Transcript Teaching Social Skills to Students with Visual Impairment
What Does It Take to Be Successful in Life Establishing Relationships, Living Independently, & Maintaining a Job
Three Themes
Establishing social relationships Developing a set of independent or “interdependent” living skills Acquiring skills for successful employment
Over-Riding Beliefs
Have high, but realistic expectations Provide consistent messages about behavior, appearance, & acquisition of skills Provide early & continuous hands-on experiences Provide opportunities to make decisions & problem solve Develop a sense of responsibility & give chores
Social Skills
What Does it Mean to be Socially Successful?
Students with visual impairments have a social presence.
Students with visual impairments have a range of skills that support them in engaging with others. Students with visual impairments are aware of others beyond themselves.
Why is it Important to be Socially Successful?
Promotes friendships & positive relationships Nurtures self-esteem Promotes positive employment & independent living outcomes Promotes social understanding, decision making, & problem solving Promotes self-advocacy
What is Social Presence?
Appropriate dress & grooming Appropriate body posture, stance, gestures, & gait Facial expressions that are appropriate for the occasion Knowledge of the social situation Motivation to learn the social rules within a variety of environments
What is Important for Students to Know?
Basic interactive skills Interest in peers, co-workers, & family Engaging in conversation Complimenting, reciprocating, empathy
Strategies to Promote Socialization Early & continuous experiences Opportunities with sighted & blind peers Accountability for actions Consistent feedback or modeling Teach age-appropriate games & activities
Social Thinking
Moving beyond self & perceiving the needs of others Understanding the social situation & making decisions about social interactions Analyzing the social situation & evaluate social behavior
Activities of Daily Living
The Concept of Interdependence Not all people are totally independent We all require support or assistance Finding the balance between independence & interdependence
Basic Self-Help Skills Grooming Personal hygiene Dressing Eating
Clothing
Choosing & matching clothes Clean & wrinkle-free clothes Clothing that fits & is appropriate Clothing care
Organization & Time Management Keep track of belongings Responsible for completing chores, classroom jobs, & homework Knowledge of time & a way to keep track of time
Money Management
Knowledge of cost of everyday items Coin & bill identification Use money in public Understand that money is earned Knowledge of banking Personal signature
Cooking
Grocery shopping Use of microwave Using kitchen utensils & equipment Using the stove & range top Meal or snack preparation
Cleaning
Bed making & organize bedroom space Laundry Knowledge of cleaning products Use of mop, vacuum, scrubbing surfaces
Home Management
Use of tools Home maintenance- change a light bulb Yard maintenance- mow lawn Recycling
Safety
Knowledge of public & private Understand stranger, acquaintance, friend Aware of surroundings & travels confidently
Personal Management
Knows personal information & who receives personal information Carries student and/or state I.D.
Carries purse or wallet
Job Readiness & Employment Skills
Job Readiness Skills
Punctuality Following directions Staying on task Engaging socially with others Sharing job responsibilities Demonstrating appropriate interactions with supervisors & colleagues Organization of work space & belongings
Academic Skills Needed for Work Reading, writing, & spelling skills Read at least 150 words per minute Knowledge & use of technology Mathematics: use of a calculator, an abacus, & other tools to assist with banking & purchases
Work Preparation
Exposure to jobs & job tasks Job shadowing Hand skills Endurance for work- staying on task, completing a series of tasks, use of breaks
Pre-Requisites for Work
Chores around the house Student as helper not helpee Prior work or volunteer experiences social security card & state I.D.
Signature that can be replicated Exposure to work
Role of Families & Professionals Partner to provide a consistent message to the student Make the ECC a priority along with academics in your student’s education Look beyond the present Let Go & believe that your child is capable of achieving success in life Nurture independence & foster interdependence
Role of the Student in Developing a Successful Life Desire to become socially savvy Desire to develop friendships Desire to become inter-dependent Motivated to take risks & make change Interested in receiving feedback about social & work performance Desire to be autonomous Desire to be a self-advocate
Resources
AFB Press Focused On: Social Skills Curriculum Series Teaching Social Skills to Students with Visual Impairments: From Theory to Practice Skills for Success www.afb.org
Texas School for the Blind & Visually Impaired TSBVI Social Skills Curriculum TSBVI Daily Living Skills Curriculum www.tsbvi.edu
Resources
California School for the Blind CSB Safety Curriculum CSB Living Skills Curriculum CSB Social Skills Curriculum CSB Career & Technology Education Curriculum www.csb-cde.ca.gov
Contact Me
Sharon Zell Sacks, Ph.D.
Director of Curriculum, Assessment, & Staff Development California School for the Blind (510 794-3800 Ext 313 [email protected]