DOCUMENT RESUME

ED 231 136 EC 152 511

TITLE Hearing Impaired: Curriculum Guide.

INSTITUTION Alberta Dept. of Education, Edmonton.
PUB DATE 83
NOTE 433p.
PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC18 Plus Postage.

DESCRIPTORS American Sign Language; lyt; Auditory Training;
Communication Stalls; Curriculum Guides; Delivery
Systems; Drama; Elementary Secondary Education;
*Hearing Impairments; *Language Arts; Mainstreaming;
Mathematics; Models; Music; Physical Education;
*Prevocational Education; Program Development;
Reading; Resource Materials; Sciences; Social,
Studies; Special Classes; Syntax; Teaching Methods;
Total Communication; *Vocational Education
IDENTIFIERS Alberta

ABSTRACT
The curriculum guide is intended to assist families,
school administrators, and teachers providing educational services to
hearing impaired (HI) children in regular and special classes in
Alberta, Canada. Explained in the introduction are such curriculum
aspects as goals and purpoie, population to be served, eligibility
criteria, three alternatives for educational placement, and testing.
The preschool program is described in relation to assessment and
programing, seven models of organizing service (e.g., home visiting
program), and such components as auditory training and total
communication. Presented next are strategies for developing
communication skills, including auditory training, speechreading,
sign language, and speech. A guide for the language arts program
contains such components as objectives for grades 1 through 12;
strategies for teaching syntax, vocabulary, reading, and drama;
resource lists; and an appendix with a language record book and a
chart for selection of standardized tests. Usually specified for the
ateas of mathematics, science, and social studies are goals,
purposes, and strategies for modifying the language or integrating
the curriculum from preschool through high school levels. A
vocational skills section, constituting more than half the document
is divided into six age levels, each covering three years, from birth
to 16 and over, and is presented in chart form by objectives,
teaching strategies, and materials. Charted liv.ng/vocational skills
are: understanding self and getting along with others, deaf studies,
travel, safety, world of work, home management, money management, and
citizenship and individual responsibility. Next presented briefly are
objectives and strategies in the areas of physical education, music,
art, and drama. Appended are an overview of the living vocational
skills by level, resource lists for each objective, and a
questionnaire for evaluation of the resource guide. (MC)

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Reproductions supplied by EDRS are the best that can be made
from the original document.
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 U.S. DEPARTMENT OF EDUCATION
NATIONAL INSTITUTE OF EDUCATION
MCA IONAL RESOURCES INFORMATION
CENTER (ERIC/
I This document has been reproduced as
rectIved horn the Person or organization
onchnating it
Minor changes Ifir e been made to Improve
reprodut hen guahty

P,,,ots of view°, opinions Stated in this &xis

ment do not necessarily represent official NIE
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Curriculum Guide

"PERMISSION TO REPRODUCE THIS

b3rra EDUCATION
TER1AL HAS B N GRANTED BY

19 83
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
Note: This curriculum guide is a service publication only. The
official statement regarding the program for hearing impaired
students is contained in the Special Education Program of Studies.
The information in this guicir is prescriptive insofar as it
duplicates the official statement given in the Program of Studies.
 TABLE OF CONTENTS

INTRODUCTION

PRESCHOOL SECTION 10

COMMUNICATION MODES 18

THE LANGUAGE ARTS PROGRAM 46

MATHEMATICS 91

SCIENCE 94

SOCIAL STUDIES 97

t,
 ACKNOT4LEDGEMENTS

The following persons have contributed to the development of the

Hearing Impaired Curriculum Guide. Their assistance is gratefully
acknowledged.

Tbe S ecial Education Curriculum Coordinating Committee:

Dr. D.R. Cameron, Professor Emeritus, Special Education, University of

Alberta, Edmonton;
Sandra Cameron, Principal, Lynn Lauren School, Wetaskiwin;
Fred Cartwright, Private Consultant, Lethbridge;
Brian Cook, Teacher, Hamilton Junior High School, Lethbridge;
Brian Henschel, Itinerant Teacher, Strathern Junior High School, Edmonton;
Mary Kroetsch, Assistant Pri6cipal, County of Strathcona, Sherwood Park;
Gwen Leavitt, Early Childhood Services Consultant, Alberta Education,
Lethbridge;
Dr. Jean Moore, Coordinator, Special Education Curriculum Development,
Alberta Education, Calgary;
Donna Newton, Special Education Consultant, Edmonton Public School Board,
Edmonton;
Roy Parry, Program Specialist, Calgary Public School Board, Calgary;
Isabelle Reid, Parent Representative, Edmonton;
Betty Walpot, Editor, Special Education Curriculum Development, Alberta
Education, Calgary;
Jim Ward, Itinerant Teacher for the Severely Handicapped, Calgary Separate
School Board, Calgary.

The Hearing Impaired Policy Committee:

Ralph Beggs, Consultant for the Hearing Impaired, Alberta Education, -Calgary;
Kelly Boesen, Superintendent, Alberta School for the Deaf, Edmonton;
Anne Brailsford, Itinerant Teacher, Edmonton Public School Board;
Terry Dunster, Parent Representative, Edmonton;
Harvey Finnestad, Consultant for the Hearing Impaired, Alberta Education,
Edmonton;
Dr. Ken Gough, Associate Professor, University of Alberta, Edmonton;
EveJyn Just, VicePrincipal, Alberta School for the Deaf, Edmonton;
Dr. Ann Kennedy, Program Specialist, Calgary Board of Education;
Dave Mason, Teacher, Alberta School for the Deaf, Edmonton;
Dr. Jean Moore, Coordinator, Special Education Curriculum Development, Alberta
Education, Calgary;
Carl Simonson, Principal, Alberta School for the Deaf, Edmonton.

1
0
Sub-Committee Members:

Carol Anderson, Teacher, Alberta School for the Deaf, Edmonton;

Percy Baxter, Itinerant Teacher, Calgary Board of Education;
Melanie Campbell, Teacher, Preschool Program, Glenrose Hospital, Edmonton;
Terry Clark, Teacher, Calgary Board of Education;
Gwenn Cooke, Itinerant Teacher, Calgary Board of Education;
Mary Ellen Deising, Itinerant Teacher, Edmontipon Public School Board;
Olga Farmus, Teacher, Fulton Place Program,".tdmonton Public School Board;
Gordon Galusha, Teacher, Fulton Place Program, Edmonton Public School Board;
Sally Glasier, Supervising Teacher, Alberta School for the Deaf, Edmonton;
Phyllis Joynt, Teacher, Alberta College, Edmonton;
Connie Kirkpatrick, Teacher, Edmonton Public School Board;
Grace LeBlanc, Teacher, Alberta School for the Deaf, Edmonton;
Gail Lewickie, Teacher/Coordinator, Preschool Program, Association for the-
Hearing Handicapped, Edmonton;
Carol Major, Speech Pathologist, Alberta Children's Hospital, Calgary;
Gwen Manning, Parent Representative, Calgary;
Joyce Marcinkowsky, Teacher, Alberta School for the Deaf, Edmonton;
Bernice Marston, Teacher, Alberta School for the Deaf, Edmonton;
Susan Martinez, Preschool Teacher, Calgary Board of Education;
Bonnie Millar, Itinerant Teacher, Edmonton Public School Board;
Charmaine Muise, Teacher/Librarian, Alberta School for the Deaf, Edmonton;
John Murphy, Teacner/Supervisor, Alberta School for the Deaf, Edmonton;
Betty Palate, Teacher, Alberta School for the Deaf, Edmonton;
Nat Pilling, Supervising Teacher, Alberta School for the Deaf, Edmonton;
Kathy Ritter (Brinton), Teacher, Fulton Place Program, Edmonton Public
School Board;
Joanne Robinson, Teacher, Alberta School for the Deaf, Edmonton;
Colleen Ryan, Teacher, Alberta School for the Deaf, Edmonton;
Gwen Shynkar, Teacher, Alberta School for the Deaf, Edmonton;
Pat Stevenson, Teacher, Alberta School for the Deaf, Edmonton;
Heather Tillotson, Teacher, Alberta School for the Deaf, Edmonton;
Lois Torvik, Itinerant Teacher, Calgary Board of Education;
Rosanne Yanitsky, Teacher, Calgary Board of Education.
 )

M3CIUDU
UOIL)31

I
INTRODUCTION
A. GOALS

This curriculum guide is designed to assist families, school administrators

and teachers who provide educational services to hearing impaired children
throughout the Province of Alberta. The educational goals are consistent with
those approlied in the Legislature (May, 1978).

B. DESCRIPTION

This guide is designed to meet the needs of two groups of hearing impaired
students:
- those in special classes
- those integrated into a regular classroom OA a full- or part-time basis.
There is also a section dealing with programming and intervention strategies
for the hearing .impaired child in the years prior to school entry.

When appropriate, hearing impaired students should follow the regular curric-
ulum for students in Alberta. This means, therefore, that this guide will be
used by teachers in some settings as a support document to Alberta curricular
materials, whereas in other teaching situEtions the guide will serve as the
major curriculum.

C. STUDENT POPULATION

The term "hearing impaired" encompasses ',oth deaf and hard-of-hearing students.
A deaf person is one whose hearing is disabled to an extent (usually 70 dB
ISO or greater) that precludes the understanding of speech through the ear
alone, with or without the use of a hearing aid. A hard-of-hearing person is
one whose hearing is disabled to an extent (usually 35 to 69 dB ISO) that
makes difficult, but does not preclude, the'understanding of speech through
the ear alone, without or with a hearing aid.

For the purposes of this document hearing impairment of 25 dB ANSI or greater

is educationally significant. Teachers of all students falling into this
category of hearing impairment will find useful information in the methods and
materials described in this guide.

P. IDENTIFICATION

Given that many hearing impaired students have congenital losses and that the
primary effect is reduced or distorted speech, early identification and inter-
vention is of paramount importance. It is essential that all hearing impaired
children are identified at an early age and provided with immediate access to
medical, audiological and educational services, and information about existing
communication modes. Expert diagnosis and intervention are crucial to the
educational success of a hearing impaired student.

4
E. STEPS TO TAKE IF HEARING LOSS IS SUSEPCTED

1. Pediatric Assessment with particular attention to the upper respiratory

system.

2. Otologic and Audiologic Assessment to answer these questions:

what is the causal picture?
- physical condition of the ears, nose, and throat;
is hearing involved?
- if so, how much does the child hear?
what course of treatalent and education is indicated?

3. Specific attention to factors affecting developmental language and speEch,

including social and economic deprivation.

4. If an irreversible loss is established, the physician should help parents

bridge the gap from the medical to an educational program by referring
them to an Alberta Education consultant for the hearing impaired.

F. EDUCATIONAL PLACEMENT

Within the Province of Alberta several alternatives for placement are available
to parents for their hearing impaired children. These are as follows:

1. The Alberta School for the Deaf. This school, located in Elmonton,
provides a variety of programs to meet the needs of severely, profoundly
deaf students. Students'live in residence or attend as day students.

Several of the larger school jurisdictions have classes for hearing impaired
.

2.
stadents located withl.n regular schools. Students spend most of their
instructional hours' with teachers of the deaf but participate in classes
with hearing students for certain activities.

3 Many hearing impaired students, particularly those with mild and moderatelx
losses (see Figure II) are placed in a fully integrated situation where
they receive their education in a regular classroom. Adequate support
services are essewcial for the optimal educational success of these students.

Hearing impaired children are eligible for funding through Early Childhood
Services from the age of 21/2 and preschool programs are available in some
of the larger centers. Infant programs for younger children are also
available and funded through Alberta Social Services and Community Health
and other agencies.

Professionals who are working with parents in choosing the most appropriate
programs for their child must ensure that:

a. an adequate diagnostic assessment has been carried out and the results
understood by the parents;
b. the parents are aware of all alternatives and have had an opportunity
to visit the various settings.

5
 This curriculum guide is intended to ensure a basic consistency in aims and
'methodology throughout the province without restricting the creativity of
schools and teachers in planning and presenting their educational programs.

Funding policies and regulations for providing specialized services in

local jurisdictions are available from Alberta Education.

G. MODES OF COMMUNICATION

This curriculum guide is intended for use with hearing impaired students
regardless of the mode of communication in use within programs. All Programs
f64r hearing impaired students should contain the following specialized compo-
nents:

1. Use of residual hearing (through appropriate amplification and auditory

training).

2. Language development (A.S.L. and Enlgish).

3. Speech-reading)
) These two are often referred to as oral skills.
4. Speech

Some programs also use finger-spelling and sign language to promote language
development. Total communication is a philosophy incorporating all forms of
appropriate oral, manual and aural modes of communication in order to insure
effective communication with and among hearing impaired persons.

While it is not possible for all school jurisdictions to provide all alter-
natives, it is the responsibility of professional ..dvisers L provide parents
with a description of all approaches and to encourage parents to visit various
programs. It is important to advise parents to study all options and to be
aware of the differences between programs in terms of educational goals and
communication modes.

H. FOCUS

The challenge in the education of hearing impaired students is to provide

educational experiences commensurate with their hearing peers and, in additon,
provide necessary remedial or therapeutic programs in the areas of lnnguage
and speech. The primary goal is to provide an environment an- appropriate
experiences to enhance communication skills. However, since language and
speech cannot exist without content being communicated, information is imparted
in any language or speech lesson, even during the earliest years. Teachers
of young children should use topics from various curricular areas to motivate-
the students to learn new vocabulary and practise language patterns on material
of high interest. As thO'student progresses through school the emphasis
shifts to content subjects, and living and vocational areas. Nevertheless,
teachers should continue to attend the needs of students in communidation
skills while teaching the knowledge necessary to post-secondary education and
vocational preparation.

6
 Figu e I

Incidence
of Hearing Loss

No. of Group I Group II Group III

students

Increasing Severity of Hearing Loss

or Additional Handicaps

gute II

Levels of Special
Additional Level IfI-
Group III Service
Modification
o'
c.
co of'Curriculum

ei C,
0 cc,
Living/Vocational Skills A,e, ,0
o 0
Special Presentation of Content ,e.
0 Level II
Subjects ,ecs

--,r -
Specialized Co mmunication Skills i?
e

Language,and Speech Development

Amplification
Medical/Audiological Supervision Level I

Level I - Support service

Level II - Support service plus special program
Level III - Support service P lus intensive special program
7
I. EDUCATIONAL PROGRAMMING

Figure I presents visually the fact that the majority of hearing impaired
students are those with mild or moderate losses. As the sev- of the dis-
ability increases the number of affected students decreas :t up I students
are sometimes undetected in preschool years and even in the early grades. These
are individuals who appear to daydream frequentLy, are inconsistent in auditory
behavior, respond in a startled manner to sharp commands and may be frustrated
and anxious underachievers. Their confused reactions to a muffled environment
are frequently misdiagnosed as indicative of mental retardation or a learning
disability. Their language development may follow normal patterns and, without
close scrutiny, is not recognized as being immature in syntactic development
and impoverishea in range of vocabulary. Students with this level of hearing
most often remain in regular classes; however, the Level I support services
(see Figure II) are essential to their educational success.

As the hearing loss increases special programming should increase. Thus

Group I students require support service only; Group II students require a
special program in addition to support service; Group III students require an
intensiNie special program in addition to support service (see Figure II).

Group II students (severe/profound losses) are usually diagnosed at a young age

because the effects of their disability are obvious. Withiut Level II services
(see Figure II) they will not develop coffimunication skills. Group III includes
students who have additional learning problems beside- their hearin:; lo5,ses.
It is estimated that over one-third of .students in spe ial programs.for deaf
students fall in this category. The special needs of these multi-handicapped
hearing impaired students are not addressed in this guide, however, some
sections would be helpful to teachers working with this group of students.

J. TESTING

Evaluation of all aspects of performance is essential for appropriate program

planning. Prior to any academic assessment taking place, a thorough evaluation
of the student's hearing and hearing aid and, where indicated, an assessment
of visual function should occur. When testing a hearing impaired student the
following points should be kept in mind:

1. The degree of hearing loss must be taken into consideration. Where a

mild to moderate loss exists, and where the hearing impaired student is
being educated with hearing peers, the assessment device norms will be the
same as those used with the hearing classmates. In addition, all inte-
grated students should be encouraged to write all examinations used in-the
classroom, including those required by the Student Evaluation Branch.

2. For the severely and profoundly hearing impaired, assessments normed on

a like population should be used. Where such norms are not available for
the assessment used, care must be exercised in interpreting results.
Assessments nocrmed on a deaf and hearing impairgd population include the
Stanford Achievement Test (Hearing Impaired verSion), the Weschler
Intelligence Test for Children (Revised Edition), and the Huskey Nebraska
Test of Learning Aptitude.

13
 For further information on appropriate assessment instruments and strategies
to be us'ed with the deaf students, teachers should seek advice from an
Alberta Education Consultant for the Hearing Impaired.

3 To evaluate performance in curricular areas for the purpose of program

planning, teacher developed criterion refetenced tests are recommended.
Testing should be arranged in such a way that the hearing impaired student
is being tested on the subject matter and not on communication skills.
Orally presented tests can become merely exercises in speechreading and
tests requiring oral answers are a test of speech intelligibility.

4. Abstract and non-visual ideas should be presented carefully and compre-

hension checked by asking for a paraphrase of the concept in tge student's
own words, not the same ones as those uied by the teacher. Asking for
appropriate but different examples of a concept is another way of checking
underSynding.

5. Where permitted, prior to the assessment beginning, examples should be used

to clarify the test requirements. All assessments should be administered
in the communication mode most familiar and comfortablr to che student.

K. RECORD KEEPING

The monitoring of progress is extremely important, particularly when students

are on individualized programs. Teachers should have a systematic approach to
keeping track of topics covered, materials and text books used, and assessment
of the pupil performance on each topic.

9
A. ASSESSMENT AND PROGRAMMING

The initial assessment should invol.e an appropriate interdisciplinary team

that will provide a comprehensive assessment of the medical, sensory, develop-
mental and educational profile of the child. This initial assessment will
establish whether or not other problems related to communication and social-
ization are present along with the hearing loss and will also provide base line
data for future monitoring. All members of the assessment team should have input
into planning the most appropriate program for the child and the representative
from each discipline will recommend the future involvement necessary from that
discipline in both programming and monitoring progress. The importance of
vision assessment should be stressed. Surveys have demonstrated that 50% of
hearing impaired children have concomitant visual anomalies; many of these are
correctable. Because of the importance of vision to a hearing impaired child
it is essential to ascertain such problems at the earliest possible time. The
results of such assessments must be made available,.by parental ref:west, to
the agency or school serving the child. Various agencies provide early inter-
vention programming for hearing impaired pre-schoolers. These agencies include
The Alberta School for the Deaf, E.C.S., Hearing and Speech Clinics, Public
Health Units, Social Services, private schools and public schools.

Following assessment, arrangements, must be made for the coordination of an

individualized program for the _hild. The key worker for the child and his
family may be a speech clinician, a public health nurse, an early childhood
educator or an "intervener" with a social work background. Whatever the
particular expertise of the key worker, she must be prepared to specialize in
the area of hearing impairment and/or accept advice and direction from other
members of the team who have expertise in other areas.

The role of the pre-school family key-worker is:

1. to provide support and encouragement to the family in realistic acceptance

of the child as he is;
2. to provide information on hearing impairment to the family at the appro-
priate time;
3. to demonstrate appropriate ways of interacting with the hearing impaired
child to the parents and other family members;
A. to plan activities for the child to facilitate development in all areas.

B:\ MODELS OF ORGANIZING SERVICE

\
There are seven basic types of program mudels which may serve the young hearing
impaired child. There may be modifications on the following models, including
use ef aides and various combinations of methods of providing service. The
arrangements for each child must be made with the parents, taking into con-
sider 4 tion the location of the child's home in relation to available services
,

and th role parents are able to play in relation to their job responsibilities
and life style. Some advantages and disadvantages are listed for each model.

11
1. Home Visiting Program

A staff member visits the homes of the children on her caseload regularly.

Some advantages and disadvantages:

a. the child is seen in his own home, thus avoiding the fatigue or dis-
ruption of travel;
b. the mother and child are relaxed in their home environment;,-'
c. the home visiting professional gains an intimate knowledge of the child's
functioning in his own environment;
d. members of the extended family are encouraged to take responsibility
for daily acLivities;
e. home visitng is very time consuming for professional staff and therefore
very expensive.

2. Model Home Program

A house or apartment, furnished as a normal home, is used as the location

for training mothers to work with their children. The mother and child
visit the home on a regular basis.

Some advantages and disadvantages:

a. less time consuming for the professional;

b. more natural surroundings than a clinic;
c. the parent must =,,the child into the setting involving problems
of babysitting, el, and disruption of the normal family routine.

3. Video-Tape Program

Parents with their deaf children attend a workshop where they may receive
pertinent information ad instruction on the use of the video-tape play-
back equipment.

Parents than return to their home with V.T.R. equipment. A teacher/

coordinator telephones each family weekly and also organizes the distri-
bution of tapes which are sent to the homes. Each tape may include a
demonstration of the target activity with a child, suggestions of alternate
ways of implementing the target behavior, and information for the parents
on hearing loss and other related areas.

Some advantages and disadvantages:

a. it provides a service to parents in isolated rural communities where

no other model of service is possible;
b. it provides parents with a visual model which may enhance carry-over
into the home;
c. the program may not be tailored to individual needs.

12
4. Special Pre-School Class

Hearing impaired children attend a small group learning experience on a

regular basis. Parents may be observers or participants in the classroom.

Some advantages and disadvantages:

a. the children receive direct tutorial assistance from a specially

trained professional on a daily basis;
b. the children are involved in a setting which is equipped for their
size and interests, and allows for a variety of activities similar to
those in a regular early childhood program;
c. the children have a peer group with whom they can identify and commu-
nicate;
d. the children frequently spend as much time travelling as participating
in the program;
e. parents may develo0 a "leave it to the teacher" attitude towards their
child's development.

5. Integrated Pre-School Program

A hearing impaired child attends a pre-school program with normal hearing

children on a regular basis. The program is supplemented by tutorial
sessions by a specialist in hearing impairment.

Some advantages and disadvantages:

a. the child can attend a program in his community, avoiding travel time
and fatigue;
b. the child may benefit from the activities and from the verbal stimu-
lation of his peer group;
c. the teacher has a large number of children in her class and may not be
able to provide individual attention;
d. the teacher may not have had any previous experience with hearing
impairment;
e. support services may not be adequate to enable the child to succeed
in the integrated environment;
f. in spite of all available help the child and family may feel isolated.

6. Clinical Appointment Model

The parent and child visit a specialist in a clinical setting at regular

intervals.

Some advantages and disadvantages:

a. parent and child receive highly individualized programming specifically

tailored to their needs;
b. by eliminating travel time, the professional has time to provide services
to a greater number of families;
c. the setting may be threatening to the family;
d. transportation arrangments and travel time may be taxing on the family;
e. it is difficult to arrange for peer contact.

13
7. Correspondence Model

Parents receive programming support and suggestions through the mail.

Some advantages and disadvantages:

4. this may be a valuable support service for some parents, especially

those in remote areas;
b. very impersonal;
c. hard to m itain motivation;
d. misundersLandings can occur in interpretation of correspondence.

C. FOCUS OF SERVICE

There are two major approaches to serving hearing impaired children. One is
the parc.nt-centered avenue, and the other is direct professional work with the
child.

In parent-centered programs the goal is to educate the parents to work with

their child. Parents may be given instruction in areas such as behavior
management, normal growth and development, speech and language development,
sign language, hearing aids, audition, etc. Demonstration lessons and materials,
and suggestioas for games to play at home may also be provided.

The direct professional approach involves the therapist or teacher carrying

out treatment with the child. The parent is kept informed of the daily progress
of-the child and is encouraged to follow up on the activities.

Most programs implementing the treatment model should be made to involve the
parents in their child's program to the extent that they are able and
Direct intervention by professionals may be necessary for children to progress.

D. COMPONENTS OF A PRESCHOOL PROGRAM

Hearing impaired cnildren require a balanced and varied sequence of activities

planned to encourage development in all areas of growth. The joy of childhood
must be maintained, and children should not be subjected to overzealous
attention to remedial and therapeutic techniques relating to the hearing loss.

The program, in an enjoyable "play" format, should include":

1. Opportunity for physicil activity:

- healthy and safe outlets for energy
- encouragement of large muscle skills including climbing, riding wheeled
toys, swimming, skating, etc.

2. Activities planned to promote social skills:

- sharing, cooperating
- following simple rules
taking responsibility for small tasks.

14
3. Access to materials and equdOment designed to encourage development of
cognitive lkills:
- sorting and matching
- reading picture books
- building with blocks, etc.

All activities must bL conducted in an atmosphere conducive to enjoyment and

enthusiastic participation. The hearing impaired child should be encouraged
to play in creative and spontaneous ways. The attendant adult must be alert
to the behavior of the child in order to encourage his curiosity and confirm
his feelings of self-confidence and self-worth.

All of the above is consistent with current philosophy and practice in pre-
school programs for hearing children. The differences for hearing impaired
children come in the additional assistance they need in the following areas:

1. use of residual hearing;

2. language development;
3. communication skills (speech-reading, speech, sign language);
4. pre-academic skills;
5. selection of communication modes.

1. Use of Residual Bearing (auditory training)

At the preschool level the basics of auditory training are:

a. helping the child to accept and enjoy his hearing aid;

b. stimulating interest in sounds leading to discrimination and recog-
nition of environ ental and speech sounds;
c. encouraging the child's attention to voice. using every opportunity to
make speech sounds meaningful to the child;
d. associating sounds with signs.

(For further information see Auditory Training, page 21.)

2. Language Development

Through observation of spontaneous play the attendant adult will recognize

the beginnings of language. "Pretending" is a prerequisite to language
development. When interacting with the child, adults must be prepared to
enter into his games and to communicate at his level in non-verbal commu-
nication, e.g. body language, gestures, fingerspelling, signs; in
manipulation of toys and in drawings. Photographs and objects, e.g. pine
cones collected from camping, trigger memories and associations, the
beginnings of inner language.

The teacher needs to be familiar with normal language development in order

to appropriately sequence language experiences for the child.

