Daily Living Skills

243 Pages·2011·8.47 MB·English

DOCUMENT RESUME
/
EC 070 544
ED 098 776
AUTHOR Lieberman, Gail, Ed.
Daily Living Skills: A Manual for Educating Visually
TITLE
Impaired Students.
Illinois State Office of the Superintendent of Public
INSTITUTION
Instruction, Springfield. Instructional Materials
Center.
SPONS AGENCY Bureau of Education for the Handicapped (DHEN/OE),
Washington, D.C.
PUB DATE [74]
GRANT OEG-,3-6-062679-156(607)
NOTE 251p.
EDRS PRICE MF-$0.75 HC- $12.60 "PLUS POSTAGE
Bibliographies; Blind; *Daily Living Skills;
DESCRIPTORS
Evaluation;lExceptional.Child Education;
Instructional Materials; *interpersonal Competence;
Mobility Aids; Partially Sighted; *Recreation; *Self
Care Skills; Sensory Aids; Teaching Guides; Teaching
Methods; *Visually Handicapped
ABSTtACT
The manual contains rationales, general approaches,
and'sPecific procedures for educators and parents .to use in teaching
daily living skills to visually impaired students. Detailed
learning objectives for blind or
suggestions are given with regard to
partially sighted children, age levels, and instructional adaptations
following areas: recreational skills
for developing competency in the
(including such team and individelal sports activities as basketball,
practical skills (such as use
bowling, golf, hiking, and swimming);
,of household items and outdoor tools, care of pets, room
of budget concepts);
organization, food preparation, and knowledge
Self-care skills (such as clothing care, dressing, hygiene, eating
written, oral, and silent
and sewing); and social skills (involving
communication, etiquette, and games) . For example, suggestions given
regarding modifications in teaching sports include using audible or
brightly colored balls, using a sighted guide, and giving immediate
feedback. Direcions on clothing care focus on such specific topics
polishing shoes, turning garments right side out,
as hanging clothes,
materials, and sensory aids are listed,
and folding a shirt. Books,
together with ordering information; and several sample evaluation
rating scales and an individual
forms (including social competency
student profile for daily living skills) are provided. (LH)
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DAILY LIVING SKILLS
(A Manual For Educating
Visually Impaired Students)
STATE OF ILLINOIS
OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION
MICRA.EL J. BAKALIS, SUPERINTENDENT I
0*
15
DAILY LIVING SKILLS
(A Manual For Educating
Visually Impaired Students)
1:
Supported In part by the Instructional Materials Center,
Department for Exceptional Children, trough the Bureau
of Education for the Handicapped, U. S. Office of Education,
Grant # OEG-3-6-062679-156 (607)
,
stsT CgPY 111.:4!Lfin..
DAILY LIVING SKILLS MANUAL
el
Gail Lieberman, Editor
Program Specialist
Handicapped Children Section
Office of the Superintendent of
Public Instruction
James Meeks
Educational SpeCialist
Instructional Materials Center
Office of the Superintendent of
Public.Instruction
L
Tom Phillips
Recreation Skills Chairman
'297 Millard Street
Crystal lake, Illinois
,
'James Nezol
Department of Special Education
Illinois State University
Normal, Illinois
Karen Linsey
Collins School
407 South Summit
Schaumberg, Illinois
Connie Schiltz
Practical Skills Chairman
5442 West Agatite
Chicago, Minas
Becky Matheny
University of Michigan
1554 Stockwell Hall
Ann Arbor, Michigan 48104
Alma Obert
Illinois Braille and Sight Saving School
658 East State Street
Jacksonville, Illinois
Richard Webster
Illinois Braille and Sight Saving School
658 East State Street:
Jacksonville, Illinois
4,
.
BEST COPY AVAILABLE
0 . _
Mario Cortesi
. A
2810 Narth Spaulding
Chicago; Illinois 60618
Marion Lindseyn . .
e
609 East Groveland
Chicago, Illinois 60616 °..?
Carolyn Schumacher
4
Self-Care Skills Chairman
Illinois Visualk Handicapped Institute
1151 South Wood
Chicago, Iilinois 60612
Florence loan
Illinois Visually Handicapped Institute
1151 'South Wood
Chicago, Illinois 60612 .
