Choosing Employment Goals—Choice Maker Instructional
Series
Marshall, Martin, Maxson & Jerman. (1997)
Sopris West
4093 Specialty Place
Longmount, CO 80504
800-547-6747 • 800-819-7767 (fax)
http://www.sopriswest.com
This
curriculum focuses on the establishment of employment
goals. The lesson will assist students in beginning to
choose and begin to implement employment and other adult-living
goals.
Community-Based
Curriculum: Instructional Strategies for Students with
Severe Handicaps (2nd Edition)
Falvey. (1989).
Brookes Publishing Company
P.O. Box 10624
Baltimore, MD 21285-0624
800-638-3775 • 410-337-8339 (fax)
http://www.brookespublishing.com/
This
book was written for parents and professionals who are
responsible for the assessment, curriculum planning, and
implementation of programs for children with disabilities.
Practical applications and implementation strategies are
provided for both the preservice and inservice user.
A
Curriculum for Profoundly Handicapped Students
Sternberg, Ritchey, Pegnatore, Wills & Hill. (1986)
Pro Ed
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
800-897-3202 • 800-397-7633 (fax)
http://www.proedinc.com/
This
guide tells how to assess and teach students with profound
disabilities and provides information on how to pinpoint
skill deficits and help students master these skills.
Detailed directions tell how to make and measure progress
in the following basic areas: gross motor skills, fine
motor skills, cognition skills, receptive communication
skills, expressive communication skills, and social/affective
skills.
A
Curriculum for Profoundly Handicapped Students
(1986). The Broward County Model Program.
Aspen Publishers, Inc.
200 Orchard Ridge Dr.
Gaithersburg, MD 20878
301-417-7500 • 301-695-7931 (fax)
http://www.aspenpub.com
This
curriculum presents a number of strategies designed to
furnish teachers with information related to two major
areas: assessment of current functioning and appropriate
instructional practices. The curriculum contains an assessment
instrument and instructional guides. The intent of the
curriculum is to provide systematic interpretation of
both learner behavior and teacher behavior within both
the assessment and instructional model.
Empowerment:
Employment Choices and Self-Advocacy
(1999)
Protection and Advocacy for People with Disabilities,
Inc.
3710 Landmark Drive, Suite 208
Columbia, South Carolina 29204
866-275-7273 • 803-790-1946 (fax)
http://www.protectionandadvocacy-sc.org/
A
Self-Advocacy workbook for individuals with more severe
and profound disabilities.
Functional
Curriculum for Elementary, Middle, and Secondary Age Students
with Special Needs
Wehman & Kregel. (1997)
Pro Ed
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
800-897-3202 • 800-397-7633 (fax)
http://www.proedinc.com/
This
book is an excellent source of information concerning
the design and implementation of a new curriculum and
restructuring curricula for improved work outcomes. An
emphasis on living situations such as mobility, community
living, and living at home is provided.
Fun
with Foods: A Recipe for Math and Science
(1987)
AIMS Education Foundation
1595 S. Chestnut Ave
Fresno, CA 93702
888-SEE-AIMS (toll-free)
http://www.aimsedu.org/
This
curriculum is geared at grades 5-9. Made up of experiments
or activities with food that stress different math and
science skills, an index of these skills is provided at
the beginning, so that it is easy to pin point the exact
activities to be used to stress particular skills.
Handbook
for Transition into Post-Secondary Employment: Student
and Parent Advocacy for Students with Disabilities
Moore. Spartanburg,
South Carolina Development Disabilities Council
Office of the Governor
1205 Pendleton Street, Suite 372
Columbia, SC 29201
803-734-0465
http://www.scddc.state.sc.us/
This
is a practical handbook on the transition from school
to the work place. There are exercises contained with
in it such as on interview questions and deciding on a
job that is right for you. It is also interspersed with
facts on laws and taxes. The last section focuses on identifying
and asking for accommodations in the work place.
Hands
On: A Manipulative Curriculum for Teaching Multiply Handicapped
Hearing Impaired Children
(1980)
Communication Skill Builders, Inc.
555 Academic Court
San Antonio, TX 78204-2498
800-866-4446 • 520-325-0306 (fax)
This
curriculum is for children who are severely multi-handicapped
and functioning below a 3 year level in language and/or
conceptual development. Skills are presented in Readiness
and Functional Communication Training. (Has not been formally
piloted) The child must be able to establish eye contact
with teacher, attend to task for approximately one minute,
and manipulate materials appropriately in order for this
curriculum to be used.
Interview
Packet
Glisan. (1993)
Freeport Press Inc./Peekan Publications
121 Main Street
PO Box 198
Freeport, OH 43973
740-658-3315 • 740-658-3963 (fax)
http://www.freeportpress.com/
This
manual is designed to prepare every student for a job
interview and to turn every teacher into an instant interviewer.
Included are a teacher’s manual, five reproducible
student work packets, a wallet resume, an interview review
form and an application correction form. All materials
in the packet are reproducible.