15
3. Communication Skills

Areas included are facial expressions, gestures, sign language, speech,

speechreading, use of residual hearing, etc.

Depending oa the levcls of hearing loss, the emphasis on each of these will
vary. Residual hearing, with amplification, supplemented by speech reading,
may be adequate for the development of receptive language and speech for
some children. Other children would benefit from the added use of sign
language from the day of diagnosis.

Language lessons should be Conducted in the mode of the parents choice, and
they should be fun and pleasurable activities. It may be helpful to keep
lists of known words, to allow for review and as a subsequent basis for
beginning reading.

Speech development begins with babbiing and, with careful, natural, and
sensitive shaping by the attendant adult, it gradually approaches spoken
language. Mut. 1 imitation and reinforcement of vocalizations are the major
technqiues in shaping early speech development.

Sign Linguage development also has several stages from expressing concrete
needs to abstract ideas (Klima and Beluggi, 1979).

4. Pre-academic Skills

The printed word is easier to recognize than the speech-Lead word. For
this reason, the printed word can be introduced to three or four year old
hearing impaired children. Reading is another avenue to language develop-
ment. Children should not, however, be expected to write legibly or to
read at this young age. They should be exposed and allowed access to a
variety of materials for writing (felt pens, crayons, chalk, paints, etc.),
and a variety of materials for "reading" (picture books, catalogues, etc.).
These are the foundations of beginning writing and reading skills.

It must be remembered that for the hearing impaired child, as with the
hearing child, reading and writing are skills based on the effective use
of communication; communication meaning verbal language and/or sign
language that is related to real experiences.
s-.

Knowledge of normal development (cognitive, physical, social, etc.) is

necessary in planning a comprehensive and balanced program for the hearing
impaired child. The numerous resources available for planning programs for
hearing impaired children may be readily adapted for use with hearing
impaired children.

5. Selection of Communication Modes

The decision on modes of communication to be used lies with the parents,

but they are dependent on input from professionals in order to make an
informed choice.

16
 If sign l-inguage is being used, the parents must be given an opportunity
to learn to sign as well as to stimulate verbal skills. In this way,
the hearing impaired child will develop language in a manner similar to
a hearing child.

E. RESOURCES

Alpiner, J. et al. Talk to Me. Baltimore, Maryland: Williams and Wilkins

Co., 1977.

Dolch, Edward W. Two Thousand Commonest Words for Spelling. Champaign, Ill.:
Garrard Pub. Co., 1955.

Harris, Grace. Language for the Pre-School Deaf Child. New York, N.Y.:
a
Grune and Stratton Inc., 1963. -..........

Klima, E. and V. Beluggi. The Signs of Language. Cambridge, Mass.: Harvard

University Press, 1979.

Luterman, D. Counseling Parents of Hearing Impaired Children. Lippincott,

Toronto, Ontario: Little, Brown and Co., 1979.

Northcott, W. Curriculum Guide: Hearing Impaired and Their Parents.

Washington, D.C.: The Alexander Graham Bell Association for the Deaf,
Inc., 1977.

Orlanski, J. Mainstreaming the Hearing Impaired Child; an Educational

Alternative. Austin, Texas: Learning Concepts, 1976.

Sitnick, Rishmer and Arpan. Parent-Infant Communication. Beaverton, Oregon:

DORMAC Inc., 1977.

Streng, A. S. Language Learning & Deafness. New York: Grune and Stratton, 4'
Inc., 1963.

17
 COMMUNICATION MODES

TABLE OF CONTENTS

Page

A. Introduction 20

B. Auditory Training 21

C. Speechreading 29

D. Sign Language 30

E. Speech 38
A. INTRODUCTION

This section includes guidelines for auditory training, speechreading, sign-

language and speech.

The first two topics deal with skills in receiving spoken language. All
hearing impaired children, rsgardless of the severity of their hearing losses,
should be encouraged and trained to use their residual hearing. In some
programs for young children the primary emphasis is on auditory development
with the secondary focus on use of vision in communication. This curriculum
guide allows for individual programs and parents to decide on their own
philosophy and emphasis. All programs should include auditory training as an
essential component of skill development and also provide systematic practice
in speechreading. It is important to note however, that speech and auditory
training should not be used to the exclusion of sign language or other modes
of communication.

Sign-language ist both a receptive and expressive system. Some confusion and
anxiety is occasionally aroused when people who are newcomers to the world of
the deaf become aware of the variety of signs, sign systems and their sup-
porting published materials.

All living languages are constantly in a state of change and the language of
the deaf is no exception. Local dialects flourish and new signs are invented
as new ideas and persons are in the news. The writers of this curriculum
support the use of American Sign Language (A.S.L.) as the primary language of
the majority of deaf adults. A.S.L. must be accorded the dignity and value
equivalent to English and French in our Canadian culture. Deaf students will
use A.S.L. as they participate in the society of the deaf.

The responsibility of teachers in the classroom is to teach the language of

-the -,7ider society which, in Alberta, is English. The sign-language of class-
room instruction should be compatible with English in terms of word order,
inflections and the inclusion of function words.

There have been many.attempts to standardize thc modifications which bridge

the differences between A.S.L. and English. Some of these variations are
quite complicated. Teachers are warned against becoming committed to some
unique system which may isolate the students they teach from users of a more
widely accepted form of sign-language.

The speech section is based on the Ling approach. Regardless of other modes
of communication being used, teachers should be committed to encouraging
hearing impaired students to practise the use of their speech skills system-
atically and with an ever widening range of communication partners. The use
of alternative communication modes, incllding these listed above and reading
and writing, will develop language, cognitive and social skills, but in many
settings the ability to articulate even a few words rlearl54, may be an asset
to a hearing impaired person.

20
B. AUPITORY TRAINING

1. Introduction

The main goal is to improve the child's communication skills by increasing

the amount of information that is available through audition. Training
auditory awareness does not imply that the child will ultimately be able to
discriminate all the "dills ol speech, but he may develop skills to obtain
some degree of verbal comprehension. It is suggested that auditory training,
to increase the child's ability to communicate meaningfullywith his
environment, is composed of two basic areas:

a. Natural

The child's exposure to environmental and speech sounds within his

everyday experiences at home and school.

b. Planned

Formal auditory training exercises to increase the child's under-

standing of his environment. These structured sessions would include
discrimination training within speech and language in addition to
environmental sounds.

2. Foundations of a General Listening Attitude

a. Appropriate Amplification

It is of primary importance that each child is fitted with amplification

which provides maxim in for the detection of sound. This should
be done by a quali ied a diologist. The information from the audio-
logical assessment is es ential. It should include:

(1) an unaided audiogram\Oich provides a general idea of response to

pure tone sounds without amplification;

(2) an aided audiogram using personal aid or school auditory trainer

which provides a general idea of response to pure tone sounds with
amplification;

(3) a speech reception threshold (S.R.T.) which indicates the minimum

intensity at which the child can identify words or connected speech
utterances;

(4) a speech discrimination score which indicates the extent to which

a child can icre-alfy phonetically-balanced (PB) words or connected
speech utterances;

(5) a precribed volume level which indicates the setting at which the
amplification system will function optimally for the individual.
 If such information is not provided it is the teacher's responsibility
to see that it is obtained. On an on-going basis, it is recommended
that the child receive an audiological examination yearly and that the
hearing aid frequency response be checkel by an audiologistk every six
months.

b. Consistent Use of Amplification

Only consistent use of amplification systems will make continuous

auditory experiences available to the child. The use of amplifica-
tion must extend from the school to the home; it must become an
integral part not only of the educational process, but also of the
living process. Therefore a combined effort between the school and
the home will be necessary to ensure that this takes place. Two
strategies designed to accomplish this are:

(1) to reinforce the wearing of hearing aids upon arrival at and

,departure from schools, e.g. perhaps each child could have an
individual poster on-which he places a sticker if he comes to
school wearing his aid;

(2) to reinforce consistent use over the holidays by a system which

would encourage daily monitoring of aids by parents and children,
e.g.-a contract system which indicates a reward to, be given by
the school for a specific amount of days in which the aid was
Worn.

If amplification systems are to be worn at all times, spare parts and

loaner aids are necessary when breakdowns occur. The school and the
parents need to cooperate to locate a source for these essential parts.
Investigation of insurance coverage for loss and/or damage of the aids
is recommended for parents. Information about financial support for
hearing aids, etc. is available from Alberta Social Services and Com-
munity Health - Aids for Daily Living.

c. Careful Management of Amplification Systems

It is only reasonable to reinforce and encourage a child to use ampli-

fication when it is in good functioning order and is providing the
appropriate gain. Therefore daily tmnitoring is essential. If minor
problems occur, consult the Special Education Handbook section "The
Hearing Impaired Student in the Regular Classroom, Appendix B,
Troubleshooting". If there is a more serious problem the teacher
should consult the audiologist. .

A daily monitoring procedure includes:

a quick visual check of all component parts to ensure that they

are clean and not broken;

a listening check to determine whether the amplification is working

properly. This is best accomplished by using a special device
which attaches to the receiver (check with audiologist for infor-
mation);
22
 the Five Sound Test Developed by Daniel Ling (/u/, /a/, /i/, Lel,
/s/) to indieate response to speech stimuli through aid. Response
to these sounds will be determined by the,amount and use of
residual hearing;

careful attention to ehe c.Lld's response to auditory stimuli

throughout the day, as an indication of the functioning quality
of-the aid.

Initially parents and teachers may be concerned with the management of

the aids; however, it should be the aim to encourage the child to
accept increasing responsibility for them.

Self-management skills entail:

appropriate hanuling of the aids;

.proper adjustment of the settings, e.g. on/off, volume and telephone
switch;
washing molds;
replacing batteries;
reporting malfunctioning aids.

The above skills should always be reinforced, and although the child
may identify a malfunctioning aid at an inconvenient time, a prompt
resPOnse will encourage the child to continue self-monitoring.

d. Attention to Acoustic Environment

In addition to providing the child with suitable amplification ft is

also important to maximize the child's ability to discriminate meaningful
sounds by structuring a suitable acoustic environment. The auditory
environs, whether within the integrated classroom, special class, or
home, should allow the child to hear his cwn-or other's speech over
and above background noise. It should be remembered that pezipheral
noises, such as electric fans, heating systems, typewriters and people
walking, may be louder than the focal sounds on which the child may
be attempting to concentrate. Hence ambient noise could preclude the
hearing impaired child from discriminating speech.

The student should be provided wit.h-the most favorable listening con-

ditions, to encourage him to tak advantage of natural auditory
experiences and formal instructiolt. In a special classroom it is assumed
that several-hearing impaired students will be receiving instruction
within the same setting, and special acoustic treatment would be
justified; namely carpeting, acoustic ceilingtiles, drapeb, and the
reduction of "hard" surfaces. When a hearineimpaired student lias been
integrated into a regular classroom ii should be the responsibility of
the itinerant and classroom teachers to analyze the external and within
ambient noise in terms of excessive reverberance, and distracting
auditory stimuli and acoustic noise. It is essential that instruction be
provided within a three meter range of the microphone of the student's
hearing aid, and that conversation or auditory experiences should not
be masked by competing environmental noise.

23
 Although the acoustic environment may be favorable, there are auditory
stimuli that hearing impaired students find difficult to process.
This is especially true with comprehending speech projected on a radio,
record player, tape recorder, filmHsoundtrack, television or a school
public address system. Even though there is little competing back-
ground noise in the classroom, during these auditory presentations, the
speech is often rather distorted and too rapid to be intelligible to
the hearing impaired student. Some students may benefit from a direct
cable connection between selected hearing aids and some auditory
equipment, e.g. tape recorder. Other students would receive the most
benefit from a written summary of the auditory material or from reading
a booklet that may accompany the presentation, e.g. a film strip booklet.
In addition, an interpreter using appropriate expressive sign language
may be helpful.

3. Auditory Skill Training

a. The Equipment

In approaching the task of auditory training the teacher may have one
or both of two types of available amplification:

(1) Auditory Trainers - Auditory trainers that provide input through

environmental and radio transmitter-microphones are in common use
with the more severely hearing impaired students in Alberta. They
are valuable devices du'i to their versatility. They can function
as regular body aids allowing students to hear their own voices
or environmental sounds. In addition, they serve as specialized
auditory training units via radio circuits connecting the teacher's
microphone and the student's "crystals" in their receivers. The
radio circuit is not limited in use to a particular room, but is
operational over a range of several hundred feet. When used well
they can provide good auditory training experiences for the student.
As emphasis should be placed on providing an optimal auditory
environment the following suggestions are given:

(a) Radio-circuit auditory trainers should only be used after

consultation with the audiologist, who can establish if this
type of aid is more adequate in detecting speech thal; the
use of personal hearing aids. 'The audiologist should check
the functioning of the units and recommend the volume settings.

The teacher should be completely familiar with the train g

(b)
device and be fully aware of its versatile nature, using the
radio channels and environmental controls appropriately.
Meaningless and distracting stimuli must be avoided. For
example, if a group is being provided direct instruction and
the rest of the class is working on a different task, all
the students should not be tuned-in to the same radio circuct...,
Similarly, when a class adjourns for recess, the teacher
should turn off the teacher microphone before leaving the

24
.95
 room. If the trainer is to be used in a regular classroom
the itineranL teacher for the hearing impaired must be
responsible for providing inservice to the classroom teacher
and assisting with its use.

(2) Personal Hearing Aids - Personal hearing aids provide the student
with auditory information through environments, microphones which
amplify all sounds, including speech, within the student's
immediate vicinity. Often those with less severe hearing impair-
ments will wear personal hearing aids for both home and school
use. Other students will use auditory trainers at school and
personal hearing aids at home. The latter group shcald be given
the opportunity to wear their own aids for school auditory training
activities, from time to time. This will provide them with the
opportunity to relate school auditory experiences to those of the
towards
home and vice versa. This may be emphasized particularly
the end of the school year, when easing the transition from one
type of amplification to the other is important. It should be
remembered that students who have been provided with new persbnal
hearing aids, especially those receiving an aid for the first time,
will need an appropriate training period, where activities are
focused on facilitating auditory adjustment to the amplification.

b. Natural Environment

Assuming that the student is fitted with appropriate amplification,

and that a suitable acoustic environment has been structured, valuable
auditory training can take place within everyday classroom activities.
The teacher should provide enriching auditory experiences, which can
be threaded through the hearing impaired student's day. Opportunities
for auditory training should be optimized, and could take two forms:

(1) taking advantage of spontaneous environmental sounds;

(2) planning for integrated auditory training experiences in lessons.

Objective 1 - training auditory detection, discrimination, identi-

fication and cotprehension of environmental sounds mnat occur
spontaneously in the student's environment.

Strategies: External noises may occur during the student's day,

e.g. an airplane, an anbulance siren or dog barking. Awareness or
detection of "sound" versus "no sound" should bt. discussed. Discrim-
ination can be emphasized via selected environmental noises, e.g. a
hammering sound. With the latter noise "faster" versus "slower" rpythms
could be noted, as well as intensity, "louder" versus "softer".

Although it is not suggested, that activities be interrupted constantly

for spontaneous auditory training, o asional acoustic events can be
capitalized to provide experimental learning.

25
 Objective 2 - training auditory detection, discrimination, identifi-
cation and comprehension of environmental and speech sounds through
incidentally planned activities during the school day.

Strategies: Lessons in language, reading, social studies and science

can provide rich opportunities for expansion of the student's auditory
discrimination. In each area stories can be dramatized to emphasize
soun0 _iscrimination, e.g. "huff-puff" in the "Three Little Pigs",
"trip-trap" in "Billy Goats Gruff", or distinguishing the gruff voice
of the troll from the higher voice of the small goat.

Field trips, sports or outdoor education can include auditory detection

and discrimination activities, e.g. traffic noises where the difference
between "A car is coming" and "No cars can be heard" may be stressed.
A visit to the zoo could provide opportunities for the discrimination
of various animal noises, and a track and field event Could provide
practice with the detection of "sound" versus "no sound", using a
starting pistol or whistle.

Though auditory training is not a formal part of every lesson or

activity, it is the teacher's responsibility to provide opportunities
for auditory awareness activities during the school day. Cooperation
between home and school is emphasized to enable parents to include
auditory training experiences within home activities, during the school
year and holidays. As listening attitudes are formed early in life
this integrated approach, involving home and school, is especially
important for young children. Where the hearing impaired student is
integrated in a regular classroom the itinerant teacher should suggest
suitable times of the school day where the classroom teacher can develop
auditory awareness and discrimination productively.

c. Planned Training

In planned auditory training three general objectives emerge. These

are to improve:

(1) the detection, discrimination, identification an4 comprehension

of environmental sounds;
(2) understanding of spoken language;
(3) the speech intelligibility of the students.

With reference to these goals, the teacher needs to be sensitive to

the physiological limitations indicated by the student's hearing loss
and the acoustic characteristics of the materials to be presented.
Hence, attention must be paid to the individual student's audiogram
and the power of the acoustic signal and its frequency range. Due to
the widely varying degrees of hearing loss often encountered_in th
special classroom, organization needs to be flexible. Grouping. may
vary or activities may be modified to suit individual needs. Within an
integrated setting it should be the resimisibility of the itinerant
teacher to provide instruction in this area if necessary.

26
Objective 1 - detection, discrimination, identification and comprehen-
sion of environmental sounds.

Listening to environmental sounds will not have a direct effect on the

auditory comprehension of language. However, the study may derive many
benefits from planned exposure to environmental auditory experiences
as divergent as the appreciation of music and the awareness of potential
danger as presented by on-coming traffic. Perhaps the most valuable
contribution of this objective is the psychological link that is built
between the student and his environment.

Objective 2 - understanding of spoken language.

Spoken language is generally the aspect of the auditory environment on

which attention if focused. Therefore the hearing impaired student
will need to develop skills in the auditory comprehension of connected
meaningful speech. These listening skills may serve to develop recep-
tive as well as expressive ability.

The speech program developed by D. Ling is based upon optimal use of

hearing in acquisition of phonetic elements. However, a comprehensive
aural habitation program must include phonologic material for practice.
The Auditory Skills Curriculum developed by the office of the Los
Angeles County Superintendent of Schools (see Resources) is recommended
as a good resource in the development of a systematic program. It
features a sequence of skills concurrently developed as well as an
abundance of activities code.1 for preschool, primary, intermediate
and secondary levels.

Objective 3 - improvement of speech intelligibility.

This objective is closely linked to the phonetic level of the speech

program.

"We treat speech acquisition as the basis of auditory

training. In the development of,each Subskill the
child is expected, within the limits of his capacity
to hear, to be auditorily aware of the sounds he
produces, to discriminate between them, and to
identify these patterns when produced by others."
(Ling, 1976, page 4-5).

Ling 'also points out that the use of speech itself is one of the most
effective forms of auditory training practice. Self-monitoring of
personal speech aids not only in expressive language but alsc in dis-
crimination.

Nute: Hearing impaired students must be informed of the quality of

their voice -- speech proficiency and competency, otherwise they
eventually face cmbarrassing situations upon discovering that their
speech is incomprehensible and unintelligible.

27

31
4. Auditory TrgInin& Resources

Birkenshaw, Lois. Music for Fun, Music for Learning (second edition).
Toronto: Holt Rinehart and Winston, 1977.

Carhart, R. "Auditory Training". Hearing and Deafness. ed. Hallowell Davis.

New York: Holt, Rinehart and Winston, 1978.

Ling, D. Speech and the Hearing Impaired Child: Theory and Practice.
Washington, D.C.: A. G. Bell Association for the Deaf, Inc., 1976.

Ling, Daniel and A. H. Ling. Aural Habilitation: The Foundations of Verbal

Learning in Hearing Impaired Children. Washington, D.C.: The Alexander
Graham Bell Association for the Deaf, Inc., 1978.

Lowell, E. L. and M. Stoner. Play ity Ear. Los Angeles: John Tracy
Clinic, 1963.

Office of the Los Angeles Country Superintendent of Schools. Auditory Skills

Curriculum Foreworks. North Hollywood, California: 1976.

Sanders, D. A. Aural Rehabilitation. Englewood Cliffs: Prentice-Hall,

Inc., 1971.

Wagner, G., M. Hosier and M. Blackmon. Listening Games, Building Listening

Skills with Instructional Games. Darien, Conn.: Teachers Publishing
Corp., 1970.

28
C. SPEECHREADING

Speechreading is a valuable skill to be encouraged to the student's highest

level of ability. This skill develops naturally, in conjunction with expressive
language and speech. Maximum opportunity should be provided for the student
to process information through this channel, but it should not be allowed to
usurp the role of audition.

It is recommended that speechreading be incorporated into routine school

activities, rather than be taught in a regular time schedule. In a total
communication program, this helps prepare the student to deal with situations
where manual communication is not available. However, formal systematic
training will prove valuable in cases of adventitious deafness, where the onset
of the hearing loss has occurred after the development of spoken language.

The text Speechreading by Jeffers and Barley is a good reference. Other

resources are listed.

Resources

Haspiel, George S. A Synthetic Approach to Lip Reading Materials for the

Child of Grade School Age. Magnolia, Massachusetts: Expression
Ccmpany, 1969.

Jeffers, Janet and Margaret Barley. Speechreading. Springfield, Ill.;

Charles C. Thomas, 1971.

Samuelson, Estelle E. and Minnie B. Fabregas. A Treasure Chest of Games for

Lipreading Teachers. Washington, D.C.: The A. G. Bell Association for
the Deaf.

29
D. SIGN LANGUAGE

1. Introduction

There are some hearing impaired students whose competency in oral english
is likely not to be far advanced. For that minority this seCtion on sign
language was developed.

Recent research indicates that American Sign Language (A.S.L.), and English
are two septrate and distinct languages. The stages of development in the
acquisition of A.S.L. with deaf children parellel the development of English
in children with normal hearing (Klima and Beluggi, 1979).

In free settings, A.S.L. has been acquired or is being acquired in a

colloquial and social frame of reference. At the same time, English is
being taught through an acquisition process with the use of speech and
Manually Coded English (M.C.E.). M.C.E. puts signs in English word order,
uses special sign markers for morphemes such as "ing", etc. and sometimes
incorporates finger spelling where English words are spelled out.

Hearing impaired children should be permitted to experience flexibility in

communication. Thus A.S.L. may be used in the classroom as the language
of instruction for specific clarification of difficult concepts and to
explain English reading material in curriculum related subject areas. In
these situations A.S.L. functions as a natural communicative base language
to help understand English.

The opportunity to develop a good self-concept may therefore be enhanced

in those hearing impaired children who are given the freedom to work with
their familiar and comfortable form of communication.

Note: Teachers should be familiar with A.S.L. so that they may be in a

position to use it as a medium for teaching English. This does not mean
that teachers are required to teach A.S.L. if the H.I. child is able to use
English as a language base.

2. Guidelines for the Use of the American Sign Language (A.S.L.)

a. Recognize, appreciate and work with the varieties of communication/

language backgrounds that students have.

b. Accept and use A.S.L. as a colloquial form of communication with

students and as one of the aids to teaching English and concepts in
other subjects.

c. Carefully consider error in English expression in any mode, e.g. written,

spoken, M.C.E., as possible'attempts. to use A.S.L. or P.S.E. (Pidgin
Signed English). Use paraphrasing techniques to check meaning and
indicate distinctions between A.S.L. and English without undue criticism.

d. Allow students to appreciate and develop structures of A.S.L. and

standard English. Emphasize to students the fact that M.C.E. is a
form of English, not a form of A.S.L.

30
 e. Upgrade skills in A.S.L. and M.C.E. and encourage the same opportunity
to family and friends.

f. Relate A.S.L. to other languages and how recent research indicates

written glosses and notation systems to help understand A.S.L. through
,English.

g. Refer to references and resources listed on page 36 for suggested

procedures in translation and transformation work.

h. Refer to Deaf Studies in the hearing impaired curriculum and deaf adult
models for advice and support in educating students in the meaning and
use of A.S.L. within their culture, i.e. expression, inflection, common
responses, local and regional variations.

3. Teaching Suggestions for A.S.L.

a. Syntax

OBJECTIVES STRATEGIES MATERIALS

Translates between A.S.L. Use pictures, flash I Want to Talk.

and English, demonstrating cards, sentence A Basic Course.
Syntax differences and strips, chalkboard, Intermediate Sign
similar semantics. demonstration in Language.
A.S.L. and M.C.E.

Illustrates sign idioms Use role play Conversational

(colloquialisms 'and (creative drama) and Sign Language.
English idioms including video tapes.
conversation type responses
to questions and comments,
e.g. yeh, really?).

Classifies sentence type Provide practice American Sign

structures, e.g. questions, through writing, Language.
comments, statements, role playing, over- A Basic Course.
negatives, of A.S.L. and head projector. Sign Language
translates them into Demonstrate appropri- Studies.
English. ate facial expressions

Demonstrates A.S.L. in- Use role playing in American Sign

rlections of body language real live situation. Language.
and non-manual behaviors Use video tapes.
and English inflections
which show degree, intona-
tion, emphasis, etc.

Constructs transformations Provide exercises in A Basic Course.

within A.S.L. and demon- expansion and contrac-
strates how transformations tion through column
occur in English work.

31
b. Vocabulary - Lexical

OBJECTIVES STRATEGIES MATERIALS

Fingerspells names, places Use -category -games Games ic Activities.

and other words for prac- bingo ,scrabble, Play rt By Sign.
tice in clarity and reading fingerspelling. Signs. for All
fingerspelling skillfully. Seasons.

-Classifies signs according Use games, story Sign Language.

to handshapes, movement creation within one Joy of Signing.
and meaning. category, imitation. Games & Activities.

Associates signs with Use matching dicta- Joy of Signing.

English words. tion. Have finger- Amer. Sign Language.
spell spelling "bees". Play It By Sign.
Play bingo. Use over- Signs for All
head. Seasons.

Lists fingerspelling Play small group Ame. Sign Language;

loaners, e.g. why, what, games. Teacher's Text.
job, used in place of a
sign.

Generates use of sign Use telephone game Games & Activities.

classifiers in stories, ("pass-it-on"). Use Play It By Sign.
narratives, songs, poems, video tapes. Invite
idioms, riddles, jokes to deaf models.
examplify nouns in posi-
tion, movement and time
and adjectives in quali-
ties and quantities.

