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INDIVIDUAL PATHWAYS PROGRAM - 2005

By Jeffrey Cook,2014-06-28 12:54
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INDIVIDUAL PATHWAYS PROGRAM - 2005 ...

www.education.vic.gov.au/studentlearning/curriculum/ Department of Education

    Phase 3

    Robert’s individual pathway Sunshine Special

    Developmental School

Sunshine Special Developmental School Senior school and Transition students have developed

    a "Pathways" curriculum that focuses on students learning the skills required to succeed in life

    after graduation.

Educators: Leeanne Vallance, Sue Locs and Nathan Feldman

The processes described in this story assist Sunshine SDS to provide a curriculum that is

    broad and gives the students time to learn, at their own pace, the knowledge and behaviours

    necessary for adult life.

    Many of our students will not progress further than Level 1 but the Learning Focus and

    Dimensions in the Domains allow curriculum to be adapted to any age group and ability level.

    The integrated curriculum approach results in students learning necessary skills and

    behaviours in each strand and in a wide range of learning domains. Providing teaching and

    learning experiences in the environment where they will be used engages students in active

    interactions with the wider community and broadens their world and life choices.

    The Pathways unit is running successfully with excellent coordination and staff all working

    toward a common goal and problem-solving together. In every program students have

    displayed increasing independence and maturity. The most outstanding change has been seen

    in students taking responsibility for their own behaviour and choices, relating socially with

    their peers rather than constantly asking staff for reassurance and permission, and relating

    and negotiating with staff on a mature level.

    The Work Skills group have obtained their Tool Handling certificates and worked on projects

    around the school grounds such as sanding and repainting the seating in the playground.

    Three students have participated in Work Experience in the community and have used and

    extended the skills they have learnt at school. They have returned to school with enhanced

    pride, confidence and self-esteem.

    Robert's story Robert is 18 years old and graduating this year. He had always relied on his Mum to wake him

    in the morning and help him to organise himself for school. After Work Experience Robert

    decided to purchase a clock, with the money he earned at school through catering, so that he

    could be independent in getting up with the alarm and organising himself to be ready on time.

    His mum reported that he is now independent in the mornings and is looking forward to

    having a job next year. She has modified her attitude to Robert's abilities and treats Robert as

    an independent young man.

    Teacher Reflection

    Students enjoy the opportunity to make choices about work and leisure time and are

    beginning to make more thoughtful choices.

    1. Literacy and numeracy skills are extended in a functional way eg. filling out banking

    forms and choosing and paying off a lay-by.

    2. Parents report that the students are more independent at home, are aware of others

    needs, have more self-confidence to use their initiative and relate to their peers with

    increased confidence.

    3. Students see themselves as role models and take responsibility for making sure their

    peers and younger students are safe.

    4. Students are more aware of the resources available in the community and can make

    informed choices about educational and leisure programs.

    Last updated: 25.05.07 ? State of Victoria, 2007

www.education.vic.gov.au/studentlearning/curriculum/ Department of Education

    Phase 3

    Individual pathways program - Functioning within the community

The Pathways program focuses on making individuals independent and confident members of

    the wider community. The community program allows the student to gain the skills of banking,

    handling money, travel training and interacting with members of the public in structured and

    nonstructured environments. We aim to make all of the students aware of safety and how to

    keep themselves safe within the community. Students will access a variety of facilities

    including; shopping centres, the library, the local pool and gymnasium, entertainment

    complexes and a variety of cafes and restaurants.

Educators: LeeanneVallance, Sue Locs and Nathan Feldman

Robert’s profile: Robert is 18 years old and completing his final year of school. Robert has a

    moderate intellectual disability which effects his cognitive functioning. He has trouble

    processing information and all information needs to be broken down into a very simple form

    so that he can understand one concept at a time. If he is overloaded he will stop processing

    all information and will not function. Robert's verbal skills are his strength and he can hold a

    simple conversation. His cognitive ability means that he mostly discusses his life in relation to

    himself. Robert is unable to read and write but can recognise some board maker symbols. He

    is highly motivated by sport and plays team sports in his spare time with disabled peers.

