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Board/Authority Authorised Course Framework Template School District/Independent School Authority Name

Nechako Lakes

School District/Independent School Authority Number

91

Developed by

Kathy Green

Date Developed

June 2015

School Name

EBUS

Principal’s Name

Brian Naka

Superintendent Approval Date (for School Districts only) Superintendent Signature (for School Districts only) Board/Authority Approval Date Board/Authority Chair Signature Course Name

Independent Living Skills —At Home and In the Community

Grade Level of Course

10, 11, 12

Number of Course Credits

2 credits per module

Number of Hours of Instruction

60 hours per module

Prerequisite(s)

Referral by Special Education Personnel

Special Training, Facilities or Equipment Required

None

Course Synopsis

Independent living is a major step in the life of a young person. Students will prepare for this step by gaining knowledge of important concepts such as making a budget, obtaining

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BRITISH COLUMBIA and maintaining housing, and being safe and active at home and in the community.

Rationale The desire to become self-sufficient is a natural part of growing up. Independent living means that a person lives in his or her own apartment or house with either no assistance needed for day-to-day living skills or help with only complex issues such as managing money. As such, the acquisition of independent living skills can significantly impact a student’s future and the quality of his or her life. Organizational Structure: (units, topics, modules): Individual students vary significantly in the level to which they have acquired skills in these areas. Modules selected should be based on the student’s individual profile. Students will earn 2 credits per module completed. Time

Unit/Topic Module 1

Being a Tenant

60 hours

Module 2

Home Cleaning and Maintenance

60 hours

Module 3

Grocery Shopping

60 hours

Module 4

Laundry

60 hours

Module 5

Safety in the Kitchen

60 hours

Module 6

Accessing Community Services and Resources

60 hours

Module 7

Public Transit

60 hours

Module 8

Community-based Advocacy and Support

60 hours

Module 9

Community Engagement

60 hours

Module Descriptions Individual students vary significantly in the level to which they have acquired skills in these areas. Modules selected should be based on the student’s individual profile. Students will earn 2 credits per module completed. 2

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Board/Authority Authorised Course Framework Template

BRITISH COLUMBIA Module 1: Being a Tenant Students will learn how to search for an apartment, consider an affordable rent within budget, and ask questions about different properties. It is expected that students will: • define relevant vocabulary (such as lessor, lessee, landlord, security deposit) • identify different types of apartments (e.g., furnished vs. unfurnished) • explain the consequences of breaking a lease • estimate expenses associated with moving and setting up a household • identify responsibilities of a tenant and a landlord • identify the purpose of renters insurance • set up a budget for maintaining a household that includes rent, utilities, and living expenses V

Module 2: Home Cleaning and Maintenance In this module, students learn about the tools and procedures necessary to help keep their living quarters clean and well maintained. They learn what housekeeping functions they need to do and how often and the importance of these steps to their good health. Students also learn how to shop effectively for the types of products that will work the best for different housekeeping functions.

Students will independently follow a pre-determined schedule of daily household maintenance chores to keep their personal living space clean and tidy. It is expected that students will: • demonstrate proper procedure for dusting and vacuuming • demonstrate picking up items and putting them in their proper place • explain the importance of cleaning regularly, including the health benefits • explain what needs daily/weekly/monthly cleaning and why • compare and contrast different types of cleaning products • independently follow a pre-determined schedule of daily household maintenance chores to keep their personal living space clean and tidy

Module 3: Grocer Shopping Students will identify and shop for needed grocery items.

It is expected that students will: • identify needed grocery items make a list • navigate the grocery store based on department • make appropriate purchasing decisions with regards to fresh items • read food labels to support decisions about nutrition • calculate unit cost for items priced in multiples • demonstrate appropriate grocery store etiquette —

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make purchases put groceries away on arriving home

Module 4: Laundry Everyone needs to understand how to do the laundry. In this module, students learn everything from reading the washing instructions on laundry labels to proper washing and drying techniques. It is expected that students will: • explain/demonstrate how to prepare clothes for washing • describe the common cycles/settings on the washing machine and dryer • list/demonstrate the most common sorting groups for laundry • explain the guidelines for using detergent, fabric softener, stain removal treatments • explain how to eliminate or reduce wrinkles in clothing • independently follow a pre-determined laundry schedule

Module 5: Safety in the Kitchen Taking precautions in the kitchen is a priority—to prevent both injuries and illness. In this module, students practice fundamental kitchen safety. It is expected that students will: • define food-borne illness and sanitation • identify and describe the three danger zones in the kitchen • identify ways that people can become infected/prevent infection with a food-borne illness • explain when and how to use proper hand-washing • identify ways to prevent burns, falls, and cuts • describe how to store hazardous chemicals