Contrasts movement of same Demonstrate and have Amer. Sign Language;

sign indicating noun or student use in Teacher's Text.
verb, e.g. chair - sit, sentences and trans- Sign Language Studies.
plane - fly. late into English.

Translates A.S.L. plural- Use recitation, group Amer. Sign Language;

ization into English interaction and Teacher's Text.
phrases and the reverse. games.

Demonstrates multiple signs Use overhead, pic- Visual Language

for same English word that tures. Have students Overheads.
have different semantics, practise sentences in
e.g. possessive "have", A.S.L. and English.
must "have to", past "have
been".

32
 OBJECTIVES STRATEGIES MATERIALS

Executes examples of Have students use in Course in Sign

directional verbs, sentences and relate Language.
e.g. give, show. to English. Provide Sign Language
_
translation demon- Studies.
stration:

Converts expression of Use demonstrations Amer. Sign Language;

time concepts between of time (distant Teacher's Text.
A.S.L. and English. past to distant
future); use time
line. Use overhead
projector.

Discriminates between Have students use in Amer. Sign Language;

who and what pronoun sentences. Teacher's Text.
indicators, in A.S.L.,
e.g. you, yours, your-
self.

Contrasts signs that Demonstrate use in Conversational

look similar, e.g. context. Sign Language II.
lost, finished.

c. Advanced Enrichment
1

Contrasts and compares Provide demonstrations see c. Journals.

(iconicity and arbitrary with pictures; show I
Amer. Sign Language;
aspects in A.S.L. signs). differences. Teacher's Text.

Reports on history, evo- Have students do see c. Journals.

lution, roots of signs and library reseazch.
A.S.L., S.L. systems in Provide opportunity
Canada: Canadian S.L., for presentation of
Quebec S.L., Eskimo S.L., skits.
Maritime S.L.

Identifies varieties of Have students do

sign language, e.g. library research. Use
British two handed finger- debate; class present-
spelling, international ation.
signs, manually coded
English systems.

Dramatizes the social Provide small group Amer. Sign Language;

situations between deaf vork. Use role play. Teacher's Text.
and hearing people who
demonstrate the use of
P.S.E.

33
4. Guidelines for Use of Manually Coded English
(M.C.E.)
a. Syntactic

(1) Use English word order with voice.

(2) Fingerspell or sign all function words such

and articles. as determiners

(3) Fingerspell or sign the various forms

of "to be" - is, am,
are, was, were, be, been.

(4) Fingerspell or sign the following

regular markers or morphemes,
fingerspell only all irregular forms of
past tense verbs:
- Progressive (-ing)
Verbs only ("running", "walking")
- Past-tense (-ed)
- Third-Person Singular (-s)
Verbs only ("runs", "walks")
- Past-participle (-en)
Verbs only ("taken", "spoken")
- Plural (-s)
However, irregular plurals are pluralized
("children") or fingerspelled.
by repetition
- Possessive (-'s)
- Comparative (er)
- Superlative (-est).

(5) Fingerspell or sign the following

derivational affixes:
- Negativizer (un-)
Used to negate adjectives ("unhappy",
"unsure",
"incapable")
- Adverbializer (-ly)
- Used to transform
adjectives to adverbs ("happily",
"sadly")
- Agentive (-er)
Used to transform verbs to nouns
or to indicate agency
is present ("swimmer",
"teacher")
- ment, ness.
-

(6) Utilize sign principle of directionality

("Please give me the book."). as in give, show, etc.

(7) Utilize fingerspell principle of negative

parallel utterances ("dunno", "don't incorporation to
wanna").
b. Lexical

(1) Use a semantically

based approach to vocabulary,
signs for "run" in "John runs home", e.g. different
"Can you run the meeting?".

34
 (2) Use initialing for semantically related but lexically different
signs in a thoughtful manner, e.g. FAMILY, GROUP, TEAM.

(3) Fingerspell items for which an existing sign may be more diffi-
cult or complex for the students than the spelling.

(4) Fingerspell those words whose signs in citation form may convey
inappropriate Oformation, e.g. LOOK U, Give B-A-C-K.

(5) Signs for needed words will be decided based on the following:
- use of local sign or standard sign
- use of another local sign
- use of suggestions in existing books or from deaf adu/ts
- use of fingerspelling or creation of an appropriate sign
suggested on advice from deaf adults.

(6) Contractions are to be dealt with as single sign items,

.e.g. CAN'T, WON'T, when appropriate signs are available or
fingerspelled.

5. Parental Involvement

Parents should be encouraged to develop a repertoire of practical functional

expressions in sign language in order to communicate effectively with their
hearing impaired children. Use of sign language during dish washing, family
dinner, and everyday doings are the key to language and conceptual develop-
ment. The early years (2-5) of communication are determinants of language
acquisition; if communication becomes a frustrating experience, language
learning is minimized.

The attitude of the parents 'towards sign language influences the child.
The child quickly realizes whether or not the parent considers the skill
important, and most children are anxious to please. Parents need to be
trained to use praise and encouragementconstantly in the development of
sign language.

Parents should be encburaged to contact deaf adults including parents of

deaf children in order to appreciate their deaf children better. The deaf
adults have an essential contribution to make to hearing parents' under-
standing of their deaf children.

Parents should be well-informed about the culture and give guidance as to

information sources, e.g. Alberta School for the Deaf library, association
within the deaf community.

35
6. A.S.L. Resources

a. Texts

ZakelyDennis and Baker, Charlotte. American,Sign Language: A

Teacher's Text on Grammar and Culture. T.J. Publishers, 1980.

Fant, Louie J. Intermediate Sign Language. Joyce Media, Inc., 1980.

Fischer, Susan and Gough,.Bonnie. "Verbs in American Sign Language",

Sign Language Studies. ,1978; 18, 17-48.

Hoemann, Harry W. and Lucafe, Rosemarie. I Want to Talk: A Child

Model of American Sign Language. National Association of the
Deaf, 1980-(and companion video-tape).

Humphries, Tom, Padden, Carol and O'Rourke, Terrence J. A Basic

Course in American Sign Language. T.J. Publishers, 1980.

Ingram, Robert M. "Rhyme, Topic and Comment in the Syntex of

American Sign Language". Sign Language S,udies. 1978, 20,
193-218.

Kirchner, Suzie. Play It By Sign. Joyce Motion Picture Company,

1974.

Kirchner, Suzie. Signs for All Seasons. Joyce Motion Picture Com-
pany, 1977.

Madsen, Willard J. Conversational Sign Languagc II, An Intern, iate -

Advanced Manual. Gallaudet College, 1972.

Newby, Robert F. Newby Visual Language Overheads. Pennsylvania

School for the Deaf, 1979.

Royster, Mary Anne. Gat s and Activities for sigsljuillg21.s.

National Associatioa of the Deaf

Vernon, M, Coley, J. and Ottinger, P. "The Use of Sign Language in

the Reading-Language Development Process". Sign Language
Studies. 1979, 22, 89-94.

b. 4ictionaries

Riekehof; Lottie. The Joy of Signing. Gospel Publishing House, 1978.

Sternberg, Martin. American Sign Language: A Comprehensive Dictionary.

Harper and Row, 1981.

Stokoe, William G., Casterline, Dorothy C. and Croneberg, Carl G.

A Dictionary of American Sign Language on Linguistic Principles.
New Edition, Linkstok Press, 1976.

36

4u
 gt

c. Journals

....Anguage Studies

American ,".nnals of the Deaf.

Deaf American

Deaf Canadian

Reflections

d. M.C.E. Resources

Bornstein, H. "A Description of Some Curi.ent Sign Systems to Re-

present English". American Annals of the Deaf. 1973, 118,
454-470.

Bornstein, H., Saulnier, K. aad Hapilton, L. ";igned English: A

First Evaluation". PAIerican Annals of the Deaf. 1980, 125,
467-481.

Bornstein, H. and Saulnier, K. "Signed English: A Brief Follow-Up

to the First Evaluation". American 1nnals of the Deaf. 1981,
126, 69-72.

Bornstein, H. et al (eds.). The Signed Englial DiEtionary.

Gallaudet College Press, 1975.

Cokely, Dennis. Pre-College Programs: Guidelines for Manual

Communication. Gallaudet College Press, 1979.

Kluwin, Thomas N. "A Rationale for Modifying Classroom Signing

Systems". Sign Language Studies. 1981, 31, 179-187.

Marmor, G.S. and PeLtite, L. "Simultaneous Communication in the

Classroom: How Well is English Grammar Represented?". Sign
Laaguage Studies. 1979, 99-136.

37

4
E. SPEECH

This section of the curriculum focuses on the acquisition of speech skills

and provides guidelines for their development. Speech is defined as sound
pattern produc,ion which carries the content of spoken language.

An effective speech curriculum should be developmental, based on current

research, with prLAsion for sequential teaching steps and techniques for
evaluation. It should offer a multi-sensory approach for speech acquisi-
tion, and facilitate practice and usage in the child's everyday world.

For these reasons the program .outlined ir, ech 'nd the Hearing-Impaired
Child: Theory and Practice (Ling, 1976) i ised as the speech curriculum
in Albe.La. This program the utmcdt use of residual hearing
supplemented when necessary by her sensory modalities, i.e. visual,
tactile, kinesthetic and propriocptive. It is diagnostic and prescrip-
tive and offers a developmeneal fr*ework for speech acquisition, consist-

skills. Specific teaching strategies

\
ing of seven general stages with preCse "targets" and sequential sub-
re suggested for producticn of these,
targets, which are evaluated on an on-go'ng, rmsistent basis. Practice of
the newly acquired speech sounds to a levl of automatic recall and transfer
to the student's spontaneous epeech is emph sized. While providing definite
speech targets and mechods of approach it doe allow flexibility for indivi-
dual preferences in planning instructional actIyities.

1. Pre-requisites for the Program

a. Audiological Assessment

Each student entering the program should have had complete audio-
logical assessment by a qualified audiologist. A c y of the recent
audiogram snovld be supplied to the teacher, see Aud ory Training
Section.

b. Boo'cs and Materials

\\

Teachers providing direct speech instruction should have indilisidual

working copies of the follow'ng:

(1) Speech and the Hearing-Impaired Child: Theory and iractice,

D. Ling.

(2) Teacher/Clinician's Planbook and Guide to the Development of

Speech Skills, D. Ling.

(3) Tablets of Phonetic Level Speech Evaluation (25 copies/tablet),

D. Lim-.

(4) Tablets oF Phonn'o7ical Speech

_ _ Evaluation (25 copies/tablet),
D. Ling.

38
 Each student will require aNCumulative Record of Speech Skill
Acquisition, D. Ling.

These materials may be obtained fro the A.G. Bell Association for
the Deaf, 3417 Volta Place, N.W..z Was ington, D.C. 20007.

All people involved with the hearing impaited student should have
accesa to the above materials.

c. EquiEment

A highquality tape recorder for recording speech samples,will be

required.

Additional special purpose aids and equipment designed tO provide

help with specific speech aspects are available. Examples of theske
are auditory training units, voicing indicators, frequency specto-
graphic display, voice intensity indicators, nasality indicators
and computerized multidimensional display. Consultation with the
student's audiologist or prQfessionals in speech and hearing centers
for detailed information on the advisability of such equipment is
recommended.

2. Initiating the Program

a. Organizing Responsibilities

Responsibilities are carried out through an individual or team approach.

If a team approach is utilized, on-going dialogue concerning each stu-

uent's speech targets is vital, even to the extent of having team
members, e.g. teacher, speech clinician and audiologist, working on
speech together in the classroom. Attention should be focused on a
unified approach so toat the student feels that speech is not isolated
from the classroom, but an integral part of the day.

The roles of the personnel will vary according to their individual

skills and competencies in carrying out the essential tasks. Peri-
odically other personnel could be utilized to provide objectivity in
evaluation.

Irformation about the speech program should be provided to the parents

Prid regular classroom teachers having hearing impaired students in
their classrooms. In addition, assistance could be enlisted from
other Interested people in the student's home and school environments,
e.g. other teachers, relative.-, neighbors and friends. The capabili-
ties ot support personnel to follow and carry out the program should
be considered and their specific role discussed and clearly defined.
Important factors to consider are the ability to act as good speech
models and listeners, as well as to utilize situations to improve the
student's oral communication skills and to reinforce and encourage his,
efforts.

39
 b. Parental-Involvement

There are five main areas of p ntal involvement.

(1) Consistent Use of Amplificat n - It is the responsibility of

the parents to see that the h aring aid is set at the prescribed
volume control and worn consis ently.

'(2) Attitude - The attitude of the p\arents towards speech influences

the child. The child quickly realizes whether or not the parent
considers the skill important, and most children are anxious to
please.

(3) Reinforcement - Parents need to be trained to use praise and

encouragement constantly in the development of speech. They
must be made aware of the need to listen for the sounds acquired
in therapy, or in the classroom, and to praise immediately, with
a word, a sign, or an approving glance.

(4) Use of Practical Functional Expressions --Parents who are unable

to become closely involved with the speech program should be en-
couraged to develop a repertoire of practical functional expres-
sions in speech which will become a part of the family routine.
It should be pointed out that activities such as eating meals,
doing dishes, setting the table, .orting the laundry, playing
cardS, and going on family outings, are key periods for encourag-
ing speech.

(5) Close Involvement with the Speech Program - Parents should attend
sessions with the teacher regularly so that they may be aware of
the targets on which their child ls working. They should be pro-
vided with games and activities to stimulate these targets and
encouragcd to develop transfer of the skills acquired at school
into the speech used at home.

Success in the speech program cannot be expected without parental

involvement. The de elopment of speech should be encouraged both
at home and at school. This may be self-evident as far as an oral
program is concerned, but it should also be made clear to parents
using total communication.
\

3. The Prnsram

a. Evaluation

It is ess'ential to begin with a detailed evaluation at both the phono-

logic levera and the phonetic levels. Ho-.,,,er, this should not be
attempted untess the child ±s vocalizing spontaneously. Detailed
instructions of\eva1uation procOlres are stated on pages 144-172 of
the text: Speecll,and ',tie Hearing-Impaired Child: Theory and Practice,
by D. Ling. \

40

4 ,1
 Use of the natural language of the classroom in all content areas
is essential in effecting the transfer of speech skills to the
semantic level. The school program should provide a variety of
,

opportunities for practising speech gains.

Only coh,istent practice throughout the day will strengthen the

complex motor patterns required for natural running speech.

b. Adaptations to the Program

A bgsic developmental framework is provided in this program from

which the teacher can build an individual plan necessary to meet
the needs of each student. It is not a closed system; supplementary
ideas and techniques from other approaches can be incorporated.

Its effectiveness will depend upon the adaptation of these supplemen

tary resources within the framework provided. Although examples of
strategies are given, the program largely relies upon the skills,
creativity, and imagination of the teacher.

A. Conclusion

The development of speech is an interactive process with the emphasis on

the dynamic communication between the student and the people in his world.
Hence the student should be viewed as an active participant in the speech
program. Through this communication the teacher learns about the student
in order to design the program relevant to his interests and needs. In
addition the attitude of people at home and school should be supportive
of the student's attempts to verbalize, as this positive reinforcement
will be a vital fac'7or in encouraging the student to make further efforts.
With this cooperat-ve spirit established, the student should gain the
confidence and desire to communicate with an everwidening circle of the
community.

41

40
5. Speech Resources

Atlantic Provinces Resource Centre for the Hearing Handicapped - Speech

Curriculum. Amherst, Nova Scotia: Atlantic Provinces Resource
Centre for the Heading Handicapped.

This speech curriculum for hearing impaired children is r compre-

hensive program which covers the following topics: evaluation
and teaching of specific sounds, voice, rhythm, in speech practice.
A useful glossary of speech terms is also included. This curriculum
would provide a valuable resource for instructional planning.

Calvert, D.R. and Silverman, S.R. Speech and Deafness. washington, D.C.:
A.G. Bell Association for the Deaf, 1975.

This book has detailed information on the production, the teaching

and the development of speech, as well as a chapter on the use of
amplification by Dr. Ling. The various methods described are the
Auditoor Global Method, The Multisensory Syllable Unit Method, and
the Association Phoneme Unit Method. The clarification of the
various methods may be useful to people who are unfamiliar with
recent and past trends in the education of the deaf. At the same
time the book contains a great deal of sound advice for informed
parents and educators on the use of amplification, mechanical aids
and the production of speech sounds.

Cohen, Shirley. Accepting Individual Differences - Hearing Impairment

(book and tape) and Can You Hear Me? (book). Niles, Illinois:
Developmental Learning Materials, 1977.

This is a kit consisting of two books and a cassette tape. They

are designed to provide basic information for the general public
about hearing impairment.

The book Can You Hear Me? gives an overview of some of the impli-
cations of deafness with large colorful photographs, which would
be particularly useful for introducing the problem to school age
children.

The second book, Accepting Individual Differences - Hearing

Impairment, encourages interaction with the hearing impaired through
suggested activities and materials on various themes. The accom-
panying tape provides samples of the speech of hearing impaired
children.

'Bard, Etiole. Teaching_Aphasics and Other Language Deficient Children

Theory and_Application of the Assbciation Method. Jackson, Mississippi:
University Press of Mississippi, 1974.

42

46
 This book describes an educational approach based on the McGinnis
method of teaching aphasic children. It provides an analysis of
McGinnis's method in relation to the motor theory of speech pro-
duction and a rationale for use of the method with language dis-
ordered children. The book's major features include a clarification
of the procedures described in McGinnis's own book as well as
suggestions for adaptafion of principles of the approach to indivi-
dual instructional programs.

Haycock, G.S. The Teaching of Speech. Washington, D.C.: Volta Bureau,

1933.

This text, although extremely old,,can provide insight into

articulation problems with specific sttategies for remediation. It
has proved useful for generations of teachers of the deaf.

Ling, A. and Ling, D. Aural Habilitation. Washington, D.C.: A.G. Bell

Association for the Deaf, 1978.

This readable introductory text focuses on the development of the

hearing impaired child's spoken language. The book deals with
habilitation, or development, rather than rehabilitation, or
remediation, and hence stresses early identification of the hearing
loss, and early intervention with speech and language programming.
The Lings discuss communication through the effective use of suit-
able amplification and individualized instruction. They provide
capsules of information for the parent, eacher/clinician, adminis-
trator involved with hearing impaired children, or the education,
audiology or speech pathology student. The information emphasizes
maximizing the child's residual hearing, speech assessment and
teaching, language development and program designs. The book is
pre-requisite reading for Speech and the Hearing-Impaired Child:
Theory and Practice, and provides an excellent background to the
speech curriculum.

Ling, D. Speech and the Hearing Impaired Child: Theory and Practice.
Washington, D.C.: A.G. Bell Association for the Deaf, 1976.

McGinnis, Mildred A. Aphasic Children - Identification ano Education

by the Association Method. Washington, D.C.: A.G. Bell Associa-
tion for the Deaf, 1963.

This book describes, predominantly through case studies, the Associ-

ation Method which the author developed for both hearing and hearing
impaired children, who exhibit extreme difficulty developing compre-
hension and use ot speech and language.

Jorce, E. Teaching Speech to Deaf Children. Washington, D.C.: A.G. Bell

Association for the Deaf, 1974.

This is a short, concise and easy-to-follow book that provides a

developmental plan for teaching speech at the phonologic level. It
also provides a list and description of games and equipment that may
prove valuable in meeting the individual deaf child's needs.
43
6. Additional Speech Resources

Dawson, M. and Newman, G. Say and Hear - Oral Reading and Linguistics.
Teacher's Edition. Westchester, Illinois: Benefic Press, 1969.

This book contains ideas for poetry, rhymes, riddles, stories,

tongue twisters and short plays to encourage spontaneous speech.
It focuses on specific sounds and sound groups and may be used
with children of all ages.

Flowers, Ann M. The Big Book of Sounds. Danville, Illinois: The Inter-
state Printers and Publishers, Inc.

This is a compilation of word lists, sentences, verses and rhymes

for speech work on consonants and consonant blends in different
word positions. It a.s approp-iate for elementary school children
and may be used to provide additional practice in facilitating
consistent use of the particular sound in spontaneous speech.

Hip Supporters Speech Packet. Dayton, Ohio: Patterson Kennedy

School.

This is a packet of materials designed for use with the Ling

speech method. The activities were developed by teachers of the
deaf in the Dayton program.

Murphy, Harry J. and Schoenfield, Dianne Davis. Games Kids Like and
More Games Kids Like (combili,d edition). Tucson, Arizona:
Communication Skill Builders, Inc., 1975.

This is a booklet of over a hundred short games which can be used

as extra practice or reinforcement for both speech and language
skills. They are enjoyable for both home and school.

Parker, Jayne Hall. My Speech Workbook. Danville, Illinois: The Inter-

state Printers and Publishers, Inc., 1972.

This is a series of workbooks containing materials and ideas for

speech work on different consonant sounds. They include word
lists, practice sentences, rhymes, riddles, poems, games, eLc.,
and vary in difficulty from grade one to an intermediate primary
level. The materials provide many practice exercises which may
be used to involve parents and other individuals interested in
improving the child's speech production.

Spirit Master Speech Therapy Workbooks. Kitchener, Ontario: Kahl's

Incorporated, 1976.

Each of this series of spirit master workbooks contains a wide

variety of highly motivating exercises on a particular consonant
sound. They include hidden pictures, card games, picture puzzles,
etc., which may be enjoyed by children of different ages and
levels of speech acquisition. Some of the activities are open-
ended and could be used in many ways by the creative speech
teacher.
44
L
Systems O.N.E. Kit. Salt Lake City, Utah: Educational Media
Center.

This kit is designed for teachers with hearing impaired children

in their classrooms. The cassette tapes and filmstrips could
also be valuable for people unfamiliar with hearing impairment
who are involved with hearing impaired children in other educa-
tional settings.

This kit provids insight into the problems encountered by the

hearing impaired child in processing and developing speech. It
described the difficulties experienced by a child with a hearing
loss and suggests techniques for encouraging speech.

It gives a clear explanatiou of the components, use and care of

the hearing aid.

Information is provided on speechreading and auditory training

for the hearing impaired child in a regular classroom.

40
45
 THE LANGUAGE ARTS PROGRAM

TABLE OF CONTENTS

Page,

A. Introduction 48

B. Objectives 50

C. Language Needs of the Integrated Student 52

Strategies for Teaching Syntax 55

D.

Vocabulary Development 59
E.

60
F. Reading
*IP
69
G. Handwriting

69
H. Typing

Spelling 69
I.

69
J. Drama

71
K. Evaluation

Selecting Dictionaries 73
L.

76
M. Selecting Materials
/7
N. Resources

Appendix A - Language Record Book 78

84
Appendix B - Standardized Language Tests
A. INTRODUCTION

The primary educational need of hearing impaired students is the development

and cogni-
of language skills. Language is essential to emotional, social
tive growth and to the transmission of knowledge. All teachers of hearing
impaired students are therefore teachers of language. Language dominates
and
the curriculum and provides the techniques for searching out, recording
considering information.

By school age there are basically three groups of hearing impaired students:

1. Those whose language, although delayed, is following a developmental

pattern similar to the language acquisition of students with normal
hearing;

2. Those whose language is extremely limited and whose language utterances

may be quite different in formation from normal early utterances;

Language sample of a.deaf student:

Boy, age 10 years 8 months, severe to profound hearing impairment, pre-
lingual onset, written sample (uncorrected);

'At Early morning family went to laked name is Pigeon Lake and
have a picnic and family have a boat on the car and carried
anything. family carried the boat to the lake and husband got
rod and rode in the boat and fishing in the water and He got
35 fish and the boy carried the water in the pail ard through
out forest and poured the water our the pail and a little girl
searched for the squtrrel and found two quirrel and showed
mother and mother cook anything to eat and and hit log and eat
supper then went to sleep early and went in the tent and slept
very fact. At Early morning family went home."

3. Those who have a well developed gesture or sign language which does not
parallel Eni41ish and who will therefore be learning English as a second
language.

The needs of the thr_ee groups are therefore different: those in the first
group will continue to develop language with a natural approach, whereas
those in the second group require more structured teaching. Those in the
third group should be accorded both the dignity and the cognitive advantage
of continuing to use their language system until they develop usable know-
ledge of English. Included in this third group would also be students
from non-English speaking homes.

The basic resources for teachers instructing students whose language is

delayed, are the most recent Language Arts Curriculum Guides with suggested
modifications discussed below.

48
For those teachers whose students require a more structured approach, the
basic resource is:

Blackwell et al. Sentences and Other Systems, A Language and Learning

Curriculum for Hearing-Impaired Children. WAshitigton, D.C.; A.G.
Bell Association for the Deaf, 1978.

Sentences and other systems begins with three overview chapters on:

1. language problems of the hearing impaired and theories of language

acquisition;

2. cognitive and linguistic development; and

3. the process of curriculum design. It is essential that all teachers

study these chapters before moving to the sections on methodology.

The framework for the language development program includes four basic,
ordered steps: exposure; recognition, comprehension and production. In
addition reading and writing are major components.

The approach to syntactical development is through consistent use of five

basic sentence patterns:

Sentence Pattern One The baby cries

NP + V

Sentence Pattern Two The boy hit the ball

NP + V + NP
1 2

Sentence Pattern Three - The building is tall

NP + be + NP
2

Sentence Pattern Four - The man was a baker

NP + be + NP
1 2

Sentence Pattern Five - My house is on the hill

NP + be + Adv.

Techniques of classroom use and development of the patterns into more complp
sentences are described in detail. The final chapter deals with language
assessment.

49
B. OBJECTIVES

General Language Arts Objectives for Grades,1 12

"Language is a social behavior. Therefore, the language arts program

should provide opportunities for students to experience language in func-
tional, artistic and pleasureful situations with the aim:

1. To develop awareness of and interest in how language works;

2. To develop an understanding and appreciation of a wide range of

language use;

3. To develop flexibility in'using languege for a variety of purposes."

Elementary Language Arts Curriculum Guide (Alberta Education, 1982).

Specific Program Objective #1

ALL PROGRAMS S ULD HAVE CLEARLY DELINEATED EVALUATION PROCEDURES WHICH

ARE USED ON A MAR BASIS.