Beginning: the student occasionally and with some assistance demonstrates the

    knowledge or skills to perform the outcome target.

    Consolidating: the student frequently demonstrates the knowledge or skills to perform the

    outcome target with some assistance.

    Established: the student consistently demonstrates all or most of the knowledge or skills

    to perform the outcome target.

    Transferring: the student can spontaneously and appropriately demonstrate the acquired

    skills or knowledge in other environments/situations.

Strand: Physical, Personal and Social Learning

Domain: Health and Physical Education

    Entry Skill Outcome Target Actual B C E T

    Performance Robert can eat socially To eat in a socially when out on occasionally acceptable way when

    Robert out in the community.

    Needs reminding to eat

    slowly.

    Providing Robert with Try a variety of foods opportunities to choose when eating out.

    from a wide selection of

    foods.

    Robert can recognise a Recognize and choose a healthy meal and needs healthy alternative

    little prompting in when eating out.

    purchasing that meal.

    Robert can access the To access local local pool through swimming pool for

    programs at school. personal health and

    leisure.

    Robert can use the gym To access local gym for through programs at personal health and

    school. leisure.

    Robert can access the To access local library library through programs for leisure and

    at school. educational purposes.

    Robert can ride a bike To participate in a bike Last updated: 25.05.07 ? State of Victoria, 2007

    www.education.vic.gov.au/studentlearning/curriculum/ Department of Education Phase 3

    but needs to be riding program for

    encouraged to utilise personal skills and

    this activity more often. safety.

    Robert has some road To independently safety skills and is recognize the dangers

    learning more involved with crossing a

    road in a safe manner.

Domain: Interpersonal Development

    Entry Skill Outcome Target Actual Performance B C E T Robert will ask for help To request help to when he needs it. clean up spills.

    Robert can wait in line To wait in line using and use his manners appropriate manners.

    with very little verbal

    assistance.

    Robert needs very little Passes food/drink on prompting when ask to request.

    pass a drink or food.

    Robert can verbally ask To verbally request for food/drink with little food/drink be passed at

    prompting. the table.

Domain: Personal Learning

    Entry Skill Outcome Target Actual B C E T

    Performance Robert can handle To independently handle utensils/food and drink food/drink using a plate

    but needs to be bowl

    reminded occasionally. Glass straw utensils etc

    in a socially acceptable

    way.

    Robert needs reminding Uses a serviette to wipe to use a serviette to hand/mouth during and

    wipe his mouth. after a meal.

    Robert can look after his Handles personal wallet wallet with the in a responsible manner.

    occasional check from

    staff.

    Robert can find the When requested can find correct card with little and presents personal

    assistances. identification card.

    Robert can identify an Understands that emergency but needs personal identification

    reassurance of personal card can be used in an

    data. emergency.

    Robert can state his Can verbally state name name and address and phone number.

    verbally with

    reassurance from staff.

    Robert can withdraw Independently go to money with some office and withdraw their

    assistance. weekly money.

    Robert can place his Independently puts money in his wallet with money in wallet.

    some assistance.

Domain: Civic and Citizenship

    Entry Skill Outcome Target Actual Performance B C E T Robert can name places Experiences and names Last updated: 25.05.07 ? State of Victoria, 2007

    www.education.vic.gov.au/studentlearning/curriculum/ Department of Education Phase 3

    in the community with a range of places within

    some verbal prompting. the community

    including the library

    swimming pool gym

    shopping centres

    beaches post office and

    local parks.

    Robert can and does To respect peoples respect peoples personal property.

    property.

    Robert can locate bus To locate bus stop. stop one way however

    relies on other students

    to find bus stop on

    return.

    Robert can locate train To locate local train station with assistance. station.

    Will cover this target in To identify direction of term 3. travel and stand on

    correct platform.

