Life Skills Activities for Secondary Students with Special Needs E-Book

Darlene Mannix

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 532

Veröffentlichungsjahr: 2021

Beschreibung

 Help students with special needs thrive with over 160 updated educational activities

In the newly revised Third Edition of Life Skills Activities for Secondary Students with Special Needs, teacher and author Darlene Mannix delivers a unique collection of over 160 updated activity sheets with related exercises, discussion questions, and evaluation suggestions to help students gain basic skills necessary for independence and success. Each activity sheet focuses on a specific skill in a real-world context and includes teacher directions for objectives, introduction, optional extension activities, and assessment methods. This crucial book includes:

• Activity sheets and corresponding introductions in a wide variety of critical life skills such as interpersonal, communication, academic and school, practical living, and more
• Coverage of leisure activities and the importance of finding fulfilling hobbies and pastimes
• Tools to help students build their self awareness and understand their strengths and weaknesses

Perfect for special educators, general education teachers, school counselors, and psychologists, Life Skills Activities for Secondary Students with Special Needs will also earn a place in the libraries of other professionals working with special needs children, as well as the parents of those children.

Leseprobe

Table of Contents

Cover

Title Page

Copyright

About This Book

What Are Life Skills?

Why Teach Life Skills?

What Students Will Use This Book?

How Do I Use This Book?