Initial assessment is basic to planning the language arts program (see K.

Evaluation, page ). Records from previous teachers and speech clinicians
are therefore required. The results of initial evaluation will assist the
teacher in determining the developmental languap level of the student and
the methods and materials needed.

Consistent monitoring of teaching strategies and student progress is es-

sential and should be carried out on a systematic, regular basis.

Specific Program Objective 1/2

"A LANGUAGE ARTS PROGRAM WHICH PROVIDES FOR A BALANCED APPROACH MUST BE
BASED ON THE INTEGRATIVE NATURE OF ALL ASPECTS OF RECEPTIVE AND EXPRESSIVE
LANGUAGE SKILLS" (page 2, Elementary Language Arts Curriculum Guide, Alberta
Education, 1982).

Components of the language program are:

Listening and Viewing - Receptive

Reading and Viewing

Speaking/Sign-Language - Expressive
Writing

"Language use reflects the interrelatedness of the process of listening,

speaking, reading, writing and viewing" (page 3, Elementary Language Arts
Curriculum Guide, Alberta Education, 1982).

50
53
Specific Program Objective #3

ALL PROGRAMS SHOULD PROVIDE FOR SEQUENTIAL DEVELOPMENT IN ALL SKILL AREAS.

Vrcabulary Typing

Language Structure Spelling

Reading Oral Expression

Handwriting Written Expression

S ecific Pro ram Objective #4

ALL PROGRAMS SHOULD HAVE A SYSTEM OF RECORDING THEMES USED, CONTENT PRE-
SENTED AND SKILL LEVELS ATTAINED.

The four major teaching steps are:

a. Exposure c. Comprehension

b. Recognition d. Production

Teachers of young children should list development of concepts such as

color, shape and size. Teachers of older students should include voca-
bulary lists and syntactic structures. Note should also be made of
whether there was simply exposure to these elements or whether the stu-
dents progressed through recognition and comprehension to production.
Weekly or monthly recording is recommended.

Specific Program Objective #5

PROCRAMS SHOULD PROVIDE EVIDENCE OF INTEGRATING LANGUAGE TEACHING IN ALL

CLASSROOM ACTIVITIES.

Basic to all curricular planning in special education is the concept of

integration of the activities in the classroom day rather than maintaining
the traditional divisions of academic disciplines. Language teaching plays
a unifying function. The thematic approach, as described in Sentences and
Other Systems (Blackwell et al), provides the framework for this style of
teaching. -

Teachers should not feel constrained to use the themes suggested in the
text. Rather they are encouraged to use topics from Alberta Education
curricula for science and 6ocial studies, and the living and vocational
skills section of this curriculum guide.

Current events, in particular, provide high interest themes. Elections,

eclipses and international events such as the Olympic games are excellent
motivators for language use.

51

5,1
Specific Program Objective #6

"TEACHERS IN ALL SUBJECTS MUSt ASSUME RESPONSIBILITY FOR APPROP1CATE

APPLICATION OF COMMUNICATION SKILLS AS THEY RELATE TO THEIR PARTICULAR
AREAS" .(page 3, Elem-ntary Language Arts Curriculum Guide, Alberta
Education, 1982).

At the elementary level it is easier to integrate subjects oecause one

,eacher usually has responsibility for teaching all subjects to her class.
In the team-teactsng situation, close liaison and joint planning are
necessary to maintain consistency in expectations.

AL Lne secondary level, the most rommonly used system of organization is

departmentalized teaching. In the integrated setting of a large system,
the itinerant teacher provides a coordinating function and assists the
hearing impaired student with the vocabulary and language stmetureb for
at:y course. Within a special program for hearing impaired students, staff
T.1muers must have adequate time to plan togethe. so that departmentaliza-
tion does not fragment the program. Alcernatively, the organizaLion can
be such that the teacher of language also teaches reading and a content
subjct so that the thematic approach can be implemented more easily.

Specific Program Objective #7

THE FUNCTIONAL USE OF LAT!GUACE SHOULD BE STRESSED AT ALL LEVELS.

Throughout 11 phases of the language program, emphasis should be on the

functional use of language. The purpose of all activities must be clear
to students. In particular, the mechanics of grammatical structure should
not become a ritialistic skill without relevance to self-expression.

There is a place for arill on certain aspects of grammar, e.g. possessives,

substitution of pronouns for nouns, but teaching techniques of this type
should be used with resti-aint. S.uccess in programmed learning materials
designed for mastery of technical aspecta of grammar does not necessarily
transfer to spontaneous generation of appropriate and correct sentences in
writing or in comprehension of sentences ir reading texts.

Sentences and Other Systems (Blackwell ec al) advocates using tree diagraming
at all levels in the teaching of language. This focuses on language syntax
and may ptme I be a difficult task for those students having a poor grasp
of the symantics of language. Diagraming should therefore' be used julici-
onsly especially with younger students.

C. LA,v:"AGE NEEDS OF TV, TNTEgRATED STLDENT

(See also Special Education Handbook Section: "The Hearing Impaired Student
in the Regular Classroom%)

52
The Language Arts Curriculum Guides, Alberta Education, provide Lhe basic
c ':.ent in meeting the needs of the integrated student in the language
arLs program. The prescribed textbooks in language, reading and spelling,
v411, in most cases, be used by the student with a hearing loss who is
participating in the regular classroom. In other words, the needs of the
hearing impaired studeilt will be assumed to be the same as hearing students.
The teacher must, 'Iowever, continue to be aware of the individual differ-
ences of each student in the language arts program. Consideration should
be given to the degree of hearing loss, potential to learn, and ability to
acquire language.

Most hearing impaired s+ .ents will need tutorial services on a continuous

basis throughout their school careers. Itinerant teachers, where available,
provide assistance to the teacher in understanding the special needs of the
student, and in providing supplementary instruc-ion in specific areas of the
curriculum. Following are some language areas in which hearing impaired
students often encounter difficulty in the regular class:

1. Phonic Analysis

2 Structural Anal) is

Problems with these tasks are directly related to the efr^ets of hea.'ig
loss. Students with high frequency hearing losses do it(. near the final
on words and therefore may not be aware of plural and possessive
endings until they learn to read and see these structures in print.
Similarly, the past tense ending as in "walk, walked", is also low
intensity, high frequency and therefore is often ommitted.

Depending on the severity of the hearing loss, listening for specific

sounds may be impossible. The student in reading may be a visual learner
who is learning language through reading in contrast to the normally
hearing student who is decoding visually to match auditory knowledge of
the language in which he is already fluent.

3. Vocabulary Development

4. Conv!rsational Language

See section E. Vocabulary Development, page 59. The vocabulary of the

playground may also have to be taught because the hearing impaired stu-
dent may not pick up words incidentally. It is important for social
reasons for students to know the current slang.

5. Complex Directions

6. Sequencing 3 - 4 Events

Because of limited language knowtedge, students with hpraring losses have

difficulty in sorting out significant sections of-either oral or written
presentation and remembe-ing the salient points in appropriate order.
Reporting be somewhat telegraphic and therefore lacking ia clarity.

53
 N\
\\

7. Location\and Recall of Information

8. Organizati of Information

Students who a\.7 struggling to comprehend the written word have diffi-
culty zeroing fh,sen the most important points in a passage and in f

presenting ...hem in a logical manner Students should be taught to

ask themselves speific questinns .ting to the matcrial.

9. Use of Context Clues\

10. Inference and Predictio\

Stuients whose language is"N.imited have difficulty understanding new

words from the context or reizing underlying meanings and points not
clearly stated on the page.

11. Written Composition

12. Proof-Reading \.

Motivation for creative writing should\not be spoiled by high expecta-

tions for technically correc- writing. \The red pencil should be spared
and encouragement given on the basis of content. An analysis of errors
can be passed on to the itinerant teacher iho will work on specific
topics such as verb tense, agreement of verb\with subject, etc. Students
should 1-e trained to reread their written wor\seeking particular errors,
e.g. verb agreement. They may need a list to assist them initially on
this task.

13. Figurative Language

\,
14. Abstract Literature

15. Appreciation of Literary Style

Students with limited work knowledge are easily confused by multiple

meanings of words when the use of context is necessary. Idiomatic
expressions such as, "It was raining cats and dogs", may comiiletely
confuse them. Fantasy writing can be difficult for such students.
Appreciation of style is only possible when a reader is no longer
struggling with the mechanics of ab tracting the meaning.
D. STRATEGIES FOR TEACHING SYNTAX

Following are brief descriptions lf several techniques fox organizing

langua je. development activities:

1. News

2. Language Experience Charts

3. Home-School Notebooks

4. Conversation Bubbles

5. The Enactive Method

6. Listening - Reading - Speaking Method

7. Motivation for Expressive Language

1. News

Each school day mighE begin with a lively conversation by students

exchanging thr thoughts. Personal and impersonal items can be shared
with the class. Students may talk about their new possessions, where
they went, and what they did with their families and friends. The
teacher's role consists of providing new vocabulary and new language
concepts while reinforcing good sentence structure. Phe students are
motivated to use meaningful language in oral and written form. They
may illustrate their sentences and write them in composition books for
future recall. Verb tenses and pronouns are changed by the individual
student when necessary.

A sentence from the "News" may be selected and written on the "Calendar
Chart" which can be used for thought-provoking calendar work, e.g. "How
long ?", "When ?", "What happened ?", "What did you do the
day befire yesterday?".

2. Language Experience Charts

Experience charts are made at the time events take place. They should
show the student's impressions, discoveries aud reactions. The teacher
should act as a recordet and elicit a sequential account of the events.
Charts should be attractive, titled, well-manuscripted, and include
student's drawings, actual photographs, or pictures cut from magazines
to illustrate their experiences. Charts may accumulate during the year
or may be bound into booklets and used for recall of events. Experience
charts provide a natural motivating force for the student to use language
originally and spontaneously, which leads to an expansion of vocabulary,
an understanding of the structure of language, and an introduction to
reading skills.

55
3. Home-School Notebooks

A reverse flow of news from school to home is a cooperative venture

from which the student, parents an :. teacher will profit. Teachers
are informes: of interesting events taking place in the home, and the
parents are daily made aware of highlights or difficulties at school.
The sharing of the "Home-z,chool Notebook" is an excellent incentive
for language usage both at home and at school.

4. Conversation Bubbles

Conversation bulables are a device used to record the :ltudent's language

using his gestures or words depending on his communication skills.
Dittoed school pictures or representations of the people involved are
pasted or drawn on a chart and what has been said is recorded in the
bubbles as in comic strips.

Bill Miss Brogn

Bill said, "My cat ran away". "That's too bad", answered Miss Brown.

these charts are basically experience-language-reading charts which are

useful in developing:

a. use of pronouns

b. direct and indirect discourse

c. comprehension skills.

They can be expanded and adapted in many ways:

a. the student can match the sentence to the correct bubble

b. the student can fill in the bubble from a given text

c. similarly, using comic strips, the conversation can be cut out and
used as a matching exercise

56
 r

d. comic strips are useful in writing sentences from direct discourse

to indirect discourse and in writing the episode in story form,
following the sequence of events from the cartoons.

5. The Enactive Method

Stage I

This technique involves use of a restricted environment, e.g. a doll-

house, to introduce vocabulary and sentence patterns in a meaningful
text. The choice of theme is dependent on the student's interests and
age (car racing, Batman, Hulk, etc.); the teacher plans the story in-
cluding the linguistic structures that are being taught.

The teacher Terforms the action with the model and writes what she says
and does. Conversations are written using the bubble method (see above)
and the story line is written separately. Students are later expected
to copy and illustrate the stories.

Stage II

Students manipulate the models and are assisted by the teacher to write
their own stories.

Stage III

The student tells the teacher what is happening and then manipulates the
model. At this level the language precedes the activity.

At all stages, stories can be used as the basis for reading and a system
of keeping track of vocabulary for review purposes must be developed by
the teacher.

6. The Listening/Readinz/Hpeaking_ Method (L.R.S.)

An important method of language presentation is one which relies heavily

on reading as a means of emphasizing the use of student-1' hearing. As
each lesson develops, much oral discussion is also involved; visual aids,
dramatization, writing and drawing all play useful roles. This approach
involves the following steps:

a. Using material which is appropriate to the reading level of the stu-

dent (or Ole majority of the class if a group lesson is being given),
the teacher reads the passage at a near-normal rate, poiuting to each
syllable on the page of blackboard as it is read.

b. The student imitates the teacher phrase by phrase as each syllable is

again pointed.

57 Gu
 /

c. When all the sentences have been read in this manner, the teacher
can go back and pick phrases at random and the student can point
them out by listening alone.

d. The meaning of each phrase and the paragraph as a whole is then

dIscussed orally and supplemented with visual aids, dramatization
and the like as required.

e. Written work involving questions and further reading is then begun

at school and taken home.

These listening games can often be performed by profoundly deaf students

after they have had regular practice.

7. Motivation for Expressive Language

When motivating a deaf student to write expressive language, it must be

remembered that if written expression is to be generated the topic must
be within his experience; also, he has to be sufficiently enthusiastic
about the subject to begin writing. With this in mind a collection of
pictures such as book jackets are given the hearing impaired student so
that he will be able to find a picture that sparks nis imagination.

Cartoons such as "Family Circus" and comics have been found to generate
written expression; this approach helps the heariag impaired student
with sequencing.

Another way to develop written expression is to provide a sequenced

story and then supply lists of subjects, verbs, objects and adverbial
phrases of time and place. As the student works through each picture
for the story, he chooses appropriate subjects, verbs and so on to make
sentences about each picture. Eventually he is able to choose his own
inner language.

To generate expressive language and teach vocabulary films, filmstrips

and stories are re-written by the students who may use individual film-
strips, projectors and filmstrips without their captions. As the stu-
dent writes he will ask for the vocabulary needed to re-write a well
known story. Cinderella, for example, needs such vocabulary as fairy
godmother, pumpkin, coach and stepsister. This is not writing the
story as a group prcject with all the class participating at the same
time, but it is iLdil,idual students writing their individual interpre-
tation of the story.

Field trips which increase the student's experience serve to motivate

written expression and develop v cabulary. Letters, holidays and his
own personal experience all hel' ta generate the student's internal
langunge.

58
E. VOCABULARY DEVELOPMENT

Vocabulary development is a continuous process extending into adulthood

for both hearing impaired and hearing persons. Refined and more specific
vocabulary is expected as one advances in age. Teachers should implement
a systematic approach to enrich and to increase word knowledge and use.

New vocabulary must be taught in meaningful situations. Rote memorization

of lists of words and their definitions is discouraged.

The thematic approach which is the basis of the curriculum is the most ef-
fective way of presenting and practising use of new words. Words are more
easily remembered when associated with other words related to the same
topic. Teachers should try to interrelate academic subjects as much as
possible. The vocabulary from social studies, science and other content
area needs reearsal and conversely it is impossible to teach vocabulary
divorced from content (see Calgary Board of Education Language Record Book,
Appendix A, for specific 3uggestions of theme choice).

Situations and cunversations should be arranged in such a way that students

want to know the words necessary to comment, question or describe. Varied
teaching strategies are nr'cessary to motivate students to see language as
a useful and enjoyable activity rather than a series of lessons on word
manipulation. The grcater the impact in presentation the more likely the
student is to remember the new word and make it a part of his language
repertoire.

Teachers of young children frequently choose Lopics such as:

- colors - zoo animals

- parts of the body - furniture
- farm animals - seasonal vocabulary
- foods - toys
- clothing - vehicles.

Teachers of older students work on topics such as:

- occupations - tools
- cosmetics - government
- diseases sports
- architecture - hobbies
- emotions - inventions
- currefit events - economics
- Adolescence and maturity - space.

Teachers must remember, however, that color words taught to a six year old
would include approximately a dozen basic color words and would not include
words such as turquoise, aqua, scarlet, crimson, wine, etc., which must
therefore be taught later.

59 i;
The following vocabulary lists are recommended for use by teachers. The
lists are considered a core which can be expanded as subject matter and
experiences dictate.

1. Basic Vocabulary and Language Thesaurus for Hearing Impaired Children,

Ling, D., and Ling, Al. A.G. Bell Association, 1977.

2. Dolch, Edward W. Two Thousand Commonest Words. Champaign, Illinois:

Garrard Pub. Co., 1955.
3. EDL Core Vocabulary Primer - Grade VII, EDL Research and Information,
Bulletin t, March 1969.

4. Vocabulary Norms for Deaf Children, T. Silverman. Lexington School

for the Deaf, 1972.

Growth in vocabulary occurs in four steps:

1. Exposure - the student is exposed to the use of the word in meaningtul

contexts.

2. Recognition the student can match the word (spoken, finger spelled,
signed or written) with the object, picture or action represented.
Recognition is also invq.lved when matching various forms of the word,
e.g. spoken matched with-kitten form, but such matchings do not neces-
sarily involve understanding.

3. Comprehension - the student understands the word within appropriate

contexts, with associated images or with other words and demonstrates
knowledge of the pare ers of meaning.

4. Production - the student uses the word appropriately.

Systematic, yet stimulating and varied review is necessary. Words which

are used infrequently can be forgotten easily and therefore must be "over-
learned" to ensure retention and automatic retrieval.

Strategies for keeping track of vocabulary development are essential for

purposes of review. Teacher and student-made dictionaries, word-file boxes
and checklists are three commonly used techniques.

F. READING

I. Introduction

This reading section of the curriculum guide is based on:

Teachka_ to Deaf Children, Beatrice Ostern Hart.

A.G. Bell Association for the Deaf, 1963.

Although guides and manuals for the teaching of reading to normal hearing
students are helpful in providing suggestions for teaching ',Tecific skills,

60
 they are based on a premise which does not hold true for deaf or
partially hearing students. The basic approach used is that students
must merely learn to decode written symbols into the spoken symbols
they already know. Young deaf children do not know the spoken symbols
of language.

"The printed form represents the only medium of communication in which

the deaf person meet- intact language patterns in exactly the same form
as anyone else. Therefore, reading would seem to_ be a lifeline of com-
munication to the world of intellectual stimulation for the deaf. But
the nature of the reading process is such, that despite the desire of
the deaf child to master this most attractive avenue of communication,
his road is fraught with difficulty.

Before he can learn to read, the child must have an understanding of

language. Reading, or written language, is a derivative of spoken
language. The writEen forms are symbols for spoken symbols. In order
to derive meaning from the written symbols, one should have previous
knowledge of the language patterns these written symbols represent.
Deaf children, lacking this knowledge of auditory symbola, are at an
extreme disadvantage in learning to read.

Reading is a process of getting thought from printed symbols by associa-

ting known meanings with these symbols. When the hearing child has
learned to convert printed symbols intc their oral counterparts, the
words and meanings are usually readily available to him. But if his
vocabulary and language patterns are limited, this will not be true.
He may sound out the words, but will not understand their meaning.

The deaf child is at a double disadvantage. He cannot easily convert

written symbols into oral symbols. And his language grows so slowly
that many of the words he is struggling to identify in written form
have no meaning to him in any form" (Hart, 1963).

2. Program

There are four major components of the program described by Hart:

(1) developmental
functional
i) recreational
(4) remedial.

The aims, goals and suggestions for materials and methods are then des-
cribed in detail for Primary (Division I), Intermediate (Division II),
and Advanced (Division III) Levels.

For day to day assistance with planning programs, teachers should make
selective use of the guidebooks developed to accompany basal readers
along with curriculum guides from Alberta Education and relevant sections
of Sentences and Other Systems.

61
3. Sequence of Skills

Placement and rate of progress through the continuum of skills will

depend not only on the individual student's needs and abilities but
also on attitude and effort. It must be stressed that hearing impaired
students need a great deal of repetition with variety at all stages if
mastery of skills is to be established and self-confidence encouraged.

The list of skills to be developed is the same as for hearing students

ranging from recognizing gross similarities and differences in kinder-
garten through sepa.:ating facts from opinions at the advanced level.
Auditory discrimination and auditory comprehension exercises may have
to be omitted with severely deaf students and much more emphasis must
be placed on semantic and syntactic comprehension.

4. Materials

Besides all materials useful within regular classrooms including basal

readers, library books, newspapers, magazines, etc., captioned films
for the deaf are useful as a component of the reading program.

5. Reading Resources ,
a. Elementary Reading Program Materials

(1) Texts prescribed within the Alberta Elementary Language Arts

Curriculum Guide are recommended:

Gage Strategie. for Language Arts (Grades 4 - 6) - Gage

Educational Publishing

Language Development Reading (Grades 1 - 6) - Thomas Nelson

& Sons (Canada) Ltd.

Language Experience Reading Program (Grades 1 - 3) - Gage

Educational Publishing

Sounds of Language (Grades I - 6) Holt, Rinehart & Winston

Starting Points in Reading (Grades 4 - 6) - Ginn and Company

(2) Further suggested texts are divided into three areas on the
basis of their teaching approach to reading.

b. Texts with a Language Experience Approach

Breakthrough to Literacy (Kindergarten - Grade 2) Bowmar Pub-

lishing Corporation.
Readiness through primary rades program, including story figures,
sentence makers and word o ((Is for group or individual use, and over
ninety short readers. Emphasizes the tegration of reading with
other communication activities.

62
 The Griffin Readers (Kindergarten - Grade 3+) - J.M. Dent & Sons
1958-1963.
Content of the readers focuses on the adventures of three pirates.
Though the readability ranges from Kindergarten through to Grade 3+
the high interest level of the stories makes them viable suggestions
for the older remedial student - six pre-readers and twelve basic
readers are provided, with accompanying workbooks that present a
range of supplementary comprehension activities. Enrichment readers
may also be purchased at each level.

The Monster Series (Kindergarten - Grade 2) - Bowmar Publishing

Corporation.
Two series of readers aimed to match the vocabulary and syntax of
young children. Interesting stories, relevant to a child's life,
with lively action sequences and colorful pictures. Manual offers
suggestions for integrating reading with creative writing.

ct Texts with a Phonic - Linauistic Approach

Apple Tree

Miami Linguistic Readers (Grades 1 - 3) - D.C. Heath and Co.

Programme includes readers and accompanying workbooks. Inc:odes a
controlled vocabulary and controlled linguistic structure.

Programmed Reading (Kindergarten - Grade 3) - McGraw-Hi'_ Book

Company.
Provides a readiness through primary grades program, though the
interest level of the materials may suggest its inclusion in
remedial approaches for the older student. Includes programmed
worKbooks, supplementary readers, duplicating masters and achieve-
ment i bts. Features controlled learning sequences of skills and
controlled vocabulary; Materials are colorful and attractive.

d. Basal Texts offering an Eclectic Approach

The New Open Highways Program (Grades 1 - 6) - Gage Publishing Co.

Includes readiness materials, graded readers, supplementary work-
books and duplicating masters. Aimed at the average and below
average reader at each grade level.

Series "r": The New MacMillan Reading Program (Kindergarten

Grade 6) - MacMillan Publishing Co.
Offers a choise of hard and soft cover readers, workbooks and dupli-
cating masters. Workbooks are visually attractive. Includes pre-
post assessmene tests at each level.

(3) Suggested Resources for Teaching Comprehension Strategies

63
66
 B.F.A. Comprehension Skills Laboratory (Grades 1 - 8) -
B.F.A. Educational Media.
Eight kits range from grades 1 through i, providing consider-
able 'overlap' at each level, e.g. kit D = Grades 3, 4 and 5.
Though the brief introductory tapes will have limited utility
for the severely hearing impaired child, they may be useful
for the teacher. Work cards provide exercises on information,
organization, generalization, and evaluative comprehension
Strategies.

New Reading Skill Builder: Pegasus Edition (Grades 2 - 6) -

Readers Digest.
A colorful new series with well-illustrated stories. Compre-
hension questions focus on work analysis through utilization
of story context, and comprehension strategies, e.g. making
comparisons and using critical judgement.

Reading for Copcepts (Grades 2 - 6) - McGraw-Hill Publishing Co.

Levels A - H (grades 2 6) present short stories on a wide
range of topics. Comprehension questions aim for recall of
factual details, inferencing and cause and effect analysis.
Ouestions are presented in a multiple choice format.

Reading for Understanding (Grades 5 - 6) - Science Research

Associates.
Unfinished sentences and paragraphs are presented for completion
(cloze), within a multiple choice response structure. Read-
ability of the materials ranges from grade 3 - U.

Skill Packs (Grades 2 - 6) - Croft Incorporated.

Two levels are presented: Primary (grades 2 - 3) and Inter-
mediate (grades 4 - 6). Contain excellent practice booklets
with exercises to improve facility in literal, interpretive
and analytic reading. A new activity is presented on each
page, focusing on important comprehension strategies, e.g. in-
ferring the main idea.

Skillboosters (Grades 4 - 6) - Modern Curriculum Press Inc.

Levels D, E, F (grades 4 - 6) are suggested. All levels provide
word games and exercises that give useful practice with vocabulary
expansion and comprehension strategies, e.g. organizing informa-
tion.

Specific Skills Series (Grades 1 6) Barnell Lofts Ltd.

Provides practice with comprehension strategies, e.g. following
directions, getting the main idea, using a short paragraph and
multiple choice response format. Levels A - F range from gr...le
1 - 6.

(4) Suggested Resources for Teaching Word Identification Strategies

 Though word analysis strategies should be incorporated within
the regular basal, phonic-linguistic or language experience
reading activities additional resources may include:

Programmed Reading, Kits 1 and 2 (Kindergarten - Grade 2) -

Gage Educational Publishing Co.
Programmed phonics approach developed within game-like acti-
vities, for primary-aged students and for older children
needing remedial assistance.

S.R.A. Schoolhouse: Word Attach Skills Kit (Kingergarte- -

Grade 3+) - Science Research Associates.
Provides carded exercises focusing on word analysis skills.
Can be incorporated within basal series being'used. The kit
includes practice cards and answer keys, plastic,overlays and
markers, and individual progress sheets. Though recommended
for grades 1 and 3, the format makes it quite suitable for
older remedial students.

Structural Reading Programme (Kindergarten Grade 3+) -

Random House Inc..
A developmental-linguistic approach to word analysis. The
program is presented within visually attractive workbooks and
supplementary readers. The Manual provides suggestions for
follow-up activities and.enrichment.