    Will cover this target in To enter train in a safe term 3. manner.

    Stand and hold

    strap/handle if a seat is

    unavailable.

    Robert can locate and In local centre can name most places independently find

    however needs guidance ? Eating area

    with direction. ? Public toilets

    ? Supermarket

    ? Banks

    ? Post office

    ? Public telephone

    ? Letter box

    ? Taxi rank

    ? Car park

    Robert can wait for To wait for public transport in a safe transport in a safe and

    manner occasionally socially acceptable

    needs reminding to be manner.

    patient.

    Robert can move out of To respect peoples people’s way with very personal space when

    little prompting. walking in public.

Strand: Discipline Based Learning

Domain: Mathematics

    Entry Skill Outcome Target Actual Performance B C E T Robert needs assistance Independently with filling out forms. completes bank

    withdrawal form.

    Robert requires Displays an awareness assistance with his and understanding of

    weekly budget. their weekly budget

    Robert requires some To understand the need assistance in to have money to travel

    understanding money. and buy items when

    out.

    When purchasing items To pay for items that is Robert needs to be to be purchased and

    Last updated: 25.05.07 ? State of Victoria, 2007

    www.education.vic.gov.au/studentlearning/curriculum/ Department of Education Phase 3

    reminded to wait for wait for change.

    change.

    Robert can check his To have the correct money and occasionally amount of money for

    needs staff to help. bus fare.

    Robert can place his To independently wait change in his wallet. for change and place in

    wallet.

    Robert can ask for a To ask for a receipt receipt but occasionally when purchasing

    will seek help. goods.

    Robert can on most To identify correct bus. occasions identify the

    correct bus.

    Robert can with verbal To independently ring prompt press the bell. bell to stop the bus.

    With assistance Robert To independently use a can use a phone. phone to call

    home/school

Strand: Interdisciplinary Learning

Domain: English/Communication

    Entry Skill Outcome Target Actual B C E T

    Performance Robert can request a To use a clear voice in ticket with little requesting a bus/train

    assistance. ticket and when ordering

    food in the community.

    Robert can make eye To make eye contact contact with a reminder when withdrawing money

    when he is in the office from the office staff.

    Robert can greet staff in Greeting staff an appropriate manner appropriately.

    but on occasions has to

    be reminded to wait for

    his turn to speak.

    Robert can introduce Introduce themselves himself however he when meeting a new

    needs reminding to say person.

    who he is.

    Robert is beginning to To show awareness of understand stranger Stranger Danger when in

    danger but occasionally the community by only

    needs reminding from saying hello if the

    staff. situation arises.

    Robert can sometimes To hold a conversation join in a conversation for with peers for a period of

    a very short amount of 2 minutes.

    time.

General Comments:

Last updated: 25.05.07 ? State of Victoria, 2007

www.education.vic.gov.au/studentlearning/curriculum/ Department of Education

    Phase 3

    Individual pathways program - Work Skills

    Work Skills is a program that aims to increase students’ ability to become not only ‘work

    ready’ but also to increase the students’ ability to function within the wider community as a positive and active member. Work Skills focuses on areas that empower the individual student

    to be able to make decisions about their future. The two key components of learning are

    desired work behaviour and skill acquisition. Punctuality and attendance, appropriate dress,

    hygiene, reaction to supervision, working within the community, concentration,

    communication, OH&S and general safety, decision making and workplace behaviour and

    integration are all key components. Students will gain these necessary skills through working

    around Sunshine SDS, undertaking and completing certificates in Safe Tool Handling,

    participating in work experience, socialising within a work environment and the community,

    personal grooming and participating in work in and around their local community.

Strand: Physical, Personal and Social Learning

Domain: Health and Physical Education

    Entry Skill Outcome Target Actual Performance B C E T

    Robert can access To use cafeteria cafeterias with facilities in a socially

    assistance. appropriate way.

