1. Topic-
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2. Content-
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To help student to develop appropriate skills for Community Inclusion
in variety of public settings. Student must have interest/goal to
be included in his/her community activities, have basic community
safety skills and communication skill (verbal/not verbal). Students
should know/explained the behavioral expectations for the specific
activity. |
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3. Goals: Aims/Outcomes-
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1. Student will behave within acceptable parameters in public setting.
2. Students will demonstrate skills for researching for an event/outing
- place/address. Price, accessibility, etc.
3. Student will plan for the transportation needs, make time-schedule
for and outing, make phone calls/contact people if needed.
4. Students will request help if needed. Student will demonstrate
collaboration/team work skills.
5. Student will have a successful outing.
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4. Objectives-
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1. Student will research for the outing to require all needed information,
with verbal support, with 100%.
2. Students will develop a time schedule, with verbal support, with
100% accuracy.
3. Student will organize the transportation to get to the outing,
with verbal support.
4. If applicable, students, with verbal support, will develop a bus
plan with 100% accuracy.
5. Student will have a safe and overall successful outing. Students
will be evaluated according to their IEP goals. |
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5. Materials and Aids-
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Access to phone, computers, bus plans. Teacher will provide time-schedule
templates and bus schedule templates. Pen and paper to write information
down. Time to collective brainstorming. |
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6. Procedures/Methods-
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A. Introduction-
1.Students will brainstorm places that they want to go/activities
they want to participate.
2. There is discussion why they choose the outing and how it will
be relevant after they graduate school. |
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B. Development-
1. Teacher will facilitate brainstorming for all steps needed to
plan the outing.
2. Teacher help students to sign their jobs for planning.
3. Teacher will help to plan a timeline for planning. Teacher will
provide needed materials. |
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C. Practice-
Students/groups will start with the planning process. Teacher/support
will be available to help if needed. Teacher will visit with different
groups and ask about their progress. Teacher will encourage students,
who need help, first to seek help from another student. Teacher, before
providing an answer, will help student by "cueing" , so students have
an opportunity to solve problems independently.
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D. Independent Practice-
1. Making phone calls, catering all information needed.
2. Researching by using Internet, by gathering all information needed.
3. Developing a bus plan, time plan, budget, etc. |
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E. Accommodations (Differentiated Instruction)-
Students who need more hands on support, will be signed partners.
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F. Checking for understanding-
1. Observation and feedback will allow adjust needed support.
2. Teacher will check the form developed/filled by students.
3.Although it is a group assignment, it is individually tailored,
since each student have different challenges and objectives. |
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G. Closure-
Most young adults do not like to go out always with their parents/care
takers. So, learning skills that could be used when planning outings
with their friends or brokerage support person will increase students
life quality. |
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