RJNIOR HIGH READING PROGRAMME MATERIALS

(1) The learning resources from the Alberta Education Secondary Lan-
guage Arts Pandbook and Program of Studiec for Junior High Schools
(1978), including the literature texts and novel selections, aze
recommended. However, it is anticipated that same students may
require age-appropriate reading materials with less complex voca-
bulary and syntax than presented in the recommended texts. Hence
the following programs are suggested, as they focus on content'
appropriare to the life-world of the teenager, structure activities
to develop word analysis add comprehension strategies, and offer
balanced reading programs with appropriate readabilitY levels for
the adolescent remedial reVen

Double Action (Readability levels: Grades Scholastic

Magazines Inc.
Consists of attractively illustrated readers wtth vocabulary expan-
sion, word analysis and comprehension activities its'the conclusion
of each Story. Supplementary short story books, plays and potiva-
tional posters may be purchased% The manual provides useful teaching
suggestiOns, the readability level of each story and vocabulary lists
to complement the stories.

65'
 The New Streamlined English Series - New Reader's Press.
A basic reading program for older students and adults, consist
of five skill books and five correlated readers. Macerials
emphasize word identification activities, con-rehensive and
vocabulary development. Content features adult life situations
within the world of family and work;

The Phoenix Reading Series (Readability levels: Grades 2 - 6) -

Prentice aall Inc.
Include five levels of readers illustrated with black and white
photographs. Each reader is accompanied by a workbook which
includes comprehension activities and exercises on word analysis
and vocabulary expansion. Duplicating masters provide supple-
mentary exercises. A comprehensive manual ccfers lesson plan
suggestions and enrichment activities.

Turning Point (Readability levels. Grades 2 -.4) - McCormick-

Mathers Pub. Co.
Consists of sixteen short novels within ten readers, all attract-
ively illustrate' Program contains duplicating masters which
focus on comprehension exercises related to the stories. The
Teacher's Manual provides information on the readability levels
of the stories and how to cluster the stories by skill objective.

(2) The following series are also recommended. Although they do not
offer comprehensive 'High Interest - Low Vocabulary' reading
programs, as those listed previously, they do provide motivating
materials suitable for teenagers.

The Dinosaur Machines (Readability levels: Grades 2 - 3) -

J.M. Dent & Sons.
Four science fiction/fantasy books about three young people who
are carried back in time to the dinosaur age.

Helicopter Adventure Series (Readability levels: Primer - Grade 3) -

Benefic Press.
A series of six books f-aturing the adventures' of Chopper Malone,
a helicopter pilot.

Hockey Action Series (Readability levels: Grades 3 - 8, - Maclean-

Hunter Learning Materials Co.
Mytery and adventure stories focusing on the world of hockey.
Comprehension questions are included at the end of each book.

Hockey Hero Series (Readability levels: Grades 4 - 5) - E.M.C.

Corporation.
Your biographies of famous hockey players.

The Jim Forest Readers (Readability levels: Primer - G ie 3)

Hart Wagner Publishing Co.
Six readers protraying the adventures of q forest ranger.

66
 Pine Mountain Adventures (RerAability 1,v Grades 4 5)
Maclean-Hunter Learning Materials.
A ccatemporary Canadian series with a girl heroine. Eight short
adventure novels set within a background of competitive skiing.

Reader's Digest Adult Readers (Readability levels: Grades 1 - 4) -

Reader's Digest.
A series of brief readers containing accounts of courage and
adventure. Comprehension questions are provided at the conclusion
of each story.

Real Stories, Books 1 and 2 (Readability levels: Grades 1 - 3) -

Globe Book Co. Inc.
SeleNions from news sti:ieS and articles, re-written on a controlled
eadabiliq level. MulLiple choice comprehendsion questions conclude
each story.

Sports Close-Ups (Readability levels: Grades 3 - 4) J.M. Dent &

Sons.
Six sports biographies including black and white photog

The Spotlight Series (Readability levels: Grades 3 - 4) - J.M. Dent & /''

Sons.
Six biographies of modern entertainers, e.a. Elton John.

(3) Suggested Resources for Teachina amprehension Strategies

B.F.A. Comprehension Skills Laboratory (Readability levels:

Grades 1 - 8) - B.F.A. Educational Media.
*See description in Elementary Section.

New Practice Readers -(Readability levels: Grades 2.5 - 8) -

McGraw-Hill Book Co.
Books A - G provide short stories and articles with acccmpanying
comprehension questions and activities.

New Reading Skill Builder: Pegasilq Edition (Readability levels:

Grades 2 - 6) - Reader's Digest.
*See description in Elementary Section.

Points 31 (Readability levels: Grades 1 - 4) - ReaJer's Diges ,

An attractively designed magazine reader w4 h iccompanying activity

book, for the teenager. Three level, c ml, anes and workbooks.

Reading for Concepts (Readability levels: Grades 2 - 6) - McGraw-

Hill Publishing Co.
*30e descriptibn in Elementary Section.

Reading for Understanding (Readability levels: Grades 3 - 12) -

McCraw-Hill Publishing Co.

67
 Real Life Reading Skills (Elementary readability level) -
Scholastic Book Services.
A workbook focusing on the comprehension of print in ev(ryday
living situations, e.g. ordering food in a restaurant.

Skillboosters (Readability levels: Grades 4 - 6) Modern

Curriculum Press Inc.
i-See description in Elementary Section.

Skillpacks: Intermediate Level (Readability levels: Grades 4 -

6) - Croft Incorporated.
*See description in Elementary Section.

Specific Skills Series (Readability levels: Grades 1 - 6 and

Advanced Level - Junior High) - Barnell Lofts Ltd.
*See description in Elementary Section.

Survival'Readiu Skills (Elementary readability level) - J. Weston,

Walch.
Fifty duplicating masters featuri'g comprehension activities
related to functional life situations, e.g. reading directions on
a pairt can.

(4) cuggested Resources for Teaching Word Identification Strategies

Building Word Power - Steck-Vaughn Company.

workbook primarily constructed to teach the older student basic
word identification strategies through a structural linguistic
approach.

Glass-Analysis for Decoding Only - Easier to Learn Inc.

Teaches sound/symbol relationships and linguistic clusters, ranging
from simple groups, e.g. 'ing' and 'at', to complex groups, e.g. 'ire'
and 'atch'. Four kits, at graded levels, emphasize the process of
structural word building. Kits include flashcards of 'target'
clusters and follow-through practice books.

Points 31: Decode - Reader's Digest'.

The "Decode" workbook can be used with the Points 31 magazine reader
and activity book, or together with another reading series. "Decode"
is designed for the teenage reader who needL remedial assistance with
word analysis. A structural 'word family' approach is used and color
coding highlights the 'argeted linguistic clusters.

Sign Language: A Survival Vocabulary - Janus Book Publishers.

A sories of workbooks teaching functional sight vocabulary required
in ev,21-yday life. e.g. 'emergency' a_d 'pharmacy'. Flashcards are
provided. together with well illustrated activity booklets designed
for the teenager aad adult.

Steck-Vaughn Adult il.L Freziram Steck-Vaughn Co.

Teaches a progression of essential reading skills. Emphasizes phonic
and structural analysis skills, and then progresses to comprehension
activities.
68
\\, G. HANDWRITING

The teaching of hdndwriting to hearing impaired students is in no way

\different from teaching the skill to normally hearing youngsters (see pp.
- 71 of the Elementary Language Arts Curriculum Guide, Alberta Educa-
ti n, 1978). It should be remembered, however, that a firm legible hand-
wri ing style is important to an individual whose ability to speak is
limi ed. In communicating with employers and fellow workers writing will
be essntial.
\\

H. TYPING'.

Telephone communication for the deaf requires the ability to type in order
to use the various adaptations of the telephone devised to provide a visual
communication systt . For this reason deaf students should be given correct
instruction in toc a typing at upper elementary age level to prevent self-
teaching and the concurrent inappropriate fingering habits which are difii-
cult to "unlearn".

Correct typing .kills ate also useful for the operatjon of computers and
other electronic equipmerit,

I. SPELIANG

For guidance in the teaching of s'Relling see pp. 71 - 75 of the Elementary

Language Arts Curriculum Guide, Alberta Education, 1982. Hearing impaired
students are more dependent on visual\learning techniques than auditory
approaches. Teachers should not omit \peal rehea,-sal, however, because it
is a useful strategy for developing audtory/motor memory skills. In test-
ing spellin7, it is important to remember ttlat it is easier to speech-read
if the words selected are from a limited se Known to the students. Also,
each word should be presented in a sentence that the student learns to
use context as d clue to word identification.

The most significant caution to teachers regardinw.spelling instruction is

to ensure that the hearing impaired student understands the meaning of the
words he is learning to spell and is not simply memorlz\ing chains of letters
to pass the weekly text.

The tear!ling of spelling must include a component in which earning activi-

tics are provided for the student to use the words in meanin ul written
material. Recommended spelling series (Alberta Education) shoaqd te used,
but Leachers should also use vocabulary from the reading program;\s.Aence,
,,ocial studies etc. for spelling instruction.

J. DRAMA

There are two major reasons for the inclusion of drama in this language

69
section of the curriculum for hearing impaired students. These are:
(1) the use of drama as a technique or strategy for teaching language and
(2) drama as an art form, a means of e_xpanding understanding of self and
others through viewing, and a medium of self expression.

1. Drama as a Teaching Tool

Techniques:

a. Motivation for the practice of the use of vocabulary and syntactic

structures. Drama is used as a tool for the rehearsal of language
and speech in which the students may be participants or spectators.

b. Context setting for the introduction and explanation of new voca-

bulary and expanded comprehension of known vocabulary. Once again
drama is used as a strategy for teaching language.

c. Roleplaying and skits to develop coping skills in social situations,

e.g. good and bad manners, introductions, job interviews, customer
and client incidents, entertaining visitors, behavior at weddings
and funerals, and other formal functions. Students must be given
the opplrtunity to participate and rehearse roles.

Related t, droma are other forms of interpersonal communication such as:

conversation - club meeting procedure

- discussion - report
- debate - personal anecdote.
interview

2. Drama as an Art Form or Communication Medium

Techniques:

a. Receptive

(1) to enhance the enjoyment and appreciation of literature

(2) to develop an appreciation of variety in moods, emotions,

personalities and the interplay of characters

(3) to analyz the impact of context or situation on human behavior

(4) to develop skills for creating plays, puppet shows, films,

filmstrips and mime.

b. Expressive

(1) to recognize the dignity, utility and significance of body

language and facial expression

70
7 r)
 (2) to develop control and appropriate use of body language and
facial expression

(3) to provide opportunity for imagination and self-expression

(4) to develop skills for creating plays, puppet shows, films,

filmstrips and mime.

(See Living/Vocational Skills section on Drama for more detail.)

K. EVALUATION

Evaluating the language skills of the student is a complex task. Presently,

there appear to be three major strategies available: use of standardized
language tests normed on a hearing population, use of standardized language
tests normed on a hearing 1-paired population, and analysis of a language
sample.

The mildly moderately hearing impaired student is expected to develop language

in the normal developmental sequence but to have some delay. It is therefore
appropriate to use language tests which have been developed with,reference to
the normal hearing population to assess their progress.

For the severely profoundly h-!aring impaired student, the use of any.of the
numerous language tests normed on a hearing population causes several diffi-
culties. It isjnot appropriate to apply stringently standardized norms from
a population different from the student, i.e. hearing vs hearing impaired.
Secondly, some test items will not test the desired concept accurately when
signed, because the sign iudicates the required response. Despite these draw-
backs, existing language tests can provide some useful information regarding
the student's language skills when carefully selected, administered, and
interpreted.

2ecencly, several language tests have been developed which overcome these
di,wbacks. They are suitable for a variety of ages, and norms are available
fo,.. the hearing impaired. These include the Grammatical Analysis of Elicited
Language, and the Test of Syntactic Abilities.

In addition to formal language testing, a teacher or clinician should also

consider taking a language sample from the student, orally and/or in writing.
Various methods are presently available for analyzing a complete sample (see
Appendix B), which can provide the teacher with a clear p4cture cf the student's
janguage skills, and areas to begin programming for improvement. These types
-of formal language analysis require a large sample (fifty to one hundred utter-
ances). It is also pofsible to take a smaller sample, although this must be
treated with caution as a small sample may not be truly representative of the
student's language skills. Rather than doing a complete analysis, it should
simply be determined whether or not sentences are used, and if so what kinds,
and with whdt degree of accuracy. This information could be compared to a
developmental sequence of language to begin training in weak areas.

71
Before attempting any language sampling or testing, the examiner should
refer to a standard source (see Resources) for information in i%nguage
development and skills in taking and analyzing a language sample.

Appendix B contains a list in chart form of some tests which represent

these three major strategies for evaluating the st at's language skills.
This is not a complete list of all language tests available; an attempt
has been made to select those tests which are most useful over a variety
of ages and aspects of language. They are listed in an approximate order
of preference. The teacher or clinician must select the test most suit-
able for individual students and situations. It is essential that direc-
tions for the administration of standardized language tests are followed
exactly.

aesources

Grammatical Aralysis of Elicited Language (GAEL) - Central Institute for

tne Deaf

Test of Syntactic Abilities - Dormac

72
L. SELECTING DICTIONARIES

Note: Many of the considerations listed below are re'evant not only to
the selection of dictionaries, but to presentation of new vocabulary to
hearing impaired students in teaching situations.

A suitable dictionary for the hearing impaired student needs to be up-to-

date, providing clear and simply written definitions with numerous illus-
trations and example sentences. When evaluating dictionaries the teacher
should consider the following questions:

1. Are definitions accurate, complete and simply expressed in terms of

vocabulary suitable for the age level, emphasizing frequently en-
countered meanings?

2. Is the writing style clear, direct and sttmulating?

3. Does the vocabulary reflect changing language by the inclusion of new

words, idiomatic expressions and new meanings for words?

4. Is information included that may be of interest and value to students

of varied social, cultural, educatiOal backgrounds and abilities?

5. What system is used to iadicate pronunciation? Is the system easy to

use? Does the system transfer within a dictionary series or to other
publisher's dictionaries?

6. Are numerous illustrative sentences provided, demonstrating the word

precisely in various grammatical constructions or semantic contexts
as defined?

7. What types of pictures are included and do they adequately and clearly
illustrate the word defined?

8. To what depth is the word treated? Are the following indicated?

a. Syllabication and Hyphenation

b. Capitalization
c. Pronunciation
d. Variant Spellings
e. -Parts and Speech
f. Verb Tenses
g. Slang, Dialect, Obsolete Forms
h. Etymological Studies
i. Synonyms, Antonyms and Homonyms
j. Compounding and Phrase Forming

9. Are size, shape, color and type of print and amount appropriate to the
student's perceptual skill level?

10. Are supplementary materials given which assist in teaching dictionary

skills?

73
On the basis of the above the following are suggested:

Preschool

Grosset Starter Picture Dictionary. Grosset and Dunlap Publishers, 1976.

Hefter, R. Strawberry Picture Dictionary. Strawberry Books Distributor,

Larousse and Co., 1974.

Holl, A. My Weekly Reader Picture Word Book. Grosset and Dunlap, New York,
1975.

McNaught, H. 500 Words to Grow On. Random House, New York, 1973.

Monroe, M. My Dictionary. Scott Foresman and Co., Glenville, Illinois,

1975.

Scarry, R. Richard Scarry's Best Word Book Ever. golden Press, New York,
1963.

Division I Grades 1 3

Greet, W.C. and Jenkins, W.A. My Second Picture Dictionary. Scott Foresman
and Co., Glenville, Illinois, 1971.

Halsey, W.D. The Magic World of Words. Collier MacMillan Canada Ltd., 1977.

Holmes, M.Z. The Super Dictionary. Holt, Rhinehart and Winston of Canada,
Ltd., Toronto, 1978.

Morris, W. The Weekly Reader Beginning Dictionary. Alternate Title:

The Gin Beginning Dictionary. Grosset and Dunlap, New York, 1973.

Schulz, C. The Charlie Brown Dictionary. Scholastic Paperbacks, Richmond

Hill, Ontario, 1973.

Whitman, Doris. Word Wonder Dictionary. Holt, Rhinehart and Winston of

Canada, Ltd., Toronto, 1966.

Division II Grades 4 6

Avis, W.S., Gregg, R.J. and Scargill, M.H. Canadian Junior Dictionary.
Gage Educational Publishing Limited, Agincourt, Ontario, 1977.

Halsey, W.D. and Morris, C.G. MacMillan Dictionary for Children. Alternate
Title: MacMillan Beginning Dictionary. Collier MacMillan Canada Ltd.,
1976.

Thorndike, E.L. and Barnhart, C.L. Scott Foresman Beginning Dictionary.

Scott Foresman and Co., Glenville, Illinois, 1976.

74
Division III Junior High

Avis, W.S., Gregg, R.J., Neufeldt, V.E. and Srargill, M.H. Canadian
Intermediate Dictionary. Gage Educational Publishing Limited,
Agincourt, Ontario, 19i).

Barnhart, C.L. Thorndike-Barnhart Intermediate Dictionary. Scott Fores-

man and Co., Glenville, Illinois, 1974.,

Halsey, W.D. MacMillan School Dictionary. _Collier MacMillan Canada

Ltd., 1974.

Division IV

Boatner, M.T. and Gates, J.E. A Dictionary of Idioms for the Deaf.
American School for the Deaf, West Hartford, Connecticut, 1966.

75

7J
M. SELECTING MATERIALS

Teachers should consider the following:

1. Does the material support the concepts being taught?; the language
structures being practised?; the developmental seque%ce of skills in
the curriculum? (A glossy workbook should not dictate the program.)

2. Are the language and vocabulary levels appropriate for the students?

3. Are the content, illustration and style age appropriate?

4. Is the material culturally appropriate in terms of content and dialect?

(Over-representation of Lincoln, Washington and the 4th of July should
be avoided; examples of uncommon vocabulary are lorries, prams and
frocks.)

5. Does the material lead to spontaneous use of language skills?

6. Is the material motivating? Is it presented in a manner appropriate

for visual learning?

7. Is the construction of the material gimmicky or pictures cluttered

and distracting?

8. Are materials produced by the teacher, e.g. instant pictures, more

appropriate to the specific needs of the students in their environment
than published materials?

9. Are there enough applicable parts to justify the expense of a kit or

programmed material?

10. Is the material versatile, meaningful, relevant, realistic?

76
N. RESOURCES

Blackwell, P.M. et al. Sentences and Other Systems: A Language a-d

Learning Curriculum for Hearing Impaired Children. The Alexander
Graham Bell Association for the Deaf, Washington, D.C., 1978,
pp. 151-178.

Bloom, L. and Lahey, M. Language Development and Language Disorders.

John Wiley and Sons, New York, 1978.

Dale, D.M.C. Language Development in Deaf and Partially Hearing

Children. Charles C. Thomas Publishers, 1974.

EDL Research and Information. EDL Core Vocabulary Primer. Bulletin 5,

1969.

Hart, Beatrice Ostern. Teaching Reading to Deaf Children. Alexander

Graham Bell Association for the Deaf, 1963.

Lee, L.L.,,Koenigsknecht, R.A. and Mulheen, S.T. Interactive Language

Development Teaching. Northwestern University Press, Evanston,
Illinois, 1975.

Lee, Laura. Developmental Sentence Analysis: A Grammatical Assessment

Procedure for Speech and Language Clinicians. Northwestern
University Press, Evanston, Illinois, 1974.

Ling., D. and_Ling. A. Basic Vocabulary and Language Thesaurus for

Hearing Impaired Children. Alexander Graham Bell Association for
the Deaf, Washington, D.C., 1977.

Streng, Alich H., Kretehmer, Richard R. Jr. and Kretschmer, Laura.

Language Learning and Deafness. New York, 1978.

Sullivan, P.M. and Vernon, M. "Psychological Assessment of Hearing

Impaired Children".

Tyack, D. and Gottslben, R. Language Sampling Analysis and Training:

A Handbook for Clinicians and Teachers. Consulting Psychologists
Press, PafTAito, 1974.

77
Language Record Book

Child's Name:

19 -.19 Teacher

19 19 Teacher

19 - 19 Teacher

19 - 19 Teacher

19 - 19 Teacher

19 - 19 Teacher

79
A. INTRODUCTION

Following is a language topic outline foi hearing hamticapped students

aged 6 - 12. There are nine basic stra.ds div4ied into suggested topics
for the six yea..s elementary school. Teachers are not limited to these
topics, but should also choose themes from the Social Studies and Science
curricula. A summary of ,_hosen units can be included on the blank pages
inserted at the end of each level of strand summaries.

Certain language tupics ecur annually and tend to be gver-used. Teachers

should gu._:d against spending too much time on the following (particularly
with upper elementary nge groups).

fall winter spring

Halloween Valentine summer
November llth St. Patrick birthdays
Christmas Easter weather

Many times the concepts or the vocabulary will be introduced incidentally

ahead of the time that the topic appears on the outline. For examplc,
teachers are not expected to ignore words fo.: feelings until year five in
the program. The rationale for this outline is simply to ensure-that
there is a focus of attention on each of the themes at some point in the
child's school career and that there is opportunity for review.

Refer t the Elementary Language Arts Curriculum Guide (Alberta Education,

1982).

B. NOTES ON USE OF LANGUAGE RECORD BOOK

The use of the Linguage Record Book is as follows: A loose leaf binder
for each student contains the pages which are reproduced as pages
to Following these pages are recording sheets which are filled
.

out by the teaer. A sheet is filled out for each student at the comple-
tion of each unit taught. The teacher records concepts presented, tea ';ng
tecluliques used, e.g. field trips, filmstrips, vccabulazy and language
structures nsc. and the level at which each student is functioning with the
mate-ial: exposure, recognition, comprehension or production.

Reportt:w on sylitaLti,:a development is done at regular int t. rals using the

lists of skills ft.:7-, pp. _49 to 53_ adapt-d from Blackwell et ai; samples
of the stthient's wtitten language ae included.

Finully, the teacher recorus ou the appropriate page all text-books and
work 1),w1,s which the :,tudeat has Lisd.

The 1,inder accompanies the student tLroughout the 6 years of elementary

schooling and is available at parent:Leacher interviews.

Re:ording ef this type provides !-.0:tfic information for subsequent teachers

on topcs which have been preseated allowing fot review and expansion but
avoi.!;11 iept tition.

80
 STRANO I -SELF

1 2 3
Parts of the body. Role of doctor, dentist, nurse, Body structure, Respiratory system.
Hygiene words e.g. wash, brush. ambulance driver. dent, illness, germs, disease:
Family names variations in Care of body. Care of hearing
basic family unit. aid.
Names for extended family.

4 5 6

Eye, ear - function and care Emotions, feelings, interpersonal Reprod,ction. Human growth and
Reasons for hearing loss, function interaction. Concern for feelings development.
of hearing aid. of others. Review.
Digestive sy,Lem (link with food Awarenesc of varying life-styles
strand).

STRAND II - FOOD

1 2 3

Do
-.. Foods - eat, chew, drink, Meals - foods grouped, vegetables, Cooking vocabulary, stir, etc.
swallow, bite. Table manners. desserts, dishes, cutlery. Discuss ways to cook e.g. barbecue,
stove, hibachi.

4 5 6

Canada's food rules. Dairy products processing. Nutrition - what builds what
Meats vocabulary, pork, beef, Cereals - names o: crops. (vitamins, drugs) Deficiency,
chop, -oast, cish. (link with occupation strand) disease.
Freser/ation refrigeration, canning. Mo_re specific vocabulary of fruits,
vegetables.

STRAND III - CLPTHING

_

1 2 3

Clothes Types of shoes, clothes, seasonal, Parts of articles sole, ace,

on, off, zippers, buttons. sn rts, sleeve, cuffs, collar.
Care of clothes.

+
5 6

buying clothes. Names of Materials made of leather, cotton, Clothing trade factory, spin, weave,
stores. Lengthen, shorten wool. fashion, model, style.
Ss#zes, turn-up, let down. Sew, Leedle, machine, knit.
,

', t6)
 __
STRAND IV - HOME AND FURNITURE

1 2 3

Furniture. Rooms in house, furniture grouped. Vocabulary of making, caring for

furniture.

4 5 6

Plumbing system, e,ectrical, Materials made of wood - lumber, Furniture trade, construction
wirin, furnace plastics industry
(link with occupation strand). (link with occupation strand). (link with occupation strand).

STRAND V - nCCUPATTONS

1 2 3

Work/play. Policemen, mailmen, fireman, Food industry, restaurants.

Occupations of fathei, mother, Church workers. Garbage collectors, cashier.
other relatives. Farmers (link with animal
Teacher, bus driver, secretary. strand)

4 5 6

Plumber, electrician carpenter Forest industry, landscapers, Oil industry, banking, construction
repairmen, garage workers park wardens, recreation industry workers.
(link with environment strand).

STRAND VI - ANIMALS

1 2 3

Animal lat 's, pets (names) Farm animals, (babies), Canadian Names of body parts paws,
Classificaiton - zou, farm, wild life hoffs, tail
pets. Vetinarian - care of animals.

4 5 6

Zoo animals. Birds, nesting, feathers, fish, Reproduction of different

countries come from insects, reptiles, types of animals (fish, reptiles,
natural climates. migration, hibernation. birds, mammals).
STRAND VII - ENVIRONMENT

I
9 3

Weather words. Land forms - hill, mountain, highway, Growing - shoot, root, leaves,
Trpffic rules, bike safety, street, intersection, lakes, river, Weeding, fertilizer, watering.
park.

4 5 6

Forest, deserts; oceans, rivers, Names of flowers, trees Ecology, saving energy.
canals, flood, tornado. Parks National, Provincial
Civic role ISuse, camping.

STRAND VIII SOCIAL STUDIES

1 2 3

Own nar address, telephone

, Comparison of own life-style Calgary.
Concept of first, second name with children in other lands, Mapping skills.
Mr. Mrs. etc. climates.
Car, bus, airplane. vocabulary.

/4 5 6

Alberta. Can.dian g2ography. Local government, provincial,

national. Awareness of world
geography.

STRAND IX RFCREAFION

1
3

library, swimminr;, skating, Circus. ice-shows, T.V. shows, Leisure, hobbies, literature.
work/play. radio.

5 6
4
/

Arts/crafts, sports rules Films, drama. Places of interest Music, literature.

of hockey. Sport industry. museum, planetarium.
 --

APPENDIX B

STANDARDIZED LANGUAGE TESTS

Uo
 STANDARDIZED LANGUAGE TESTS (norms for hearing)
(impaired)
PUBLISHER SETTING TYPE OF TEST STIMULUS
TrSI \AME

Empiric Press individual __----------1 pictures, verbal (could be

The Test of Langu-.4e --
De-elopment (T01,0_/ - expressive simultaneously signed)
_
333 Perry Brooks Building and receptive
Austin, Texas 78701 language, auditory
'iscrimination, articu-
lation

--
ind. 'idual --- verbal (could be simultaneously
?ro-oho, language S_ale Charles E. Merrill Publishing Co. ----
(PP-0 receptive
--- signed)
A. Bell and Howell Company ,------ and expressive
Columbua, Ohio 43216 ---- language
--- --

A......,-,.-, of (hlidren',,
I .17-h .1
(A,,LC)
o; ' :Prcht ,,,Ion
Cosultin7 Psychologists Press

577 College Avenue,

individual

_-----
../ receptive
language
verbal (could be simultaneously
signed)

7.c
Palo Alto, California 94306 .

__---

res_ ot ?ulliory C.mprchension Tea& .ng Resources Corporation individual verbal syntactic structure
receptive (could be simultaneously signed)
,1 I inwt 1,;
(11I ) 100 Boylston Street
V
language
Boston, Massaihusetts 02116

% leaching Itesoi'lr,es CorporatIon indivldaal

V
verbal sentence (could be
rtrr.w 111-Itel
i
receptive simultaneously signed)
(i IIII language

--
---
_,--

-----
..----
verbal-single word (could be
TM n,',Ik dI,III ITV American Guidame ',ervi,e individual .----
simultaneously signed)
Ca ulalan Distributor: ------receptive
-__ ---
- language
_
P,vcan Limited
243 Consumers Road
W'llowdale, antatio
M2I 4W8 (continued next page)
 (continuition)
ME
NORMS TIrE REQ1E1) COMMENTS
RNPONCL RANt-,E

30 minutes This test provides a useful overview of a broad

The Test A Languagel pointing, expres- 4 Years to 9 years
hearing range of language abilities. Sone portions may be
DevolopT ,c (TOLD) ; ive descriptions,
subjects too complex for younger hearing impaired ch
imitation One definite advantage is that the word discrimi-
nation and articulation portions are supplementary
and norms are provided for the results of the
other_principal sub-teats alone._

Year to 7 Years 30 - 45 minutes This is a useful tool for Jetermining general

PrW,f1W.1 irwuage ; Pointing, maripu- 1
with younger children
hearing areas of language weakness:
',cale I lacing mateiials, However as with the TACL some items may not truly
exi,ressive subjects
test language skills when signed.

Asses,ment of pointing to appro- 3 years to 11 years 10 minutes This test is aimed at indicating particular
Children's Languoge priate picture hearing limitations in language development. \
'

subjects
Comprebeniion
(ACIC)

------
Te'st of Auditory pointing to 1 of 3 years to 7 years 20 minutes This te-, investigates single wordc to more com-
1 pictures -- hearing plex structures. It is restricted for use with
compreheusion of
subjects the hearing impaired because some morphological
Language
(TACI) structures may be unusually difficult if the _esc
is only spoken. If sigded, some signs are so
graphic that it is not really testing comprehension,

to 1 20 - 30 minutes This test is useful for the older hearing impaired

Cirto Flicited imitriting examinerc,! 1
child, but items may be too complex for a younger
hearin,,_;
eli-ui:o inventory tc rank e
aub)ects child.
(( L'I

15 - 20 minutes This is a useful measure of basic vocabulary.

dv t,re pointing to one or 2 YOa-s to 17 Years
However, it may have limited value for a hearing
'

V+, 0,11' h pictures hearing

subjects impaired population because of unfamiliar
vocabulary and norms referenced on a hearing
populotion.
 STANDARDIZFD LANGUAGE TESTS (norms for hearing impaired)

TEST NAME PUBLISHER 1SETTING TYPE OF TEST STIMULUS

Grammatical Analysis of Central Institute for the Deaf individual verbal (could be siMultaneously
Elicited language signed)
((AEL) 818 South Euclid Avenue
St. Louis, Missouri 63110 expressive ges'urel
laaguage

jest of Syntactic Abilities Dormac, individual/grooP written

P. O. Box 752
Beaverton, Oregon 97005
receptive
language
(syntax)

Stanfard Achievement Tt written

Office of Demograhic Studies achievement
(adapted)
Gallandet College Acitten
Washington, D.C.
_,---------

(continued next page)

(continuation)

Acr
RESPONSE RANCE NORMS TIME REOVTRED COMMENTS
TFcT NAME

spontaneous and 5 years to 9 years 45 - 60 minutes Appropriate for we with hearing impaireo
Crammatical
children within the language level tested.
Analysis of irWative -- 1) hearing
Elicited Language utteranc. subject
(CAFL)
2) hearing
impaired
subjects

Test of Syntactic selecting correct 10 years to 19 years Screening 60 minutes. This test is a good measure of syntactic
Abilities sentence from Individual sub-tests abilities for children with the age range.
among 4 choices 1) hearingj 30 minutes.
subject
2) hearing
impaired
subjects
(also
Canadian
norms)
*not for screening

8 years and above This test is considered "the best test" availa-
Stanford marking pi-ture
that best depicts ble for measuring academic achievement of
kchievement Test
stimulus sentence hearing hearing impaired yogsters. "(Sullivan and
(adapted)
impaired subjects Vernon)".
 STANDARDIZED LANGUAGE TESTS (norms for hearing impaired)

SETTING TYPE OF TEST STIMULUS

TEST NAME PUBLISHER

individual multiple (pi.Aures, toys,

Language Sampling see references
books)
1. Lee
2. Bloom and Labey
3. Tyack and Bottsleben. expressive
language

1
7

ACE
TEST NAMf RESPONSE RANCE NORMS TIME REOUIRED COMMENTS

Language Sampling expressive descrip- 1 year 6 months to

1. lee 30 - 45 minutes By analyzing the child's language sample with
tion of stimuli 8 years (Lee)
2. Bloom and Labey (examiner records regard to the grids Lee provides one is able
3. Tyack and verbatim) to establish the Child's strengths and
Gottsleben. weaknesses.
hearing
subjects

1
A. INTRODUCTION

Mathematics computation is generally the easiest skill for a hearing

impaired student to master. It is frequently one of the first subjects
into which a student can be integrated successfully witho,the hearing
school population. There are, however, hearing handicapped students
with a specific weakness in dais area which requires individual attention
form the teacher. For additional methods and techniques the Special
Education Handbook section, "The Hearing Impaired Student in the Regular
Classroom" should be consulted.

B. GOALS AND OBJECTIVES

The goals and objectives of a mathematics curriculum for the hearing

impaired should be consistent with those of the Mathematics Program of
Study as outlined by Alberta Education. The basic aims set down in these
programs are valid for both hearing and hearing impaired students. How-
ever, research shows that with increasing deficits in hearing, levels of
academic achievement among the hearing impaired falls below those of their
non-handicapp2d peers. Adaptations in content, methods and aids may be
necessary.

C. LANGUAGE MODIFICATION

Language is the key consideration in all areas of education for the hearing
impaired; mathematics is no exception. The language deficit necessitates
consideration in the area of textual instruction in computational situations
as well as in the areas of word problems. Teachers must be prepared to pro-
vide additional assistance with mathematical vocabulary. Resource people
may be called upon to assist the classroom teacher with this topic. Teach-
ers should not feel pressured to cover all items in textbooks. There are
some activities which are highly verbal and not essential to the sequential
development of mathematical knowledge. Examples would be riddles and trick
games which are inserted to motivate bright students and serve only to con-
fuse and bewilder the students for whom lariguage is difficult.

Overstressing the mechanical skills of arithmetic computation should be

avoided. Meaningful number concepts must be taught through experience in
problem solving situations.

D. MONITORING PROGRESS

The monitoring of progress is extremely important, particularly when stu-

dents are on individualized programs. Teachers should have a systematic
approach to keeping track of topics covered, materials and textbooks used,
and assessment of the pupil performance on each topic. Mathematics profile
sheets are recommended as one technique of recording information concisely.

92
E. PRESCHOOL

Hearing impaired preschoolers should be given the same opportunity and

experiences to develop sound mathematical concepts as other children.
The foundations of basic number concepts should be laid through direct
experience and manipulation in concrete, practical ways.

F. ELEMENTARY

The Alberta Education Elvmentary Mathematics Curriculum Guide (1977)4'g--

endorsed as ;:he basis for instruction in mathematics for hearing impaired
students in elementary classes.

G. JUNIOR HIPH

By the time hearing impaired students are junior high age their functional
level in mathematics demonstrates. whether they require a modified program
or whether they are capable of following the Junior High School liathematics
Curriculum Guide (Alberta Education, 1978). A modified program would have
cbe following components with differing emphasis depending on the needs of
the student:

1. maintenance and development of elementary mathematics skills as

outlined in Alberta Education guides
2. prevocational mathematics
3. life-sk* mathematics (see Living/Vocational Skills section).

H. SENIOR HIGH

At the-aeniar high_level_atudents_s_h ould_follow the Mathematics Program of

Studies for Senior High Schools (1978) at a-level commensurate with the
students' skills or continue with a modified program as described in the
Junior High section above. The importance of functional mathematics which
is applicable to everyday living and vocational use should receive increas-
ing emphasis. Work-study programs offer excellent opportunities for this
emphasis.

I. STRATEGIES

Assistance and materials may be obtained from Alberta Education Consultants

for the Hearing Impaired in the regional offices in Edmonton and Calgary.
It is strongly recommended that teachers in integrated classrooms refer to
the Special Education Handbook section: "The Hearing Impaired Student in
the Regular Classroom; E. Basic Strategies for Assisting Hearing Impaired
Students in the Classroom".

Resources

Hart, Beatrice. Teaching Arithmetic to Deaf Children. New York: Lexington

School for the Deaf, 1963.

93
SCIENCE
A. INTRODUCTION

The English language defir.it of heating impaired students may present

problems in the teaching of science. Assistance may be necessary in
presenting certain concepts by means of special arrangements, special
techniques, adapted content and experience. Teachers should be pre-
pared to delete or modify certain curriculum areas to make them more
meaningful.

Most hearing impaired students who have good language skills should
meet the expectations set for hearing students. Many of these students
can cope with the whole science curriculum with help in language, others
may only be able to cover the core areas as listed. When teachers are
selecting topics they should consider:

1. the student's experiences, interests, etc.

2. the student's level of hearing loss

3. the student's ability to use the English language.

B. ELEMENTARY SCIENCE

The objective of the Elementary Science Curriculum Guide (Alberta Educa-

tion, 1980) are appropriate for hearing impaired students. A solid
foundrtion of scientific concepts and process skills is needed in the
elementary years. Teachers should present material in a way that is
meaningful to hearing impaired students. The monitoring of progress
is extremely important to ensure that.these cor':epts aud skills are
learned.

C. JUNIOR HIGH SCIENCE

The objectives of the junior High School Curriculum Guide (Alberta

Education, 1978) are appropriate for junior high school hearing impaired
students.

The following points should be kept in mind:

1. the teacher must be prepared to provide addit-ional assistance with

scientific vocabulary, abstract ideas, idiomatic expressions, etc.

2. if the hearing impaired student has not obtainea some necessary

skills such as inferring, predicting, experimenting, etc., the
teacher may find it necessary to review some of these elements as
outlined in the Elementary Program of Studies.
D. HIGH SCHOOL SCIENCE

The objectives in the most recent Alberta E&Ication Senior Higil School
Guides for Physics, Chemistry and Biology are appropriate for senior high
school hearing impaired students.

The following points should be kept in mInd:

1. these levels are most heavily laden with :he us^ of technical voca-
bulary. Special care needs to be taken to ensure that the teaching
of science concepts and not language are of primary importance;

2. special concern needs to be shown to a student planning to continu0

with post secondary education. Core subject areas will need to be
mastered by these students.

E. RESOURCE MATERIALS

The texts recommended by Alberta Education should be used as the teachers'

primary resource. Teachers may have to modify activities to meet the
needs of hearing impaired students. Study guides that list instructional
objectiA in a checklist format are a valuable resource for teachers of
the hearing impaired.

Assistance and materials may be obtained from Alberta Education Consultants

for the Hearing Impaired in the regional offices in Edmonton and Calgary.
It is strongly recommended that teachers in integrated classrooms refer to
the Special Education Handbook section: "The Hearing Impaired Student in
the Regular Classroom; E. BAsic Strategies for Assisting Hearing Impaired
Studemts in the Classroom".

96
SOCIAL STu IES
A. BASIC PROGRAM

The objectives of the Social Studies curriculum for hearing impaired

students are consistent with-those outlined for all students throughout
the province by Alberta Education (1981). Teachers of hearing impaired
students need to have alalklable to them:

1. the most recent Social Studies Curriculum (Grades 1 - 12)

2. the learning resources as outlined by Alberta Education.

B. INTEGRATION OF CURRICULAR AREAS

Many of the sections which are outlined in the Living/Vocational Skills

section of the curriculum for hearing impaired students have appropriate
objectives for inclusion in the social studies area. "One quarter of
the total class time allotted for social studies in any year is available
for inquiry into issues that are selected by teachers, students and com-
munity" (p. 5, Alberta Education Social Studies Curriculum). It is re-
commended that teachers include topics from '-ving and vocational skills
during that time.

Teachers should note that the recommended model in the Social Studies
curriculum for developing inquiry skills and participation skills is
congruent with the teaching model recommended in the language curriculum
(Blackwell). This enables teachers to combine their teaching plans using
social studies topics to develop language principles and vocabulaly along
with skills of gathering and organizing data, interpreting ideas and
participating in group decision making.

C. LANGUAGE MODIFICATION

The emphasis of the provincial curriculum is on the inter-relation of

objectives in three areas: values, knowledge and skill. Teachers of
those severely hearing impaired students who are limited in their recep-
tive and expressive language may find that discussion in the values area
is difficult. Many questions are abstract, hypothetical and based on
comprehension of the concept "if". Teachers should continue to encourage
their studetns to clarify and compare values, attitudes and behaviors.
The vocabulary and language principles of comparison and choice, friend-
liness, concern for the well-being of others and self-reliance are
essential to the initiation of such discussions and should be taught in
the earliest grades (see Understanding Self and Getting Along With
Others).

In order to achieve the objectives listed under knowledge, teachers of the

hearing impaired should use direct experience, film, filmstrip and other
non-verbal approaches to learning. However, unless symbolic labels

98

llw
(spoken words, written words or signs) are attached to the appropriate
objects, actions or concepts, the students will comprehend and retain
only a chain of visual associations. The language of the topic is basic
to further study in any area.

Skill objectives are a refinement and carefully directed extension of

language skills in receiving, refining and communicating ideas and
organizing facts.

D. AREAS OF EMPHASIS

1. An important part of providing an advantageous learning environment

for hearing impaired students is to ensure peer sroup interaction.
This may be facilitated by:

a. providing flexible seating to create optimum conditions for

communicating
b. providing classroom activities that require-,group interaction
c. observing students closely to see that they are adjusting
socially and are participating in group activities.

2 Hearing impaired students should be encouraged to take responsibility

for some decision making, beginning at elementary age levels, and
they should be required to accept the consequences of the decisions
they make. This is essential in developing:

a. self confidence
b. the ability to think through two courses of action, and
c. the tolerance for the realities of negative consequences.

3. Much general knowledge is absorbed by hearing students through

incidental learning. For example, current events as discussed on
radio and television and cer,.ain social nuances are often missed by
the hearing impaired. These matters which are usually learned
incidentally by hearing students should therefore be taught formally
to the hearing impaired.

4. The review and reinforcement of knowledge imparted informally is

frequently available to hearing students. For example, a brief re
view of the geography of Canada is available nightly on the television
weather report. Frequent review is necessary in formal ways for hear
ing impaired students. It may be necessary to review topics under
taken during elementary years at Junior and Senior High Levels, when
students have greater command of language.

5. The social studies area may present particular problems for hearing
impaired students at exam time. Teachers need to make sure that
hearing impaired students understand the test questions.

99
111
E. STRATEGIES

Assistance and materills may be obtained from Alberta Education Consultants

for the Hearing Impaired in the regional offices in Edmonton and Calgary.
It is strongly recommended that teachers in integrated classrooms refer to
the Special Education Handbook section: "The Hearing Impaired Student in
the Regular Classroom; E. Basic Strategies for Assisting Hearing Impaired
Students in the Classroom".

100
 k

I IVI M
VOCATION'',
SHILLS
SECT Km

.,

113
 TABLE OF CONTENTS

IMTRODUCTION
NOTE RE LEVEL 1 ii

LEVEL 2
UNDERSTANDING SELF AND GETTING ALONG WITH 01HERS
A. Knowledge ot Self 1
B. Social Relationships 3
DEAF STUDIES 6
TRAVEL
A. Ways to Travel 7
B. Travel Skills 8
HEALTH
A. Nutrition 9
B. Personal Care 10
C. Community Health Services 11
SAFETY
A. In the Home 12
B. In the School 13
C. In the Community 14
WORLD OF WORK
A. Specific and Allied Work Skills 15
B. Career Planning and Exploration 17
C. Finding a Job 18
HOME MANAGEMENT
A. Clothing 19
B. Food 20
C. Maintaining the Home 22
D. Child Care 23
MONEY MANAGEMENT
A. Earning Money 24
B. Spending Money 25
C. Saving and Borrowing 26
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
A. At Home 27
B. At School 28
C. In the Community 29
D. Current Events 30
E. Environmental Education 31

LEVEL 3
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
A. Knowl,?.dge of Self 35
B. Social Relationships 38
DEAF STUDIES 42
TRAVEL
A. Ways to Travel 44
B. Travel Skills 45
LEVEL 3 (CONT'D)
HEALTH
A. Nutrition 46
B. Personal Care 47
C. Community Health Services 49
SAFETY
A. In the Home 50
B. In the School 51
C. In the Community 52
WORLD OF WORK
A. Specific and Allied Work Skills 53
B. Career Planning and Exploration 55
C. Finding a Job 57
E. Worker's Rights 58
HOME MANAGEMENT
A. Clothing 59
B. Food 61
C. Maintaining the Home 63
D. Child Care 64
MONEY MANAGEMENT
A. Earning Money 65
B. Spending Money 66
C. Saving and Borrowing 67
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
A. At Home 68
B. At School 69
C. In the Community 70
D. Current Events 72
E. Environmental Education 73

LEVEL 4
616-ERSTANDING SELF AND GE1TING ALONG WITH OTHERS
A. Knowledge of Self 77
B. Social Relationships 80
DEAF STUDIES 84
TRAVEL
A. Ways to Travel F6
B. Travel Skills 87
HEALTH
A. Nutrition 83
B. Personal Care 89
SAFETY
A. In the Home 92
B. In the School 93
C. In the Community 94
WORLD OF WORK
A. Specific and Allied Work Skills 95
B. Career Planning and Exploration 97
C. Finding a Job 99
E. Worker's Rights 101
LEVEL 4 (CONT'D)
HOME MANAGEMENT
A. Clothing 102
B. Food_ 103
C. Maintaining the Home 105
D. Child Care 106
MONEY MANAGEMENT
A. Earning Money 107
B. Spending Money 108
C. Saving and Borrowing 109
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
A. At Home 110
B. At School 111
C. In the Community 112
D. Current Events 114
E. Environmental Education 115

LEVEL 5
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
A. Knowledge of Self 118
B. Social Relationships 120
DEAF STUDIES 125
TRAVEL
A. Ways to Travel 127
B. Travel Skills 128
SAFETY
A. In the Home 129
B. In the School 130
C. In the Community,-, 131
WORLD OF WORK
A. Specific and Allied Work Skills 132
B. Career Planning and Exploration 134
C. Finding a Job 137
D. Keeping a Job 140
E. Worker's Rights 141
HOME MANAGEMENT
A. Clothing 142
B. Food 144
C. Maintaining the Home 146
D. Child Care 148
MONEY MANAGEMENT
A. Earning Money 149
B. Spending Money 150
C. Saving and Borrowing 152
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
A. At Home 153
B. At School 154
C. In the Community 155
D. Current Events 156
E. Environmental Education 157
LEVEL 6
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
A. Knowledge of Self 160
B. Social Relationships 162
DEAF STUDIES 166
TRAVEL
A. Ways to Travel 168
B. Travel Skills 169
SAFETY
A. In the Home 170
C. In the Community 171
WORLD OF WORK
A. Specific and Allied Work Skills 172
B. Career Planning and Exploration 174
C. Finding a Job 176
E. Worker's Rights 180
dOME MANAGEMENT
A. Clothing 181
B. Food 183
C. Maintaining the Home 185
D. Child Care 187
MONEY MANAGEMENT
A. Earning Money 188
B. Spending Money 189
C. Saving and Borrowing 190
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
A. At Home 191
B. At School 192
C. In the Community 193
E. Environmental Education 194

PHYSICAL EDUCATION 196

MUSIC 199

ART 201

DRAMA 202

APPENDIX A - Overview 204

APPENDIX B - Resource Materials 244

 INTRODUCTION
-2

This section of the Hearing Impaired Curriculum Guide focuses on

Living/Vocational Skills to help hearing impaired students develop
maximum independence and responsibility as adults. It may be
utilized to meet the needs of hearing impaired students with varying
degrees of hearing loss, in spdcial classes or integrated settings.
Included a7e objectives, strategies and materials for teaching various
skills.

The division into levels applies to approximate ages as follows:

Level 1 0 - 3 years
Level 2 4 - 6 years
Level 3 7 9 years
Level 4 10 - 12 years
Level 5 13 15 yeart
Level 6 16 and over.

It should be noted that the functioning level of the student determines

appropriate placement.

Teachers are urged to read the Special Education Handbook section-"The

Hearing Impaired Student in the Regular Classroom" before implementing
the curriculum.

110
i
 'N

NOTE:

The Level 1 component of this Living/Vocational section

of the Hearing Impaired Curriculum Guide is available

upon request to those involved with very young children

(0 - 3 years) from:

Alberta Education
1200 Rocky Mountain Plaza
615 Macleod Trail S.E.
Calgary, Alberta
T2G 4T8

1 it
Ii
UNDERSTANDING SELF AND,GETTING ALONG WITH OTHERS
Level 2
A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Personal Characteristics/
Self-Identification

The child:

Identifies self by name.

Identifies family members. Use doll house, dolls.

Identifies activities which Observe child during free

he likes/dislikes. . play, noting child's prefer-
ences.

Recognizes similarities and

differences among others,
e.g. big, small.

2. Physical Self

Identifies the five senses Play games, having children

and indicates the body part close eyes and identify
involved. things by touch. Use feeling
boards, jars with "smelly"
substances. Play "I spy",
etc.

Demonstrates some understand-

ing of srowth.

Recognizes that people are Make collages with pictures

either male or female. of boys/men and girls/women.

Identifies some actions Teach appropriate behavior,

requiring privacy. e.g. close bathroom door.

3. Emotional Self

Identifies specific emotions Make stick puppets with happy

in self and others. and sad faces. Have chilr'ren
hold up appropriate puppet in
response to story, picture.

Recognizes the existence of a As model, discuss own feel- Free to Be ... You and Me.
wide range ot emotions and ings as they occur. I Like Myself.
feelings.
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 2
A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

-
The child:,_

Provide situations where

children learn to recognize
different sights that indi-
i
cate feelings, e.g. who is
a sad/happy looking person?

Practise saying nursery

rhymes as if angry/sad/
happy etc.

Make collages with pictures

of people displaying various
emoticns.

Recognizes that feelings can Role play situations involv-

be expressed in appropriate ing emotion where gestures,_
or inappropriate ways. facial expressions and
posture are utilized.

Have students look directly

at the person to whom they
are speaking or listening.

Indicates discomfort.

Responds appropriately to Use role play.

feelings.
Encourage appropriate res-
ponse, e.g. hug. Point out
inappropriatd response,
e.g. laugh when someone is
hurt.

2
 ,

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

Level 2
B. Social Relationships

OBJECTIVES I
TrACHING STRATEGIES, MATERIALS

1. Needs and Motivations

The child:

IndiCates some basic needs.

2. 'Factors Affecting
Relationships

Differentiates between
familiar and unfamiliar
people.

Demonstrates respect, pro-

tection, cooperation, caring
for other people.
-
3. Handling Social
Interaction

a) Expressive Communication
Skills

Communicates in a variety of Have children address the

ways. person spoken to by name and
look directly at or face the
person they are talking to or
listening to.

Role play different situa-

tions, verbal/non-verbal,
using touch, gesture,-tacial
expressions, posture.

b) Receptive Communication
Skills
,

Follows simple directions. Have children play direction

games, e.g. "Simon Says<

Give directions, e.g. close

door.

-
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 2
B. Social Relationships

'OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

c) Problem Solving and

Decision Making

Makes simple choices. Provide frequent and system-

atic opportunity for children
to make choices, e.g. choos-
ing between activity centres,
toys.

Begins to participate in
decision-making process.

Begins to recognize conse- Point out consequences. Use

quences of his choice. role play:

Have children participate in

the development of classroom
rules and accept them.

4. Rules and Rc tines

Recognizes and predicts a See Citizenship and Individua

routine sequence at home and Responsibility.
school.
Establish daily classroom
routines; have children
indicate the sequence of
activities.

Have children cut out pictures

from magazines. Use dolls.

Follows most rules at home Provide reinforcement (praise)

and school. fel following rules.

5. Social Roles

Identifies some roles Discuss various family

associated with the family, groupi- s, e.g. nuclear
e.g. mother, father. family, single parent, and
the roles each individual may
assume. Use role play.
UNDERSTANDING SELF AND GETTING ALONG WITH OTHEA
Level 2
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

6. Values and Social

Expectations

Demonstrates appropriate Have children role play appro-

behavior at home and school. priate behavior, e.g. as a
guest in a home.

Recognizes differences in Teach children about other

cultures, e.g. costume, food, cultures: their food,
language. customs, through stories,
cooking, crafts, dance.

5
DEAF STUDIES
Level 2
\.

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Recognizes that he is deaf.

Distinguishes between hearing

impaired and hearing indivi-
duals.

Recognizes ways in which he

is like other people.

With assistance, recognizes

international symbol of
deafness.

Wears hearing aid consistently.

6
TRAVEL
Level 2
A. Ways to Travel

OBJECTIVES TEACHnG STRATEGIES MATERIALS

The child:

Identifes vehicles. Provide classification

exercises, e.g. with toy cars,
trucks.

Point out difference in toy A.M.A. Materials

vehicles during free time play Police Department
Materials.
Read stories, show films.

Identifies some traffic Make signs and display in

signs. class. When childrer are
familiar, go on field trips in
the community and point signs
out.

Travels in immediate neigh-

borhood independently.
TRAVEL
Level 2
B. Travel Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Follows simple directions.

Recognizes basic traffic signs

and symbols.

Recognizes landmarks in
school and neighborhood.

Follows established routines Provide consistent routines

for riding in vehicle. for riding in.vehicles and
reinforce child for complying
with procedure. .

Emphasize importance of usiag

seat belts.

R
HEALTH
Level 2
A. Nutrition

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Identifies a variety of foods. Have child experience, by use Cool Cooking

of all senses, foods in as for Kids.
many ways as possible: as
they grow, are purchased,
prepared, whole and in part,
raw and cooked various ways,
as planted and harvested.

Go on field trips to gardens, Canada Food Guide.

farms, grocery stores and
restaurants.

Provide cooking and serving Dept. of Agriculture

experiences. Materials.

Use dramatic play in house -

corner or restaurant interest
center, using real food items.

Tdentifies nutritious foods. Go on field trip to grocery

store.

Identifies some "junk-food".

9
HEALTH
Level 2
B. Personal Care

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Knowledae of Body

The child:

Identifies some basic body Play body part identification Hap Palmer records.
parts. games, e.g. "Head, shoulders,
knees and toes".

Trace child's silhouette,

dress in child's own clothes.

Recognizes differences Have child play with, change

between boys and girls. and bathe real live babies
with the help and cooperation
of an understanding parent.
If not available, use appro-
priate models and pictures.

2. Care of Body

Assumes initial responsibili- Have a class discussion about

ty for body hygiene, reason and method of caring
e.g. washes face, brushes for own body. Provide prac-
teeth, toileting. tice, e.g. have child clean
teeth after lunch. Use role
play.

Invite dental hygienist.

Seeks help appropriately Use role play and class dis-

when sick or hurt. cussion. Go on visit to
school nurse, doctor's office,
hospital emergency unit.

3. Drugs

Takes drugs only when admin- Use class discussion and role
istered hy a responsible play.
adult.
Invite class visitor or go on
field trip to St. John's
V.O.N., pharmacist, stores.

10
HEALTH
Level 2
C. Community Health Services

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Demonstrates knowledge about Have a class discussion. Go

how community helpers help on field trips. Read stories.
us. Invite class speakers. Use
role play.

D.monstrates an understanding Go on field trip to doctor's

of places to go to for office and hospitals. Invite
medical help. guest speakers, e.g. nurse,
ambulance driver.

11
Liu
SAFETY
Level 2
A. In the Home

OBJECTIVES TEACHTNG STRATEGIES MATERIALS

The child:

Demonstrates awareness of Have child tcur own home; dis- Home Safe Home.
common sources of danger cuss and describe coping with Stories About Safety.
within the home. dangers from: Early Bird Series.
- electrical outlets
_- appliances
- stairs
- sharp objects
- poisons
- hot water from taps
- loose rugs 4

- basements
v
ice and snow
- falling objects
- matches, etc.

Have child tour other homes to

observe that these dangers are
present there also.

Use role play.

Demonstrates understanding Invite guest speaker: fire- Alberta Safety

of danger of fire in the home. man. Council Materials.

Collaborate with parents to

establish fire safety proce-
dures at home.

12
1.3.i
 SAFETY
Level 2
B. In the School

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Demonstrates awareness of Have child tour-own school

common sources of danger room and the larger physical
-within the school setting. plant.

Discuss coping with dangers

from various sources as lisped
under Safety, In the Home,
plus boiler room, parking lot,
etc.

Demonstrates understanding of Establish buddy system.

danger of fire in the school. Practise fire drill.
SAFETY
Level 2
C. In the Community

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Demonstrates awareness of Tour selected areas of com-

common sources of daager munity and discuss coping with
within the community. various dangers.

Discuss playground safety,

danger in construction areas,
etc.

14
WORLD OF WORK )
Level 2
A. Specific.and Allied Work Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Use of Tools and

Equipment

The child:

Manipulates a variety of Demonstrate correct use of Workjobs I and II.

construction materials and tools. Have child experiment Workjobs for Parents.
tools. with hammer, scissors, egg- I.P.A. Manual, 1980.
beater, etc.

Follows simple rules of Label storage areas.

organization and care of
tools and materials. Discuss and demonstrate
cleanidand storage,
e.g. craypns in box, clean
paint brushes.

Use play centres, e.g. tool

centres, art centres.

With supervision, constructs Demonstrate steps to be

simple projects. followed.

Assist child when necessary.

Demonstrates safe use of

simple tools.

2. Following Directions

Follows simple directions. Play "Simon Says" or other Consumer Sequential

games using simple direction6. Cards.

Responds to persons in Use role play, e.g. how to

authority. respond to principal, police-
man.

3. Decision Making

Chooses between two or more Provide a variety of materials

alternatives. for a project; have child
choose one.

15
WORLD OF WORK
Level 2
A. Specific and Allied Work Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

4. Independence

The child:

Behaves appropriately in Have a class discussion about Magic Circle.

familiar situations, e.g. play- appropriate behaviors. 100 Ways to Enhance
ground, school. Self Concept in the
Use puppets. Classroom.
I".

16

135
WORLD OF WORK
Level 2
B. Career Planning and Exploration

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Why Work?

The chIid:

Recognizes that most people Go on field trips to visit Self Awareness/

work. workers. Career Awareness.
What Do People Do?
Demonstrates understanding See Money Management section.
that work brings income,
e.g. to parents.

Demonstrates understanding Provide child with a variety

that doing work well brings of experiences in completing
satisfaction. tasks well.

Use class discussion and role

play.

2. Job Awareness

Demonstrates understanding Co on field trips; use slides.

of work done by some
community workers.

3. Job Demands

Follows simple instructions.

Completes tasks as assigned. Provide child with various

classroom r.sponsibilities on
which others depend: pet or
plant care, snack serving, etc.

Have a class discussion.

Use role play of.various

situations in which children
do and do not complete task:

17
136
WORLD OF WORK
Level 2
C. Finding Inb

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Awarew?ss of Personal
Abilities and Interests

The child:

Recognizes that most adults

work.

Identifies activities he likes/ Use role play; p4ovide

dislikes. activity centres.

001
 HOME MANAGEMENT
Level 2
A. Clothing

OBJECTIVES TEACHING STRATEGIES MATERIALS

V

1. Cve
The chil,.

Recognizes own clothing. Label each article of clothing Wabash Guide.

sr that the child recognizes
s his own.

31esses self with minimal Bcin with most easily donned

assistance. dieces of clothing.

Accepts some responSlbily Label hooks,-drawers, cubby

for care of clothing. holes or lockers so the child
can hang or place clothes.

Uses hangers and storage Rrovide each child with his

areas. oi1 storage place and train
him o use it.

Demonstrates awareness of the Have ch'ld put soiled clothes

difference between clean and in the 1 .ry hamper.
soiled clothing.
Discuss when\clothes should
be washed.

2. Selection

De.monstr::es awareness that Use ,.ole play.

---,Aection of clothing is
dependent on weather and Set up housekeeping corne
season. with weather aprropriate \
\\
clothin.

Demnnstrates awareness of Usr role pLay and appropriate

appropriateness of clothing children's stories.
for various occasions.

, Selects own clothing Elicit parental cooperation

occasionally. in allowing child to develop
increased independence.

3. Constru-tion

Identifies and uses wing Have child experiment.

tools.
HOME MANAGEMENT
Level 2
B. Food

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Shopping

The child:

Demonstrates awarenesq that Go on field trips tcz various Canada Food Guide.
food can be purchased in types of grocery stofts to Department of
\
stores. purchase snacks. Agriculture Materials.

Makes simple purchases. Use role Play. ,

Set up grocery store corner.

Go on field trip to grocery

store.

2. Eating
-
Behaves appropriately at meal Role play dining situation.
times.
Go on field trip to restau-
rant.

With assistance, cleans

kitchen utensils al!d dishes.

3. Preparacion

Demonstrates some understand- Provide classroom experience

ing of measuring, counting, with a wide variety of sub-
etc. jects to be counted, measured,
used in oneto-one correspond-
ence, e.g. cups, spoons,
raisins.

Recognizes basic kitchen Provide opportunity to play

tools and appliances and with water and-kitchen tools
their uses. in sink or water tray.

Have child use toaster, egg-

beater.

Demonstrates knuwledge of Have child prepare a variety Kids in the Kitchen.

basiL steps pr2-,,Iri.nr: of simple foods with appropri- The Kids Cookbook.
foods. ate assistance, e.g. peeling,
cutting, cooking carrots.

20
13J
 HOME MANAGEMENT
Level 2
B. Food

OBJECTIVES TEACHING STRATEGIES MATERIALS

, 4. Serving

The child:

Assists in preparing table Teach child to fold napkin,

for meal. place and count utensils,
return soiled dishes to sink,
push food scraps into garbage
can.

5. Preserving

Demonstrates understanding Bring_food to classroom,

that refrigeration and e.g. cottage cheese, that
freezers are used to preserve should be refrigerated, and
food. allow to spoil. Examine
daily.

Demonstrates understanding Discusr importw_ce of clean

that food must be handled liness associated with food.
with care and cleanliness.

Demonstrates understanding of Go on field trio to purchase

appropriate storage of fond. a variety of food which will
then be stored appropriately.

Teach child to put cans in

cupboard, produce in refrig
erator, etc.

6. Production

\\\ Demonstrates knowledge that Go on field trips to gardens,

\foods come from various farms, dairies, poultry farms,
*urces. lakes.

Have ohild lant, tend and Kids' Garden Book.

harvest a small garden, go
fishin3,,gather eggs.

Have vari plants in class.

HOME MANAGEMENT
Level 2
C. Maintaining the Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Se, tion

The child:

Recognizes simil,rities and Go on field

,
trips to apart-
differences between his home ment, trailer, duplex, etc.
and the homes of others.
Have a class discussion.

2. Furniture and Furnishing

Names and describes use of Set up dollhouse. activity Housekeeping Corner

common home furniture and centre, housekeeping corner. Materials.
appliances.
Go on field trip to furniture
store, show homes.

3. Care and Maintenance

Demonstrates ability to tidy Establish classroom routine

his own area at home and at to encourage responsibilities,
school. e.g. clean-up time.

Performs simple household Set up housekeeping corner.

tasks, with su?orvision.
Have child clean-up after
snacks.
HOME MANAGEMENT
Level 2
D. Child Care

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Recognizes that young children

need care.

Demonstrates ability to help Provide opportunities for

care for younger brothers child to assist, e.g. get
and sisters. bottle, diaper.

23
MONEY MANAGEMENT
Level 2
A. Earning Money

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Discriminates between coins Provide tray with real coins Materials from Dept.
and bills. and bills for the child to of Consumer Affairs.
sort.

Go on field trips to store

where a familiar item is
purchased several times using
various pieces of money.

Identifies coins. Play sorting games. Use real Real coins.

coins.

Have child sort coins for play

store or find all of the
quarters so that items can be
bought.

Demonstrates understanding Encourage parents to pay child

that people work for money. small sums for completing
appropriate tasks.

Go on fit J trips to observe

a variety of working environ-
ments, including those similar
to that of child's parent.

Use role play.

24
MONEY MANAGEMENT
Level 2
B. Spending Money

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Demonstrates understanding Go to various stores where

that money purchases goods. child selects an item, pays
for it and carries it out.

Use role play. Have child

use real coins to "buy" real
items in classroom store as
an extension of field trips.

Have child pay his own bills

and admission on field trips
and receive change from trans-
actions.

Demonstrates understanding Go on field trips to stores

that some things cost more where child buys two or three
than others. items of different price.

25

4
1
MONEY MANAGEMENT
Level 2
C. Saving and Borrowing

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Demonstrates initial under- Have children do small chores

standing that money can be for people whom they know,
saved and used at a later e.g. janitor, school secretary,
date. principal. Hold coins received
and help children plan what to
do with them. First plan to
spend after nap, tomorrow,
then next week. Save money
for very short time initially.

Have child use piggy bank. Piggy bank.

Set up.bank corner.

Demonstrates knowledge that

items or money borrowed must
be returned.

26
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 2
A. At Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Demonstrates awareness that Give child routine responsibi-

family members share privi- lity to perform a task for the
leges and responsibilities. family. Select a task within
his capabilities so that he
can be required to complete it
responsibly.

Have class discussion or make

pictorial list of responsi-
bilities which each family
member assumes.

Have class discussion of

privileges and pleasures of
family life.

Identifies what consititutes

a family.

Identifies family members. Ask child to bring pictures of Family Pboto Albums.
family members. Red Riding Hood.
Free to Be ... You
and Me.

27
CITIZSNSHIP AND INDIVIDUAL RESPONSIBILITY
Level 2
B. At School

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Identifies classmates and Address student by name.

staff members by name. Encourage use of name/name
sign.

See Understanding Self and

Getting Along with Others.

t.,
Identifies some rules.

Responds to authority in the

classroom and school.

Identifies personal, private

and public property.

28

14
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 2
D. Current Events

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Recognizes that events occur

outside of home and school.

30
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 2
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Ecology

The child:

Distinguishes between living Take the children on a walk

and non-living things. around the school yard,
stopping occasionally to touch
either a plant or an insect
or a stone, etc.

Explains the difference Keep some living things of I.P.A. Manual, 1980.
between a member of the plant both kingdoms in the class-
and of the animal kingdom. room, e.g. gerbils, fish,
plants, canaries, to provide
the opportunity for the-
children to care for living
things.

Identifies characteristics Discuss the need for food,

which are shared by other water, air, and warmth;
living things and himself. similar body parts.

Demonstrates understanding Bring a dog; cat, rabbit, etc.

that animals have feelings into the classroom and by
by handling or caring for example and instruction convey
them with empathy and con- the importance of proper
sideration. handling. Allow children to
pet or hold the animal to
demonstrate an understanding
of this concept.

Begins to assume responsi- Have classroom pets, plants.

bility for the care of a
plant or pet.

2. Natural Phenomena

Describes weather from out- Use flannelboard.

door conlitions.

Identifies some characteris- Use pictures; make collages;

tics of each season. show slides.

31
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 2
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

3. Energy

The child:

Identifies some sources of

heat and light.

4. Pollution

With assistance, identifies Make an automobile litter bag

and disposes of litter. from a coat hanger and a
plastic bag. Use this oppor-
tunity to stress the danger
of plastic bags.

Demonstrates some knowledge o Take the children onto the

reasons for not littering. school grounds and ha7e them_
pick up litter. Have them
use their litter bags on this
exercise. Stress the fact
that they are doing other
people a service.

Recognizes clean air/water is Discuss the activities of man

necessary for good health. that can make the air "dirty".

Collect and discuss pictures

or slides that illustrate
this concept.

Demonstrate the concept that

water may be polluted or
contain harmful substances
and yet LOOK CLEAN. Mix salt
into one glass and compare it
to a glass of clean water;
they look the same but
certainly are not.

5. Conservation

Demonstrates some understand- Show examples of recycled

ing of the recycling concept. products.

Make "creations" from litter,

e.g. collages.
32
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
LeVel 2
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

The child:

Demonstrates ree.,nsibility Have children participate in

for keeping immeeate environ- Arbor Day ,-.tivities to assist
ment clean and free from in developing an appreciation
refuse. /for plants in the "Web of
Life". Provide a similar
opportunity during spring
clean-up to reinforce the
concern for our environment
at this leel.

Give child the job of class-

room caretaker for a day.
Have the class "caretaker"
pick up litter and generally
tidy up the classroom.

Demonstrates awareness of Show the class tools that

dangers inherent in outdoor they are not allowed to use.
tools and chemirals. Explain why these are not to
be used by children.

Explain and give examples of

dangerous chemicals and talk
about the importance of havinr-
a parent or other adult apply
or use such things as sprays,
fuels, knives and axes.

Follows water safetv riles. Invite guest speaker: Red Posters and pamphlets
Cross Instructor. from Red Cross Society

Have a discussion about

dangers, e.g. never go swim-
ming aJune, never swim or
rjat on an inner tube, etc.
into water that is unfamiliar.

eemonstrates some awareness Introduce "Smnky tne Bear" or

of the dangel and effect of "Paddy the Beaver" and talk
tj--, ar:out fors?st fires.

33

151
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY-
Level 2
E. Environmental Education.

OBJECTIVES TEACHING STRATFGIES MATERIALS

The child:

Recognizes various unsafe Get a glass of dirty snow in

outdoor practices. the classroom to show why one
should not drink it.

Collect and shaw, some of the

most common berries that the
children might encounter and
which they must avoid,
e.g, dogwood, cottoneaster,
honeysuckle. Stress that no
be-ries, etc. should be eaten
unless given by a responsible
adult.
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 3
A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Per onal Characteristics/

Self dentiiication

The student\.\

States/writes/ igns name, Use visual instruction and All About Me.
age, address, te*7hone reinforcement.
number.
Place printed names on desk/
belongings; have class direct-
ory, student I.D. cards; make
figure outline of child with
information below.

Send home information sheet

\ about student. List this in-
formation in a student boOk.

Identifies self as beirg a

member of a family.

Identifiea some areas of Use discussion, show and tell, Magic Circle.
strength and some areas of one-to-6ne talk.
interest.
Provide po itivk reinforcement; D.U.S.O.
use role pla ing, puppetry.

Compares similarities and Discuss simila tties and dif-

differences between people, ferences, size,\Oape, weight,
e.g. eye color. concepts.

Provide auditory discrimina-

tion awareness training.

2. Physical Self

Identifies the five senses Play "Simon Says", circle Peabody Language
and indicates body part games, mystery box. Development Kit.
involved. Listen and Think,
Li-vel B.
Move It.

35

15.;
 \

UNDERSTANDING SELF AND GETTING ALONG WI:111 OTHERS

Level 3 i
\
A. Knowledge of Self ,

\
\
\

OBJECTIVES TEACHING'$TRATEGIES MATERIALS

fine student:

Demonstrates understanding Have students contribute to a

that growth, physical list of things which they
development and maturation could not do before they
affect physical abilities. started school but which they
can do now. Discuss the fact
that both maturation and
practise contribute to
learning new skills.

Identifies sex of seLf and

others.

Demonstrates understanding Have students note differences

that people have physical in hair, fingers, toes, arms,
differences. legs, hands, feet, voices,
etc.

Demonstrw-es understanding of
the need for privacy.

3. Emotional Self

Identifies specific emotions Use role playing; use Schools Without

by name in self and others. television as a listening/ Failure.
teaching device. D.U.S.O. Level 1.
Love Is A Special
Discuss emotion in human Way of Feeling,
interaction, e.g. feeling
happy, sad, angry, fearful,
left out, and expressions,
etc. involved.

Identifies emotions from a Use pictures which have clear, Magic Circle.
wide range of stimuli. uncluttered background.

Use role play, stories,

pantomime.
Recognizes that people
affect one another's emotions
by the things they say or do.

36

1 5 i.
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 3
A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Indicates when he is Leeling Use stories about human How Do You Feel?
uncomfortable. situations, role playing,
open-ended stories.

Demonstrates ability to Introduce students to relaxa-

relax. tion techniqeus, e.g. yoga.

Use discussion, open-ended

stories.

Use filmstrips and tape-

recorded materials for role
playing.

Responds appropriately to Use open-ended stories and

feelings. ask, "How do you feel?, What
would you do?". Use stories
about human situations.
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 3
B. Social Relationships

OBJECTIVES TFACHING STRATEGIES MATERIALS

1. Needs and Motivations

The student:

Demonstrates understanding Have a discussion about All About Me.

that food, shelter and scories read.
clothing are basic needs.

Identifies those who provide Have on-going class discussion

basic needs for him. of family interactions, and
family responsibilities.

Identifies situations in Discuss role of scliool nurse,

which people need help or pro- the police, firefighter,
tection. doctor, dentist, etc.

Role play situations, e.g. hurt

lost, being ill.

2. Fac6ors Affecting
Relationships

Categorizes familiar and un- Discuss student's position in r.u.s.o. Level 1.

familiar people in terms of the family, e.g. younger, old- Magic Circle.
age, role. er members.

Demonstrates respect, protec-

tion, cooperation, caring for
other people.

3. Handling Social
Interaction

a) Expressive Communication
Skills

Communicates in a number of Have "Show and Tell" during

ways, e.g. gestures, speaking, morning exercises.
writing, facial expressions.

Communicates with others in Have class discussion. D.U.S.O. Level 1:

socially acceptable ways. Rules for discussion.
Monitor classroom and play- Magic Circle.
ground interaction. Schools Without Failure.

Use role playing.

38
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 3
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MAITERIALS

b) Receptive Communication
Skills

The student:

Follows directions. Play "Simon Says". Peabody Language

Development Kit..

c) Problem Solving and

Decision Making

Practises making personal Provide frequent and systema- Values Clarification.

decisions in the classroom. tic opportunity for students Teacher Effectiveness
to make choicc!s and learn to Training.
accept consequences.

Use gnmes, craft activities,

role playing.

Participates in decision
making process.

Recognizes possible conse- Ask "What would happen if

quences of decisions. ...?", "What could happen?".

Use role playing.

Identifies a problem situa-

tion and suggests a possible
solution.

Participates in appropriatP Provide alternate endings for

"conflict management well known stories.
strategies: taking turns,
apologizing, soliciting,
intervention, sharing.

4. Rules and Routines

Identifies basic school See Citizenship and Individual

rules. Responsibility.

Use classroom discussion, Values Clarification.

role playing, show and tell. Teaching Social
Behaviors to Young
Discuss ^_lassroom rules, why Children.
we have to have rules.

39
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 3
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

MI

The student:

IHave a "Happy Face" and good

citizen chart.

Follows most rules in the Provide positive reinforcement

classroom and on the play- for appropriate behavior.
ground.

Identifies and accepts conse-

quences of breakIng school
rules.

Identifies rules which cannot Discuss school rules, class-

be changed and routinep which room rules and the need to
can be modified. have them.

Demonstrates understanding Use games that enable indivi-

that routineF and rules made dual children to create the
by the group may be modified, rules, e.g. rules governing
depending on the situation, free time.
e.g. rules for games.

5. Social Roles

Identifies characteristics Have a discussion of a variety

of family roles, e.g. sister, of family roles.
brother.

Identifies leaders within the

classroom or playground.

Recognizes the authority and

responsibilities associated
with some adult roles.

Identifies multiple role of

familiar adults, e.g. father
is also an employee.

6. Values and Social

Expectations

Demonstrates appropriate
behavior in home, school
and community.
40

150
 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 3
B. Social Relationships
-

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies difterences in Have student learn about other

cultures, e.g. costume, student's holidays, foods,
food, language. customs, through music
stories, cooking, crafts.

Use role playing.

Recognizes basic values,

e.g. honesty, kindness. -
Recognizes need for social
rules.

States simple rules and re- See Section 4, Rules and

cognizes when they are broken, Routines.
e.g. golden rule, school or
class rules, rules for games.

4'

I5 ,1
DEAF STUDIES
Level 3

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates knowledge of
his handicap and its
implications.

Distinguishes between hearing Discuss degrees of hearing

impaired and hearing indivi- loss.
duals.
Identify other deaf people
with whom members of_the
class have cdntact.

Identify family members as

deaf or hearing.

Recognizes ways in which he Have class discuss problems

is like/unlike other people. that are unique to the deaf
and recognize that they share
ccmmon problems and concerns
with the hearing prople.

Demonstrates knowledge of Discuss use of residual hear-

different mgdes of communi- ing, speech reading, oral and
cation used by hearing manual communication as they
impaired individuals. relate to various degrees of
hearing loss, effectiveness
in use, and problems which
may be encountered.

Have students identify situa-

tions when written communica-
tion or the use of interpre-
ters may be required.

Recognizes international
symbol of deafness.

Recognizes there are regional Explain to students that signs

differences in sign language. used for various words vary in
different geographic areas and
give some examples.

Have class discuss regional

differences in the use of
English or other languages to
illustrate the concept that
all languages change and
evolve.
42

160
DEAF STUDIES
Level 3

OBJECTIVES TEACHING STRATEC-.ES MATERIALS

The student:

Demonstrates ability to take Have students demonstrate re-

good care of hearing aid, placing batteries, cleaning
ear molds.

Have students discuss dangers

of unsafe practises, e.g. get-
ting batteries wet.

43
TRAVEL
Level 3
A. Ways to Travel._
...
OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies ways people can Make charts, cut out pictures

travel: walk, bicycle, of the various modes of
school bus, private and travel.
public transportation.

Identifies basic traffic Make cardboard traffic signs Survival Signs.

signs. and role play action for Road Signs of
various signals. the Times.

Recognizes school patrols Have a class discussion about

and follows directions. the purpose of school patrol.
See Safety, School.

Travels independently in Set up short trips to specific

neighborhood, e.g walking. locations with the class in
the school and immediate art,as.

44

Fe-
TRAVEL
Level 3
B. Travel Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Follows written and verbal

directions.

Obeys traffic signs and

symbols.

Recognizes landmarks in
wider community.

Recognizes simple maps. Have student -draw a simple map

of desk, school.

Demonstrates appropriat'a
behavior in various forms of
travel.

States where to go for help Invite guest speaker. Explain

if lost. "Block Parent" program and
sign.

AA-
A.

45

1 t:
.'1.i
HEALTH
Level 3
A. Nutrition

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies a variety of foods Go on field trip to neighbor-

and their sources. hood grocery store, dairy,
bakery, etc.