    Robert is beginning To follow OH&S to learn OH&S rules. guidelines and

    procedures.

Domain: Interpersonal Development

    Entry Skill Outcome Target Actual Performance B C E T

    Robert can follow To acknowledge and instructions but carry out an instruction

    sometimes needs to be or direction.

    reminded.

    Robert will on occasion To ask for help or more ask for help however direction if the

    he needs to ask before instruction was not

    it gets to difficult. understood.

    Robert can sometimes To have a joke in a forget where a joke is social situation and

    to end and needs to be recognize when its time

    reminded by staff. to stop or that the joke

    is finished.

    Robert sometimes To respect other forgets to give people people’s personal

    personal space and a space.

    verbal reminder is

    then required.

Domain: Personal Learning

    Entry Skill Outcome Target Actual Performance B C E T

    Robert needs To show initiative when assistance when working. Checking own

    checking his work. work and correcting

    During cooking Robert errors as necessary.

    has on occasions used

    his initiative.

    Robert can request To request help when help if he needs it. needed.

    Robert can keeping a To work with consistent steady speed when speed 75% over a 2

    working with some hour period.

    prompting.

    Last updated: 25.05.07 ? State of Victoria, 2007

www.education.vic.gov.au/studentlearning/curriculum/ Department of Education

    Phase 3

    Robert can keep a To work with constant pace with acceptable speed over

    prompting. a 2 hour period.

    Robert can keep To continue working working when there even when distractions

    has been an are present.

    interruption but needs

    reminding to do so.

    Robert can concentrate To concentrate on the on his work and needs task in a positive

    little prompting. manner.

    Robert can return from To return from tasks a task with little without becoming

    reminding. sidetracked.

Strand: Discipline Based Learning

Domain: Mathematics

    Entry Skill Outcome Target Actual Performance B C E T

    Robert can follow To follow 3 step instructions with some instruction.

    assistance needed.

    Robert is beginning to To use a digital clock to use a digital clock with identify break time

    assistance. morning tea, lunch

    Robert is aware he To appear in work area needs to be on time on time.

    with the occasional

    reminder.

Domain: Science

    Entry Skill Outcome Target Actual Performance B C E T

    Robert can, with To observe and follow reminding, follow specific safety rules.

    safety rules.

    Robert can participate To plant seeds for in planting seeds with observation and

    prompting. understand the needs

    for growing seeds.

    Robert can water To participate in plants when asked to watering the garden,

    do so. newly planted seeds,

    seedlings and cuttings.

Strand: Interdisciplinary Learning

Domain: English/Communication

    Entry Skill Outcome Target Actual Performance B C E T

    Robert needs To engage in reminding how to appropriate

    converse appropriately conversation with

    when speaking to supervisor/s.

    supervisors.

    Robert can wait for his To wait for turn in a turn however on conversation.

    occasion needs

    prompting from peers

    to enter into the

    Last updated: 25.05.07 ? State of Victoria, 2007

www.education.vic.gov.au/studentlearning/curriculum/ Department of Education

    Phase 3

    conversation.

    Robert is beginning to To recognize and follow recognize safety signs. safety signs.

Domain: Thinking

    Entry Skill Outcome Target Actual Performance B C E T

    Robert can tolerate Tolerates and accepts any job he is given but stressors of the job e.g.

    is still learning not all dirt movement smell

    jobs are easy. job pressure.

    Robert can work To behave appropriately in a appropriately in various

    variety of work work environments.

    situations with little

    assistance.

    Robert has completed To complete an a work experience external work-

    placement. experience placement.

    Robert is beginning to To learn names of tools learn names of tools and use tools

    and what there used equipment and

    for. materials in a

    responsibly way.

Domain: ICT

    Entry Skill Outcome Target Actual Performance B C E T

    Robert is currently To complete one working on this. component of the Tool

    Handling Certificate.