Job-Related
Social Skills: A Curriculum for Adolescents with Special
Needs
Montague & Lund. (1991)
Exceptional Innovations
P.O. Box 3853
Reston, VA 20195
703-709-0136 • 703-435-2656 (fax)
http://www.exinn.net/
This
curriculum is made up of model situations and role playing
games designed to help adolescents with special needs
increase their job related social skills. There is an
overview for teachers at the beginning of the curriculum.
There are also sections for the teacher on self-management,
evaluating the job-related social skills, and monitoring
students on the job. There are then 20 lessons for teaching
skills to students.
The
Lemonade Stand: A Competency Based Resource for Teaching
Economics in the Primary Grades
Eckstein & Swanson.
North Carolina Council on Economic Education
P.O. Box 12489
Raleigh, NC 27605
http://www.nccee.org
This
curriculum is a developmental approach to economics and
decision-making skills for grades K-3. Background information
is given to teachers, as the curriculum provides over
75 lessons for teaching economics. The curriculum can
be integrated with math or other subjects as desired.
Life
Centered Career Education: A Competency Based Approach
(5th Edition)
Brolin. (1998)
Council for Exceptional Children
CEC Publications
1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704
888-CEC-SPED (toll-free) • 703-620-3660 (local)
703-264-9446 (TTY-text only) • 703-264-9494 (fax)
http://www.cec.sped.org
The
LCCE is a comprehensive classroom, home, and community-based
functional curriculum suitable for a wide audience, from
upper elementary school through high school. Thoroughly
researched and field-tested, it is the officially adopted
transition curriculum of several states. The complete
kit includes the basic curriculum book, and 10 loose-leaf
binders with over 1,100 lesson plans and two assessment
tools.
Life
Centered Career Education: Modified Curriculum for Individuals
with Moderate Disabilities
Loyd & Brolin. (1997)
Council for Exceptional Children
CEC Publications
1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704
888-CEC-SPED (toll-free) • 703-620-3660 (local)
703-264-9446 (TTY-text only) • 703-264-9494 (fax)
http://www.cec.sped.org
This
version of the LCCE Curriculum provides teachers with
the same easy-to-use format as the original version, and
a correlation table allows teachers to identify corresponding
competencies in the event that students are able to move
from this more basic version to the more advanced objectives
of the original work. A Modified Competency Rating Scale
(CRS-M) and IEP form are included.
Lifelong
Leisure Skills and Lifestyles for Persons with Developmental
Disabilities
Schleien, Meyer, Heyne & Brandt. (1995).
Brookes Publishing Company
P.O. Box 10624
Baltimore, MD 21285-0624
800-638-3775 • 410-337-8339 (fax)
http://www.brookespublishing.com/
After
discussing how to select appropriate leisure activities,
this book gives an excellent curriculum for leisure education.
NEXT
S.T.E.P.—Student Transition and Educational Planning
Halpern, Herr, Wolf, Doren, Johnson & Lawson. (1997)
Pro Ed
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
800-897-3202 • 800-397-7633 (fax)
http://www.proedinc.com/
This
self-determination curriculum is designed to help high
school students make a smooth, successful transition from
school to adult life. By using the NEXT S.T.E.P. curriculum,
students will learn how to take charge of their own life
planning. There are 19 fully developed lesson plans that
can be taught in as little as 3 months or as long as one
year. The program includes an Instructorís Manual,
10 Workbooks, and videotape.
Peer
Mediation: Conflict Resolution in Schools (Student Manual
and Program Guide)
Schrumpf, Crawford & Bodine. (1991)
Research Press.
Dept. 23W
PO Box 9177
Champaign, IL 61826
217-352-3273 • 217-352-1221 (fax)
http://www.researchpress.com/
This
curriculum is divided into two books that both have exercises
on conflict resolution. The program guide is divided into
eight chapters on conflict resolution.
Self-Directed
IEP Choice Maker Instructional Series
Martin, Marshall, Maxson & Jerman. (1996)
Sopris West
4093 Specialty Place
Longmount, CO 80504
800-547-6747 • 800-819-7767 (fax)
http://www.sopriswest.com
This
kit includes two short videos, a student workbook, and
a teacherís manual. The first video gives a general
introduction to the steps involved in creating an IEP,
while the second focuses on each step in a particular
student's IEP. The workbook allows students to apply what
they have learned to their own IEP's.
Shop
Talk-A Prevocational Language Program for Retarded Students
Kent-Udolf & Sherman. (1983).
Research Press.
Dept. 23W
PO Box 9177
Champaign, IL 61826
217-352-3273 • 217-352-1221 (fax)
http://www.researchpress.com/
This
book is divided into two parts: a manual and a task notebook.
The manual gives a basic overview of the content of the
book and covers some fundamental procedures and teaching
strategies. The task notebook describes such topics as
social communication, basic language skills and language-related
concepts.
