills
Competency 12: Exhibiting Independent Behavior
Subcompetency 46: Set and Reach Personal Goals
Objectives

Training Activities

Home-/Community-Based Training Activities

1.

Identify the importance ofsetting personal goals

Teacher discusses the reasons for setting
and reaching personal goals in school andin the community
Student lists on chalkboard/chart why it isimportant to set and reach personal school
and community goals
Guest speaker discusses the importanceof setting and reaching school and community personal goals
Student seeks assistance from teacher

Adult/peer discusses the importance ofsetting and reaching personal communityrelated goals
Supervisor discusses the importance of setting and reaching training program or job
placement goals
Student names 2 reasons why it is importantto set and reach personal community training program or job placement goals
Student seeks assistance from adult/peer

2.

Identify how to set goals

Teacher describes how to set school andcommunity goals
Student lists on chalkboard/chart ways to
set school and community goals
Counselor identifies ways to set schoolor community goals
Student seeks assistance from teacher

Adult/peer describes how to set communityrelated goals
Supervisor discusses the ways to set training
program or job placement goals
Student names 5 ways to set community,
training program, or job placement goals
Student seeks assistance from adult/peer

3.

Identify reasons to reach goals

Teacher discusses reasons to reach school
and community goals
Student lists on chart/chalkboard reasons
for reaching personal goals at school or in
the community
Student role plays scenarios depicting thereasons for reaching personal goals at
school or in the community
Student seeks assistance from teacher

Adult/peer discusses reasons to reach community-related goals
Student lists with supervisor the reasons
for reaching personal training program orjob placement goals
Student lists with adult/peer the reasons forreaching personal community goals
Student seeks assistance from adult/peer

GIL54 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

4. Identify how to modify/revise
goals

Teacher describes how to modify/revise
personal school and community goals
Student lists on chalkboard/chart ways tomodify/revise personal goals at school andin the community
Counselor describes ways to modify/
revise school or community goals
Student seeks assistance from teacher

Adult/peer describes how to modify/revise
personal community-related goals
Supervisor describes the ways to modify/
revise training program or job placement
goals
Student names 5 ways to modify/revise acommunity goal
Student seeks assistance from adult/peer

5. Practice setting and meeting
goals

Student self-monitors daily on a classroom
chart his/her practice of setting and meeting goals
Student role plays scenarios depicting thepractice of setting and meeting goals
Student teams set individual goals andmonitor each other's goals on a daily basis
and report at end of each day whether or
not they met set goals
Student seeks assistance from teacher

Student is evaluated by supervisor at training program or job placement on his/herpractice of setting and meeting goals
Student is evaluated by adult/peer on his/herpractice of setting and meeting goals in thecommunityStudent seeks assistance from adult/peer

Domain: Personal-Social Skills
Competency 12: Exhibiting Independent Behavior
Subcompetency 47: Demonstrate Self-Organization
Objectives

Home-/Community-Based Training Activities

Training Activities

Identify routine daily activities

Teacher demonstrates routine daily activities at home and in schoolStudent lists on chalkboard/chart some of
the routine daily activities that take placein school and at homeCounselor discusses appropriate routine
daily activities that are conducted at school
and in the home
Student role plays conducting daily routines that occur in the school and in thehomeStudent seeks assistance from teacher

Adult/peer demonstrates routine daily activities in the community and in job placements
Supervisor demonstrates some of the daily
routine activities that take place in thecommunity and in job placements
Student names appropriate activities thatare conducted daily in the community andin job placements
Student practices conducting daily routinesthat occur in the community and in job
placements
Student seeks assistance from adult/peer

2. Develop plan of daily activities

Student devises a plan outlining personal
daily activities in school and at home
Student plans approximate time of day
for daily routine activities in school andin the home
Student develops poster/calendar depicting
normal/routine daily activities at school
and in the home using pictures and/or
descriptions
Student seeks assistance from teacher

Student writes out a plan outlining personal
daily activities in the community and in job
placements
Student lists approximate time for conducting routine daily activities in the community
and in job placements
Student seeks assistance from adult/peer

3. Identify areas of responsibility
in personal life

Teacher discusses the major responsibilities of a citizen's personal life at school
and at home
Principal discusses the major responsibilities of a citizen's personal life in school
and in the home

Supervisor discusses the major responsibilities of the student in her/his personal life in
the community or in job placements
Adult/peer discusses the major responsibilities of a citizen's personal life in the community

1.

62

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 55

Supervisor and student list on notepad/chart
5 different personal life responsibilities thestudent has in training programs or job
placements
Adult/peer lists on notepad/chart 5 different
responsibilities of a citizen's personal life in
the community
Student seeks assistance from adult/peerStudent lists on chalkboard/chart 5 different responsibilities of citizens' personal
life

Student develops poster depicting the
responsibilities of a citizen's personal lifeat school or in the home
Student seeks assistance from teacher

4. Identify importance ofTeacher discusses the importance of organizing personal activities
Student lists on chalkboard/chart the importance of being organized in school andat homeTeacher discusses the importance of beingorganized at school and at home
Guest speaker discusses the importance ofbeing organized in school, at home, or in
the community
Student seeks assistance from teacher

Adult/peer discusses the importance of organizing personal activities
Supervisor discusses the importance ofbeing organized at training programs or at
job placements
Adult/peer discusses the importance ofbeing organized in the community
Student seeks assistance from adult/peer

5. Practice daily self-organization

Student identifies daily self-organization
strategies and practices at school and in
her/his home
Student develops self-monitoring plan forbeing organized daily in school and in her/
his home
Student demonstrates daily self-organization at school and in her/his home
Student seeks assistance from teacher

Student describes daily self-organization
strategies and practices in job placements
and in the community
Student develops self-monitoring plan forbeing organized daily in job placements andin the community
Student demonstrates self-organization daily
in job placements and in the community
Student seeks assistance from adult/peer

6. Request assistance with self-

Teacher identifies sources for assisting
student with self-organization
Student identifies sources of assistance tohelp with self-organization
Student role plays seeking assistance with
self-organization in school or at home
Student requests assistance with selforganization

Adult/peer identifies sources for assisting
student with self-organization
Student demonstrates how to request
assistance in being self-organized in job
placements and in the community
Student requests assistance with selforganization in the community or in job
placements

organizing personal activities

organization

Domain: Personal-Social Skills
Competency 12: Exhibiting Independent Behavior
Subcompetency 48: Demonstrate Self-Determination
Objectives
1. Identify importance ofpracticing self-determination

Training Activities

Home-/Community-Based Training Activities

Teacher discusses the importance of practicing self-determination
Student lists on chalkboard/chart the importance of exhibiting self-determinationin school and at home
Teacher discusses the importance of exhibiting self-determination at school and at
home

Adult/peer discusses the importance of practicing self-determination
Supervisor discusses the importance of exhibiting self-determination at training programs or at job placements
Adult/peer discusses the importance of exhibiting self-determination in the community

63
BEST COPY AVAILABLE

56 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESGuest speaker discusses the importance of
exhibiting self-determination in school,
at home, and in the community

2. Practice self-determination

Student identifies daily self-determination
strategies and practices at school and in
her/his home
Student develops self-monitoring plan forusing self-determination skills daily inschool and in her/his home
Student demonstrates daily self-determination skills at school and in the community

Student identifies daily self-determination
strategies and practices in job placements
and in the community
Student develops self-monitoring plan forusing self-determination skills daily in job
placements and in the community
Student demonstrates self-determination
skills at job placements and in the community

3. Request assistance with selfdetermination

Student identifies sources of assistancewith using self-determination skills in her/
his school and at home
Student role plays seeking assistance touse self-determination skills in her/his
school or at home
Student requests assistance to use selfdetermination skills

Student demonstrates how to request
assistance to use self-determination skills
in job placements and in the community
Student requests assistance to use selfdetermination skills in the community or injob placements

Domain: Personal-Social Skills
Competency 13: Making Informed Decisions
Subcompetency 49: Identify Problems/Conflicts
Objectives

Training Activities

Home - /Community -Based Training Activities

1. Identify personal problems/
conflicts

Teacher discusses possible personal problems/conflicts that can occur in school or
at homeStudent lists on chalkboard/chart personal
problems/conflicts that can occur in school
and at home
Teacher discusses some of the personal
problems/conflicts that can occur in school
and at home
Student seeks assistance from teacher

Adult/peer discusses possible personal
problems/conflicts that can occur in thecommunity
Supervisor discusses personal problems/
conflicts that can occur at training programs
or at job placements
Adult/peer discusses personal problems/
conflicts that can occur in the community
Student seeks assistance from adult/peer

2. Identify why personal
problems/conflicts exist

Teacher discusses some of the reasons why
personal problems/conflicts arise in schoolor at home
Student lists on chalkboard/chart some of
the reasons why personal problems arisein school or at home
Guest speaker discusses some of the major
reasons why personal problems/conflicts
arise in school, at home, or in the community
Student seeks assistance from teacher

Supervisor discusses some of the reasons
why personal problems/conflicts arise inwork training programs or job placements
Adult/peer discusses some of the reasons
why personal problems/conflicts arise in thecommunityStudent names 2 reasons why personal problems arise for each: work training programs,
job placements, or in the community
Student seeks assistance from adult/peer

64

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 57

3. Request assistance in identifying personal problems/conflicts

Student demonstrates how to request
assistance in resolving personal problems/
conflicts in job placements and in thecommunityStudent requests assistance with resolving
personal problems/conflicts in job placements and in the community

Student identifies sources of assistance forhelping him/her resolve personal problems/
conflicts at school or in the home
Student role plays seeking assistance withresolving personal problems/conflicts inschool or at home
Student requests assistance with resolving
personal problems/conflicts at school orin the home

Domain: Personal-Social Skills
Competency 13: Making Informed Decisions
Subcompetency 50: Use Appropriate Resources to Assist in Problem Solving
Objectives

Home-/Community-Based Training Activities

Training Activities

1. Identify situations in which
individuals need advice

Teacher identifies possible situations
requiring advice
Student lists on chalkboard/chart situations
in which individuals need assistance oradvice in school and at home
Teacher identifies some of the more common situations in which individuals needassistance or advice at school and at home
Guest speaker discusses some of the situations that arise in which individuals needassistance or advice at school, at home,or in the community
Student seeks assistance from teacher

Adult/peer identifies possible situations
requiring advice
Supervisor identifies situations in which
individuals need assistance or advice attraining programs or at job placements
Adult/peer identifies situations in which
individuals need assistance or advice in thecommunityStudent seeks assistance from adult/peer

2. Identify available sources forproviding assistance inresolving personal
problems/conflicts

Teacher identifies available sources forproviding assistance in resolving personal
problems/conflicts
Student lists on chalkboard/chart sources
for providing assistance in resolving personal problems/conflicts in school and at
home
Teacher discusses some of the more common sources of support for providing
assistance for resolving personal problems/
conflicts in school and at home
Guest speaker discusses some of the morecommon sources of support for assistingin resolving personal problems/conflicts
inschool, at home, or in the community

Adult/peer identifies available sources forproviding assistance in resolving personal
problems/conflicts
Supervisor discusses sources for providing
assistance in resolving personal problems/
conflicts in training programs or at job
placements
Adult/peer discusses sources for providing
assistance in resolving personal problems/
conflicts in the community

3. Identify outcomes of seeking
help in resolving personal
problems/conflicts

Teacher identifies outcomes of seeking help
in resolving personal problems/conflicts
Student lists on chalkboard/chart possible
outcomes of resolving personal problems/
conflicts in school or at home with help
from sources of support

Adult/peer identifies outcomes of seeking
help in resolving personal problems/conflicts
Supervisor discusses possible outcomes ofresolving personal problems/conflicts intraining programs or at job placements withhelp from sources of support

6
BEST COPY AVAILABLE

58 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

4. Seek appropriate sources in
helping to resolve personal
problems/conflicts

Teacher discusses some of the more common outcomes of resolving personal problems/conflicts with help from sources of
support in school or at home
Guest speaker identifies some of the more
possible outcomes of resolving personal
problems/conflicts in school, at home, orin the community with help from sourcesof support

Adult/peer discusses possible outcomes ofresolving personal problems/conflicts in thecommunity with help from sources of support

Student identifies sources of assistancewith resolving personal problems/conflicts at school or in the home
Student role plays seeking assistance withresolving personal problems/conflicts at
school or at home
Student seeks assistance with resolving
personal problems/conflicts at school orin the home

Student demonstrates how to seek assistance with resolving personal problems/
conflicts in job placements and in thecommunityStudent seeks assistance with resolving personal problems/conflicts in job placements
and in the community

Domain: Personal-Social Skills
Competency 13: Making Informed Decisions
Subcompetency 51: Develop and Select Best Solution to Problems/Conflicts
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify solutions to personal
problems/conflicts

Teacher identifies solutions to personal
problems/conflicts
Student lists on chalkboard/chart solutions
to identified personal problems/conflicts
that can occur in school and at home
Teacher discusses some of the personal
problems/conflicts that can occur in school
and at home
Guest speaker discusses some of the solutions to identified personal problems/
conflicts that can occur in school or in thecommunityStudent seeks assistance from teacher

Adult/peer identifies solutions to personal
problems/conflicts
Supervisor discusses solutions to identified
personal problems/conflicts that can occur
at training programs or at job placements
Adult/peer discusses solutions to identified
personal problems/conflicts that can occur
in the community
Student seeks assistance from adult/peer

2. Select best solutions developed
to personal problems/conflicts

Student lists on chalkboard/chart the bestsolutions to identified personal problems/
conflicts that can occur in school andhome
Teacher discusses some of the best solutions to identified problems/conflicts thatcan occur at school and at home
Guest speaker discusses some of the bestsolutions to identified personal problems/
conflicts that can occur in school or in
the community

Supervisor discusses the best solutions to
identified personal problems/conflicts thatcan occur at training programs or at job
placements
Adult/peer discusses the best solutions to
identified personal problems/conflicts thatcan occur in the community

3. Seek assistance in helping todevelop and select best solutions to personal problems/
conflicts

Student identifies sources of assistance indeveloping and selecting the best solutions
to resolving personal problems/conflicts at
school or at home

Student demonstrates an understanding of
how to seek assistance with developing andselecting the best solutions to resolving
personal problems/conflicts in job placements and in the community

1.

66

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 59

4. Practice developing andselecting best solutions topersonal problems/conflicts

Student role plays seeking assistance with
developing and selecting the best solutions
to resolving personal problems/conflicts
at school or at home
Student seeks assistance to help with developing and selecting the best solutions
to resolving personal problems/conflicts at
school or in the home

Student seeks assistance with developing
and selecting the best solutions to personal
problems/conflicts in job placements andin the community

Student develops and selects best solutions
to resolving personal problems/conflicts
in school and at home
Student develops self-monitoring plan fordeveloping and selecting the best solutions
to personal problems/conflicts in school
and at home
Student demonstrates using the skills of
selecting and developing the best solutions
to resolving personal problems/conflicts
in school and at home
Student seeks assistance from teacher

Student identifies strategies for developing
and selecting the best solutions to personal
problems/conflicts in job placements and in
the community
Student develops self-monitoring plan fordeveloping and selecting the best solutions
to personal problems/conflicts in job placements and in the community
Student demonstrates using the skills of
selecting and developing the best solutions
to resolving personal problems/conflicts at
job placements and in the community
Student seeks assistance from adult/peer

Domain: Personal-Social Skills
Competency 13: Making Informed Decisions
Subcompetency 52: Demonstrate Decision Making
Objectives

Home-/Community-Based Training Activities

Training Activities

Identify importance ofmaking decisions

Teacher discusses importance of making
decisions at school and home
Student lists on chalkboard/chart the importance of making decisions in school
and at home
Teacher discusses the importance of making decisions in school or at home
Speaker discusses the importance of making decisions in school or in the community
Student seeks assistance from teacher

Adult/peer discusses importance of making
decisions in the community
Supervisor discusses the importance ofmaking decisions in training programs or
job placements
Adult/peer discusses the importance ofmaking decisions in the community
Student seeks assistance from adult/peer

2. Identify steps in making
informed decisions

Student devises a plan outlining the steps
in making informed decisions in school
and at home
Student develops poster/calendar depicting
the steps in making informed decisions at
school and in the home using pictures and/or descriptions
Student seeks assistance from teacher

Student writes out a plan outlining the steps
for making informed decisions in training
programs and in job placements
Student writes out a plan outlining the steps
for making informed decisions in the community
Student seeks assistance from adult/peer

3. Seek help in making decisions

Teacher identifies sources for helping indecision making
Student identifies sources of assistance inmaking informed decisions at school or at
home

Adult/peer identifies sources for helping indecision making
Student demonstrates how to seek assistance with making informed decisions in
job placements and in the community

1.

6?

60 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESStudent role plays seeking assistance withmaking informed decisions at school or
at homeStudent seeks assistance with making informed decisions at school or at home

Student seeks assistance with making informed decisions in job placements and in
the community

Domain: Personal-Social Skills
Competency 14: Communicating with Others
Subcompetency 53: Demonstrate Listening and Responding Skills
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify the importance oflistening and responding

Teacher discusses importance of listening
and responding at school and at home
Student lists on chalkboard/chart the importance of listening and responding inschool and at home
Teacher discusses the importance of listening and responding in school and at home
Guest speaker discusses the importance oflistening and responding in school or in
the community

Adult/peer discusses importance of listening
and responding in the community
Supervisor discusses the importance oflistening and responding at training programs or job placements
Adult/peer discusses the importance oflistening and responding in the community

2. Identify appropriate listening
techniques

Teacher identifies appropriate listening
techniques at school and at home
Student lists on chalkboard/chart the appropriate techniques for listening at school
and at home
Teacher demonstrates some of the mostappropriate listening techniques to use atschool and at home
Guest speaker demonstrates some of themost appropriate listening techniques touse in school or in the community
Student seeks assistance from teacher

Adult/peer identifies appropriate listening
techniques in the community
Supervisor demonstrates appropriate techniques for listening at training programs or
at job placements
Adult/peer demonstrates appropriate techniques for listening while in the community
Student seeks assistance from adult/peer

3. Identify appropriate responding
techniques

Teacher identifies appropriate responding techniques at school and at home
Student lists on chalkboard/chart the appropriate techniques for responding at school
and at home
Teacher demonstrates some of the mostappropriate responding techniques to use
at school and at home
Speaker demonstrates some of the mostappropriate responding techniques to use
in school or in the community
Student seeks assistance from teacher

Adult/peer identifies appropriate responding techniques in the community
Supervisor demonstrates appropriate techniques for responding at training programs
or at job placements
Adult/peer demonstrates appropriate techniques for responding while in the community
Student seeks assistance from adult/peer

4. Practice attentive listening andresponding

Student develops self-monitoring plan forpracticing attentive listening and responding skills in school and at home
Student demonstrates using the skills of
attentive listening and responding inschool and at home
Student seeks assistance from teacher

Student develops self-monitoring plan forpracticing attentive listening and responding
skills in job placements and in the community
Student demonstrates using the skills of
attentive listening and responding at job
placements and in the community
Student seeks assistance from adult/peer

1.

68INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 61

Domain: Personal-Social Skills
Competency 14: Communicating with Others
Subcompetency 54: Demonstrate Effective Communication
Objectives

Home-/Community-Based Training Activities

Training Activities

I. Identify modes of communication

Teacher identifies modes of communication at school and home
Student lists on chalkboard/chart theeffective techniques of communication
at school and at home
Teacher demonstrates some of the mosteffective communication techniques touse at school and at home
Guest speaker demonstrates some of themost effective communication techniques
to use in school or in the community
Student seeks assistance from teacher

Adult/peer identifies modes of communication in the community
Supervisor demonstrates appropriate techniques for communicating at training programs or at job placements
Adult/peer demonstrates appropriate techniques for communicating while in thecommunityStudent seeks assistance from adult/peer

2. Identify appropriate speaking
methods

Teacher identifies various appropriate
speaking methods used in school or at
home
Student discusses why people use different
appropriate speaking method in school or
at homeTeacher demonstrates appropriate speaking
methods at school and home
Student constructs poster outlining someof the appropriate speaking methods usedin the school or at home
Student seeks assistance from teacher

Adult/peer describes appropriate speaking
methods he or she uses in training programs
or job placements
Adult/peer describes appropriate speaking
methods he or she uses in the community
Adult/peer demonstrates appropriate speaking methods in the community
Adult/peer explores the community withstudent discussing other peoples' speaking
methods used appropriately in the commu-

Teacher identifies various inappropriate
speaking methods used in school or at
home
Student discusses why people use different
inappropriate speaking methods in schoolor at home
Teacher demonstrates inappropriate speaking methods at school and home
Student constructs poster outlining someof the inappropriate speaking methods usedin the school or at home
Student seeks assistance from teacher

Adult/peer describes inappropriate speaking
methods used in training programs or job
placements
Adult/peer describes inappropriate speaking methods used in the community
Adult/peer demonstrates inappropriate
speaking methods in the community
Adult/peer explores the community withstudent, discussing other peoples' speaking
methods used inappropriately in the community
Student seeks assistance from adult/peerStudent discusses why people express different needs and feelings in school or at
home
Teacher identifies various methods of expressing needs and feelings in school or at
home
Teacher demonstrates methods of expressing needs and feelings at school and at
home

Adult/peer describes appropriate methods ofexpression of needs and feelings in training programs or job placements
Adult/peer describes appropriate methodsof expression of needs and feelings in thecommunity
Adult/peer demonstrates methods of expressing needs and feelings in the commu-

3. Identify inappropriate speaking
methods

4. Identify methods of expressing
needs and feelings

69

nity

Student seeks assistance from adult/peernity62 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

5. Identify appropriate techniquesof communicating on the telephone

Student constructs poster outlining someof the most common methods of expression of needs and feelings in the schoolor at home
Student seeks assistance from teacher

Adult/peer explores the community withstudent, discussing methods other people
use to express needs and feelings
Student seeks assistance from adult/peer

Teacher identifies appropriate techniques of communicating on the tele-

Adult/peer identifies appropriate techniques of communicating on the telephonein the community
Supervisor demonstrates appropriate techniques for communicating on the telephone
at training programs or at job placements
Adult/peer demonstrates appropriate techniques for communicating on the telephone
while in the community.
Student seeks assistance from adult/peer

phone at home
Student lists on chalkboard/chart the appropriate techniques for communicatingon the telephone at home
Teacher demonstrates some of the mostappropriate communication techniques touse on the telephone at home
Representative from local telephone service discusses some of the most appropriate telephone communication techniques
to use in school or in the community
Student seeks assistance from teacher

6. Identify nonverbal cues andcommunication skills

7. Practice effective
communication

Teacher identifies some of the mostappropriate nonverbal communication
techniques to use at school and at home
Speaker discusses some of the most appropriate nonverbal communication techniques to use in school or in the community
Student lists on chalkboard/chart the appropriate nonverbal communication techniques to use in school and at home
Student seeks assistance from teacher

Supervisor discusses appropriate nonverbal
communication techniques used at training
programs or at job placements
Adult/peer demonstrates appropriate nonverbal communication techniques used in
the community
Student seeks assistance from adult/peerStudent develops self-monitoring plan forpracticing effective communication skillsin school and at home
Student demonstrates using the skills ofeffective communication in school and at
home

Student develops self-monitoring plan practicing effective communication skills in
job placements and in the community
Student demonstrates using the skills ofeffective communication in job placements
and in the community

Domain: Personal-Social Skills
Competency 14: Communicating with Others
Subcompetency 55: Communicate in Emergency Situations
Objectives
I. Identify signs of an emergency

situation

Training Activities

Home-/Community-Based Training Activities

Teacher identifies signs indicating an
emergency situation in school or at home
Student lists on chalkboard/chart the effective techniques of communicating emergencies at school and at home
Teacher demonstrates some of the mosteffective communication techniques touse for emergencies at school and at home

70

Adult/peer identifies signs indicating an
emergency situation in the community
Supervisor demonstrates appropriate techniques for communicating emergencies attraining programs or at job placements
Adult/peer demonstrates appropriate techniques for communicating emergencies
while in the community

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 63

Guest speaker discusses some of the mosteffective communication techniques to use
use during emergency situations in schoolor in the community
Student seeks assistance from teacher

Student seeks assistance from adult/peer

2. Identify appropriate authorities
to contact in different emergency situations

Teacher identifies appropriate authorities
to contact in different emergency situations
Student lists on chalkboard/chart appropriate authorities to contact in various emergency situations occurring in school or
at homeTeacher discusses some of the more appropriate authorities to contact in various
emergency situations occurring in school
and at home
Guest speaker discusses some of the more
appropriate authorities to contact in various
emergency situations occurring in school,
at home, or in the community
Student seeks assistance from teacher

Adult/peer identifies appropriate authorities
to contact in different emergency situations
Supervisor discusses various appropriate
authorities to contact during emergency situations occurring at training programs or at
job placements
Adult/peer discusses various appropriate
authorities to contact during emergency
situations in the community
Student seeks assistance from adult/peer

3. Practice communicating inemergency situations

Student develops self-monitoring plan forpracticing effective communication skills
during emergency situations that occur inschool or at home
Student demonstrates using the skills ofeffective communication during emergency
situations in school and at home
Student seeks assistance from teacher

Student develops self-monitoring plan forpracticing effective communication skills
during emergency situations occurringin job placements and in the community
Student demonstrates using the skills ofeffective communication during emergency
situations in job placements and in thecommunityStudent seeks assistance from adult/peer

OCCUPATIONAL GUIDANCE AND PREPARATION
Domain: Occupational Guidance and Preparation
Competency 15: Exploring and Locating Occupational Training and Job Placement Opportunities
Subcompetency 56: Identify Rewards of Working
Objectives
1.

Identify the importance ofworking

Training Activities

Home-/Community-Based Training Activities

Teacher discusses importance of working
at school and home
Student discusses the reasons for paid andunpaid work.
Student seeks assistance from teacher

Adult/peer discusses importance of working
in the community
Adult/peer discusses reasons he or she
works
Student seeks assistance from adult/peer

Teacher discusses the rewards of working
at school and home
Student develops collage illustrating material rewards of working
Student discusses nonmaterial rewards ofworking
Student seeks assistance from teacher

Adult/peer discusses the rewards of working
in the community
Student writes out list of material rewards ofworking
Student writes out list of nonmaterial rewards of working
Student seeks assistance from adult/peer

Teacher discusses the reasons why some
jobs pay more than others

Adult/peer discusses the reasons why some
jobs pay more than others in the community

oz

*CI f
2. Discuss the rewards ofworking

3. Identify the reasons some jobs
pay more than others

71

7:1C:
'77 >.
C.).

ov

64 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESStudent discusses different jobs that areavailable in the community
Student discusses the jobs that pay themost and least
Student seeks assistance from teacher

Student describes different jobs that areavailable in the community
Student explores the reasons for pay differentials among jobs
Student seeks assistance from adult/peer

4. Identify personal needs that are
met through work

Teacher discusses how personal needs are
met through work
Student states personal needs for working
Student develops collage of personal needs
that are met through work
Student seeks assistance from teacher

Adult/peer discusses how personal needs
met through work
Student writes out list of personal needs forworking
Student discusses personal needs that are
met through work with adult/peerStudent seeks assistance from adult/peer

5. Identify how work is part of
one's personal identity

Teacher discusses how work is part of
one's personal identity
Student discusses how work is part of
one's parents'/guardians' identity
Student seeks assistance from teacher

Adult/peer discusses how work is part of
one's personal identity
Student explores identity gained throughwork
Student seeks assistance from adult/peer

6. Identify ways workers contributeto society

Teacher discusses how workers contributeto society
Student discusses how working benefits
the community
Student seeks assistance from teacher

Adult/peer discusses how workers contribute to society
Student demonstrates how working
benefits society
Student seeks assistance from adult/peer

7. Identify ways society rewards
different types of jobs

Teacher discusses ways society rewards
different types of jobs
Student states how the community rewards workers
Student seeks assistance from teacher

Adult/peer discusses ways society rewards
different types of jobs
Student explores how the community rewards workers
Student seeks assistance from adult/peer

Domain: Occupational Guidance and Preparation
Competency 15: Exploring and Locating Occupational Training and Job Placement Opportunities
Subcompetency 57: Locate Available Occupational Training and Job Placement Possibilities
Objectives
1.

Identify sources for locating
occupational training and job
placement information

2. Discuss different types ofoccupational training
possibilities

Training Activities

Home-/Community-Based Training Activities

Teacher identifies sources for locating
occupational training and job placements
Student visits job service office and lists
job sources' agencies
Student states community agencies providing information regarding job placement
and occupational training opportunities
Student seeks assistance from teacher

Adult/peer identifies sources for locating
occupational training and job placements
Student visits job service office and lists
job sources' agencies
Student writes out list of informationneeded for job placement and training
opportunities
Student seeks assistance from adult/peer

Teacher identifies possible occupational
training placements
Student identifies possible community
occupational training sites
Student seeks assistance from teacher

Adult/peer identifies possible occupational
training placements
Student locates possible community occupational training sites
Student seeks assistance from adult/peer

72

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 65

Teacher identifies possible job placements
Student states potential jobs in the community
Student seeks assistance from teacher

Adult/peer identifies possible job placements
Student determines potential jobs in thecommunityStudent seeks assistance from adult/peer

Teacher identifies general training possibilities
Student states potential occupational training options
Student seeks assistance from teacher

Adult/peer identifies general training
possibilities
Student describes potential occupational
training options
Student seeks assistance from adult/peer

5. Practice locating available
occupational training
possibilities

Student locates community occupational
training options
Student locates community job options byrole playing
Student seeks assistance from teacher

Student demonstrates community job
options, by example
Student locates available occupational
training possibilities with adult/peerStudent seeks assistance from adult/peer

6. Request assistance for locating
occupational training
possibilities

Student identifies whom to request help
from in locating community occupational
training and job placement possibilities
Student role plays locating sources forhelping to find community occupational
training and job placement possibilities
Student requests help locating occupational training options

Student locates sources for assistance incommunity occupational training and job
placement possibilities
Student locates sources for occupational
training options

3. Identify general job placement
possibilities

4. Identify general training
possibilities

Domain: Occupational Guidance and Preparation
Competency 16: Making Occupational Training and Job Placement Choices
Subcompetency 58: Demonstrate Knowledge of Occupational Interests
Objectives

Home-/Community-Based Training Activities

Training Activities

1. Identify occupational interests

Teacher identifies personal occupational
interests and examples of other people's
occupational interests
Student discusses job interests and teacher
lists on chalkboard
Student seeks assistance from teacher

Adult/peer identifies personal occupational
interests and examples of other peoples'
occupational interests
Student describes jobs that are of interest to
adult/peerStudent seeks assistance from adult/peer

2. Discuss types of jobs matching
personal occupational interests

Student develops collage identifying jobs
matching personal occupational interests
Student presents collage to other students
and discusses jobs that are available in thecommunityStudent seeks assistance from teacher

Student writes out list of jobs matching
personal occupational interests
Student writes out list of available jobs incommunity and discusses with adult/peerStudent seeks assistance from adult/peer

3. Request assistance regarding
matching jobs with personal
occupational interests

Student states sources to help to identify
realistic occupational training and job
choices that match interests
Student role plays seeking help for matching jobs with personal occupational
interests
Student requests help in matching jobs
with personal occupational interests

Student determines interests and possible
job choices and realistic occupational training that matches
Student requests help from sources that will
match jobs and occupational training73

66 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

Domain: Occupational Guidance and Preparation
Competency 16: Making Occupational Training and Job Placement Choices
Subcompetency 59: Demonstrate Knowledge of Occupational Strengths and Weaknesses
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify occupational strengths
and weaknesses

Teacher identifies personal occupational
strengths and weaknesses and other people's strengths and weaknesses
Student states personal occupational
strengths
Student states personal occupational
weaknesses
Student seeks assistance from teacher

Adult/peer identifies personal occupational
strengths and weaknesses and other peoples'strengths and weaknesses
Student writes out personal occupational
strengths and discusses with adult/peerStudent writes out personal occupational
weaknesses and discusses with adult/peerStudent seeks assistance from adult/peer

2. Discuss jobs matching personal
occupational strengths

Teacher meets with student and discusses
job requirements of jobs matching personal occupational strengths and interests
Student develops collage of jobs matching
personal occupational strengths
Student seeks assistance from teacher

Adult/peer meets with student and discusses
job requirements of jobs matching personal
occupational strengths and interests
Student writes out occupational strengths
and discusses jobs matching strengths withadult/peerStudent seeks assistance from adult/peer

3. Request assistance regarding
matching jobs with personal
occupational strengths

Student identifies sources for helping tomatch jobs with personal occupational
strengths
Student role plays seeking sources for helping to match jobs with personal occupational strengths
Student requests help in matching jobs
with personal occupational strengths

Student assists other student in determining
personal occupational strengths and matching with jobs
Student requests help from other sources inmatching jobs with personal occupational
strengths

1.

Domain: Occupational Guidance and Preparation
Competency 16: Making Occupational Training and Job Placement Choices
Subcompetency 60: Identify Possible and Available Jobs Matching Interests and Strengths
Objectives

Training Activities

Home - /Community -Based Training Activities

1. Identify jobs of interest

Student looks through catalogs and identifies jobs of interest
Student lists jobs of interest on chart/
posterStudent develops collage of jobs of interest

Student discusses with adult/peer jobs thatare of interest
Student writes out list of jobs of interestand discusses with adult/peer

2. State jobs of interest that match
personal occupational strengths
and weaknesses

Student lists jobs of interest that match
personal occupational strengths and weaknesses
Student lists jobs of interest on chart/
posterStudent develops collage of jobs of interest

Student writes out list of jobs of interest
that match personal occupational strengths
and weaknesses
Student writes out list of jobs of interestand discusses with adult/peer

3. Discuss job-related requirements of jobs matching
personal occupational interests

Teacher meets with student and discusses
job requirements of jobs matching personal
occupational strengths and interests

Adult/peer meets with student and discusses
job requirements of jobs matching personal
occupational strengths and interests

74

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 67

Student demonstrates an understanding of
the general job requirements
Student finds out more about the jobs thatmatch her/his personal occupational interests from other sources
Student seeks assistance from adult/peerStudent states general job requirements
Student identifies the job-related requirements of jobs matching personal occupational interests
Student seeks assistance from teacher

Domain: Occupational Guidance and Preparation
Competency 16: Making Occupational Training and Job Placement Choices
Subcompetency 61: Plan and Make Realistic Occupational Training and Job Placement Decisions
Objectives

Home-/Community-Based Training Activities

Training Activities

Identify occupational training
and job placement options

Teacher identifies student's occupational
training and job placement options
Student lists occupational training and/or
job placement possibilities
Student seeks assistance from teacher

Adult/peer identifies student's occupational
training and job placement options
Student demonstrates an understanding of
the occupational training and job placement
possibilities
Student seeks assistance from adult/peer

2. Develop plan to meet identified
occupational training and job
placement options

Teacher meets with student and discusses
developing plan for meeting identified
occupational training and job placements
Student devises a plan outlining realistic
occupational training and/or job placement
possibilities
Student seeks assistance from teacher

Adult/peer meets with student and discusses
developing plan for meeting identified occupational training and job placements
Student writes out a plan outlining realistic
occupational training and job placement
possibilities
Student seeks assistance from adult/peer

3. Request assistance to help planand make realistic occupational
training and job placement
choices

Teacher identifies sources of assistancefor helping to plan and make realistic
occupational training and job placement
choices
Student states sources to help him/her planand make realistic occupational training
and job placement decisions and list themon poster/chart
Student role plays seeking help in planningand making realistic occupational training
and job placement decisions
Student requests help to plan and makerealistic occupational training and job
placement decisions

Adult/peer identifies sources of assistancefor helping to plan and make realistic
occupational training and job placement
choices
Student demonstrates an understanding of
seeking help in planning and making realistic occupational training and job placement
decisionsStudent requests help in planning and making realistic occupational training and job
placement decisions

1.

Domain: Occupational Guidance and Preparation
Competency 16: Making Occupational Training and Job Placement Choices
Subcompetency 62: Develop Training Plan for Occupational Choice
Objectives
1.

Identify steps in developing
occupational choice training
plan

Home-/Community-Based Training Activities

Training Activities
Teacher meets with student and discusses
steps in developing occupational choicetraining plan
Student devises steps for developing
occupational choice training plan
Student seeks assistance from teacher

BEST COPY AVAILABLE

75

Adult/peer meets with student and discusses
steps in developing occupational choicetraining plan
Student writes out steps for developing an
occupational choice training plan
Student seeks assistance from adult/peer68 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

2. Develop occupational choicetraining plan

Teacher meets with student and discusses
developing occupational choice training
plan
Student devises an occupational choicetraining plan
Student seeks assistance from teacher

Adult/peer meets with student and discusses
developing occupational choice training
plan
Student writes out an occupational choicetraining plan
Student seeks assistance from adult/peer

Domain: Occupational Guidance and Preparation
Competency 17: Applying for and Maintaining Occupational Training and Job Placements
Subcompetency 63: Apply for Occupational Training and Job Placement
Objectives

Training Activities

Home /Community -Based Training Activities

Identify steps in applying foroccupational training and job
placements

Human resources manager (HRM) identifies the steps in applying for occupational
training and job placements
Student discusses steps in applying foroccupational training and job placements
Student role plays steps in applying foroccupational training and job placements
Student seeks assistance from teacher

Student visits human resources office andmanager identifies the steps in applying
for occupational training and job placements
Student demonstrates an understanding of
the steps in applying for occupational training and job placements
Student seeks assistance from adult/peer

2. Collect and develop personal
data card for completing
application forms

Teacher meets with student and discusses
developing personal data card or completing job application forms
Student states personal information generally included on most job applications andlists on chart/poster
Student pairs present to each other personal
data that is generally included on mostapplications and they add other information on chart/poster
Student develops personal data card for use
when completing application forms
Student seeks assistance from teacher

Adult/peer meets with student and discusses
developing personal data card or completing
job applications
Student brings personal data generally included on most applications to adult/peer
and they work on developing personal data
form
Student writes out on card the personal data
used when completing application forms
Student presents personal data form to an
HRM and asks him/her to review andmake suggestions for revisions
Student seeks assistance from adult/peer

3. Complete applications foroccupational training and job
placements

Human resources manager identifies thesteps inapplying for occupational training
and job placements
Student discusses items on several occupational training and job applications andteacher reviews
Student pairs complete several occupational
training and job applications
Student demonstrates how to complete
occupational training and job applications
with teacher
Student completes several examples ofoccupational training and job applications
Student seeks assistance from teacher

Student visits human resources officeand officer identifies the steps in applying
for occupational training and job placements
Student completes several occupational
training and job applications and has HRM
reviewStudent reviews HR office's occupational
training and job applications
Student completes several examples ofoccupational training and job applications
and reviews with adult/peerStudent completes job applications in HR
office using personal data form
Student seeks assistance from adult/peer

4. Request assistance in applying
for occupational training and/or job placement

HRM demonstrates sources for assisting inapplying for occupational training and/or
job placements
Student states how to seek help in completing occupational training and/or job applications

HRM discusses sources for assisting inapplying for occupational training and/or
job placements
Student demonstrates an understandingof seeking help in completing occupational
training and job applications

1.

76

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 69

Student role plays seeking help in completing occupational training and/or job
applications
Student requests help in completing occupational training and/or job applications
Student seeks assistance from teacher

Student requests help in completing occupational training and job applications
Student seeks assistance from HRM in
completing occupational training and/or
job applications
Student seeks assistance from adult/peer

Domain: Occupational Guidance and Preparation
Competency 17: Applying for and Maintaining Occupational Training and Job Placements
Subcompetency 64: Interview for Occupational Training and Job Placements
Objectives

Home-/Community-Based Training Activities

Training Activities

Identify appropriate interview
skills for occupational training
and job placements

Student visits business/agency HRM
to learn about interviewing practices
Student states appropriate interview practices to another student
Student states inappropriate interview
practices to another student
Student develops poster/chart listing appropriate interview skills
Student seeks assistance from teacher

Student visits business/agency HRM tolearn about interviewing practices
Student demonstrates an understanding ofappropriate interview practices with adult/
peer
Student states inappropriate interview practices to adult/peerStudent writes the appropriate interview
skillsStudent seeks assistance from adult/peer

2. Practice mock interviews foroccupational training and job
placements

Student visits business/agency and practices mock interviewing with HR
department
Student pairs practices mock interviews
with each other and critique each others'interviews
Student seeks assistance from teacher

Student visits business/agency and participates in mock interviews with HR
department
Student practices mock interviews withadult/peer and critiques interview
Student seeks assistance from adult/peer

3. Practice interviews foroccupational training and job
placements

Student visits business/agency and practices interviewing with HR department
Student pairs practice interviewing witheach other and critique each others' interview
Student seeks assistance from teacher

Student visits business/agency and participates in interviews with HR department
Student practices interviews with adult/peer
and critiques interview
Student seeks assistance from adult/peer

4. Request help in preparing andinterviewing for occupational
training and job placements

HRM demonstrates sources for assistancein preparing for occupational training
and/or job placement interviews
Student identifies sources for helping in
preparing and interviewing for occupational training and job placements
Student role plays seeking help in preparing and interviewing for occupational
training and job placements
Student states how to seek help in preparing and interviewing for occupational
training and/or job placements
Student requests help for preparing andinterviewing for occupational training andjob placements
Student seeks assistance from teacher

HRM demonstrates sources for assistancein preparing for occupational training
and/or job placement interviews
Student demonstrates an understanding of
seeking help in preparing and interviewing
for occupational training and job placementsin the community
Student requests assistance in preparing
and interviewing for occupational training
and job placements with an agency
Student demonstrates an understandingof seeking help in preparing and interviewing for occupational training and job placements
Student seeks assistance from personnel
officer preparing for and interviewing foroccupational training and job placements
Student seeks assistance from adult/peer

1.

7 Li

70 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

Domain: Occupational Guidance and Preparation
Competency 17: Applying for and Maintaining Occupational Training and Job Placements
Subcompetency 65: Make Adjustments to Changes in Employment Status
Objectives

Home-/Community-Based Training Activities

Training Activities

Identify potential problems
encountered in occupational
training and job placements

HRM discusses potential problems
encountered in occupational training
job placements
Student visits business/agency HRM tolearn of potential problems to be encountered while participating in occupational training and in jobs
Student discusses problems that may be
encountered while participating in occupational training and maintaining a job
with teacher
Student role plays potential problems
that may be encountered while participating in occupational training and maintaining a job
Student seeks assistance from teacher

HRM discusses potential problems encountered in occupational training and job
placements
Student visits business/agency HRM andasks him/her what problems may be
encountered while participating in occupational training and maintaining a job
Student makes a list of different problems
that may be encountered while participatingin occupational training and maintaining ajob
Student discusses with adult/peer potential
problems that may be encountered while
participating in occupational training andmaintaining a job
Student seeks assistance from adult/peer

2. Identify potential solutions
to problems encountered in
occupational training andjob placements

HRM discusses potential solutions toproblems encountered in occupational
training and job placements
Student visits business/agency HRM tolearn of solutions to potential problems
to be encountered while participating in
occupational training and in jobs
Student discusses with teacher problems
that may be encountered while participating in occupational training and maintaining a job
Student role plays potential solutions toproblems that may be encountered while
participating in occupational training andmaintaining a job
Student seeks assistance from teacher

HRM discusses potential solutions toproblems encountered in occupatational training and job placements
Student visits business/agency HRM andasks him/her what are some solutions toproblems encountered while participatingin occupational training and maintaining
a job
Student makes a list of different solutions toproblems that may be encountered while
participating in occupational training andmaintaining a job
Student discusses with adult/peer potential
solutions to problems that may be encountered while participating in occupational
training and maintaining a job
Student seeks assistance from adult/peer

3. Identify factors that determine successful work
adjustment

Student discusses successful work adjustment skills (e.g., getting along with coworkers, taking appropriate time forlunch and breaks, etc.)
HRM discusses potential factors insuccessful work adjustment
Student visits business/agency HRM
to learn of potential factors that determine successful work adjustment
Student discusses factors determining
successful work adjustment with teacher
Student role plays potential factors that
determine successful work adjustment
Student seeks assistance from teacher

Students, in pairs, develop a list of successful work adjustment skills for occupational
training and jobs and review list with HRM
Personnel officer discusses potential factors
in successful work adjustment
Student visits business/agency HRM andasks him/her what factors determine
successful work adjustment
Student makes a list of factors determining
successful work adjustment with adult/peerStudent discusses potential factors that
determine successful work adjustment
Student seeks assistance from adult/peer

1.

78

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 71

4. Identify factors that determine
unsuccessful work adjustment

Student discusses unsuccessful work
adjustment skills (e.g., inability to getalong with coworkers, taking inappropriate time for lunch and breaks, etc.)
HRM discusses potential factors inunsuccessful work adjustment
Student visits business/agency HRM tolearn of potential factors that determine
unsuccessful work adjustment
Student discusses factors determining unsuccessful work adjustment with teacher
Student role plays potential factors that
determine unsuccessful work adjustment
Student seeks assistance from teacher

Student pairs develop a list of unsuccessful
work adjustment skills for occupational
training and jobs and review list with HRM
HRM discusses potential factors in unsuccessful work adjustment
Student visits business/agency HRM andasks him/her what factors determine unsuccessful work adjustment
Student makes a list of factors determining
unsuccessful work adjustment with adult/
peer
Student discusses potential factors that
determine unsuccessful work adjustment
Student seeks assistance from adult/peer

5. Identify reasons for occupational training or employmentchanges or termination

HRM discusses reasons for employmentchanges or termination
Student role plays scenarios depicting
reasons employees lose jobs or change
place of employment
Student develops list of reasons why
employees lose jobs or change place of
employment
Student seeks assistance from teacher

Student speaks with HRM about reasonsfor employment changes or termination
Student provides, to adult/peer, fivefactors related to being terminated andfive factors related to why employees
decide to change jobs/training programs
Student discusses reasons with personnel
officer why employees lose jobs or change
place of employment
Student seeks assistance from adult/peer

6. Identify factors relating tobeing promoted in jobs

Student discusses factors related to being
promoted in jobs
HRM discusses factors related to being
promoted in jobs
Student visits business/agency HRM tolearn of potential factors related to being
promoted in jobs
Student discusses factors related to being
promoted in jobs with teacher
Student role plays potential factors thatare related to being promoted in jobs
Student seeks assistance from teacher

Student pairs discuss factors related to being
promoted in jobs
HRM discusses factors related to being
promoted in jobs
Student visits business/agency HRM andasks him/her what factors are related tobeing promoted in jobs
Student makes a list of factors related tobeing promoted in jobs with adult/peerStudent discusses potential factors that are
related to being promoted in jobs
Student seeks assistance from adult/peer

7. Request assistance in making
changes in employment status

HRM discusses sources for assistance inmaking changes in employment status
Student identifies sources for helping inmaking changes in employment status
Student role plays seeking help in making
changes in employment status
Student states how to seek help in making
changes in employment status
Student requests help in making changes
in employment status
Student seeks assistance from teacher

HRM discusses sources for assistance inmaking changes in employment status
Student demonstrates an understanding of
seeking help in making changes in employment status
Student requests assistance in making
changes in employment status
Student demonstrates an understanding of
seeking help in making changes in employment status
Student seeks assistance from personnel
officer in making changes in employment
statusStudent seeks assistance from adult/peer72 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

Domain: Occupational Guidance and Preparation
Competency 18: Developing and Maintaining Appropriate Work Skills and Behavior
Subcompetency 66: Perform Work Directions and Meet Requirements
Objectives
I. Identify the importance offollowing directions and meeting requirements

2. Perform a series of tasks inresponse to verbal instructions

Training Activities

Home-/Community-Based Training Activities

Teacher discusses importance of following
authorities' directions/instructions in jobs
Student lists on chalkboard/chart the importance of following authorities' directions at jobs

Adult/peer discusses importance of following authorities' directions/instructions in
jobs
Supervisor discusses the importance offollowing authorities' directions/instructions
in training programs or job placements

Student practices completing a series ofwork/job tasks with partner after receiving verbal instructions
Student practices completing a series ofwork/job tasks alone after receiving verbal
instructions

Student completes a series of tasks in thecommunity with a partner after receiving
verbal instructions
Student completes a series of tasks in thecommunity alone after receiving verbal
instructions

Domain: Occupational Guidance and Preparation
Competency 18: Developing and Maintaining Appropriate Work Skills and Behavior
Subcompetency 67: Maintain Good Attendance and Punctuality
Objectives

Training Activities

Home-/Community-Based Training Activities

1. Identify reasons for goodattendance and punctuality

HRM discusses reasons for good attendance and punctuality at occupational
training and job placements
Student role plays scenarios depicting reason for good attendance and punctuality inoccupational training and job placements
Student develops list of reasons why it isimportant to have good attendance andpunctuality in occupational training andjob placements
Student seeks assistance from teacher

Student speaks with HRM about reasonsfor good attendance and punctuality at
occupational training and job placements
Student provides five reasons for goodattendance and punctuality in occupational
training and job placements with adult/peerStudent discusses reasons why it is important to have good attendance and punctuality
at occupational training and job placementswith HRM
Student seeks assistance from adult/peer

2. Identify actions to take fortardiness or absence from work

HRM discusses appropriate actions totake for tardiness or absence from work
Student role plays scenarios depicting
actions to take for tardiness or absencefrom work
Student develops list of actions to takefor tardiness or absence from work
Student seeks assistance from teacher

Student speaks with HRM about actions totake for tardiness or absence from work
Student provides five actions to take fortardiness or absence from work
Student demonstrates actions to take fortardiness or absence from work
Student seeks assistance from adult/peer

Domain: Occupational Guidance and Preparation
Competency 18: Developing and Maintaining Appropriate Work Skills and Behavior
Subcompetency 68: Respond Appropriately to SupervisionObjectives
1.

Identify appropriate behavior
when being supervised

Training Activities

Home-/Community-Based Training Activities

Teacher demonstrates appropriate behavior
when being supervised

80

Adult/peer demonstrates appropriate behavior when being supervised

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 73

2. Exhibit appropriate response
to supervision

Student lists on chalkboard/chart appropriate behavior when being supervised
Student pairs demonstrate appropriate behavior when being supervised
Student seeks assistance from teacher

Supervisor demonstrates the importance ofappropriate behavior when being supervised
Student demonstrates with adult/peer theimportance of appropriate behavior whenbeing supervised
Student seeks assistance from adult/peerStudent practices with partner performing
appropriate response to supervision
Student seeks assistance from teacher

Student performs appropriate response tosupervision in community with a partner
Student seeks assistance from adult/peer

Domain: Occupational Guidance and Preparation
Competency 18: Developing and Maintaining Appropriate Work Skills and Behavior
Subcompetency 69: Demonstrate Job Safety
Objectives

Home-/Community-Based Training Activities

Training Activities

1. Identify the importance ofjob safety

Teacher discusses importance of following
job safety guidelines in occupational training and job placements
Student lists on chalkboard/chart the importance of following job safety guidelines
in occupational training and job placements
Student pairs discuss the importance offollowing job safety guidelines in occupational training and job placements
Student seeks assistance from teacher

Adult/peer discusses importance of following job safety guidelines in occupational
training and job placements
Supervisor discusses the importance offollowing job safety guidelines in occupational and job placements
Student discusses the importance of following job safety guidelines in occupational
training and job placements
Student seeks assistance from adult/peer

2. Identify potential job hazards

Business supervisor discusses potential job
hazards
Student pairs demonstrate the activities
that are unsafe/hazardous at an occupational training or job placement
Student demonstrates potential job hazards
with teacher
Student develops job hazards poster/chart
Student demonstrates whom to contact
when hazardous situations are encounteredStudent seeks assistance from teacher

Business supervisor discusses potential job
hazards
Student lists activities that are unsafe or
hazardous at occupational training or job
placements
Student at job site identifies activities thatare unsafe or hazards on the job with adult/
peer
Student lists with partner ways to avoid
hazards on the job
Student, with adult/peer, explores and lists
emergency procedures when hazardous
situations are encountered on job site
Student seeks assistance from adult/peer

3. Identify safety measures in
job choices

Business supervisor discusses potential
safety measures at job site
Student pairs demonstrate the activities
that are safety measures at occupational
training or job placements
Student discusses potential job safetymeasures with teacher
Student develops job safety measures on
the job poster/chart
Student demonstrates whom to contact
when needing assistance in practicing job
safety measures on the job
Student seeks assistance from teacher

Business supervisor discusses potential
safety measures at job site
Student lists activities that are safety measures at occupational training or job placements
Student at job site identifies with adult/peer
activities that are safety measures on the job
Student lists with partner ways to practicejob safety measures on the job
Student explores and lists job safety measures on job sites with adult/peerStudent seeks assistance from adult/peer

8174 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

4. Exhibit job safety

Student practices with partner performing
appropriate job safety behaviors
Student seeks assistance from teacher

Student performs appropriate job safety
behaviors in community with a partner
Student seeks assistance from adult/peer

Domain: Occupational Guidance and Preparation
Competency 18: Developing and Maintaining Appropriate Work Skills and Behavior
Subcompetency 70: Work Cooperatively with Others
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify reasons for working
with others

HRM discusses reasons for working
cooperatively with others at occupational
training and job placements
Student role plays scenarios depicting
reasons for working cooperatively at
occupational training and job placements
Student develops list of reasons why it isimportant to work cooperatively withothers in occupational training and job
placements
Student develops poster/chart listingreasons for working cooperatively withothers in occupational training and job
placements
Student seeks assistance from teacher

Student speaks with HRM about reasons
for working cooperatively with others
at occupational training and job placements
Student provides, with adult/peer, five reasons for working cooperatively with others
at occupational training and job placements
Student discusses with personnel officer
reasons why it is important to work cooperatively with others at occupational training
and job placements
Student discusses with adult/peer reasons
for working cooperatively with others at
occupational training and job placements
Student seeks assistance from adult/peer

2. Practice working cooperatively
with others

Student pairs demonstrate how to work
cooperatively with others
Student role plays situations requiring thecooperation of coworkers
Student discusses what actions to takewhen problems between coworkers occur
Student practices working cooperatively
with coworkers
Student seeks assistance from teacher

Student lists situations that require working
cooperatively with others
Student lists appropriate actions to takewhen problems between coworkers occur
Student works cooperatively with coworkers
on job site
Student practices working cooperatively
with others while being reviewed by adult/
peer
Student seeks assistance from adult/peer

1.

Domain: Occupational Guidance and Preparation
Competency 18: Developing and Maintaining Appropriate Work Skills and Behavior
Subcompetency 71: Meet Work Quality and Quantity Standards
Objectives
1.

Identify reasons for work
quality standards

Training Activities
HRM discusses reasons for performing
to meet work quality standards at occupational training and job placements
ments
Student role plays scenarios depicting reasons for performing to meet work quality
standards at occupational training and job
placements

Home-/Community-Based Training Activities
Student speaks with HRM about reasonsfor performing to meet work quality standards at occupational training and job
placements
Student provides, with adult/peer, fivereasons for performing to meet work quality
standards at occupational training and job
placements

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 75

Student develops list of reasons why it isimportant to perform to meet work quality
standards in occupational training and job
placements
Student develops poster/chart listingreasons for performing to meet work
quality standards in occupational training
and job placements
Student seeks assistance from teacher

Student discusses with HRM reasons why it
is important to perform to meet work
quality standards at occupational training
and job placements
Student discusses with adult/peer reasonsfor performing to meet work quality
standards at occupational training and job
placements
Student seeks assistance from adult/peer

2. Identify reasons for work
quantity standards

HRM discusses reasons for performing tomeet work quantity standards at occupational training and job placements
Student role plays scenarios depicting
reasons for performing to meet work
quantity standards in occupational training
and job placements
Student develops list of reasons why it isimportant to perform to meet work quantity
standards in occupational training and job
placements
Student develops poster/chart listing reasons for performing to meet work quantity
standards in occupational training and job
placements
Student seeks assistance from teacher

Student speaks with HRM about reasonsfor performing to meet work quantity
standards at occupational training and job
placements
Student provides, with adult/peer, fivereasons for performing to meet work
quantity standards at occupational
training and job placements
Student discusses with HRM reasons why it
is important to perform to meet work
quantity standards at occupational training
and job placements
Student discusses with adult/peer reasonsfor performing to meet work quantity
standards at occupational training and job
placements
Student seeks assistance from adult/peer

3. Identify consequences of not
meeting work quality andquantity standards

Business supervisor discusses the consequences of not meeting work quality andquantity standards at occupational training and job placements
Student discusses the consequences of not
meeting work quality and quantity standards at occupational training and job
placements
Teacher discusses the consequences of not
meeting work quality and quantity standards at occupational training and job
placements
Student seeks assistance from teacher

Student visits business and supervisor
discusses the consequences of not meeting
work quality and quantity standards at
occupational training and job placements
Student lists the consequences of not meeting work quality and quantity standards at
occupational training and job placements
Student visits work site, interviews employers, and discusses the consequences ofnot meeting work standards at occupational
training and job placements
Student seeks assistance from adult/peer

4. Practice meeting work quality
and quantity standards

Student pairs discuss how to meet work
quality and quantity standards
Student role plays situations meeting
work quality and quantity standards
Student demonstrates what actions to taketo meet work quality and quantity standards
Student practices working to meet work
quality and quantity standards
Student seeks assistance from teacher

Student practices meeting work quality andquantity standards
Student lists appropriate actions to taketo meet work quality and quantity standards
Student works at meeting work quality andquantity standards on job site with supervisor
Student practices working to meet work
quality and quantity standards with coworker
Student seeks assistance from adult/peer

76 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

Domain: Occupational Guidance and Preparation
Competency 19: Matching Physical/Manual Skills to Occupational Training and Employment
Subcompetency 72: Demonstrate Fine Motor Dexterity in Occupational Training and Job Placements
Objectives
Identify need for good fine
motor dexterity in occupational
training and employment

Training Activities

Home-/Community-Based Training Activities

HRM discusses reasons for good fine
motor dexterity in occupational training
and job placements
Student role plays scenarios depicting
reasons for exhibiting good fine motor
dexterity in occupational training and job
placements
Student develops list of reasons why goodfine motor dexterity is important at occupational training and job placements
Student develops poster/chart listing reasons for exhibiting good fine motor dexterity at occupational training and job
placements
Student seeks assistance from teacher

Student speaks with HRM about reasonsfor good fine motor dexterity in occupational training and job placements
Student provides, with adult/peer, fivereasons for exhibiting good fine motor
dexterity at occupational training and job
placements
Student discusses with HRM reasons why
good fine motor dexterity is important at
occupational training and job placements
Student discusses with adult/peer reasonsfor exhibiting good fine motor dexterity at
occupational training and job placements
Student seeks assistance from adult/peer

2. Identify jobs in which fine
motor dexterity is critical

Student develops a list of jobs requiring
good fine motor dexterity
Guest speaker discusses the many jobs
requiring good fine motor dexterity
Student develops poster identifying 20
jobs requiring good fine motor dexterity
Student seeks assistance from teacher

Student visits jobs that require good fine
motor dexterity
Student visits several job sites and identifies
the jobs that require good fine motor dexterity
Student discusses with adult/peer several
jobs that require good fine motor dexterity
Student seeks assistance from adult/peer

3. Demonstrate fine motor
dexterity in occupational
training programs and/or
at job sites

Student pairs demonstrate how to perform
good fine motor dexterity at occupational
training and job placements
Student role plays situations demonstrating good fine motor dexterity
Student demonstrates what actions to taketo perform good fine motor dexterity at
occupational training and job placements
Student practices working to perform goodfine motor dexterity at occupational training and job placements
Student seeks assistance from teacher

Student practices demonstrating good fine
motor dexterity at occupational training
and job placements
Student lists appropriate actions to take todemonstrate good fine motor dexterity at
occupational training and job placements
Student works at demonstrating good fine
motor dexterity on job site with supervisor
Student practices working to meet goodfine motor dexterity with coworker
Student seeks assistance from adult/peer

4. Request assistance in developing fine motor dexterity inoccupational training and job
placements

HRM discusses sources for assistance indeveloping good fine motor dexterity
Student identifies to teacher sources forhelp in developing good fine motor
dexterity
Student role plays seeking help to improvefine motor dexterity
Student states how to seek help in improving fine motor dexterity
Student requests help for making improvements in fine motor dexterity
Student seeks assistance from teacher

HRM discusses sources for assistance indeveloping good fine motor dexterity
Student demonstrates an understanding of
seeking help in developing good fine motor
dexterity
Student requests assistance in developing
good fine motor dexterity
Student demonstrates an understanding of
seeking help to improve fine motor dexterity
Student seeks assistance from personnel
officer for developing good fine motor dexterity
Student seeks assistance from adult/peer1.

BEST COPY AVAILABLE

84

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 77

Domain: Occupational Guidance and Preparation
Competency 19: Matching Physical/Manual Skills to Occupational Training and Employment
Subcompetency 73: Demonstrate Gross Motor Dexterity in Occupational Training and Job Placements
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify need for gross motor
dexterity in occupational
training and employment

HRM discusses reasons for good grossmotor dexterity in occupational training
and job placements
Student role plays scenarios depicting
reasons for demonstrating good grossmotor dexterity at occupational training
and job placements
Student develops list of reasons why goodgross motor dexterity is important at occupational training and job placements
Student develops poster/chart listing reasons for having good gross motor dexterity at occupational training and job placements
Student seeks assistance from teacher

Student speaks with HRM about reasonsfor good gross motor dexterity in occupational training and job placements
Student provides, with adult/peer, fivereasons for demonstrating good grossmotor dexterity at occupational training andjob placements
Student discusses with personnel officer reasons why it is important to have good grossmotor dexterity at occupational training andjob placements
Student discusses with adult/peer reasonsfor having good gross motor dexterity at
occupational training and job placements
Student seeks assistance from adult/peer

2. Identify jobs in which grossmotor dexterity is critical

Student develops a list of jobs requiring
good gross motor dexterity
Guest speaker discusses the many jobs
requiring good gross motor dexterity
Student develops poster identifying 20
jobs requiring good gross motor dexterity
Student seeks assistance from teacher

Student visits jobs that require good grossmotor dexterity
Student visits several job sites and identifies
the jobs that require good gross motor dexterity
Student discusses with adult/peer several
jobs that require good gross motor dexterity
Student seeks assistance from adult/peer

3. Demonstrate gross motor
dexterity in occupational
training programs and/or
at job sites

Student pairs demonstrate how to exhibit
good gross motor dexterity at occupational training and job placements
Student role plays situations exhibiting
good gross motor dexterity
Student discusses what actions to take toexhibit good gross motor dexterity at
occupational training and job placements
Student practices working to exhibit goodgross motor dexterity at occupational
training and job placements
Student seeks assistance from teacher

Student practices exhibiting good grossmotor dexterity at occupational training andjob placements
Student lists appropriate actions to taketo exhibit good gross motor dexterity at
occupational training and job placements
Student works at meeting good gross motor
dexterity requirements on job site withsupervisor
Student practices working to meet goodgross motor dexterity requirements withcoworkerStudent seeks assistance from adult/peer

4. Request assistance in developing gross motor dexterity inoccupational training and job
placements

HRM discusses sources for assistance indeveloping good gross motor dexterity
Student identifies to teacher sources forhelp in developing good gross motor
dexterity
Student role plays seeking help to improvegross motor dexterity
Student states how to seek help in improving gross motor dexterity
Student requests help for making improvements in gross motor dexterity
Student seeks assistance from teacher

HRM discusses sources for assistance indeveloping good gross motor dexterity
Student demonstrates an understanding of
seeking help to improve gross motor dexterity
Student requests assistance in developing
good gross motor dexterity
Student demonstrates an understanding of
seeking help in developing good grossmotor dexterity
Student seeks assistance from HRM forfor developing good gross motor dexterity1.

78 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

Domain: Occupational Guidance and Preparation
Competency 19: Matching Physical/Manual Skills to Occupational Training and Employment
Subcompetency 74: Demonstrate Sensory Discrimination in Occupational Training and Job Placements
Objectives

Training Activities

Home-/Community-Based Training Activities

I. Demonstrate size and shapediscrimination

Student pairs demonstrate how to perform
size and shape discrimination at occupational training and job placements
Student role plays performing in situations
where size and shape discrimination isrequiredStudent discusses what actions to take toperform size and shape discrimination
tasks at occupational training and job
placements
Student practices working to perform sizeand shape discrimination tasks at occupational training and job placements
Student seeks assistance from teacher

Student practices performing size and shapediscrimination tasks at occupational training
and job placements
Student lists appropriate actions to taketo perform size and shape discrimination
tasks at occupational training and job
placements
Student works at meeting size and shape discrimination requirements on job site withsupervisor
Student practices working to meet size andshape discrimination requirements withcoworkerStudent seeks assistance from adult/peer

2. Demonstrate color discrimina-

Student pairs discuss how to perform color
discrimination tasks at occupational training and job placements
Student role plays performing in situations
requiring color discrimination
Student discusses what actions to take toperform color discrimination tasks at occupational training and job placements
Student practices working to perform
color discrimination tasks at occupational
training and job placements
Student seeks assistance from teacher

Student practices performing color discrimination tasks at occupational training and job
placements
Student lists appropriate actions to take toperform color discrimination tasks at occupational training and job placements
Student works at meeting color discrimination requirements on job site with supervisor
Student practices working to meet color
discrimination requirements with coworker
Student seeks assistance from adult/peerStudent pairs discuss how to perform
auditory discrimination tasks at occupational training and job placements
Student role plays performing in situations
requiring auditory discrimination
Student discusses what actions to take toperform auditory discrimination tasks at
occupational training and job placements
Student practices working to perform
auditory discrimination tasks at occupational training and job placements
Student seeks assistance from teacher

Student practices performing auditory discrimination tasks at occupational training
and job placements
Student lists appropriate actions to take toperform auditory discrimination tasks at
occupational training and job placements
Student works at meeting auditory discrimination requirements on job site with supervisor
Student practices working to meet auditory
discrimination requirements with coworker
Student seeks assistance from adult/peerStudent pairs discuss how to perform sensory discrimination tasks at occupational
training and job placements
Student role plays performing in situations
requiring sensory discrimination
Student demonstrates what actions to taketo perform sensory discrimination tasks
at occupational training and job placements

Student practices performing sensory discrimination tasks at occupational training
and job placements
Student lists appropriate actions to take toperform sensory discrimination tasks at
occupational training and job placements
Student works at meeting sensory discrimination requirements on job site with supervisortion

3. Demonstrate auditory discrimination

4. Demonstrate adequate sensory
discrimination in occupational
training and job placements

86

INSTRUCTIONAL IMPLEMENTATION STRATEGIES / 79

5. Request assistance in developing size, shape, color, auditory,
and sensory discrimination in
occupational training and job
placements

Student practices working to perform sensory discrimination tasks at occupational
training and job placements
Student seeks assistance from teacher

Student practices working to meet sensory
discrimination requirements with coworker
Student seeks assistance from adult/peer

HRM discusses sources for assistance indeveloping size, shape, color, auditory,
and sensory discrimination
Student identifies sources for help indeveloping size, shape, color, auditory,
and sensory discrimination to teacher
Student role plays seeking help to improvesize, shape, color, auditory, and sensory
discrimination
Student states how to seek help in improving size, shape, color, auditory, and sensory discrimination
Student requests help for making improvements in size, shape, color, auditory, andsensory discrimination
Student seeks assistance from teacher

HRM discusses sources for assistance indeveloping size, shape, color, auditory,
and sensory discrimination
Student demonstrates an understanding of
seeking help to improve size, shape, color,
auditory, and sensory discrimination
Student requests assistance in developing
size, shape, color, auditory, and sensory
discrimination
Student demonstrates an understanding of
seeking help in developing size, shape,
color, auditory, and sensory discrimination
Student seeks assistance from personnel
officer for developing size, shape, color,
auditory, and sensory discrimination
Student seeks assistance from adult/peer

Domain: Occupational Guidance and Preparation
Competency 19: Matching Physical/Manual Skills to Occupational Training and Employment
Subcompetency 75: Demonstrate Stamina and Endurance
Objectives

Training Activities

Home-/Community-Based Training Activities

Identify need for stamina andendurance in occupational
training programs and job
placements

HRM discusses reasons for good stamina
and endurance in occupational training
and job placements
Student role plays scenarios depicting reasons for good stamina and endurance at
occupational training and job placements
Student develops list of reasons why goodstamina and endurance are important at
occupational training and job placements
Student develops poster/chart listing reasons for having good stamina and endurance at occupational training and job
placements
Student seeks assistance from teacher

Student speaks with HRM about reasonsfor good stamina and endurance in occupational training and job placements
Student provides, with adult/peer, five reasons for good stamina and endurance at
occupational training and job placements
Student discusses with HRM reasons why
it is important to have good stamina andendurance at occupational training andjob placements
Student discusses with adult/peer reasonsfor good stamina and endurance at occupational training and job placements
Student seeks assistance from adult/peer

2. Identify jobs in which stamina
and endurance are critical

Student develops a list of jobs requiring
good stamina and endurance
Guest speaker discusses the many jobs requiring good stamina and endurance
Student develops poster identifying 20
jobs requiring good stamina and endurance
Student seeks assistance from teacher

Student visits jobs that require good stamina
and endurance
Student visits several job sites and identifies
the jobs that require good stamina and endurance
Student discusses with adult/peer several
jobs that require good stamina and endurance
Student seeks assistance from adult/peer

1.

80 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

3. Work at demonstrating satisfactory stamina and endurance
in occupational training
programs and job placements

Student practices working to build up
stamina and endurance in simulated occupational settings
Student pairs demonstrate how to performtasks requiring good stamina and endurance at occupational training and job placements
Student role plays situations requiring
good stamina and endurance
Student demonstrates what actions to taketo perform tasks requiring good stamina
and endurance at occupational training andjob placements
Student practices working to perform tasks
requiring good stamina and endurance at
occupational training and job placements
Student seeks assistance from teacher

Student practices working to build up stamina and endurance in occupational training
programs and job placements
Student practices performing tasks requiring
good stamina and endurance at occupational
training and job placements
Student lists appropriate actions to take toto perform tasks requiring good stamina
and endurance at occupational training andjob placements
Student works at meeting good stamina andendurance requirements on job site withsupervisor
Student practices working to meet goodstamina and endurance requirements withcoworkerStudent seeks assistance from adult/peer

4. Request assistance in developing satisfactory stamina andendurance in occupational
training and job placements

HRM discusses sources for assistance indeveloping good stamina and endurance
Student identifies sources for help in developing good stamina and endurance toteacher
Student role plays seeking help to improvestamina and endurance
Student states how to seek help in improving stamina and endurance
Student requests help for making improvements in stamina and endurance
Student seeks assistance from teacher

HRM discusses sources for assistance indeveloping good stamina and endurance
Student demonstrates an understanding of
seeking help to improve stamina and endurance
Student requests assistance in developing
good stamina and endurance
Student demonstrates an understanding of
seeking help in developing good stamina
and endurance
Student seeks assistance from personnel
officer for developing good stamina andendurance
Student seeks assistance from adult/peer

Domain: Occupational Guidance and Preparation
Competency 20: Training for Occupational Choices
There are no specific subcompetencies, since they depend on the specific occupational choice being taught.

88

3. Assessment and Instructional
Planning Strategies

INTRODUCTION
Assessment of the 20 major competencies and 75 subcompetencies is a critical process in the implementation of the
LCCE Modified Curriculum. It not only provides information regarding what competencies and subcompetencies

have been acquired, but also determines where to begin
instruction and whether or not competence was achieved
after instruction/training. The field-tested competencies andsubcompetencies were established to address the transition-

al outcomes of students with moderate disabilities. The
related behavioral objectives represent tasks which the student should be able to perform to demonstrate acquisition
and mastery of the subcompetencies that ultimately lead tomastery of the competency. These objectives provide a comprehensive set of transitional goals and outcomes for thispopulation.
In a competency-based curriculum, mastery and acquisition can best be measured by comparing students to them-selves, as opposed to comparing them to other students.
This is especially important in meeting the individual needsof students with moderate disabilities. The major assessment instrument suggested for use in preparing to implement the LCCE Modified Curriculum is the Competency
Rating Scale-Modified (CRS-M). The CRS-M was developed as a systematic approach to organizing and standardiz-ing the assessment of students in the LCCE Modified
Curriculum program. The CRS-M Manual, presented inAppendix A, provides a detailed explanation of the CRS-M

instrument and the procedures for administering it. The
Manual may be copied for use in home and community settings.

The CRS-M is a rating scale built around the 20 competencies and 75 subcompetencies of the curriculum. The 75
subcompetencies serve as the actual assessment rating items.
The Manual presents the criteria (objectives) for judging student mastery of a subcompetency. These criteria are to be
rated by at least three individuals who are knowledgeable
about the student's performance on the subcompetencies.
The use of the specific objectives and rating values is intended to enhance the reliability and validity of the ratings.
Descriptions of who should do the rating, criteria for rat-

ing, when rating should be done, a rating key defining
numerical rating values, and CRS-M Record Forms forrecording and summarizing ratings as well as recording
demographic data are all included in the CRS-M Manual.
CRS-M users are encouraged to perform an initial rating to
be followed by a readministration at least every 2 years. The
rater can assign a rating of the degree of mastery (0 = Not
Competent, 1 = Partially Competent, and 2 = Competent)
for each subcompetency based on the objective's criteria.
Ratings are recorded and summarized on the appropriate
CRS-M Record Forms (see Appendix B). Results of CRSM ratings can be used to develop individualized transitional
goals and objectives and to measure students' transitional
outcomes success.
This technique for assessing mastery of the curriculum is

unique in that it offers a measure of LCCE Modified
Curriculum transition competency outcomes. Thus, we
believe that educators, parents, and community support per-sonnel will find it useful in their efforts to provide transitional programming to individuals with moderate disabilities.

8981

82 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESINDIVIDUALIZED EDUCATION PROGRAM (IEP)
The Education for All Handicapped Children Act of 1975
(P.L. 94-142) mandated the establishment of an IEP for
every student with a disability. In 1990, P.L. 101-476 gave

this Act a new title, The Individuals with Disabilities
Education Act (IDEA). One of the most important provisions was a mandate that every eligible student have transition services incorporated into his or her IEP no later thanage 14 or as early as the initial IEP. It may be appropriate toinclude a statement of the interagency responsibilities orlinkages in the IEP before the student leaves the school set-ting. In an attempt to assist educators in fulfilling thisrequirement, a suggested IEP structure and form for including transition services is presented in this chapter. This formin Appendix C serves as an illustration of how the LCCE
approach can be integrated into an IEP or individual transition program (ITP) format. State and local education agencies will have their own forms and requirements. The LCCEIEP form consists of the following sections:
Present Level of Educational Performance
Annual Goals
Specific Educational Services Needed
Short-Term Individual Objectives
Dates and Lengths of Times of SpecificEducational Services
Section VI:
Extent of Participation in Regular Program
Section VII: Placement Justification
Section VIII: Individuals Responsible for Implementation
Section I:
Section II:
Section III:
Section IV:
Section V:

Section IX:
Section X:

Evaluation Criteria, Procedures, andSchedule
Day, Location, and Time of Next IEP
Conference

The CRS-M can be used in both the development andevaluation of the functional skills/transition component of
the IEP. For example, the present level of educational performance in Section I can be partly determined by the CRSM results. The annual functional skills /transition goals for
Section II can be chosen from the 20 competencies.
The specific educational services in Section III can beselected from the 75 subcompetencies as well as from othersources. The short-term objectives in Section IV can also be
selected from the 75 subcompetencies. The CRS-M can beused to evaluate the degree of mastery of these short-term
objectives, since the CRS-M items are identical to the subcompetencies. Section IX can be completed using CRS-M
behavioral criteria/objectives. The CRS-M is an appropriate
evaluation measure. Thus, an IEP with functional skills andtransition components can be constructed from the LCCE
Modified Curriculum competencies and subcompetencies
from the information provided on the CRS-M.
The assessment and instructional planning processes are
critical for determining the student's needs in preparing to
make the transition from school to work and community living. The LCCE Modified Curriculum's CRS-M and IEP arevaluable tools for assisting students with moderate disabilities in achieving a successful transition outcome.

90

Appendix A
Competency Rating Scale-Modified(CRS-M) for Life Centered Career
Education (LCCE) Modified
Curriculum for Individuals with
Moderate Disabilities

INTRODUCTION
The Life Centered Career Education (LCCE) curriculum is
a competency-based approach. There are 22 competencies

in the original LCCE Curriculum (Brolin, 1974) and 20
competencies in the LCCE Modified Curriculum (Loyd &Brolin, 1997) that have been identified as necessary forachieving successful adult adjustment for students with mild
or moderate disabilities. These competencies have been broken down further into subcompetencies and their objectives.
The Competency Rating Scale-Modified (CRS-M) provides
users with a systematic means of assessing student masteryof the subcompetencies. This manual furnishes the criteria/objectives for rating students' performance and masteryof each of the 75 subcompetencies making up the LCCE

Modified Curriculum for Individuals with Moderate

formance and behavior, it is necessary that all raters employ
the same criteria when making judgment decisions. This is
critical if the user intends to make comparisons of the student's performance or behavior over time.

This manual is divided into four sections. Section I
describes the rating key and how to rate student performance and behavior. Section II explains the use of the
CRS-M Form. Section III presents explanations and behavioral criteria/objectives for the subcompetencies. Section IV
describes the interpretation of CRS-M results.
The task of evaluating the performance of students withmoderate disabilities in any functional academic area is adifficult one. This task becomes increasingly more difficultfor educators dealing with the transitional education ofthese students.

Disabilities.
The user completes the CRS-M by judging the student's
mastery of the subcompetencies using the performance cri-

SECTION IRATING STUDENT PERFORMANCE

teria/objectives presented in Section III of this manual.

The CRS-M provides three alternative ratings for student

Since the CRS-M requires judgments regarding student per-performance on each subcompetency. There are three

The Rating Key

91

83

84 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

sources from which the user can draw information to establish the rating for a given subcompetency. The most valid
evaluation is the rater's personal observation of the student's
performance and behavior. Ratings from other personnel
who have observed the student's performance and behavior
are less valid, but acceptable. Finally, the student's personalassessment of her or his performance and behavior is theleast valid, but it may be of some assistance in identifying
the student's personal perceptions of abilities.
When sufficient information exists to rate a subcompetency, one of the following ratings should be selected:
0=

Not Competent. The student is unable to perform
any of the behavioral criteria/objectives for thesubcompetency. This rating should be used for students who, in the judgment of the rater, cannot be
expected to perform this subcompetency satisfac-

torily and who would need support in normalized/integrated environments. This student needs
additional training, or, if such training is not available, will need the support of some advocate oragency personnel to partially or fully participate inactivities requiring the subcompetency skills.
1=

Partially Competent. The student is able to perform at least one but not all of the behavioral criteria/objectives for the subcompetency. This rating
should be used for students who, in the judgmentof the rater, can be expected to perform this subcompetency partially or fully in integrated or normalized environments with the support of an advocate or agency personnel.
=

Competent. The student is able to perform all of
the behavioral criteria/objectives for the subcompetency. This rating should be used when the rateris confident that the student can satisfactorily perform this subcompetency in integrated or normalized environments.

NR =Not Rated. The rater feels that she or he is unable
to rate the student's performance at this time. Thismay be due to a lack of time to collect sufficient2

information about the student's performance or
behavior or lack of information to validate a rating.

If the student leaves formal education without a competent rating (2) for a subcompetency, then he or she shouldseek additional training (advocates or community agencies)
and/or request necessary support. A unique feature in thiscurriculum is that for each of the subcompetencies students
are taught to seek assistance and support when needed. This
student empowerment strategy has been embedded into thecurriculum to prepare the student to request supports necessary for integration into normalized environments.

The Rater
Optimally, the same individual should rate a student's performance and behavior for all of the subcompetencies in aparticular domain. However, it is also recommended that
others who are knowledgeable about the student's performance and behavior rate the student. These can include parents, previous teachers/trainers, community agency personnel, and/or siblings. It may be necessary to have several
raters complete the rating scale. If this occurs, then it is recommended that each rater complete at least one of the three
LCCE domains. Each completed rating scale should be dis-cussed with the student's support team and used to help
complete the student's individualized education program(IEP), or individualized work rehabilitation plan (IWRP), or
individualized habilitation plan (IHP).

Rating Intervals
Space is provided on Section II of the CRS-M Record Form(see Appendix B) for seven ratings. It is suggested that the

CRS-M be administered prior to the first IEP conference
and each 2 years thereafter. These forms can be duplicatedand ratings completed as often as necessary.

SECTION IIUSING THE CRS-M RECORD FORM
The CRS-M Record Form is separated into three sections
corresponding to the three functional curriculum domains:
Daily Living Skills, Personal-Social Skills, and Occupational Guidance and Preparation. Although it is best to complete the CRS-M all at one time, each domain can be administered independently. As noted in Section I of this manual,
it is desirable that one individual rate all subcompetencies ina particular domain. The blank CRS-M Record Form presented in Appendix B may be used as a master for duplication.

Identifying Information
The CRS-M Record Form provides space to record the student's name, date of birth, and sex. Space is also provided
for the name and address of the student's school.

Directions
The directions for the CRS-M Record Form indicate that theuser should choose one of the four possible ratings for eachsubcompetency. The numerical ratings should be recordedin the space to the right of the subcompetency. The NR rating should be assigned to items that are not rated. The sub-92

COMPETENCY RATING SCALE-MODIFIED / 85competencies are listed on the left side of the CRS-M
Record Form and are grouped under the competencies.
Space is provided at the head of each rating column torecord the rater's name(s), the student's grade level, and thedate(s) of the rating period. If the ratings are completed in asingle day, only that date need be recorded. However, if theratings require more than 1 day, the user should record boththe beginning and ending dates. It is recommended that ratings be completed as quickly as possible (i.e., I day to 1
week).
Note that Competency 20 in the Occupational Guidanceand Preparation domain has no subcompetencies. Space isprovided following Competency 20 to list specific occupational skill training the student is receiving. The rater shouldrate this training in the same manner as the other subcompetencies by treating the skill training as a subcompetency.
Space is also provided following the list of subcompetencies for the total possible score if a student were assigned
the highest rating for each subcompetency in a domain. Thisvalue is determined by omitting Competency 20 from thecalculations. The total possible score can be calculated bycounting the number of rated items (N) and multiplying by
the highest possible rating (2). Thus, total possible score(TPS) = N X 2. To the right of the total possible score, space
is provided to record the student's total actual score (TAS),
which is the sum of the ratings for all rated items. Space isprovided below the TAS to record the average score per item(AS). The AS is calculated by dividing the TAS by N; thus,

be assigned to each subcompetency (item) based on thenumber of criteria/objectives that the student is able to perform for each subcompetency.
DAILY LIVING SKILLS

1. Managing MoneyI.

I. Identify coins
2. Count sums of up to five coins from stacks of pennies,
nickels, dimes, quarters, and half dollars
3. Identify bills up to $20
4. Count currency with sums less than $20
2. Make Purchases
1. Select appropriate item
2. Recognize and request assistance
3. Locate cashier
4. Calculate and give appropriate purchase amount
5. Receive purchase and change
3.

administration since the number of rated items may varywith each administration. The cumulative TAS can be calculated by the TASs from the three domains. The cumulative AS can be calculated by adding the ASs from the threedomains and dividing by three. Thus, the user can evaluate
performance and behavior for each domain as well as thethree domains combined. There is space provided for comments at the end of each record form.

3. Calculate daily/weekly/monthly expenses to personal
income4. Compare expenses to date with remaining personal
income5. Perform Banking Skills

1. Open checking account
2. Open savings account
3. Write checks and record transactions
4. Make deposits and record transactions
5. Request banking assistance
6. Use check cashing cards/services
2. Selecting and Maintaining Living Environments
6.

7.

SECTION III-BEHAVIORAL CRITERIA/OBJECTIVES FOR RATING SUBCOMPETENCIES
A list of the 75 subcompetencies grouped into the threefunctional curriculum domains follows. Each subcompetency is described conceptually and further defined by behavioral criteria/objectives. As discussed in Section I, the rater
should compare student performance to the behavioral cri-

teria/objectives for each subcompetency to determine thedegree of mastery. The ratings from the rating key can thenUse Vending Machines

I. Select appropriate coins
2. Operate vending machines
3. Receive vending machine purchase and change
4. Recognize and request assistance as needed
4. Budget Money
1. Identify weekly personal income
2. Identify weekly and/or monthly expenses

AS = TAS ± N. Space is provided at the end of the
Occupational Guidance and Preparation section for a cumulative total possible score, a cumulative total actual score,
and a cumulative average score. The cumulative TPS can becalculated by adding the TPSs for the three domains. Note:
The TPS and cumulative TPS must be calculated for each

Count Money

Select Appropriate Community Living Environments
1. Identify available living environments
2. Choose appropriate living environments
3. Identify procedures for renting and connecting utilities
Maintain Living Environment
1. Identify routine cleaning tasks
2. Plan daily/weekly cleaning routine
3. Identify and use common household cleaning products
4. Identify and demonstrate safe use of household cleaningproducts
5. Perform daily/weekly cleaning routine

6. Identify when and where to obtain common household
8.

cleaning products
Use Basic Appliances and Tools

1. Identify common household appliances and tools andtheir uses

93

86 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

2. Demonstrate appropriate use of common household
appliances and tools
3. Identify safety procedures when using household appliances and tools
4. Request appropriate assistance for household repair tasks
9. Set Up Personal Living Space
1. Identify and select personal living space
2. Identify and select personal living furnishings
3. Arrange personal living space19.

1. Construct shopping list from weekly word or picture
menu

20.

3. Caring for Personal Health
10.

11.

12.

13.

14.

15.

Perform Appropriate Grooming and Hygiene
1. Identify grooming products and where to obtain them
2. Identify and practice body care skills
3. Identify and practice oral/dental hygiene skills
4. Identify and practice hair care skills
5. Identify and practice toileting skills
Dress Appropriately
1. Select clothing for different weather conditions
2. Select clothing for different activities
3. Select and coordinate well-fitting clothing
4. Maintain neat appearance
Maintain Physical Fitness
1. Identify physical exercises/activities
2. Practice physical exercises/activities daily
Recognize and Seek Help for Illness
1. Identify signs/symptoms of common illnesses/diseases
2. Contact medical assistance
Practice Basic First Aid
1. Perform basic first aid measures
2. Identify emergency situations
3. Contact emergency assistance
4. Follow emergency procedures
Practice Personal Safety
I. Identify situations that are dangerous in the home, community, and at work
2. Identify safety precautions to avoid personal injury in thehome, community, and at work
3. Identify self-protection procedures
4. Practice precautions when dealing with strangers

4. Developing and Maintaining Appropriate
Intimate Relationships
Demonstrate Knowledge of Basic Human Sexuality
1. Identify basic male and female sexual differences
2. Describe the human reproduction process
3. Discuss personal responsibilities/behaviors
17. Demonstrate Knowledge of Appropriate Dating Behavior
1. Identify the physical needs of dating
2. Identify the social-emotional needs of dating
3. State parents'/guardians' position on dating/dating behavior

16.

5. Eating at Home and in the Community
18. Plan Balanced Meals

1. Identify the four basic food groups
2. Identify appropriate foods eaten at typical daily meals
3. Plan weekly menu

Purchase Food

21.

22.

23.

2. Locate food items on list
3. Recognize and request assistance as needed
4. Locate cashier
5. Calculate and give appropriate purchase amount
6. Receive purchase and change
Prepare Meals
1. Identify food preparation procedures
2. Identify and demonstrate use of basic kitchen tools andappliances
3. Select recipe
4. Collect foods and utensils listed on recipe
5. Follow simple recipe
Demonstrate Appropriate Eating Habits
1. Demonstrate table setting
2. Demonstrate appropriate serving of food
3. Demonstrate appropriate eating manners
Demonstrate Meal Clean-Up and Food Storage
1. Demonstrate meal clean-up procedures
2. Identify signs of food spoilage
3. Demonstrate waste disposal procedures
4. Sort food into storage groups
5. Demonstrate appropriate food storage
Demonstrate Appropriate Restaurant Dining
1. Identify types of restaurants
2. Estimate meal costs and bring sufficient money to dineout
3. Order from wall/printed menus
4. Demonstrate eating manners
5. Pay bill and tip appropriately

6. Cleaning and Purchasing Clothing
24.

Wash/Dry Clothes
1. Identify types and uses of laundry products
2. Sort clothing by temperature, load, and colors
3. Load clothes

4. Add detergent
5. Set temperatures and load settings
6. Start washing machine
7. Remove clothes at end of washing cycle and hang nondryable clothes up to dry
8. Load washed clothes in dryer
9. Set temperature and time dials
10. Start dryer
1 1 . Remove clothes from dryer and hang or fold at end ofdrying cycle
12. Store clothes
13. Perform any upkeep procedures
14. Perform washing/drying clothes at laundromat
25. Buy Clothes
1. Identify basic clothing needs
2. Identify size, color, and style of clothing needed

3. Estimate clothing costs and bring money for clothingneeds
4. Identify appropriate clothing store
5. Locate appropriate store department
6. Request assistance from store clerk

94

COMPETENCY RATING SCALE-MODIFIED / 87

7. Select clothing item(s)8. Check fit of clothing item(s)9. Locate cashier10. Calculate and give appropriate purchase amount
11. Receive purchase and change
7. Participate in Leisure/Recreational Activities
26. Identify Available Community Leisure/Recreational

Activities
1. Identify types of individual leisure/recreational activities

2. Identify types of group leisure/recreational activities

3. Locate equipment and facilities of leisure/recreational
activities
27. Select and Plan Leisure/Recreational Activities

1. Identify personal leisure/recreational activities and interests

2. Identify costs, time, and physical requirements ofleisure/recreational activities
3. Develop weekly schedule of leisure/recreational activities
28. Participate in Individual and Group Leisure/Recreational
Activities
1. Identify and obtain necessary equipment
2. Identify and follow rules of leisure/recreational activities
29. Select and Participate in Group Travel
1. Identify travel interests
2. Identify travel possibilities
3. Identify expenses and resources needed for travel
4. Request assistance in travel planning
5. Demonstrate appropriate travel behavior
8. Getting Around in the Community
30. Follow Traffic Rules and Safety Procedures

1. Identify common traffic and safety signs and rules
2. Practice following common traffic and safety signs andrules
31. Develop and Follow Community Access Routes

1. Identify routinely used community locations
2. Plan and practice following important community routes
3. Request assistance as needed
32. Access Available Transportation
1. Identify modes of transportation in the community
2. Identify requirements of each mode of community transportation
3. Practice using modes of community transportation
4. Request assistance for using modes of community transportation
5. Identify and develop strategies for coping with disruption
in primary community transportation modePERSONAL-SOCIAL SKILLS

2. Identify ways to express emotions
3. Practice appropriate ways to express emotions
4. Request assistance for coping with emotions
35. Display Self-Confidence and Self-Worth
1. Identify positive aspects of people in general
2. Identify positive aspects of self
3. Practice displaying self-confidence and self-worth
36. Demonstrate Giving and Accepting Praise and Criticism
1. Identify critical statements
2. Identify statements of praise
3. Identify appropriate/inappropriate responses to criticism
4. Identify appropriate/inappropriate responses to praise
5. Respond to accepting criticism
6. Respond to receiving praise

10. Exhibiting Socially Responsible Behavior
37. Demonstrate Appropriate Behavior
1. Identify appropriate/inappropriate behavior at home
2. Identify appropriate/inappropriate behavior at work

3. Identify appropriate/inappropriate behavior at training
programs

4. Identify appropriate/inappropriate behavior in the community

5. Practice appropriate behavior at home
6. Practice appropriate behavior at work
7. Practice appropriate behavior at school/training program
8. Practice appropriate behavior in the community
38. Identify Current and Future Personal Roles
1. Identify current personal roles
2. Identify possible future personal roles
3. Describe how personal roles differ from those of significant others
4. Describe how personal roles interact with others' roles
39. Demonstrate Respect for Others' Rights and Property
1. Identify personal property and rights of others

2. Identify reasons for respecting personal property andrights of others
3. Practice respecting others' personal property and rights
4. Identify actions for borrowing items
5. Identify actions when others' personal property has beendamaged6. Identify actions when others' personal rights have been
violated
40. Demonstrate Respect for Authority
1. Identify authority figures
2. Identify roles of authority figures
3. Identify consequences of not respecting authority
4. Practice respecting authority
41. Demonstrate Ability to Follow Directions/Instructions
1. Identify importance of following authority directions/
instructions

2. Identify actions of not following authority directions/

9. Acquiring Self-Identity
33. Demonstrate Knowledge of Personal Interests and Abilities

1. Identify and describe personal interests
2. Identify and describe personal abilities
34. Demonstrate Appropriate Responses to Emotions
1. Identify different emotions

instructions
3. Practice following authority directions/instructions
42. Demonstrate Appropriate Citizen Rights andResponsibilities
1. Identify community services available to citizens
2. Locate community services available to citizens

BEST COPY AVAILABLE

95

88 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

3. Identify major rights of citizens
4. Identify major responsibilities of citizens
5. Identify citizens' duties to governments
6. Practice being a good citizen
43. Identify How Personal Behavior Affects Others
1. Identify how personal behavior can affect others
2. Identify cues others provide when personal behavior isinappropriate
3. Describe ways to change inappropriate behavior

11. Developing and Maintaining Appropriate
Social Relationships
44. Develop Friendships

1. Identify why friendship is important
2. Identify characteristics of friendship
3. Describe how to select a friend
4. Practice developing friends
45. Maintain Friendships
1. Identify ways to keep and lose friends
2. Identify how to select a date
3. Identify procedures for dating

4. Identify appropriate responses to intimacy with closefriends
5. Practice maintaining friendships
12.

Exhibiting Independent Behavior

46. Set and Reach Personal Goals

1. Identify the importance of setting personal goals
2. Identify how to set goals
3. Identify reasons to reach goals
4. Identify how to modify/revise goals
5. Practice setting and meeting goals
47. Demonstrate Self-Organization
1. Identify routine daily activities
2. Develop plan of daily activities
3. Identify areas of responsibility in personal life
4. Identify importance of organizing personal activities
5. Practice daily self-organization
6. Request assistance with self-organization.
48. Demonstrate Self-Determination
1. Identify importance of practicing self-determination
2. Practice self-determination
3. Request assistance with self-determination

13. Making Informed Decisions
Identify Problems/Conflicts
1. Identify personal problems/conflicts
2. Identify why personal problems/conflicts exist
3. Request assistance in identifying personal problems/conflicts
50. Use Appropriate Resources to Assist in Problem Solving
1. Identify situations in which individuals need advice49.

2. Identify available sources for providing assistance inresolving personal problems/conflicts
3. Identify outcomes of seeking help in resolving personal
problems/conflicts

4. Seek appropriate sources in helping to resolve personal
problems/conflicts
51. Develop and Select Best Solution to Problems/Conflicts

1. Identify solutions to personal problems/conflicts

2. Select best solutions developed to personal problems/
conflicts
3. Seek assistance in helping to develop and select best solutions to personal problems/conflicts

4. Practice developing and selecting best solutions to personal problems/conflicts
52. Demonstrate Decision Making
1. Identify importance of making decisions
2. Identify steps in making informed decisions
3. Seek help in making decisions

14. Communicating with Others
53. Demonstrate Listening and Responding Skills

1. Identify the importance of listening and responding
2. Identify appropriate listening techniques
3. Identify appropriate responding techniques
4. Practice attentive listening and responding
54. Demonstrate Effective Communication
1. Identify modes of communication
2. Identify appropriate speaking methods
3. Identify inappropriate speaking methods
4. Identify methods of expressing needs and feelings
5. Identify appropriate techniques of communicating on thetelephone
6. Identify nonverbal cues and communication skills
7. Practice effective communication
55. Communicate in Emergency Situations
1. Identify signs of an emergency situation

2. Identify appropriate authorities to contact in different
emergency situations
3. Practice communicating in emergency situations

OCCUPATIONAL GUIDANCE AND PREPARATION

15. Exploring and Locating Occupational Training
and Job Placement Opportunities
56. Identify Rewards of Working

1. Identify the importance of working
2. Discuss the rewards for working
3. Identify the reasons some jobs pay more than others
4. Identify personal needs that are met through work
5. Identify how work is part of one's personal identity
6. Identify ways workers contribute to society
7. Identify ways society rewards different types of jobs
57. Locate Available Occupational Training and Job Placement
Possibilities
1. Identify sources for locating occupational training andjob placement information
2. Discuss different types of occupational training possibilities

3. Identify general job placement possibilities
4. Identify general training possibilities

96

COMPETENCY RATING SCALE-MODIFIED / 89

5. Practice locating available occupational training possibilities

6. Request assistance for locating occupational training possibilities

16. Making Occupational Training and
Job Placement Choices

4. Request help in preparing and interviewing for occupational training and job placements
65. Make Adjustments to Changes in Employment Status
1. Identify potential problems encountered in occupational
training and job placements
2. Identify potential solutions to problems encountered in
occupational training and job placements
3. Identify factors that determine successful work adjustment
4. Identify factors that determine unsuccessful work adjustment
5. Identify reasons for occupational training or employmentchanges or termination
6. Identify factors relating to being promoted in jobs

58. Demonstrate Knowledge of Occupational Interests

1. Identify occupational interests

2. Discuss types of jobs matching personal occupational
interests
3. Request assistance regarding matching jobs with personal occupational interests
59. Demonstrate Knowledge of Occupational Strengths and7. Request assistance in making changes in employment
statusWeaknesses

1. Identify occupational strengths and weaknesses
2. Discuss jobs matching personal occupational strengths
3. Request assistance regarding matching jobs with personal occupational strengths
60. Identify Possible and Available Jobs Matching Interests andStrengths
1. Identify jobs of interest

18. Developing and Maintaining Appropriate
Work Skills and Behavior
66. Perform Work Directions and Meet Requirements

1. Identify the importance of following directions and meeting requirements

2. Perform a series of tasks in response to verbal instruc-

2. State jobs of interest that match personal occupational
strengths and weaknesses
3. Discuss job-related requirements of jobs matching personal occupational interests
61. Plan and Make Realistic Occupational Training and Job
Placement Decisions
1. Identify occupational training and job placement options
2. Develop plan to meet identified occupational training andjob placement options
3. Request assistance to help plan and make realistic occupational training and job placement choices
62. Develop Training Plan for Occupational Choice
1. Identify steps in developing occupational choice trainingplan
2. Develop occupational choice training plan

17. Applying for and Maintaining Occupational Training
and Job Placements
63. Apply for Occupational Training and Job Placements
1. Identify steps in applying for occupational training andjob placements
2. Collect and develop personal data card for completing
application forms
3. Complete applications for occupational training and job
placements
4. Request assistance in applying for occupational training
and/or job placements
64. Interview for Occupational Training and Job Placements
1. Identify appropriate interview skills for occupational
training and job placements
2. Practice mock interviews for occupational training andjob placements

3. Practice interviews for occupational training and job
placements

tions
67. Maintain Good Attendance and Punctuality

1. Identify reasons for good attendance and punctuality

2. Identify actions to take for tardiness or absence fromwork

68. Respond Appropriately to Supervision
1. Identify appropriate behavior when being supervised
2. Exhibit appropriate response to supervision
69. Demonstrate Job Safety
1. Identify the importance of job safety
2. Identify potential job hazards
3. Identify safety measures in job choices
4. Exhibit job safety
70. Work Cooperatively with Others
1. Identify reasons for working with others
2. Practice working cooperatively with others
71. Meet Work Quality and Quantity Standards
1. Identify reasons for work quality standards
2. Identify reasons for work quantity standards
3. Identify consequences of not meeting work quality andquantity standards
4. Practice meeting work quality and quantity standards

19. Matching Physical/Manual Skills to Occupational
Training and Employment
72.

Demonstrate Fine Motor Dexterity in Occupational Training
and Job Placements

1. Identify need for good fine motor dexterity in occupational training and employment
2. Identify jobs in which fine motor dexterity is critical
3. Demonstrate fine motor dexterity in occupational training
programs and/or at job sites
4. Request assistance in developing fine motor dexterity inoccupational training and job placements

9?

90 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESDemonstrate Gross Motor Dexterity in Occupational
Training and Job Placements
1. Identify need for gross motor dexterity in occupational
training and employment
2. Identify jobs in which gross motor dexterity is critical
3. Demonstrate gross motor dexterity in occupational training programs and/or at job sites
4. Request assistance in developing gross motor dexterity inoccupational training and job placements
74. Demonstrate Sensory Discrimination in Occupational
Training and Job Placements
1. Demonstrate size and shape discrimination
2. Demonstrate color discrimination
3. Demonstrate auditory discrimination
4. Demonstrate adequate sensory discrimination in occupational training and job placements
5. Request assistance in developing size, shape, color, auditory, and sensory discrimination in occupational training
and job placements
75. Demonstrate Stamina and Endurance
1. Identify need for stamina and endurance in occupational
training programs and job placements
2. Identify jobs in which stamina and endurance are critical
3. Work at demonstrating satisfactory stamina and endurance
in occupational training programs and job placements
4. Request assistance in developing satisfactory stamina andendurance in occupational training and job placements73.

20. Training for Occupational Choices
There are no specific subcompetencies since they depend on theskill being taught.

SECTION IVINTERPRETATION
Each user will have to decide whether a complete masteryof a specified percentage of subcompetencies is preferable
to a partial mastery of all of the subcompetencies. At thistime, the suggested method of interpretation involves theuser's identification of student strengths and weaknesses.
Such identification should prove useful for developing individualized education programs (IEPs) as well as evaluating
IEP outcomes. Since the CRS-M items are actually the subcompetencies of the LCCE Modified Curriculum, low-rated
items can be used to establish short-term objectives for individualized functional planning. Readministration of the
CRS-M can then be used to evaluate the effectiveness ofsuch planning by comparing pre- and postintervention ratings.

The CRS-M user can review student performance andbehavior for any given rating period to determine deficientareas. Such a determination can assist both in general curriculum planning and in individualized functional planning.

If a large percentage of students are deficient in particularareas (subcompetencies, competencies, or domains), emphasis on these areas could be incorporated into functional

planning and training. Individual weaknesses can beaddressed through revised IEPs. Note that the rating key
allows only three numerical ratings. The operational definition of the 1 rating ("at least one, but not all") makes student
progress on a subcompetency possible without a change innumerical rating. A student might require several years toprogress from a rating of 1 on an individual subcompetency

to a rating of 2. Therefore, in the IEP evaluation, the user
should look for short-term gains in the larger categories(competencies or domains). This system will reflect shortterm gains when used in this manner.
The CRS-M user can review student performance andbehavior over several rating periods to determine progress
as well as establish realistic expectancies for typical student
growth and development. This interpretation provides not
only suggestions for immediate functional curriculum planning on a general and individual basis, but also suggestions
for long-range functional curriculum sequencing. This typeof data should prove particularly useful after systematic
analysis, since there is little information available to predicttypical developmental stages in the career development ofstudents with mild or moderate disabilities.

Although the subcompetencies, competencies, anddomains identified here are felt to be generally comprehensive, there is no evidence at present that these divisions andtheir sequencing correlate strongly with student ability tomaster these objectives at any particular age or developmental stage. Thus, the CRS-M user has an opportunity toeither formally or informally establish expectancies andsequencing in each particular setting.
In summary, CRS-M results can be employed to:

Determine students' strengths and weaknesses.
Develop and review IEPs.
Plan and develop a functional/transitional curriculum.
Monitor student or group progress.
The CRS-M is an integral part of the assessment process
for the LCCE-Modified Curriculum program. The CRS-M
results should be included in the student's transition portfolio and should accompany the student when seeking support
from other adult service providers or seeking employment.
This instrument should be a valuable tool for all students
with moderate disabilities in K through 12+ transition planning.

98Appendix B
Competency Rating Scale (CRS)
Master Forms for the Life
Centered Career Education(LCCE) Modified Curriculumfor Individuals with
Moderate Disabilities
The forms on the following pages are designed to be repro-

duced for use with the Life Centered Career Education(LCCE) Modified Curriculum. The following forms are
given:

Competency Rating Scale-Modified
Daily Living Skills
Personal-Social Skills
Occupational Guidance and Preparation99

92 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESLIFE CENTERED CAREER EDUCATION
Competency Rating Scale-Modified

Record Form
DAILY LIVING SKILLS

Date of BirthStudent Name
School

Sex

City

State

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the column
below the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of the
final rating, place a check (V) in the appropriate space in the yes/no column to indicate his/her ability to perform the subcompetency withassistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteria foreach subcompetency, and explanation of the yes/no column.

Rating Key:

0 = Not Competent

1 = Partially Competent

2 = Competent

NR = Not Related

To what extent has the student mastered the following subcompetencies?
Rater(s)Subcompetencies

Grade
Level

Date(s)DAILY LIVING SKILLS DOMAIN
1. Managing Money
I. Count Money
2. Make Purchases
3. Use Vending Machines

4. Budget Money
5. Perform Banking Skills
2. Selecting and Maintaining Living Environments
6. Select Appropriate Community Living Environments

7. Maintain Living Environment
8. Use Basic Appliances and Tools

9. Set Up Personal Living Space

3. Caring for Personal Health
10. Perform Appropriate Grooming and Hygiene
11. Dress Appropriately
12. Maintain Physical Fitness

13. Recognize and Seek Help for Illness
14.

Practice Basic First Aid

15. Practice Personal Safety

_
_
_
Yes

_ _ _ _ __ _ _ __
_ _ _____.
_ ___ _ _ _ _ __ __ _ _ __
_ __ _ _ _______

____

..._

___

_____

_____

100

____

_____

____

_

No

MASTER FORMS FOR DUPLICATION / 93

Rater(s)GradeSubcompetencies

Level

Date(s)4. Developing and Maintaining Appropriate
Intimate Relationships
16. Demonstrate Knowledge of Basic Human Sexuality
17. Demonstrate Knowledge of Appropriate Dating
Behavior_ _ _ _ _ _
_ _
_ _ _
______

5. Eating at Home and in the Community
18. Plan Balanced Meals
19. Purchase Food

21. Demonstrate Appropriate Eating Habits___.

22. Demonstrate Meal Clean-Up and Food Storage
23. Demonstrate Appropriate Restaurant Dining

6. Cleaning and Purchasing Clothing
24. Wash/Dry Clothes

____

___

25. Buy Clothes

____

_____

___

..._

_____

7. Participate in Leisure/Recreational Activities
26. Identify Available Community Leisure/Recreational
Activities

27. Select and Plan Leisure/Recreational Activities

28. Participate in Individual and Group Leisure/
Recreational Activities
29. Select and Participate in Group Travel_ _ _ _ _ __ _ ___ _ _ _ _
_ _
_ _
_
_ _
_
_ _
_ _ _ _ _ _
___

____

_____

8. Getting Around in the Community

30. Follow Traffic Rules and Safety Procedures
31. Develop and Follow Community Access Routes
32. Access Available Transportation

No._ _____ _ _ _ __ _ _ _ _ _ _
_ _ _
_ _
_ _ _
_
_ _ _ _
_ __ ___ _ _ _____

20. Prepare Meals

Total Possible Score(TPS) = N X 2

_
_
_
Yes

_._

____

__

Total Actual Score(TAS)
Average Score(AS) = TAS/N

Comments:

Use asterisk to denote skill areas of instruction noted in the student's IEP for the year.
Refer to the CRS manual for calculation and interpretation.

1 0 "LBEST COPY AVAILABLE

94 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESLIFE CENTERED CAREER EDUCATION
Competency Rating Scale-Modified

Record FormPERSONAL-SOCIAL SKILLS

Student Name

Date of Birth

School

Sex

City

State

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the column
below the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of the
final rating, place a check () in the appropriate space in the yes/no column to indicate his/her ability to perform the subcompetency withassistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteria foreach subcompetency, and explanation of the yes/no column.

Rating Key:

0 = Not Competent

1 = Partially Competent

2 = Competent

NR = Not Related

To what extent has the student mastered the following subcompetencies?
Rater(s)GradeSubcompetencies

Level

Date(s)PERSONAL-SOCIAL SKILLS DOMAIN

Yes

No

9. Acquiring Self-Identity

33. Demonstrate Knowledge of Personal Interests andAbilities
34. Demonstrate Appropriate Responses to Emotions
Criticism
35. Display Self-Confidence and Self-Worth__ _ _ _
_ ______36. Demonstrate Giving and Accepting Praise and10. Exhibiting Socially Responsible Behavior
37. Demonstrate Appropriate Behavior

39. Demonstrate Respect for Others' Rights and Property
40. Demonstrate Respect for Authority
41. Demonstrate Ability to Follow Directions/Instructions

42. Demonstrate Appropriate Citizen Rights andResponsibilities
43. Identify How Personal Behavior Affects Others
11. Developing and Maintaining Appropriate Social
Relationships

44. Develop Friendships

45. Maintain Friendships

_
_
_

_ _
_ _ _
_
_ _
_ _ _ _ _ __ _ _ _ _ __ _ _ __
_ _ _ _ _ _ _._._38. Identify Current and Future Personal Roles

_____

____

_____

____

_ _ _ _ _ __ _ _ _ _ _BEST COPY AVAILABLE

104

___

_____

_.

MASTER FORMS FOR DUPLICATION / 95

Rater(s)GradeSubcompetencies

Level

Date(s)12. Exhibiting Independent Behavior

No_ _ _ _ _ _ _ ______ _ _ _ _ _46. Set and Reach Personal Goals
47. Demonstrate Self-Organization
48. Demonstrate Self-Determination
13. Making Informed Decisions

49. Identify Problems/Conflicts__ _ _ _
_ _ _ _ _
_ _ _
_
____

50. Use Appropriate Resources to Assist in Problem
Solving
51. Develop and Select Best Solution to Problems/
Conflicts
52. Demonstrate Decision Making

_____

_____

_____

14. Communicating with Others

53. Demonstrate Listening and Responding Skills
54. Demonstrate Effective Communication
55. Communicate in Emergency Situations

Total Possible Score(TPS) = N X 2

_
_
Yes

____

_____

_ _ _ _ _ _ _ ____ _ _ _ _ _____Total Actual Score(TAS)
Average Score(AS) = TAS/N

Comments:

Use asterisk to denote skill areas of instruction noted in the student's IEP for the year.
Refer to the CRS manual for calculation and interpretation.

96 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESLIFE CENTERED CAREER EDUCATION
Competency Rating Scale-Modified

Record Form
OCCUPATIONAL GUIDANCE AND PREPARATION

Date of BirthStudent Name
School

Sex

State

City

Directions: Please rate the student according to his/her mastery of each item using the rating key below. Indicate the ratings in the column
below the date for the rating period. Use the NR rating for items which cannot be rated. For subcompetencies rated 0 or 1 at the time of the
final rating, place a check () in the appropriate space in the yes/no column to indicate his/her ability to perform the subcompetency withassistance from the community. Please refer to the CRS manual for explanation of the rating key, description of the behavioral criteria foreach subcompetency, and explanation of the yes/no column.

Rating Key:

0 = Not Competent

2 = Competent

1 = Partially Competent

NR = Not Related

To what extent has the student mastered the following subcompetencies?

Rater(s)Subcompetencies

Grade
Level

Date(s)OCCUPATIONAL GUIDANCE AND PREPARATION
15. Exploring and Locating Occupational Training and
Job Placement Opportunities
56. Identify Rewards of Working

Yes

____

_

______

57. Locate Available Occupational Training and Job
Placement Possibilities

16. Making Occupational Training and Job Placement
Choices
58. Demonstrate Knowledge of Occupational Interests
59. Demonstrate Knowledge of Occupational Strengths
and Weaknesses
60. Identify Possible and Available Jobs Matching
Interests and Strengths

61. Plan and Make Realistic Occupational Training and
Job Placement Decisions
62. Develop Training Plan for Occupational Choice
17. Applying for and Maintaining Occupational Training
and Job Placement

63. Apply for Occupational Training and Job Placements
64. Interview for Occupational Training and Job
Placements
65. Make Adjustments to Changes in Employment Status

104

No

MASTER FORMS FOR DUPLICATION / 97

Rater(s)GradeSubcompetencies

Level

Date(s)18. Developing and Maintaining Appropriate
Work Skills and Behavior

Yes

66. Perform Work Directions and Meet Requirements
67. Maintain Good Attendance and Punctuality
68. Respond Approrpriately to Supervision

69. Demonstrate Job Safety
70. Work Cooperatively with Others_ ______ _ _ _
_ _ _ _ __ _ _ _ _ _ ____
_ _ _ _ _ __ _ _ _ _ _
_ _ _
_
_ _
____

_____

19. Matching Physical/Manual Skills to Occupational
Training and Employment
72. Demonstrate Fine Motor Dexterity in Occupational
Training and Job Placements
73. Demonstrate Gross Motor Dexterity in Occupational
Training and Job Placements
74. Demonstrate Sensory Discrimination in
Occupational Training and Job Placements
75. Demonstrate Stamina and Endurance_____ _ _ _ _ __ _ _ _ _ _ _____ _ _ _ _ _
_ _
_ _ _
___

____

20. Training for Occupational Skills
There are no specific subcompetencies since they
depend on the specific skill being taught.

Total Actual Score(TAS)
Average Score(AS) = TAS/N

Cumulative TPS - 194

_
_
_____

71. Meet Work Quality and Quantity Standards

Total Possible Score(TPS) = N X 2

NoCumulative TAS
Cumulative AS

Comments:

Use asterisk to denote skill areas of instruction noted in the student's IEP for the year.
Refer to the CRS manual for calculation and interpretation.

Appendix C
Individualized Education
Program Form-Modified

The forms on the following pages are designed to be repro-

duced for use with the Life Centered Career Education(LCCE) Modified Curriculum.

108

100 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESLIFE CENTERED CAREER EDUCATION
Individualized Education Program Form-Modified(Use attachments as needed for each student)
Student Name:

School:Grade:Date:

SECTION I: Present Level of Educational Performance

SECTION II: Annual Goals
A. Academic Goals (See attachment)
B. LCC Functional Skills for Transition Preparation (Check those that apply)This student will progress toward acquiring functional behaviors in the following competency areas. (Check the appropriate annual goals.)
1. Managing Money
13. Making Informed Decisions
2. Selecting and Maintaining Living Environments
14. Communicating with Others
3. Caring for Personal Health
15. Exploring and Locating Occupational Training and4. Developing and Maintaining Appropriate Intimate
Job Placement Opportunities
Relationships
16. Making Occupational Training and Job Placement
5. Eating at Home and in the Community
Choices
6. Cleaning and Purchasing Clothing
17. Applying for and Maintaining Occupational Training
7. Participate in Leisure/Recreational Activities
and Job Placements
8. Traveling in the Community
18. Developing and Maintaining Appropriate Work
9. Acquiring Self-Identity
Skills and Behavior
10. Exhibiting Socially Responsible Behavior
19. Matching Physical/Manual Skills to Occupational
11. Developing and Maintaining Appropriate Social
Training and Employment
Relationships
20. Training for Occupational Choices
12. Exhibiting Independent Behavior
C. Other Transitional/Support Services Goals (Check those that apply)1.

Financial Assistance/Income Supprt

2. Advocacy Legal Services
3. Medical
4. Insurance

5. Transportation
6. Other

7. Other
8. Other

SECTION III: Specific Educational Services Needed
Goal &
Subcomp.
Numbers

Special Services
NeededSpecial Media/Materials
and Equipment

BEST COPY AVAILABLE

107

Individual
Implementors

MASTER FORMS FOR DUPLICATION / 101

Individualized Education Program Form-Modified
SECTION IV: Short-Term Individual Objectives

A. Academic Goals (see attachment)
B. LCCE Functional Skills for Transition Preparation (check those that apply)

1.

42. Demonstrate Appropriate Citizen Rights andResponsibilities
43. Identify How Personal Behavior Affects Others
44. Develop Friendships
45. Maintain Friendships
46. Set and Reach Personal Goals
47. Demonstrate Self-Organization
48. Demonstrate Self-Determination
49. Identify Problems/Conflicts
50. Use Appropriate Resources to Assist in Problem
Solving
51. Develop and Select Best Solution to Problems/
Conflicts
52. Demonstrate Decision Making
53. Demonstrate Listening and Responding Skills
54. Demonstrate Effective Communication
55. Communicate in Emergency Situations
56. Identify Rewards of Working
57. Locate Available Occupational Training and Job
Placement Possibilities
58. Demonstrate Knowledge of Occupational Interests
59. Demonstrate Knowledge of Occupational Strengths
and Weaknesses
60. Identify Possible and Available Jobs Matching
Interests and Strengths
61. Plan and Make Realistic Occupational Training and
Job Placement Decisions
62. Develop Training Plan for Occupational Choice
63. Apply for Occupational Training and Job
Placements
64. Interview for Occupational Training and Job
Placements
65. Make Adjustments to Changes in Employment
Status
66. Perform Work Directions and Meet Requirements
67. Maintain Good Attendance and Punctuality
68. Respond Approrpriately to Supervision
69. Demonstrate Job Safety
70. Work Cooperatively with Others
71. Meet Work Quality and Quantity Standards
72. Demonstrate Fine Motor Dexterity in Occupational
Training and Job Placements
73. Demonstrate Gross Motor Dexterity in
Occupational Training and Job Placements
74. Demonstrate Sensory Discrimination in
Occupational Training and Job Placements
75. Demonstrate Stamina and Endurance

Count Money

2. Make Purchase
3. Use Vending Machines

4. Budget Money
5. Perform Banking Skills
6. Select Appropriate Community Living

Environments
7. Maintain Living Environments

Use Basic Appliances and Tools
Set Up Personal Living Space
Perform Appropriate Grooming and Hygiene
Dress Appropriately
Maintain Physical Fitness
Recognize and Seek Help for Illness
Practice Basic First Aid
Practice Personal Safety
Demonstrate Knowledge of Basic Human Sexuality
Demonstrate Knowledge of Appropriate Dating
Behavior
18. Plan Balanced Meals
19. Purchase Food
20. Prepare Meals
21. Demonstrate Appropriate Eating Habits
22. Demonstrate Meal Clean-Up and Food Storage
23. Demonstrate Appropriate Restaurant Dining
24. Wash/Dry Clothes
25. Buy Clothes
26. Identify Available Community Leisure/Recreational
Activities
27. Select and Plan Leisure/Recreational Activities
28. Participate in Individual and Group Leisure/
Recreational Activities
29. Select and Participate in Group Travel
30. Follow Traffic Rules and Safety Procedures
31. Develop and Follow Community Access Routes
32. Access Available Transportation
33. Demonstrate Knowledge of Personal Interests andAbilities
34. Demonstrate Appropriate Responses to Emotions
35. Display Self-Confidence and Self-Worth
36. Demonstrate Giving and Accepting Praise andCriticism
37. Demonstrate Appropriate Behavior
38. Identify Current and Future Personal Roles
39. Demonstrate Respect for Other's Rights andProperty
40. Demonstrate Respect for Authority
41. Demonstrate Ability to Follow Directions/
Instructions
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

1O1

102 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIES

Individualized Education Program Form-Modified
SECTION V: Date and Length of Time relative to specific educational services needed for this student

Goal
Number

Beginning

Ending
Date

Date

Goal
Number

Beginning

Date

SECTION VI: Description of Extent to which this student will participate in the regular educational program

Percentage

Narrative Description/Reactionof TimeLanguage arts
Math

Science

Social science
Vocational (Bus.) & Work Study

Physical education(other)(other)SECTION VII: Justification for type of educational placement of this student
Narrative Description/Reaction

109

EndingDate

MASTER FORMS FOR DUPLICATION / 103

Individualized Education Program Form-Modified
SECTION VIII: Individual Responsible for implementing the individualized education program and transitional services
Role/Responsibility

Name

SECTION IX: Objective Criteria, Evaluation Procedures, and Schedule for assessing short-term objectives
Objective criteria can be found in the LCCE Competency Rating Scale (CRS), the LCCE Knowledge Battery (KB), and the LCCE
Performance Battery (PB). Criteria listed reflect the short-term individual objectives checked in Section IV, Part B, of this form.
Evaulation Procedures can be determined by the IEP Committee reviewing the manuals for the Competency Rating Scale, Knowledge
Battery, and Performance Battery.
Schedule for Assessment should include time, date, frequency, place, etc.

SECTION X: Estimated Date, Location, and Time for next IEP Committee Review

110Appendix D
LCCE Resources
Available from CEC

106 / LCCE MODIFIED CURRICULUM FOR INDIVIDUALS WITH MODERATE DISABILITIESLife Centered Career Education: A Competency
Based Approach
Fifth Edition
Donn E. Brolin
The fifth edition of the basic LCCE text includes improve-ments that make it easier to use in conjunction with the
LCCE Complete Curriculum Package. Pages have beentabbed for quick reference to the Daily Living, PersonalSocial, and Occupational Guidance and Preparation do-

LCCE Demonstration Video
This 55-minute video provides an explanation of the LCCE
curriculum and demonstrates administration of the Knowl-edge and Performance Batteries as well as a number of
instructional lessons. This product can be used to support
inservice training or to model teaching and testing strategies
to teachers who are new to the program. The video follows
the content of LCCE Training Workshops.

No. M5189. Edited 1996. 55 min. VHS. $75

mains. Objectives have been numbered to coincide with thelesson plans in the Complete Curriculum Package. The

The IEP Planner for LCCE Transition Skills

competencies have remained the same, and the 97 subcompetencies and over 400 objectives continue to provide themost comprehensive career education program available.

Allows teachers to incorporate Life Centered Career

The guide also contains the Competency Rating Scale

9 objectives for each of the 97 competenciesmore than

(CRS), a subjective assessment instrument used to rate student achievement. This is a very useful screening device andis extremely helpful in selecting areas for instructional planning.

400 objectives altogether. The program allows teachers toedit any objective or add special goals and objectives asneeded. Easy to update for annual reviews and progress
reports. You can even import your own district's curriculum.
The package includes:

No. P180G. 1997. 175 pp. ISBN 0-86586-292-3. $30, CEC
Members $21

Life Centered Career Education
Modified Curriculum for Individuals with Moderate
Disabilities
Robert J. Loyd and Donn E. BrolinThis modified version of the LCCE Curriculum provides
practitioners with the same easy-to-use format of the original text. A correlation table allows teachers to identify corresponding competencies in each curriculum in the eventthat students are able to move from this more basic version
to the more advanced objectives of the original work. The
major difference between the original and the modified curriculum programs is that the modified curriculum focuseson the critical skills and outcomes that individuals withmoderate disabilities need to perform to assist them in making a successful transition from school to work and community living. Another significant difference is that attention toboth support needed and participation levels is embedded in
the curriculum activities and individuals are encouraged to

Education (LCCE) skills into students' IEPs. Each competency from the LCCE Curriculum is listed along with up to

Disks for both Macintosh and DOS-based computers
containing LCCE objectives and an IEP form template.
A spiral bound book of codes for LCCE competencies
and goals and the IEP form.

A copy of Life Centered Career Education: A
Competency Based Approach, the foundation text by
Donn E. Brolin.
No. 55174. 1996. $220

Life Centered Career Education
The Complete Curriculum and Assessment Package
Includes over 1,100 lesson plans covering Daily Living
Skills, Personal-Social Skills, and Occupational Skills;
Knowledge Batteries (10 copies of each of two alternative
forms); Performance Batteries; Administration Manuals;
and Technical Report.

No. P371. 1992. $980

LCCE: Daily Living Skills
Donn E. Brolinseek assistance when necessary. A modified Competency
Rating Scale (CRS) is included in the text. This instrument
is useful in determining appropriate objectives to be included in the IEP or other planning documents.

Includes 472 lesson plans covering personal finances,

No. P5194. 1997. 107 pp. ISBN 0-86586-293-1. $30, CEC
Members $21

No. P367. 1992. 1,556 pp. 3 loose-leaf binders. ISBN 0-

household management, personal needs, family responsibil-

ities, food preparation, citizenship responsibilities, andleisure.
86586- 224 -9. $400

112

LCCE RESOURCES AVAILABLE FROM CEC / 107

LCCE: Personal-Social Skills
Donn E. Brolin

Provides 370 lesson plans for developing self-awareness,
self-confidence, socially responsible behavior, good interpersonal skills, independence, decision-making, and communication skills.

No. P368. 1992. 1,348 pp. 3 loose-leaf binders. ISBN 086586- 225 -7. $400

LCCE: Competency Assessment Performance Batteries
The Performance Batteries consist of two alternative forms
for each of the 21 competency units. Items are primarily
performance based and should be administered to students

before and after instructional units have been taught.
Performance Batteries are administered individually or withsmall groups of students. Test materials must be reproduced
as needed. Performance Batteries are packaged in a looseleaf binder along with an Administration Manual.

No. P370P. 1992. 675 pp. ISBN 0-86586-240-0. $225

LCCE: Occupational Guidance and Preparation
Richard T. Roessler and Donn E. Brolin
Includes 286 lesson plans to help students explore occupational possibilities; make occupational choices; develop
appropriate work habits; seek, secure, and maintain employment; exhibit sufficient physical/manual skills; and obtainspecific occupational competencies.

No. P369. 1992. 670 pp. 2 loose-leaf binders. ISBN 086586- 226 -5. $300

LCCE: Competency Assessment Knowledge Batteries
Available in parallel forms, each Knowledge Battery consists of 200 multiple-choice questions that cover the first 20

competencies. Primarily a screening instrument, theKnowledge Batteries were designed to pinpoint specificcompetency deficiencies. Package includes an Administration Manual, a Technical Report, and samples of each formof the test. Also included are two introductory sets of 10
Knowledge Batteries, Forms A and B, to use with students.

Additional Sets of Knowledge Batteries
Packages of 10 tests may be ordered separately to be usedby students. Students may answer questions directly in thetest booklets by circling the correct choice or may use astandard machine-scorable form. Knowledge Batteries may
not be reproduced.

LCCE: Knowledge Battery Form A (10 per package) No.
P372. $20

LCCE: Knowledge Battery Form B (10 per package) No.
P373. $20

Prices change without notice. Please call 1-800-CECREAD (232-7323) to confirm prices and shipping charges.
LCCE On-site training is also available. For more information about LCCE workshops, regional events, and technicalassistance, call 703-264-9443.

No. P370K. 1992. 152 pp. ISBN 0-86586-239-7. $125

The Council for Exceptional Children
1920 Association Drive
Reston, VA 20191-1589
1-800-232-7323
Fax: 703-264-1637

I Icr-'),)

The Council for Exceptional Children

dtISBN 0-86586-293-1

U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement (OERI)
Educational Resources Information Center (ERIC)!ERIC'NOTICEREPRODUCTION BASISThis document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,
does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission to
reproduce, or is otherwise in the public domain and, therefore, may

be reproduced by ERIC without a signed Reproduction Release
form (either "Specific Document" or "Blanket").

(9/92)