General Comments

Last updated: 25.05.07 ? State of Victoria, 2007

    www.education.vic.gov.au/studentlearning/curriculum/ Department of Education Phase 3

    Individual pathways program - Independent Living Skills The Independent Living Skills Program focuses on physical, personal and social learning. This

    program enables students to instil and broaden their skills of daily routines such as personal

    grooming, house duties, cooking, travel training and shopping. Students are given options to

    participate in leisure activities to promote wellbeing and are provided with strategies to assist

    them in communicating their needs independently (to the best of their capabilities) within the

    community.

Educators: Leeanne Vallance, Sue Locs and Nathan Feldman

Strand: Physical, Personal and Social Learning

Domain: Health and Physical Education

    Entry Skill Outcome Target Actual Performance B C E T Robert can apply To independently apply sunscreen with sunscreen and hat to

    assistance. prevent sunburn.

    Robert can identify To recognize and learn what an emergency is the process of dialling

    and is learning the 000for an emergency.

    next step.

    Robert can apply Understands food gloves hat and apron preparation requires

    with verbal prompting. cleanliness. To apply

    gloves hat and apron

    when dealing with food.

    Robert can with To follow safe procedures assistance use when independently

    electrical equipment. plugging in electrical

    appliances.

    Robert can with To handle hot objects assistance is able to safely.

    handle warm objects.

Domain: Interpersonal Development

    Entry Skill Outcome Target Actual Performance B C E T In catering Robert on To fulfil their occasion needs verbal responsibility within the

    prompting to complete catering team when

    an order. completing an order.

    Robert can set a table To independently set with visual and verbal table with

    direction. Cloth

    Cutlery

    Plates

    Glasses etc.

    Robert can load the To independently load dishwasher with dishwasher.

    assistance.

    Robert can with To measure the powder assistance measure for the dishwasher.

    the powder for the

    dishwasher.

    Robert can with To independently turn assistance turn on the dishwasher on.

    dishwasher.

    Robert can load the To load clothes into washing machine with washing machine.

    assistance.

    Robert can with To measure washing Last updated: 25.05.07 ? State of Victoria, 2007

    www.education.vic.gov.au/studentlearning/curriculum/ Department of Education Phase 3

    assistance measure powder and put in the

    powder for machine. machine.

    Robert can turn the To independently turn washing machine on washing machine on.

    with verbal prompting.

    Robert is beginning to To independently use learn how to use an iron.

    iron with verbal and

    visual assistance.

    Robert can with verbal To independently clean prompting clean up up after eating

    after eating. rubbish in bin

    dishes in the dishwasher

    and tables wiped.

    Robert is able to To display an awareness identify a stranger with of stranger danger and

    verbal prompting from to act in a socially

    staff. acceptable way when out

    in public.

Domain: Personal Learning

    Entry Skill Outcome Target Actual Performance B C E T Robert can wash his To independently wash hands after using toilet hands after using toilet.

    with little reminding.

    Robert can adjust his To adjust clothes after clothes with little using the toilet

    assistance. Independently.

    Robert needs verbal To recognize the need to prompting with his use deodorant.

    hygiene.

    Robert needs to To independently trim practices using nail own finger/toe nails.

    clippers to trim his

    nails.

    Robert to be aware of To identify the need for a his appearance. shave.

    Robert can use an To independently shave electric razor with with an electric razor.

    assistance.

    Robert can brush his To brush/comb hair hair with prompting. independently.

    Robert can place To independently brush toothpaste on brush teeth using correct

    with some assistance amount of toothpaste.

    required.

    After brushing teeth To independently wipe Robert with verbal sink after brushing teeth.

    prompting can rinse

    the sink.

    Robert is able to To independently have a shower with verbal shower following all the

    direction. steps in the shower

    script.

    With verbal direction To independently make a Robert can make a hot hot drink using the

    drink. electric kettle.

    Robert is able to use To independently use the microwave with microwave to assist in

    assistance. the preparation of foods.

    Last updated: 25.05.07 ? State of Victoria, 2007

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