Module 6: Accessing Community Services and Resources This module will support students to use services and resources available in their home community. it is expected that students will: • Recognize services and facilities in the local community (library, post office, bank, doctor, dentist, pharmacy, restaurants) • Identify and select community services and facilities for a particular need (retail, leisure/recreation, government, medical) • Demonstrate socially appropriate behaviours while using public facilities/services • Demonstrate ability to access emergency services

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BRITISH COLUMBIA Module 7: Public Transit In today’s world, we all need to go places across our communities. In this module, students receive instruction on topics including navigating an area, estimating travel time and advantages and disadvantages of various modes of transportation. It is expected that students will: • identify different methods of finding their way and/or getting to where they want to go • identify who and how to ask for direction • use a community/neighbourhood map to identify requested locations • estimate travel time between 2 locations • demonstrate the ability to manage time when trying to get somewhere • independently travel between specified locations

Module 8: Community-based Advocacy and Support In this module, students will develop an understanding of the support networks available in their communities and will actively participate in transition planning for adulthood. It is expected that students will: • discriminate between people to ask for help in specific instances • define “advocate” • identify a personal advocate • identify at least one situation where an advocate can help • identify support groups and organizations in the local community • demonstrate the ability to access help when necessary

Module 9: Community Engagement There are many ways that students can demonstrate engagement with their community. In this module, students explore what it means to be a responsible citizen.

It is expected that students will: • identify ways to help in the home and school • perform volunteer tasks at home • describe ways people volunteer in the community • explain why volunteerism is important • assess how individual contributions can have a positive influence upon the family and corn mu n ity • describe the impact of service contributions on self (e.g., increase in self-worth, confidence and understanding of others) • list character traits that volunteering helps develop • explain why teamwork is important when volunteering S

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identify the volunteer accomplishments of the community and communicate information and appreciation relate personal knowledge and skills to potential opportunities for volunteering and providing service to others in the community analyze the potential impact of volunteerism on career opportunities document and reflect on participation in at least one community service activity this year

Resources: http://www.lEiarhingtogive.org/paeers/paper11.html http //www ebov/osw/education/teach curric htm

Instructional Component •

Direct instruction

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Brainstorming and discussion

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Analysis of a variety of examples of social interaction

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Role-play

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Modelling

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Social Stories

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Games

Assessment Component Progress is determined by individual growth in selected skills and is measured in terms of increasing independence. The following methods may be used in data collection: Checklists, anecdotal comments, assignments, academic assessments, etc. completed by • parent(s), teacher(s), service provider(s) Self-evaluation • Portfolio (dependent on student learning style and ability) • Rubrics •

Learning Resources Anderson, Stephen R., Amy Jablonski, Marcus Thomeer, and Vicki Madaus Knapp. Self-Help Skills for People with Autism: A Systematic Teaching Approach. Bethesda: Wood bine House, 2007. Bennie, Maureen, Colleen Eggerston, Andy Kubrin, and Sandra Werle. Adult Life with Autism Spectrum Disorder: A Self-Help Guide. Calgary: Autism Calgary, 2009.

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p% J4 BRITISH COLUMBIA Heller Korin, Ellen S. AspergerSyndrome: An Owner’s Manual2 For OlderAdolescents andAdults: What You, Your Parents and Friends, and Your Employet, Need to Know. Shawnee Mission: Autism Asperger Publishing Co., 2007. McClannahan, Lynn E. and Patricia J. Krantz. Activity Schedules for Children with Autism: Teaching Independent Behavior, 2nd. Edition. Bethesda: Woodbine House, 2010. Notbohm, Ellen and Veronica Zysk. 1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders. Arlington: Future Horizons Inc., 2010. Print. Perry, Nancy. Adults on the Autism Spectrum Leave the Nest: Achieving Supported Independence. Philadelphia: Jessica Kingsley Publishers, 2009. Shore, Stephen (Ed.). Ask and Tell: Self-Advocacy and Disclosure for People on the Autism Spectrum. Shawnee Mission: Autism Asperger Publishing Co., 2004. Sicile-Kira, Chantal. Autism Life Skills: From Communication and Safety to Self-Esteem and More —10 Essential Abilities Every Child Needs and Deserves to Learn. NewYork: Penguin Group (USA) Inc., 2008. Sicile-Kira, Chantal and Jeremy Sicile-Kira. A Full Life with Autism: From Learning to Forming Relationships to Achieving Independence. New York: Palgrave MacMillan, 2012. Webman, Paul and John Kregel (Eds.). Functional Curriculum for Elementary, Middle, and Secondary Age Students with Special Needs, 2’ Edition. Austin: PRO-ED Incorporated, 2003. Wehman, Paul, Marcia Datlow Smith, and Carol Schall. Autism and the Transition to Adulthood: Success Beyond the Classroom. Baltimore: Paul H. Brookes Publishing Co., 2009. http://www.autismoutreach.ca/elearning

Additional Information

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