About the Author

Parent Activities and Suggestions

Part One: Self-Awareness

Part Two: People Skills

Part Three: Academic and School Skills

Part Four: Practical Living Skills

Part Five: Vocational Skills

Part Six: Community and Leisure Activities

Part Seven: Problem-Solving Skills

Online Resources for Parents

Part One: Self-Awareness

Chapter 1: My Personality

1.1 Optimist or Pessimist?

1.2 I Am Creative

1.3 I Like Routine

1.4 Sometimes I Am Fearful

1.5 I Can Be a Leader

1.6 Am I a People Person?

1.7 I Am a Good Listener ₀ Or Am I?

1.8 Sometimes I Get Angry

1.9 I Finish What I Start

1.10 I Am Teachable

Chapter 2: My Character

2.1 What Is Good Character?

2.2 Honesty

2.3 Kindness

2.4 Loyalty

2.5 Responsibility

Chapter 3: Uniquely Me

3.1 What Are Values?

3.2 Values Important to Me

3.3 My Disabilities

Chapter 4: Personal Life Choices

4.1 Smoking and Vaping: Is It for Me?

4.2 Marijuana and Other Drugs

4.3 Teens and Drinking

4.4 Am I Ready to Move Out?

4.5 Am I Ready to Work Part-Time?

Part Two: People Skills

Chapter 5: Relating to Others

5.1 Encouraging Others

5.2 Being Friendly

5.3 Helping Others

5.4 Conflict Resolution

5.5 Whom Can I Talk To?

Chapter 6: Friendship Skills

6.1 My Peer Groups

6.2 Who Are My Friends?

6.3 Making Friends

6.4 People Who Are Like Me

6.5 People Who Are Different from Me

6.6 Social Media

Chapter 7: Being Part of a Family

7.1 My Family Tree

7.2 Respecting Authority

7.3 My Parent's Point of View

7.4 My Sibling's Point of View

7.5 Being Adopted

Chapter 8: Communication Skills

8.1 Best Method to Communicate

8.2 Summarizing

8.3 Paraphrasing

8.4 Is This the Right Time and Place?

8.5 Verbal and Nonverbal Messages

8.6 Public Speaking

Part Three: Academic and School Skills

Chapter 9: Reading Skills

9.1 Reading for School

9.2 Reading on the Job

9.3 Reading for Comprehension

9.4 Following Written Directions

9.5 Reading for Pleasure

Chapter 10: Writing Skills

10.1 Everyday Writing Tasks

Chapter 11: Math Skills

11.1 Everyday Math Skills

11.2 Improving Math Skills

11.3 Understanding Charts

Chapter 12: Study Skills

12.1 School Tasks for Success

12.2 Taking Notes

12.3 Studying Smarter

12.4 Doing Homework

12.5 Completing Assignments

12.6 Rewarding Yourself

12.7 Good Student Behaviors

12.8 Requesting Help or Information

Part Four: Practical Living Skills

Chapter 13: Information Skills

13.1 What Do I Need to Know?

13.2 Information from the Internet

13.3 Information from News Sources

13.4 Information from Magazines

13.5 Information from Books

13.6 Information from Television

13.7 Information from Other People

Chapter 14: Money Skills

14.1 What Is a Budget?

14.2 Making a Budget

14.3 On Sale

14.4 Unit Pricing

14.5 How Much Money Will I Need?

14.6 Banking Options: Checking and Savings

14.7 Using Debit, Credit, and ATM Cards

Chapter 15: Travel

15.1 Planning a Trip

15.2 Estimating Travel Costs

Chapter 16: Clothing

16.1 Caring for and Repairing Clothing

16.2 Buying Appropriate Clothes

16.3 Organizing Clothes

16.4 Washing and Drying Tips

Chapter 17: Living Arrangements

17.1 A Place to Live

17.2 Organizing

17.3 Apartment Living

Chapter 18: Eating and Nutrition

18.1 Nutrition

18.2 Making Good Food Choices

18.3 Eating Out Versus Eating In

Chapter 19: Shopping

19.1 Smart Shopping

19.2 Comparison Shopping

19.3 Returning Items

Chapter 20: Exercise/Health and Hygiene

20.1 Exercise Excuses

20.2 Stressful Situations

20.3 Depression

Part Five: Vocational Skills

Chapter 21: Present Skills and Interests

21.1 My Work Environment Interests

21.2 Realistic Vocational Goals

21.3 Working with a Disability

21.4 Finishing High School

21.5 Extracurricular Activities

Chapter 22: Getting a Job

22.1 Searching for a Job

22.2 Vocational Vocabulary

22.3 Filling Out an Application

22.4 First Impressions

22.5 Getting Work Experience

Chapter 23: Working

23.1 Being a Great Employee

23.2 Handling Criticism on the Job

23.3 Changing Jobs: Why?

23.4 Changing Jobs: How?

Part Six: Community and Leisure Activities

Chapter 24: My Community

24.1 What Is My Community Like?

24.2 The History of My Community

24.3 What's Going On in My Community?

24.4 Community Services: People and Places

24.5 Personal Safety

24.6 Being a Good Neighbor

24.7 Community Map

24.8 Making My Community Better

Chapter 25: Leisure Activities

25.1 Places to Enjoy

25.2 Hobbies

25.3 Things to Try!

Part Seven: Problem-Solving Skills

Chapter 26: Handling Problem Situations

26.1 Understanding the Problem

26.2 Coping with Surprises

26.3 Adjusting to Change

26.4 When the Problem Is You!

Chapter 27: Making Decisions

27.1 Decision-Making Factors

27.2 Needs Versus Wants

27.3 Changing Bad Decisions

27.4 Why Take Risks?

Chapter 28: Resource Management

28.1 What Are My Resources?

28.2 Fact Versus Opinion

End User License Agreement

Guide

Cover

Table of Contents

Begin Reading

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“Return of a classic…. updated for today's youth. A comprehensive compendium of proven activities for middle and high school students.”

—Nick Elksnin, PhD, NCSP, Retired Visiting Professor of Education, the Citadel, and co-author of Teaching Social-Emotional Skills at School and Home

“Darlene shares practical, ready-to-use content for teachers of general and special education students in need of social-emotional supports and modern-day living strategies. This book offers guidance and direction on how to address difficult topics with students from drug use to safe use of the internet to obtaining a job in the working world. A great resource to help today's students begin learning those tough ‘adulting’ skills!”

—Sue Beres, MEd, Educational Diagnostician, South La Porte County Special Education Cooperative

“I teach Life Skills at the high school level to a group of students with multiple disabilities. This book would be useful in a variety of areas. My autistic students would benefit from some of the social-emotional learning content (Chapter 5, Relating to Others; 5.1 Encouraging Others), and parts such as Practical Living, Skills and Vocational Skills are invaluable for preparing for transition discussions leading up to students' IEPs. I appreciate the simple format and easy-to-use lesson plans that Darlene has created, along with extension activities for my higher-functioning students to challenge their learning.”

—Sarah Gartshore, Life Skills Teacher at La Porte High School

“No matter how long you have been in the field, one of the best things we can do as educators is continue to actively seek out new information and practices. In this book, Darlene provides a symphony of life skills lessons that are easy to implement, effective, and sequenced for easy navigation.”

—Caty Swan, Special Education Teacher, English/Language Arts at La Porte Community Schools

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From ready-to-use classroom activities to the latest teaching framework, our value-packed books provide insightful, practical, and comprehensive materials on the topics that matter most to K–12 teachers. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field.

Life Skills Activities for Secondary Students with Special Needs

Third Edition

Darlene Mannix

Copyright © 2021 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

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THIRD EDITION

About This Book

Life Skills Activities for Secondary Students with Special Needs is a resource for special education and regular education teachers, counselors, parents, paraprofessionals, and others who are involved in the education, training, employment, or socialization of students.

What Are Life Skills?

Basically, life skills are a group of skills that an individual needs to acquire for a fulfilling and independent life, as far as that life is possible. One could argue that the most important skills one acquires in life are the skills of sound character, such as honesty, kindness, and being responsible. At school, students need to acquire the whole realm of academic skills, including reading, writing, and solving math problems. Now, technology and communication skills are equally important. In addition, school is a microcosm of society that demands the acquisition of appropriate social skills. Life skills also includes the many tasks that make up daily living, such as shopping, saving money, traveling, and eating. Vocational skills form another component of what a special needs child will need to acquire—finding and maintaining an appropriate job. The individual's involvement in his or her community and the process of developing leisure interests are lifelong skills for everyone to attain. Problem-solving skills are a vital thinking technique that can be superimposed on all of the other areas.

Why Teach Life Skills?

The teaching of life skills is an ongoing process for children. It can take place in many campuses (at school, at home, in the community) and be taught by many teachers (including professional educators, the bus driver, your neighbor, other children, and community leaders). It is best to have a directed goal with a target in mind to help stay focused on what your child needs to learn. Having a specific goal helps not only the student, but the teacher or parent as well. Life skills can be taught, practiced, and made relevant to your child's situation. Special learners often require specific procedures or prompts to shape these skills that other learners may pick up incidentally.

What Students Will Use This Book?

The lessons in this book are primarily directed toward middle school or younger high school students who have a special need for learning. This special need might be a social disability, learning disability, or moderate mental or physical handicap that requires slowing down the pace of the task, going step-by-step toward a goal, needing extra practice, learning through targeted discussion, and/or simply steering them toward the core skill.

The material can be adapted for a variety of uses. Answers can be oral or written, students can work individually or in groups, and activities can be tailored to fit whatever needs are more pressing.

How Do I Use This Book?

As a teacher or parent, you have many options as far as using the material in this book. A typical lesson contains these elements:

A specific objective for the lesson

Brief comments about the nature or importance of the skill

An introductory activity or two

A directed activity or worksheet

An answer key or suggested open responses

Discussion questions pertaining to the skill

An extension activity or two

Evaluation items

In addition, there are parent activities and suggestions for each of the six sections.

The book is organized into seven main parts:

Part One, Self-Awareness, contains twenty-five lessons on awareness of one's personality (introvert/extrovert, being a leader, being teachable), character (being responsible, loyal, kind, and so on), individual uniqueness (values, ethnicity, disabilities, and so on), and personal life choices (such as smoking, drinking, tattoos, moving out).

Part Two, People Skills, contains twenty-nine lessons on relating to others (such as working with others, being helpful), developing friendship skills (recognizing people who are the same as or different from you, social networking, and so on), being Part of a family (such as understanding another's point of view, respecting authority), and communicating (being a good listener, understanding verbal and nonverbal messages, and so on).

Part Three, Academic and School Skills, is primarily related to educational situations and contains twenty-eight lessons on reading, writing, math, and study skills. Teachers in a school setting may find this section helpful for their students.

Part Four, Practical Living Skills, is a longer section containing forty-two lessons on acquiring information, handling money, travel, clothing, living arrangements, eating and nutrition, shopping, and including exercise and hygiene in your life. Parents of special needs teens may use this section in a home environment.

Part Five, Vocational Skills, contains eighteen lessons on understanding present skills and interests, getting a job (filling out an application, interviewing, and so on), and actual working (skills needed to be a good employee).

Part Six, Community and Leisure Activities, has thirteen lessons that focus on helping the individual become part of a community (history, getting around) and leisure activities (places to enjoy, group activities, trying new activities).

Part Seven, Problem-Solving Skills, has eleven lessons on skills for handling problem situations, making decisions, and using good resource management. The examples in these lessons come from home, school, work, and community settings.

Life Skills Activities for Secondary Students with Special Needs was first published in 1995, updated in 2009, and now revised in 2021. To reflect changes in education and current social needs, many lessons have been added or updated.

There are a total of one hundred and sixty-six lessons in this edition. Most, if not all, of the lessons have minimal to substantial revisions and updates on the material. Several new chapters have been added to reflect current interests and trends. What I found to be noteworthy, however, was the realization of how many of these life skills are still so necessary, even decades later. We as teachers (and parents) still want our children to be kind, thoughtful, participate in meaningful relationships, get a job, move out, and find a satisfying life!

I hope that you find the lessons to be helpful and appropriate for your students or child!

—Darlene Mannix

About the Author

Darlene Mannix has worked as an educator for thirty years and has taught a wide range of children, teens, and adults. Her teaching experiences have included individuals who are learning disabled, emotionally involved, language-disordered, and multiply disabled. She also was lead teacher in an alternative education program for at-risk middle school students and worked at a local juvenile detention center. She received her bachelor of science degree from Taylor University and her master's degree in learning disabilities from Indiana University. A past presenter at numerous educational conferences including the Council for Exceptional Children, she has authored many books, including Writing Skills Activities for Special Children (Jossey-Bass, 2004); Social Skills Activities for Special Children, second edition (Jossey-Bass, 2008); Social Skills Activities for Secondary Students with Special Needs, second edition (Jossey-Bass, 2009); and Life Skills Activities for Special Children, second edition (Jossey-Bass, 2009). She has most recently worked as a Title 1 Reading Teacher.

Parent Activities and Suggestions

Part One: Self-Awareness

My Personality

Use labels in a positive way as you discuss personality traits. “You certainly are

creative

to be able to make/do/see/combine… .” “I love how you are such a

people person

! It's fun to introduce you to my friends!”

Ask your child to describe his or her personality. What traits are most outstanding in his or her view?

Everyone gets angry or fearful at times. Anger management is often a big part of the school counselor's lessons. Ask for help if this is available in your area.

Some children desperately need routine to make it through the day. Talk with your child about any changes that might be occurring that day that would throw off the schedule. Prepare your child. Something new could be a pleasant surprise if he or she is ready for it.

Finishing a task can be an ongoing battle. When given a job, the student could talk about what the finished product or event will be. All the effort of completing homework is lost if the student never turns it in.

My Character

Emphasize that a child's character is more important than anything else that he or she will ever develop. Being a good person is what really counts.

Give your child opportunities to take on responsibility around the house. After giving an assignment or chore, act as though you

expect

him or her to do it; don't keep nagging.

Talk about what values you think are important. Share experiences that have helped shape your values.

Praise your child when you catch him or her doing something thoughtful or kind for others.

When you introduce your child to others, use the opportunity to add a positive comment about your child.

Practice acts of kindness all of the time. Invite your child to be a part of this.

Uniquely Me

Share with your child any details that are appropriate about his or her birth. A birthday is a special day to every individual, although it can be fun to see what celebrities also share that birthday. If your child has a diagnosed disability, talk about what that means as far as expectations for his or her future. Even though he may have a disability, he still has the ability and the expectation to go as far as he can to succeed in life. If appropriate, talk about the causes of a disability.

Make it a family project to participate in something that is of interest to your particular ethnic background—Irish dancing? French cooking?

Use a globe to locate countries of origin. Where did your grandparents come from?

Personal Life Choices

You, of course, are a very important role model to your child. If you are trying to quit smoking, for example, share your decision with your child and explain why.

Decisions about drinking, especially drinking and driving, can be some of the most crucial decisions your teen makes. Give your child a way out if confronted with a situation in which she needs a ride home. Let your child know that you'd much rather get a call for a ride home than have her get into a car with an impaired driver.

Encourage your child to think and talk about future events such as moving out or working part-time. This can be scary—but it can also be exciting as you plan future independence together.

Part Two: People Skills

Relating to Others

Point out good service (or poor service) as you interact with others around you. Compliment a server for refilling your drinks. Notice a cashier who is efficient. Let your child observe you modeling positive interaction with others.

Get to know your neighbors. Even if it's just a friendly “hello,” encourage your child to get involved in the neighborhood. Perhaps he or she can help with a neighborly errand.

Join in a community party, fund-raiser, or volunteer organization. Share a positive focus as a family and as a community.

Friendship Skills

Encourage your child to host a party. It can be a simple get-together to play games or watch a movie or an elaborate themed event. Video games are popular, but try pulling out a card game, board game, or building something and see what happens.

Find out who your child's friends are. Invite them over and get to know them.

Being Part of a Family

Attend or plan a family reunion.

Get a family photograph taken. Frame it and display it. On the back, write the names of the people, the date, and where you were.

Give your child a sense of family history by going through old family photo albums. Show your child any memorabilia that was important to someone in your family.

Spend an evening watching family videos. There will be lots of laughter, embarrassing moments, and good memories.

Have family meetings on a regular basis. Make this a time for family members to share their concerns. This may be a good time to review lists of chores, talk about upcoming family projects or vacations, or make resolutions to improve problem situations.

Don't hesitate to attend parenting workshops or family groups or use other community resources if your family is going through a divorce or if there are problems with stepparents. This is more common than you may realize. There are lots of support groups for families who have a disabled member.

Stay in touch with the school counselor or an administrator who may be the person most likely to work with your child if there are family problems that show up at school.

Eat a meal together on a regular basis. Make it a point to do something together as a family. No one can miss, no excuses. This is a priority. Share planning a menu, preparing the meal, and of course, clean up!

Communication Skills

Resist the urge to speak for your child in social situations. Instead of telling about your child's accomplishments or activities, encourage him or her to talk (prompting is fine).

Watch a movie or TV show together and discuss it afterward.

Ask your child's opinions about things that are happening. Don't jump in too quickly to judge or overrule your child's opinion. Listen.

Ask your child to give directions for how to do something or how to get somewhere. He or she will learn that directions need to be clear and sequential or it won't make any sense.

If your child is moody or unusually quiet, ask if he or she can put the feelings into words. Model how sometimes you feel worried, tense, confused, and so on.

Remind your child that moods change. Just because he or she is feeling sad or angry right now, that is not going to be the case forever. That is what a mood is—something that lasts for a while and then will change.

Part Three: Academic and School Skills

Reading Skills

Take weekly trips to the library or bookstore to bring reading materials into your home. Second-hand bookstores are a great source for inexpensive books.

Read at home. Model how important it is to read for pleasure. Laugh out loud—your child will want to know what's so funny in the book.

If your child is having problems with reading, look for a peer tutor who may be interested in helping you out. Depending on the age of your child and the extent of the problems, you may want to contact your child's school or teacher to get some ideas.

Organize a book club or ask your school's reading teacher for ideas. Using a popular book can stimulate interest in reading, especially when group members convey enthusiasm and ask other's opinions.

Order your child a subscription to a magazine that he or she enjoys.

Writing Skills

Keep lists around your house of things that are purchased on a regular basis, such as food items, cleaning supplies, and the like. Ask your child to add what is needed to each list by writing it down.

If your family takes a trip or participates in a special event, have your child help record impressions and details about the event. You might want to remember who attended a family reunion, comments about a rock concert, anecdotes from a trip, humorous memories or predictions, and so on.

Your child might be interested in starting a blog—an online journal. He or she may not want you to read everything that is on it, but show an interest, and if you're allowed to read it, add positive comments and don't insist on perfect spelling or grammar.

Math Skills

Set aside ten to fifteen minutes each evening to focus on one particular math skill, such as reviewing math facts with flash cards, drawing pictures to go with a story problem, or helping set up an educational computer game that addresses a skill.

When reviewing math homework, ask your child to tell you the specific directions and steps for an assignment. The procedures for math problems may be a little different now from when you were in school.

Use your phone's calculator at the grocery store and have your child keep a running tab or estimate of how much you are spending.

Graphs and charts are everywhere—from the news websites to the gas station to your electric bill. As you find them on everyday occasions, point out the purpose of the graph or chart and see if your child can identify the information.

Help your child set up and maintain a personal graph or chart for a project, as an ongoing record or just to keep track of how much time is spent on a certain activity (how many minutes spent on chores, how many miles walked, how many inches grown, and so on).

Study Skills

Find a calendar that introduces and uses one new vocabulary word a day. Have every member of the family learn the definition and use the word in conversation several times that day.

Make sure your child has a designated place in which to study. Include a spot for all of the necessary tools—pencils, extra paper, a dictionary, calendar, stapler, a good desk lamp, bulletin board, and space for a computer/printer (if possible). Preferably, find a location that is relatively peaceful, free from distractions, and comfortable yet not so relaxing that nothing will be accomplished.

If television, video games, or cell phones and their accessories are problems in competing for your child's time, find or negotiate a way to make their use contingent on how well your child's grades are kept up, chores are completed, attitude is acceptable, and so on. Do not feel that you “owe” these things to your child if he or she is not keeping up the other end of the bargain.

Keep in close contact with your child's teachers and know when to expect report cards and midterm reports.

Volunteer, if possible, to help out in your child's school with occasional projects or on a regular basis. Let your child know that school is important to you.

If you have a problem or question about something that has happened at school, reserve judgment until you have contacted the school or principal and heard another viewpoint. Model showing respect for authority and understanding another's point of view in front of your child. Many issues are quickly resolved once communication lines between school and home are opened.

Part Four: Practical Living Skills

Information Skills

Encourage your child to watch local or regional news with you on TV. Talk about what is going on in your community.

Pose a crazy question of the day for your child to research: What's the population of Italy? How tall are you measured in bananas? What is the best way to cut a cake? It's all there on the internet.

Money Skills

Encourage your child to make a savings plan to save up for a desired item. Map out how much needs to be saved weekly in order to buy the item within a reasonable amount of time.

Help your child come up with a budget for spending and saving. If you pay your child for chores or grades, include that in the overall plan. Talk about what factors can be adjusted.

Open up a savings or checking account for your child. Go over the monthly statements so that he or she can see growth, spending habits or trends, and fees that are assessed.

Have a special bank designated for a family cause. Put $1.00 into the bank for every time a task is successfully accomplished. Celebrate when you reach $50.

Travel

Before taking a family trip, map out the plan using maps or an atlas. Calculate the mileage, expected travel time, and best route. Locate interesting side trips that your family might want to take.

Make a list of what items are necessary for weekend travel, overnight travel, or plane travel. Keep the list handy for at least a week before you go on a major trip, and add items as they come to mind.

Select several community destinations and have your child figure out how public transportation could be used to get there. Obtain a copy of timetables.

Find out the best ways to pack a suitcase.

Clothing

Periodically go through closets (spring cleaning?) and have your child choose what clothing is needed and what items can be given away or stored.

Give your child opportunities to wash and dry clothing. Realize there might be a few mistakes along the way!

Living Arrangements

Have a daily or weekly schedule of who is responsible for which chores in the house.

Monitor your family's heat, electric, and phone bills for a period of several months. Analyze what factors account for the bill and talk about how to keep costs down.

Eating and Nutrition

Set aside one evening a week for your child to host and prepare a meal. Help in whatever way is appropriate—shopping, planning, organizing, preparing, hosting—but increasingly give your child more independence.

Set aside a particular place for coupons or weekly shopping ads so they are easily accessible before shopping.

Collect family recipes or favorite meals that have been successfully prepared. Laminate them or use index cards or plastic sleeves to keep them protected.

Shopping

Look for sales of needed items before buying them. Have your child project a reasonable estimate of how much he or she should expect to spend on something. If the item comes in under budget, let your child keep the savings.

Have a place to keep receipts so that you can return purchases easily if they don't work out.

Exercise/Health and Hygiene

Set a good example of staying healthy by exercising. Include your child if possible in your own activities.

Offer to walk your neighbor's dog if you don't have one.

Look for opportunities for your child to participate in sports on teams or through lessons or neighborhood activities.

Be aware of the changes your child will be going through as far as puberty. Prepare your child for the changes in hygiene and self-esteem that may be experienced.

Take your child to the dentist and to the doctor when necessary.

If you are concerned about your child's level of stress or possible depression, check in with your school counselor or a teacher whom you trust. Don't ignore warning signs if your child seems unusually unhappy or has developed odd or unexpected new behaviors.

Part Five: Vocational Skills

Present Skills and Interests

You are in a unique position to note your child's strengths and weaknesses. Think about what you have noticed about his or her vocational interests over the years. When he was little, what did he want to be when he grew up?

Expose your child to job possibilities. Take advantage of friends of yours who might be willing to take your child to work for a day—or a few hours.

Does your child know what you do for a living? How do you feel about your job? What you say and your attitude about work can affect how your child will view the world of work.

If possible, allow your child to participate in activities that reflect her or his interests. Lessons (music, riding) can be expensive, but look for ways to involve your child in things she likes in natural ways. (Can you trade riding lessons for stall cleaning? Are there teen programs at the YMCA or through scouting?)

Getting a Job

Your child may need your help to pull some strings to land that first job. Help him or her by keeping an eye out for entry-level positions with your friends, neighbors, or even your own employer.

Encourage your child to have character references ready to go. Think about who would give a glowing reference for a job application. Make sure your child asks permission to use this person as a reference.

Sometimes employers will let the applicant take the paperwork home to complete. If your child needs practice in filling them out, grab a few samples and help her prepare to find the information that will be needed (school information, references, personal information, and so on).

Your child may need to think creatively to land a job—work for free for a trial period? Show enthusiasm? Keep calling back (without being a pest)?

Working

The first job may not be your child's ideal experience—but emphasize that he or she must perform as though it is the greatest job in the world. That kind of attitude will get your child noticed.

If your child complains about things about the job, remind him that everything he learns and does can affect what happens later. He can take advantage of the “bad” things to learn how to accept criticism, learn from mistakes, gain new skills, and take pride in sticking it out!

Emphasize again and again how important it is to get to work on time, have good attendance, and start the day with a smile.

Remind your child that he or she is not the boss (yet).

Getting along with coworkers is a vital job skill. Ask the supervisor to provide feedback to you and your child as to how he or she is getting along socially.

Part Six: Community and Leisure Activities

My Community

Take a drive or walk around your community to find points of interest. Many communities have plaques or markers to designate something historical.

How did your community get its name? Who were the founders? Your county museum, courthouse, or city hall may have interesting history available about your community.

Leisure Activities

Allow your child to try different types of leisure activities. Some interests may last only a day or two, but you may find some hobbies or experiences will catch a child's attention and steer him or her in a whole new direction.

Part Seven: Problem-Solving Skills

Handling Problem Situations

Most special needs students do not handle change very well. When you know that a major change is coming (such as a move, divorce, or new baby), let your child know well in advance or with appropriate notice (some students will then perseverate about the change relentlessly). Stress positive aspects of the change and allow your child to be a part of it as much as possible.

If your child is often the one causing a problem in a social situation, help her take ownership of that behavior. There is some degree of perceived power in being able to change what happens or control others' behavior. Encourage her to use this perceived power to control the most important person: herself. Ask, Are you in control of this? Do you need help?

Give your child problem-solving activities to work on, such as Sudoku puzzles, word searches, jigsaw puzzles, and minute mysteries. Talk about techniques for problem-solving—trying another approach, looking at something from another perspective, trial and error, thinking critically. These are skills that can be applied to life situations as well.

Making Decisions

Make a pro/con chart when your child has a nonroutine decision to make. Help him consider both sides of the decision—the investment, the process, the consequences—before making a decision.

Although it may be hard, sometimes it is better to stand aside and let your child make a poor decision (as long as it doesn't affect safety or too much self-esteem). Ideally, you can both laugh about it later.

Sometimes it is helpful to involve a third party for making decisions. This might be someone who is familiar with the situation, someone respected by both sides, or someone who is objective enough to help with making a decision.

Resource Management

As situations come up, have your child identify whether something is a

need

or a

want

.

If your child works for you or gets an allowance, help her learn that this is not an endless resource. When the job is finished, she gets paid. If the job is not done to your satisfaction, no pay.

Have your child make his own personal resource list. What people in his life are there for him? What are his talents and skills?

Use opportunities to differentiate between

fact

and

opinion

. While watching the news at night or reading an article about something going on, you might find opportunities to explain when someone is giving an opinion versus presenting carefully documented facts. When your child wants to argue, ask for facts.

Online Resources for Parents

Information for students transitioning to life after high school:

www.pacer.org/students/transition-to-life/

Helpful websites for parents of children with special needs:

www.masters-in-special-education.com/50-great-websites-for-parents-of-children-with-special-needs/

Websites addressing various disabilities:

www.special-education-degree.net/the-best-websites-for-parents-of-special-needs-children/

Websites addressing learning disabilities:

https://ldaamerica.org/parents/?audience=Parents

Information about teaching life skills at home:

https://centerforparentingeducation.org/library-of-articles/responsibility-and-chores/teaching-children/

National website with helpful parent resources:

www.washington.edu/doit/national-resources-parents-children-and-youth-disabilities

Tips for helping teens with self-advocacy/speaking up for themselves:

www.parentcenterhub.org/priority-selfadvocacy/

For all reproducibles as well as bonus worksheets, please visit www.wiley.com/go/lifeskills3ed.

Part OneSelf-Awareness

Chapter 1: My Personality

1.1 Optimist or Pessimist?

1.2 I Am Creative

1.3 I Like Routine

1.4 Sometimes I Am Fearful

1.5 I Can Be a Leader

1.6 Am I a People Person?

1.7 I Am a Good Listener ₀ Or Am I?

1.8 Sometimes I Get Angry

1.9 I Finish What I Start

1.10 I Am Teachable

Chapter 2: My Character

2.1 What Is Good Character?

2.2 Honesty

2.3 Kindness

2.4 Loyalty

2.5 Responsibility

Chapter 3: Uniquely Me

3.1 What Are Values?

3.2 Values Important to Me

3.3 My Disabilities

Chapter 4: Personal Life Choices

4.1 Smoking and Vaping: Is It for Me?

4.2 Marijuana and Other Drugs

4.3 Teens and Drinking

4.4 Am I Ready to Move Out?

4.5 Am I Ready to Work Part-Time?

Chapter 1My Personality

1.1 Optimist or Pessimist?

Objective:

The student will identify a response to a situation as either “optimistic” or “pessimistic.” You can substitute the terms “seeing the best” or “seeing the worst” if these terms are difficult for the student to remember.

Comments:

Optimistic people try to find the good or silver lining in a situation, and pessimistic people see gloom or a sad outcome. If a person can try to find the best, rather than the worst, in something, it makes for a happier life. It is possible to train oneself to be more optimistic by looking at situations differently and being open to looking at a different perspective.

Introductory Activities:

Talk about what it means to be an optimist, which is looking for something good in a situation. For example, what could be good about a rainy day (doing something fun indoors or enjoying getting wet)? Being late for a movie (missing the previews)? Getting the wrong order from a restaurant (finding out you like something else, getting a refund)?

Ask students how a pessimist would view the same situations: rainy day (getting wet and bored inside); late for a movie (not getting a good seat); wrong restaurant order (having to wait for another meal).

Ask students to talk about which kind of person they would rather be around—an optimist or a pessimist? Why?

Ask students to think about what type of person they tend to be and why.

Activity:

Students should read the four situations in the worksheet and write “O” to indicate an optimist response or “P” to indicate a pessimist response.

Answers:

P, O

O, P

O, P

P, O

Discussion:

Discuss how each example could be viewed as either optimistic or pessimistic and why.

The optimist found an alternative to watching TV.

The pessimist was thinking only of him- or herself.

The optimist saw cooking as an opportunity to try something new.

The pessimist thought of the worst possible outcome, and the optimist was willing to hope that there would be a better outcome.

Extension Activities:

Find and display pictures of various dramatic situations from magazines or other visual material. Have students work in groups to show how the same picture could be interpreted as a positive situation and then as a negative situation.

Talk about famous people or characters in movies or TV whom students are familiar with and have them discuss whether that person is portrayed as an optimist or pessimist. Give examples.

Evaluation:

Do you think you are mostly an optimistic person or mostly a pessimistic person? Give an example.

What is one way you could try to be more optimistic?

Name

Date

1.1 Optimist or Pessimist?

Directions:

These students are experiencing the same situation, but one of them is an optimist (looking for something good) and the other is a pessimist (seeing something unhappy). Write O or P in the boxes by each person to indicate which is which.

The power went out in the house! No electricity! No TV!

Dad said, “Aunt Jean is coming to visit for a few days. This means she will be staying in your bedroom. Gather your things and go to the couch.”

Mom said, “Your brother is sick. It was his turn to cook, but now it's your turn since he can't do it.”

Your friend accidentally dropped your laptop and now it isn't working. Your writing project is due tomorrow!

1.2 I Am Creative

Objective:

The student will identify ways in which worksheet characters are demonstrating creativity.

Comments:

Most people have some degree of creativity, but there are some people who really see the world in a unique and interesting way. Creativity can be demonstrated in so many ways—through art, music, dance, writing, drawing, and so on—as well as by putting old things together in new ways. Some people just “see” how to stage a room to look beautiful or redo a piece of furniture or even clothing to make it different and attractive.

Introductory Activities:

Come up with a working definition for creativity, such as making something new, interesting, or different.

Collect examples of artwork, music videos, dances, pictures, photography—any type of media that grabs your attention—because there is something new, interesting, or different about it. Talk about why it caught your attention.

Tell students they have five minutes to fill up a blank sheet of paper using only one pen or pencil. See what they come up with. Ideas might include drawings, lists, or perhaps writing quotes or poetry, and so on.

Give students a sheet of paper with twenty circles (or squares, or triangles) on it and have them do whatever they think of to make them interesting. (A circle could be a chocolate chip cookie, a tire, or a donut. A square could be a tooth, a house, or a frame.)

Activity:

Students should read the examples of worksheet students demonstrating creativity. Discuss what it is about each situation that is new, interesting, or different. Have students put a *(star) by the examples that they like the best.

Answers (Examples):

Spelling out a message.

Making something completely new.

Offering alternatives.

Making the room different and interesting.

Putting things together in a new way.

Using special skills (acting, singing) for the assignment.

Interesting but might become annoying.

Putting new things on something old.

Discussion:

Which examples on the worksheet did you like or identify with? Why?

Do you know people who are creative? In what way do they demonstrate their special skills?

Do you think that you are creative? What things do you enjoy doing that are different? What reaction do you get from others who look at or enjoy your work?

What job or careers require some degree of creativity? (hairdresser? comedy writer? cake decorator?)

Does everything need to be creative and attention-getting or do many things need to be ordinary to be efficient? (Do you want your oil changed by singers and dancers? Maybe just the commercial for it!)

Extension Activities:

Research an individual who is very creative in some area. Find out what his or her life was like and if being creative was at times difficult.

Have students look for and gather their own examples of creativity. Be prepared for something new and different!

Evaluation:

Do you consider yourself to be a creative person? In what ways?

Name

Date

1.2 I Am Creative

Directions:

How are these students showing creativity? Discuss what is new or interesting about what they did. Put a * (star) by the examples that you like the best.

_______ 1. Hey! Let's make T-shirts for our running club! We can spell out the words “Run Like the Wind” if we each have one letter on the back and stand in the right order!

_______ 2. Don't throw away those old batteries and pieces of metal. I think I can make a robot!

_______ 3. I wrote a short story, but I have five different endings! The reader can choose the one he or she likes the best!