Janet Osberg
Mid-Certral Association
3202 North Wisconsin
Peoria, Illinois
Michael Jacobi
Illinois Braille and Sight Saving School
658 East State Street
JacksuAville, Illinois
Richard Grove
14 Coal Drive
Belleville, Illinois 62211
Leslie Cooper
Social Skilla Chairman
7315 Dixon Street
Forest Park, Illinois
Patricia Buhroj
5201 St. Charles Road
Berkeley, Illinois
Marjorie Todd
Student Teacher
Illinois State University
Tuiscola, Illinois
0
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Ili PRODUCTION
English language is "close is only good in
A, common phrase in the
who has never played Om game,
horseshoes," To a visually limited person
Not only in horseshoes, but in all
this phrase is probably meaningless.
concepts and
the only way to develop proper
other recreational activities,
activities is to get involved in.themAs participant.
a "feel" for the
sporting.event, what do the terms halfback,
To a blind spectator at a
sidehorse, uneven parallel bars, shortstop,
wide receiver, guterball,
'butterfly stroke, etc.,mean to him? Think how often our daily conversation
day's
People constantly discuss the previous
focuses on sporting events.
of their own exploits as an angler, wrestler,
major league game, or boast
teenager react to a first,
How does a visually limited
swimmer, etu.
date invitation tole bowling if he or she has never played the game?
children participation in recreational
For visually limited
should be made as mandatory ms
activities during the si.hool years
the bod7 is equally
The proper development of
academic. subjects.
the development of the mind. As parents and educators,
as important as
engage in'
limited children the opportunity to
if we deny visually
only contribute to their possible
recreational activities, we not
retardation.
also their very possible social
physical immaLlrity. but
be
visually limited children should not
As with all children,
thobe in which they
which they are fearful, or
forced into activities of
Also, anyone involved in teaching recreational
have no interest.
of the
limited child should be throughly aware
activities to a visually
Contact sports for some children shOuld
child's physical condition.
other medical
vision is threatened, or if
be eliminated ic remaining
However, this should not be used
conditions preiAlt participation.
the activity. Simply walking
as an excuse for completely avoiding
provide insight
players in contact sports can
through the motions of
into the game.
inclusive, but it is hoped that the manual
Thib section is not all
students in activities that have long
will encourage yoi to engage your
eduoation of visually impaired' youngsters.
been neglected In the
INDEX FOR RECLTION
t
i
TEAM SPORTS
Baseball
Basketbil:
Bowling
Cress Country
Football
Gymnastic
Hockey
Soccer
Track and Field
Volleyball
Water Polo
Wrestling
INDIVIDUAL SPORTS
Archery and Target'Shooting
Bicycles
Calisthenics
Canoeing rnd Rowing
Catching Fish
Diving
Golf
Hiking
Horseshoes
Rid:nig and Handling a Horse
Roller Skating, Ice Skating
Shufflerboard
Stedding
Snorkeling
Snow Skiing, Water Skiing.
Swimming
Tobogganing
Weight Lifting
BEST Coq
AVAILABLE
TRAM SPORTS
the fundamentals of the gattavf .
The visually limited 01/.1d will learn
bseball and participate in a baseball game as an active player..
Ares 5 and up .
visually.ltmited child can be adapted with
Baseball in the primary grades f,r a
The hall is placed on the batting stand. The
the use of a batting stand.
his own, 2) with a sighted runner,
child MO it and runs the bases 1) on
4) by'any other method that is comfortaole
3) with the. use of a guide wire, or
for him. One device that may prove useful :ex a blind child is a Portable 0
This Locater emits a beeping sound, and it could be
Model Goal-Locater.
used to give the child's direction toward, the base._.
of baseball at the primary level is
One gaw in learning the fue4amenta4
using a kickball and running baties.
the use of a Beep-Ball (with
Baseball in the upper grades can incorporate
ball that orients the student to the position
the batting stand as needed), a
softball in name and size, but, it is quite
of the ball.' The ball is a
of practice with it' before a visually
hard and woulditequire a good deal
limited -child 46cAd usetf in a competitive game.
brightly colored balls, oitagthalle
For partially seeing children
easier.to track than, a white ball.
colored with Day-Glo paint may prove
bell inside may be used.
Also large lubber balls with's
the visually limited child can
With a little adaptation of the game
and relinquish his often too frequent
participate actively in baseball,
and inactive position as "scorekeeper".
Some areas hae "Blind Little Leagues". Contact your local Little League
availability in your area.
organization to check into the
Beep-Ball Telephone Pioneers of America
Materials:
Batting stand through a physical education catalog
Portable Goal-rwocatev from American Printing House
NlAsgalaligmAlsmed.Empons-Play Baseball.
Books: Browneon, George.,
Canadian Council of the Blind, 96 Ridout -Street South
London, 16, Ontario, Canada. April, 1972
baseball as adapted for the
Details of equipment and rules in
the British Columbia-
blind by Joe Lewis, director of recreation at
Institute for the BI.:nd
Yukon Division of the Canadian National
a
Koppett, Leonard. A Thinkingjisn's Ggide to Bas0111. Library of
Congress, Division for the Blind and Physically Handicamd.
Talking Book, 8 records #180I
%paseball
, $
Coombs; Jack. BjunAf_11,A.)11. library. of Congress, Divi. sibn for the Blind
As A
and Physically Handicapped
5 reels open reel tapp #cr 5249 , . .. 4,,
Braille copy !)581 .
t.
DeacOption of the more technical aspects of basAallf, Included is
4%
much solid.information. on batting, base running, and techniques of
paying each pbsitiou. One, chapter is devoted to scoring, and rules
and mulationsariteeeribed through an imaginary game.
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