Skillstreaming
the Adolescent (New Strategies and Perspectives for Teaching
Prosocial Skills, Student Manual, and Program Forms)
Goldstein & McGinnis. (1997)
Research Press.
Dept. 23W
PO Box 9177
Champaign, IL 61826
217-352-3273 • 217-352-1221 (fax)
http://www.researchpress.com/
This
curriculum is made up of one book and two workbooks. Topics
include Beginning and Advanced Social Skills, Dealing
with Feelings, Alternatives to Aggression, Dealing with
Stress, and Planning.
Social
Skills for Severely Retarded Adults: An Inventory and
Training Program
McClennen, Hoekstra & Bryan. (1980)
Research Press.
Dept. 23W
PO Box 9177
Champaign, IL 61826
217-352-3273 • 217-352-1221 (fax)
http://www.researchpress.com/
This
program targets the development in severely retarded adults
of certain skills and behaviors in a social atmosphere.
From physical interaction to social and group interaction,
this workshop covers behaviors such as smiling and eye
contact and traveling with other.
Social
Skills on the Job: A Transition to the Workplace
(1999).
AGS Publishing
4201 Woodland Road
Circle Pines, Minnesota 55014-1796
800-328-2560
http://www.agsnet.com
This
practical, easy-to-use curriculum features a variety of
interactive materials that provide a natural bridge between
school and the workplace. Realistic video vignettes model
appropriate behavior and illustrate actual work situations.
Software helps reinforce skills and is ideal for individual
instruction.
Socialization
and Sexuality: A Comprehensive Training Guide for Professionals
Helping People With Disabilities
(1998)
Winifred Kempton Associates
This
book was devised for those who are training individuals
with special needs on human sexuality. The guide includes
information, techniques, and resources for professional
staff, teachers and direct care workers, who may not have
access to films, books, or outside experts related to
the topic of sexuality.
Speak
up for Yourself and Your Future!: A Curriculum for Building
Self-Advocacy and Self-Determination Skills
Furney, Shepherd, Carlson, Lisi & Yuan. (1993)
Vermont Department of Special Education
Enabling Futures Project
120 State Street
Montpelier, VT 05620-2501
802-828-5115
www.state.vt.us/educ
Made
up of six units, this curriculum is geared toward junior
high and high school students and is designed to teach
self-determination and self-advocacy. The units are: self-assessment,
goal-setting, achieving goals: getting support from others,
achieving goals: overcoming barriers, handling disagreements
and communicating needs in appropriate ways, and self-advocacy
in group situations.
STEPS
to Self-Determination: A Curriculum to Help Adolescents
Learn to Achieve Their Goals
Field & Hoffman. (1996)
Pro Ed
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
800-897-3202 • 800-397-7633 (fax)
http://www.proedinc.com/
This
curriculum addresses the following five key elements of
self-determination: know yourself, value yourself, plan,
act and experience outcomes, and learn. Major areas include
identifying strengths, weaknesses, needs and preferences;
decision-making skills; goal setting and accessing resources
and supports.
TASSEL
Handbook
Aspel & Bettis. (1994)
The TASSEL Project
http://www.uncc.edu/ttac/tassel/homepage.asp
This
curriculum is divided into 3 sections: the occupational
diploma, the vocational training, academic diploma, and
post secondary education. Each of these sections has activities
for science, math, English, and career preparation curriculum.
Along with these activities there are sections for teachers
on evaluation, study strategies, and interagency collaboration.
Teaching
Social Competence to Youth and Adults with Developmental
Disabilities
Jackson, Jackson & Bennett. (1998)
Pro Ed
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
800-897-3202 • 800-397-7633 (fax)
http://www.proedinc.com/
This
book provides all of the materials and procedures needed
to implement an effective social skills training program
in a variety of settings.
Tools
for Transition: Preparing Students with Learning Disabilities
for Postsecondary Education
Aune & Ness. (1991).
AGS Publishing
4201 Woodland Road
Circle Pines, Minnesota 55014-1796
800-328-2560
http://www.agsnet.com
Whether
your students are bound for community colleges, four-year
universities, or vocational-technical schools, this program
gives them the tools they need to succeed. This curriculum
helps students learn to identify strengths and weaknesses,
apply study strategies, understand their legal rights,
explore careers and advocate for accommodations in school.
The
Tough Kid: Social Skills Book
Sheridan. (1997)
Sopris West
4093 Specialty Place
Longmount, CO 80504
800-547-6747 • 800-819-7767 (fax)
http://www.sopriswest.com
This
curriculum is designed with exercises to increase social
skills. There are four main chapters: an Overview, Assessing
Social Skills, Three Levels of Social Skills Training,
Leading a Social Skills Group.
Transition
Choices Program
(1996)
Experimental Education Unit.
University of Washington
Box 357925
Seattle, WA, 98195-7925
http://www.washington.edu/research/showcase/1960c.html
This
program is designed to assist students with disabilities
to participate more fully in the transition planning process.
The six skill areas or units of curriculum are as follows:
