DAILY LIVING SKILLS
8e. Acquisition of Daily
living skills is one component of a transition program that is
included “if appropriate” to support student ability to do those activities that
“adults do every day (e. g., preparing meals, budgeting, maintaining a home, paying
bills, caring for clothes, grooming)”.
Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements:
A guide for states, districts, schools, universities and families. Eugene, OR: University
of Oregon, Western Regional Resource Center.
8e.2m: The following examples of daily living skills support the
postsecondary education/training and independent living goal of
“Lissette will complete the non-degree program at Montgomery County College” and
“upon completion of high school, Lissette will successfully utilize public transportation,
including the public bus and uptown trolley.”
Examples:
- Purchase a monthly bus pass
- Safety skills in the community
- Learning to choose a seat near the bus driver
- Learning to use the pull cord to identify her upcoming stop
8e.2n: Non-examples:
- Laundry skill instruction at home
- Preparing simple meals for herself
- Instruction to improve reading comprehension
8e.2s: The following examples of daily living skills support the
postsecondary education/training and independent living goal of
“immediately after graduation, Kevin will participate in habilitative and functional
skill training through CAP services and will attend Compensatory Education classes
2 times per week at the community college , After graduation, Kevin will continue
to live with his parents and will participate in his daily care routines to the
maximum extent possible”, and Immediately following graduation, Kevin will participate
in 1- 2 age-appropriate community and individual community-based activities per
week related to horticulture, socialization with young adults, animals, and music”,”
Examples:
- Maintain a bank account
- Express preferences related to saving money for personal
- Safety skills in the community
- Selecting clothing for the day
8e.2t: Non-examples:
- Preparing simple meals for himself
- Travel training in the community
8e.4a: The following examples of daily living skills support the
postsecondary education/training and independent living goal of
“Lissette will complete the non-degree program at Montgomery County College” and
“upon completion of high school, Lissette will successfully utilize public transportation,
including the public bus and uptown trolley.”
Examples:
- Purchase a monthly buss pass
- Safety skills in the community
- Learning to choose a seat near the bus driver
- Learning to use the pull cord to identify her upcoming stop
8e.4b: Non-examples:
- Laundry skill instruction at home
- Preparing simple meals for herself
- Instruction to improve reading comprehension
8e.4c: The following examples of daily living skills support the
postsecondary independent living goal of “upon completion of high
school, Jeremy will independently prepare his lunch for work each workday.”
Examples:
- Knowledge and use of simple recipes
- Consumer skills at the grocery store
- Dish washer loading and unloading instruction
- Sorting items according to temperature need (refrigerator, freezer, pantry)
- Knowledge of healthy food choices
8e.4d: Nonexamples:
- Instruction in purchasing lunch at McDonald’s
- Instruction to improve bed making skills
8e.4e: The following examples of daily living skills support the
postsecondary independent living goal of “upon completion of high
school, Paulo will play soccer in a recreational soccer league at the YMCA.”
Examples:
- Laundry instruction to wash uniform after games
- Learn proper care for equipment (cleats, knee guards, ball)
8e.4f: Nonexamples:
- Instruction related to life sciences
- Instruction related to basketball rules
- Driver’s education instruction
8e.4k & l: The following examples of daily living skills support
the postsecondary education/training and independent living goal
of “immediately after graduation, Kevin will participate in habilitative and functional
skill training through CAP services and will attend Compensatory Education classes
2 times per week at the community college , After graduation, Kevin will continue
to live with his parents and will participate in his daily care routines to the
maximum extent possible”, and Immediately following graduation, Kevin will participate
in 1- 2 age-appropriate community and individual community-based activities per
week related to horticulture, socialization with young adults, animals, and music”,”
Examples:
- Maintain a bank account
- Express preferences related to saving money for personal
- Safety skills in the community
- Selecting clothing for the day
8.4n: Non-examples:
- Preparing simple meals for himself
- Travel training in the community
8e.5c: The following example of daily living services support the
multi-domain postsecondary goal for Stephanie related to accessing
transportation to a job, where she will participate in on-the-job training.
Examples:
- Appropriate interactions with co-workers in job shadow and work experience settings
- Food preparation and kitchen hygiene instruction
8e.5d: Nonexamples:
This document was produced under U.S. Department of Education, Office of Special
Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the
project officer. The views expressed herein do not necessarily represent the positions
or polices of the Department of Education. No official endorsement by the U.S. Department
of Education of any product, commodity, service or enterprise mentioned in this
publication is intended or should be inferred. This product is public domain. Authorization
to reproduce it in whole or in part is granted. While permission to reprint this
publication is not necessary, the citation should be: National Secondary Transition
Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC,
NSTTAC.