_______ 4. My sister and I just fixed up our bedroom to look like a jungle, complete with wild stuffed animals, huge potted trees, a Tarzan doll, and a zip line! To get in the room, you have to roar like a lion.

_______ 5. Who needs a cookbook? I just throw all kinds of yummy things into this casserole and, wow, it's delicious!

_______ 6. Let's act out our vocabulary words by doing little skits. We can wear costumes and sing our lines. I wonder what I should do for the word

ordinary

. That word is so boring to me.

_______ 7. Everything I say today will be a rhyme. I will do this all the time. I'll do it until I hear the chime. I'll stop when you give me a dime.

_______ 8. That sweater is really dull. I'm going to sew some sequins on it and make it POP!

1.3 I Like Routine

Objective:

The student will read examples of routine behavior and answer YES or NO to indicate if they show similar behavior.

Comments:

Some individuals like having a daily routine; others do not like the restrictiveness of having time accounted for during the day. This activity focuses on thinking about how important a routine is for the individual. Having a routine can help with time management and accomplishing tasks throughout the day, but if an individual cannot handle being interrupted or dealing with a change in routine, this can be a problem. It helps to be aware of how important routine is to someone.

Introductory Activities:

Talk about what “routine” means—something that you do regularly and usually at the same or a similar time, such as eating, sleeping, leisure activities, and so on.

Have students fill out a time sheet for a typical day or week. What exactly happens during that time? Where do they go? What do they do?

What are some ways that people keep track of their routines? (having a calendar for appointments, schedules for practices, notes on the refrigerator, letters in the mail about upcoming meetings, and so on.)

Activity:

Students are given examples of routine behavior. They are to write YES or NO by the items to show if this is a behavior that is important to them.

Answers will vary.

Discussion:

How important is routine to you personally?

What things, events, activities, etc., are in your routine (sports, school, work, sleep, and so on)?

How does it make you feel when your routine is disrupted for something fun, such as going to a movie or out with friends? Would you like to go or would it bother you? Do you like to know ahead of time that there's a change in plans?

On the worksheet, which situations would bother you if your routine was disrupted? Why?

Extension Activities:

Make a list of ten jobs or careers that depend heavily on the use of routine to accomplish what they need to do, for example, a football coach, piano teacher, or restaurant hostess. Interview some people in these professions to find out how having a routine or schedule is vitally important to them.

Incorporate something

nonroutine

in a day to help students handle something going off course. (This may happen all the time anyway!) This might be a guest speaker, loss of recess, something broken, something lost, and so on. Help students plan and prepare for how they will handle the

surprise

of a routine-breaking activity. It happens, and they will survive!

Evaluation:

Are you a person who needs routine to feel comfortable or are you able to roll with surprises in your day? Give an example.

What is your routine on a typical day?

Name

Date

1.3 I Like Routine

Directions:

Answer YES or NO if this applies to you. Write your answer on the line in front of the item.

___________ 1. I always get up at about the same time every morning.

___________ 2. My breakfast meal is usually the same.

___________ 3. I get upset if we are running late to get to school or practice or other events.

___________ 4. I don't like it when we have visitors or guests in my home.

___________ 5. Everything in the room where I sleep is in place so I can find my things.

___________ 6. I do the same things at night before I go to bed.

___________ 7. I'm always aware of what time it is.

___________ 8. I don't like it when there's a substitute teacher or bus driver.

___________ 9. It helps me to know ahead of time what is going to happen in my day or where I'm going to be going.

___________ 10. I have favorite shows to watch on TV or stream throughout the week.

___________ 11. I like to go to different places to see new things.

___________ 12. If someone said, “Drop everything! We're going on a trip!” I would be extremely happy!

___________ 13. I have a favorite pair of shoes, jacket, or pants that I like to wear a lot.

1.4 Sometimes I Am Fearful

Objective:

The student will identify fearful situations that are of concern to him or her (part 1). The student will identify possible strategies for dealing with these situations (part 2).

Comments:

Everyone experiences fear or anxiety at times. It might be a social situation that feels uncomfortable, being near an object or person who is frightening, or being in a physical situation that makes one feel uneasy. No matter what, we all face situations that make us uncomfortable. The student is given activities in this lesson to identify personal fears and then come up with a possible strategy to help lessen the anxiety.

Introductory Activities:

Ask students to help make a list of things that people tend to be fearful of—prompt them with situations, scary creatures, and so on.

Ask students how they would react if you opened a box of snakes or spiders. (Some might enjoy playing with the creatures.) Why are some people afraid of these things and other people are fine with them? (Maybe they had these animals as pets, grew up with them, and so on.)

Ask students if they have ever been disturbed by going into a “haunted house”? What might they find in such a place? Why would it be scary to some people and just amusing to others?

Activity:

Part 1. Listed in this activity are situations that a student might find fearful. The items are divided into situations with people, things, or personal worries. Students will put a check mark at each category of items that they would be concerned about. They should put a * (star) by the top three that would be most fearful for them.

Answers will vary. Be sensitive to some students who may have had traumatic experiences that should not be shared in a group.

Part 2. On this follow-up activity, have students review the personally fearful items from part 1. Three possible strategies are listed for them to help cope with each situation. They should pick A, B, or C for each item.