Classifies food into appropri- Make a "Grocery Store" corner. :eabody Song Kit, Level 1.
ate food group.

Selects a balanced meal. Read and discuss stories,

poems.

Demonstrates knowledge of the Have class discussion about Materials from Milk
rules of good nutrition. - nutrition. Foundation and Medical
Associations.
Discuss what food groups ne2d Canada.Food Guide.
to be combined to form a General Foods
balanced meal. Corporation Materials.
Nutrition Communication.
Serve nutritious snacks in
class.

Demonstrates understanding of Use class discussion and

"junk food" to be avoided experience with nutritional
between meals. snacks.

Discuss advertisements of
products directed at the
child consumer, e.g. sugar
coated cereal.
,

Recognizes the importance of Use consistent routines when

hygiene practises in food preparing food.
preparation.
Invite health nurse to talk
to class.
,

46
HEALTH
Level 3
B. Personal Care
JEW

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Knowledge of Body

The student:

Identifies basic body parts. Use body image test to estab- The Human Boey.
lish what student knows.

Play "Simon Says".

Have student locate body parts Peabody Language

in musical games. Development Kit.

Recognizes and explains dif- Hm a clz.ssroom pet. Growth: A Handbook

ferences between boys and of Classroom Idea., to
girls. Teach student to develop cor- Motivate the Teaching
rect vocabulary for body parts of Elementary Health.
and functions in relation to The Spice Series.
himself and animals.

2. Care of the Body

Demonstiates some independ-

ence in matters of personal
hygiene.

Assumes some responsioili'

for personal belongings,
e.g. grooming ,rticles.
Itwhy It's Fun to Be Healthy.
States reasons for taking Have class discuss_ln:
good care of the body. be clean?". Good Health Habits.

Set up interest centers,

e.g. dentist office, beauty
parlor, equipped with reEl
equipment whenever possible.

Go on field trip to a health

clinic.

Practises physical fitne.is Have student practise during Health and Safety
program. physical education class. for the ':oung Child.

47
HEALTH
Level 3
B. Perhonal Care

OBJECTIVES TEAGIENG STRATEGIES MATERIALS

The student:

Demonstrates knowledge of Set up interest center, Medical Kit (toy).

what to do in case of minor e.g. doctor's office with real
illness. equipment whenever possible.

Invite guest speaker,

e.g. school nurse.

3. Drugs and Alcohol

Takes drugs only when admin- Discuss when drugs are admin-
istered by parents, guardians istered, e.g.-for illness.
or medical personnel. Stress the fact that medica-
tion should only be taken
when administered by parents,
guardians, medical personnel.

Differentiates oetween vita- Discuss purpose of taking

mins and drugs. vitamins as opposed to the
purpose of taking drugs.

48

1
HEALTH
Level 3
C. Community Health Services

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies health helpers and Invite guest speakers: health

their function. helpers, e.g. doctor, nurse.

Demonstrates knowledge that Set up interest center,

these workers are there to e.g. doctor's office.
help us.

Identifies places to go to Go on field trip, e.g. to

for medical help. hospital, clinic.

Recognizes the importance of Have a class discussion.

havin-4 a family doctor or .

dentist. Role play making appointments

w. h doctor arid dentists.

49
 SAFETY
Level 3
A. In thL Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstres awareness of Discuss sources of danger, How to Have an

\ common accidents which could e.g. toys on stairs, dangers Accident at Work;
occur in the home. in kitchen area, care in the How to Have an
use of potentially dangerous Accident in the
substances. Home; I'm No Fool
Having Fun;
Describe or role play common I'm No Fool With
causes of accidents and ways Electricity (films).
of preventing these.- Home Safety Kit.
Curriculum Guide for
Demonstrate proper use of Flemenuary Health.
household tools, e.g. electri-
cal appliances.

Discuss various labels indica-

,
ting poisonous or dangerous _
substances.
\
Identifies dangers aociated Discuss and illustrate dangers
with various areas antems associated with:
\
in the home. \ - sharp objects
\\
\ - electrical outlets
- appliances
- tools, ,aachinery
animals
.
- polEon, etc.
\\
Follows adult instruction
about "ire drill in the home. \\

50
SAFETY
Level 3
B. In the School

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates awareness of Dramatize correct procedure Playground Safety;

dangerous situations which for handling sharp tools, Safety After School;
could occur in the school. e.g. scissors. Dangerous Playground
(films).
Practise classroom etiquette,
e.g. taking turns, keeping
aisles clear of obstacles.

Discuss ways to prevent in The Fall Down, Break

jury, e.g. proper disposal of a Bone, Skin Yout
glass. Knee Book.

Make safety booklets.

Tour school buildings.

Tour school playground to The New Elmer the

locate safe and unsafe play Safety Elephant.
areas.

Discuss safe places to engage Let's Find Out

in various activities, About Safety.
e.g. playing ball. Curriculum Guide for
Elementary Health.
Health and Safety
for the Young Child.

Follows adult instruction

about fire drill in the
school.

Si
SAFETY
Level 3
C. In the Community

OBJLCTIVES TEACH1:0 S"BATECIES MATLP1ALS

The student:

Demonstrates understanding of
different types of disasters.

5")

1 I U
WORLD OF WORK
Level 3
A. Specific and Allied Work Skills

OBJECTIVES TEACHING STRATEGI I MATERIALS

1. Use of Tools and Equipment

The student:

Identifies more tools and Demonstrate correct usage of I.P.A. Manual, 1980
demonstrates greater profici- tools. Have student experi- Workjobs I and II.
ency in their use. ment with tools, e.g. hand
saw.

Follows simple rules of Label storage areas. Tool boards,

organization and care of cubby holes,
tools and materials. Demonstrate and discuss cor- wall charts.
rect storage. Have students
store tools.

Constructs simple project

independently.

Follows safety procedures Discuss possible hazards as- Attitude and

when using tools. sociated with the tools in Safety Posters.
use and how to avoid injuries.

2. Follow Directions

Follows a more complex set Provide clear and concise Deal Me In.
of directions. directions; when appropriate, Wall Charts.
pair with written directions.

Praise student for successful

completion of task.

Identifies persons in author- Make posters of people in Our Helpers.

ity in the school and immedi- authority. Have, class discus-
ate community. sion about these people's
responsibilitie: and how and
why students relate to them.

Invite guest speakers; police-

man, life guard, playground
supervisor.

53.

17,
WORLD OF WORK
Level 3
A. Specific nd Allied Work Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

3. Decision Making

The student:

Chooses independently between Provide a variety of options Learning Centers.

two or more alternative in materials and activities
activities. and have student choose one,
e.g. crayons or paints.

4. Independence

Behaves appropriately in Provide the student with

unfamiliar situations. opportunities to contact un-
familiar adults, e.g. seeking
aid from janitor.

Use role play.

WORLD OF WORK
Level 3
B. Career Planning and Exploration

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Why Work?

The student:

Recognizes that people

are paid for jobs.

Recognizes that parents have

different work and incomes.

Demonstrates understanding Courtesy in the

that finishing tasks earns Community.
praise.

2. Job Awareness

Demonstrates awareness that

people do different jobs: in
home, in school, in community.

3. Job Demands

Demonstrates good work Complete behavior management A Good Worker.

habits. charts for each student to
show work completed, working
well with others, doing class-
room jobs.

Demonstrates positive atti- Have a discussion, "Why help

tude towards work. others?". Compile list and
display, "Why people work?".

Follows more complex Give student simple jobs in

instructiens. class.

Increase number of directions.

Completes selected tasks at Select class monitor. Develop

school and home and begins "Jobs for the Week" charts.
to assume some responsibility
for this.

Recognizes some of own mis- Encourage students to criti-

tdke, dud corrects taem. cize their own completed tasks
or jobs.
55

4
WORLD OF WORK
Level 3
B. Career Planning and Exploration

OBJECTIVES TEACHING STRATEGIES MATERIALS

'The student:

Check student's work and get Une-mployed Uglies.

him to suggest ways that work
or work habits can be improved.

Demonstrates good listening/ Develop comprehension skills.

attending haLits.
Read stories suitable for
level and ask basic who, why,
when, where type questions.

56
WORLD OF WORK
Level 3
C. Finding a Job

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Awareness of Personal
Abilities and Interests

The student:

Identifies parents vocations.

Identifies job/careers which Write list of job titles Sign-A-Mite.

may be of special interest volunteered by class and Career Cards.
to him. discuss. Career Awareness.
Getting A Job.
Describes abilities and I Want To Be ...
limitations for a specific Books.
job. Ladybird Books.
Stories About Workers.

2. Awareness of Process

Demonstrates ability to take Have students assist in convey-

and leave messages. ing messages to school person-
nel.

Recognizes that people must Discuss necessity of work.

look for jobs. Discuss or examine help
wanted section, notices,
manpower vac, cy cards.

57
WORLD OF WORK
Level 3
E. Worker's Rights

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Recognizes own self-worth and Modern Workers for

dignity. Career Awareness.
D.U.S.O. Kit,
Level 1.

58
HOME MANAGEMENT
Level 3
A. Clothing

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Care

The student:

Identifies own clothing. Provide each student with own

clothes hook. Print color
label on hook and clothing.
Discuss what is special about
one's own specific clothing.

Dresses self independently. Have student use own clothing

when learning to button, zip,
lace and tie.

Accepts increasing responsi-

bility for care of clothing.

Uses hangers and clothing Make housekeeping center

storage ateas appropriately. including dress up doll,
clothes, and student's own
clothing.

Play game: place individual

article from each child into
a pile and have student
select his own article.

Encourage parents to help

student organize clothes
closet, e.g. categorizing
clothes 'nto school clothes,
play clothes, etc. Teach to
keep clothing in the same
place and in the same order.

Assists adult with laundry.

Recognizes when clothing

needs repairs.
 HOME MANAGEMENT
Level 3
A. Clothing

--

OBJECTIVES TEACHING STRATEGIES MATERIALS

2. Selection

., The student:

Identifies and selects Use open ended sentences,

clothing appropriate for each e.g. "When it's snowing, on
season. my feet I wear ...".
)4
Use role piaying in house-
keeping center. .

Recognizes style appropriate Have class discussion on

for various uses. clothing worn for church,
special occasions. Use open
ended sentefices, e.g. "In
gym I wear ... on my feet".

Chooses own clothinF for

everdav wear.

Identifies various types of Go on field trips to a variety

stores. of stores, e.g. men's cloth-
'rig, women's clothing, shoe
sLore.

3. Const_rucLion

Identifies and uses sewing Have student use tools,

tools. e.g. needles, scissors.

Play games: "Mystery Box";

memory games: "In my sewing
basket I will have scissors,

Do stitchery projects, Sew it Yourself.

- e.g. lacing cards.

1" e ...)

60
HOME MANAuEMENT
Level 3
B. Food

OBJECTIVES TEACHING STRATEGTES MATERIALS

1. Sho:ping

The student:

Dee'cribes what a food store Go on field trip to neighbor- Look and Cook.
is. hood grocery store. The Kids Cookbook.

Have class discussion on dif-

ferent types of food stores.

Set up interest center: Lessons In Living.

grocery store' kInvolve student
in shonping for classroom
store).

Assists I., selecting c.rticles Go on field trip to food Learning About

on food shopping list. store after compiling a Fruits We Eat.
grocery list. Nutrition Communication.

Discuss menu for which you lre

shopping and quantity of food
needed.

2. 1.,aLiny

Demonstrates appropriate Go on field trips to restau-

etiquette in a variety of rant. Use role playing.
settings.
Invite guests for snack.

Demonstrates ability to use Prepare snacks in class. Make

and clean utensils and dishes. student responsible for prepa-
ration and cleaning.

3. P'repiratiJn

De-Innstrate, understandino,.of
meisurim!, c:,u.4tin4, etc.

some kitchen tools,

JprilancLs Ir(! facilities.

snacks. Haw stu"ents prepare snacks Dishes and Utensils

durinv; class Lime and invite Instruction Lab.
wiier classes for snacks. ABC Cookery
Kids in the Kitchen.
61
HOME MANAGEMENT
Level 3
B. Food

,IIM.711M M., ON/MNI,

OBJECTIVES TEACHING STRATEGIES MATERIALS

4. Serving

The studen,:

Prepares table for meal. Have student practise during Dishes and Utensils.
snack time.

Invite other classes for a ABC Cookery.

snack.

Ser..,es simple foods. Have student practise during kids in the Kitchen.
snack time, e..g. serve
crackers to other students.

5. Preserving

Describes function of a Demonstrate and discuss the

refrigerator and freezer. function of each part of the
refrigerator, e.g. vegetable
crisper.

Handles food with care and

cleanliness.

Demonstrates understanding of Demonstrate and discuss what

the concept of perishables. happans to food if it is not
stored properly.

Stores food correctly (cup- Demonstrate and discuss where

board, refrigerator) : -cifiL foods shcro.c hP
stored.

6. PrIduccion

Identifias food sources. Plah- a small class garden.

Make student responsible for
caring for the garden.

Go on field trip to dalr

poultry farm, vegetable
garden.
HOME MANAGEMENT
Level 3
C. Maintaining the Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Selection

The student:

Recognizes dif nent types Have a class discussion on

of homes. types of homes, e.g. apart-
ment, trailer, house,
condominium.

Go on field trips, e.g. to

homes under construction.

Haw. student buill different

kinds of homes with blocks.

2. Furniture and Furnishings

Recognizes what goes into a Display doll house. Set up a

house. housekeeping center.

Have a class discussion,

"Where in house do things be-
long", e.g. furniture, cur-
tains, lamps, dishes.

3. Care and Maintenance

With assistance, keeps own Ask for a parent report.

room clean.

Performs simple household Ask for a parent report. Make

tasks. a housekeeping center.

Discusses various jobs,

e.g. dishwashing, putting
belongings away.

63
HOME MANAGEMENT
Level 3
D. Child Care

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Explains babysitting Invite classroom guests:

responsibilities. mother and baby.

Use stories, discussion and

role playing.

Assists in caring for Use stories, discussion and

younger brothers ane sisters. role playing.

Go on field trip to day care

center.
MONEY MANAGEMENT
Level 3
A. Earning Money
,
1

OBJECiIVES TEACHING STRATEGIES MATERIALS

The student:

Iden:_ifies cip!ns and paper Use sorting and classifying Money Makes Sense.
money. games, mat_aing games, count-
ing games.

Uses money vocabulary. Set up activity center; play

store with real money.

Go on a field trip to store,

have students purchase items.

Writes money amounts (lc, Provide practice. Good Cents: Every

25c, $1.00). Kids Guide to
Making Money.

Lists sources of money Discuss pocket money, allow-

(parents, job, hobby). ance, parents, work.
-
Demonstrat-s knowledge Discmss jobs done in the
a job must be completed o house.
earn money.
MONEY MANAGEMENT
Level 3
B. Spending M3ney

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies places where Go on field trips to local

goods can be bought. :stores.

With assistance, buys items.

Recognizes advertising on Discuss advertising seen or

television, radio, etc. heard at home.

Demonstrates understanding
that some things cost more
than others.

Describes essential elements Discuss things we could do Let's Go Shopping.

in basic living needs (food, without. Have students
shelter, clothing). indicate things needed and
items not needed; include
...

luxuries.

Use role play for various

situations, e.g. going
camping.

Demonstrates awareness oi Have f.tudents keep weekly

how his money is spent. record of clas-;room expendi
tures.
MONEY MANAGEMENT
Level 3
C. Saving and Borrowing

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates understanding As a class project, have stu- Games, e.g. Monopoly.

of t,aving money for future dents earn money to achieve
purposes. a goal.

Discuss why it is important

to save money.

With assistance, opens a

savings account.

Demonstrates knowledge that Role play situations, One Penny,

people must repay money e.g. neighbor borrowing a Two Penny.
borrowed. tool, friend borrowing money.

Discuss what would happen if

these were not returned; dis-
cuss the consequences.

Discuss circumstances re-

quiring borrowing.

6 7
CITIZENSHIP AND INDIVIDUAL RESPONSiBILITY
Level 3
A. At Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Assumes responsibility for Enlist support of home to

his own behavior. have student live with the
consequences of his mis-
behavior.

Identifies extended family

members by name and relation-
ship to him.
-
Identifies own family Have students discuss activi-
members by role. ties and responsibilities of
various family members:
father, mother, big sister,
etc.

Have students draw pictures

showing famil7 members at
work.

Identifies ways in which Have a class discussion.

immediate family i3 unique.
Have students construct "My
Family Book".

From displays of family snap-

shots discuss how families
differ: number of members.
number of parents, boys,
girls, ages and sizes of
children, etc.

Differentiates between Define personal, family and

personal, public and family public property.
property.
Discuss with parents the
desirability of teaching
respect (-)r child's own pos-
sessions at home and at school
and for the property of others.
Have students draw pictures of
family home, family car,
family garden, family pets,
etc.

68
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 3,
B. At School

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies classmates and MLke a display of staff

significant staff members pictures with names attached.
by role. Make a game of questioning
students on names.

Encourage studeuts to refer

to classmates by name and
staff members by name and.
role.

Differentiates bitween per- Have students classify things

sonal, private and public as being personal, private or
property. public.

Follows school rules. Have students help establish

classroom rules. List and
discuss school rules.

Participates in decision Involve the students in

making in the classroom. making de2isions about matters
which dire_cly affect them.

Responds to authority in
the school.

Responds to delegated Set up duty rosters; have stu-

authority 'Ai the classroom. dents take turns to perform
tasks and support them in
carrying out duties which
involve controlling or giving
direction to others. Each
student should have an op-
portunity to he a leader
some_imes and required to
follow at other times.

P-s I

69
CITIZENSHIP AND INDIVIDUAL MSPONSIBILITY
Level 3
C. In the Community
,
OLJLCTIVES TLACHE:c STRAICCIES ....1ATURIALS

The student:

States the name of his commun

ity, town or city.

Identifies the Canadian Flag. Have students pick out the

Canadian flag from a :lisplay
or pictures showing flags of
various countries.
...
Demonstrates knowledge of the
National Anthem.

Identifies the role of Read stories to students

common community helpers. about, discuss and visit the
place of work of major
connunity helpers, such as
postal workers, police and
firemen.

Identifies facilities avail Have students draw pictures

able in the community. of facilities especially after
a visit to the facility.
Label the pictures. View
films or filmstrips showing
the activities conducted in
such places as hospitals,
post office, airport terminals
when actual visits are im-
practical.

States the function of city

or town facilities.

Demonstrates knowledge of Have students make a list of

community rules and routines. rules which we must obey when
we travel to and from school,
stores, swimming pool, park,
etc.

Participates id ,7ommunity
activities.

Demonstrates understanding of Discuss with students the

the concept of auClority. fact that they should obey
their parents or grandparents,
teaChers, bahysitters, etc.

70

,
1
 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 3
C. In the Community

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Describes some cultural Invite parents or resonrce

differences in the community. people from different ethnic
backgrounds to make a,
presentation of ethnic food,
dance, clothing and artifacts.

List differences between

urban and rural life.

t
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 3
D. Current Events

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Stites newsworthy events See Social Studies Curriculum.

witnessed or heard.
Read current newspapers to
cl-ss.

Recognizes that television, Have students prepare chart

press and radio, help of daily news and where they
disseminate information. heard it.

Recalls major news item.

72

(JU
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 3
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Ecology

The student:

Classifies living organisms. Have student plant and car2 Creative Science
for a garden. Ask the family Experinnces for
to make a special event of the Young Child
using the produce grown by (activities).
the student at a meal.

Play the game of "Animal

Imitations": "Look at me! I
am a ... (splAer, cow, bird,
etc.)".

Keep some living things in

the classroom, e.g. gerbils,
fish, plants, canaries. Pro-
vide the opportunity for stu-
dents to care for living
things. .

Identifies basic requirements Take a Look at

necessary for growth of Nature (activities).
living organisms.
.1

Identifies environments Using straw, string, twigs,

where plants and animals have students make a nest for
live. Easter eggs or for a toy bird;
use pictures of nests and a
sample nest.

Have class make an ant-hill

from clay, or a model beal,er
lodge from twigs.

Identifies appropriate wars Brrlg a dog, cat, rabbit, eLc.

to behave with wild and into the classroom and by
domestic animals. example and instruction conve)
the importance of proper
handling. Permit students to
pet or hold animal to show an
understanding of this concept.

D?monstrates some under-

standing that_parks are
conservation areas.

73
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 3
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Recognizes and appreciates

man as a builder of the
world of nature.
,
Assumes some responsibil.ity In school, or in cooperation
for the care of a plant or with the home, have student
pet. care for plants or pets.

2. Natural Phenomena

Describes weather from out-

door conditions.

Identifies some character-

istics of each season.

States how weather affects

daily life.

3. Energy

Identifies sources ui heat

ana light.

Recognizes the leed to

modify climate by such
techniques as heating
houies or clothing.

4. Pollution

Identifies and disposes of Make an automobile litter Let'-, Find the

litter. bag from a coat hanger and a Pollution Solution
plastic bag _(film,trips).

Use this opportunit to Pollution Soluticnt,

emphasize the danger of (mobile).
plastic bags.

74
.,
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 3
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

The stud:rat:

Take the students onto the

sqlool grounds and have them
pick up the litter that is
found there. Have them use
their litter bags on this
exercise. Stress the fact
that they are doing other
people a service.

States reasons for not

littering.

Recognizes that clean air/ Explain how many of the acti-

water is necessary for good vities of man can make the
health. air "dirty".

Demonstrate the Concept that

water may be polluted or con-
tain harmful substances and
yet look clean. Mix salt into
glass and compare it to a
glass of clean water. They
look the same but are not.
Provide explicit descriptions.

Identifies places where Have students list, e.g. hos-

noise control is required. pital, library.

5. Conservation

Demonstrates understanding uf Using litter found on the

recycling concept. school grounds, have the
students make a litter poster,
mobile, statue, etc.

Halle the students bring a re-

fundable container to school
or have them find hidden con-
tainers on the playground.
After these have been collect-
ed or found in the "treasure
hunt" take the class to a
friendly neighborhood store
to convert them,to money and
buy a "goodie" with the
returns.

75
"tj
CITIZENSHIP AND INDIVIDUAL RESPONSiBILITY
Level 3
E. Environmertal Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Show examples of recycled

products.

Recognizes his responsibility

to preserve the environment,
e.g. not damag-ng trees.

Demonstrates awareness of
various ways to conserve
energy.

6. Safety

Demonstrates knowledge of Show the class the tools that

the dangers inherent in they are not allowed to use.
outdoor tools and equipment.
Explain why these are not to
be used by children.

Explain and give examples of

dangerous chemicals and dis-
cuss the importance of having
a parent or other adult apply
or use such things as sprays,
fuels, etc.

Demonstrates knowledge of
water safety rules.

Demonstrates awareness of Show a film about children and

the effect of fire. matches. Introduce "Smoky the
Bear" or "Paddy the Beaver"
and talk about forest fires.
Provide explicit description.

Demonstrates the knowledge of Make a glass of dirty snow in

various unsafe outdoor the classroom to show why one
practices. should not eat it.

Collect and show some of the

most common berries that the
student might encounter and
which they must avoid,
e.g. dogwood, cottoneaster,
hmeysuckie, etc.

76 1 (4
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 4 .

A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Personal Characteristics/
Self-Identification

The student:

States/writes/signs: Provide instruction and rein-

locality, province, country , forcement.
ethnic background, ages of
family members, birthdate, Have each student make person-
class, room number. al information scrapbook.

Identifies extended family

relationships.

Identifies and demonstrates Have a class discussion. Magic Circle.

-or deScribes some interests
or preferences, abilities or Have student write auto- Schools Without
talents. biography. Failure.

Form classroom hobby clubs.

Recognizes and accepts D.U.S.O. Level 2

physical limitations. All About, You. .1,

Lisa and Her

Soundless World.

2. Physical Self

Interprets and categorizes Make a list of terms related

appropriate visual images, to the senses.
sounds, tastes, smells and
tactile experiences. Go on field trips.

Practise in art classes.

Play games, e.g. mystery box

game, math and science games.

Recognizes concepts related Have ,,,a class discussion about All About You.
to growth and development, age, height, weight, strength,
increasing knowledge and
skills.

Make growth charts.

During physical education

practise related activities.

77
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 4
A. -Knowledge of Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

I.dentifies seedifferences Bring in appropriate guest Social Learning

between males and females. speakers, e.g. school nurse. Curriculum.
Primarily Me,
Have a class discussion, Mostly Me.
including appropriate identi-
fication of primary and
secondary sexual character-
istics.

Discuss in health class.

Identifies physical differ-.

ences and similarities
between self and others.

Respects the privacy of Discuss the meaning of privacy

-
others. and the fact that certain
things are ysually performed
in private. List activities
which are usually done in
private.

3. Emotional Self

Identifies an increasing Use class discussion and role All About You.
number of emotions in self modelling of various emotions, I Have Feelings.
and others. e.g. being excited, nervous,
happy, sad, angry, fearful,
left out.

Identifies emotions in Have a class discussion. Interaction IV

pictorial and written form. Series.

Identifies causes of
emotions.

Identifies consequences of Use role playing.

emotional reactions.

Recognizes signs and causes Teach students to verbalize Magic Circle.

of stress in self and others. stress responses (expression, Toward Affective
posture, verbalization). Development.

Practises relaxation, with Utilize relaxation exercises Centering Book.

guidance. which are either scripted or
on records.

78
106
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 4
A. Knowledge of Self

_OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Expresses emotions appro-

priately in a variety of
situations.

Demonstrates understanding
of assertiveness. /

00..

79
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 4
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Needs and Motivations

The student:

Distinguishes between needs Have a class discussion about

and wants. advertising influence on needs
and wants.

Have students tape record

collection of favorite radio
and television commercials to
analyze.

Use class discussion to show

that indi:iduals have differ-
ent needs.

Identifies needs of safety, Use role play, appropriate

belonging and adequacy. stories.

Identifies how basic needs Hold classroom meetings. Magic Circle.

can be provided for. Schools Without
Failure.

Recognizes the relationship

between behavior and needs
or motives.

Identifies an increasing
number of situations in
which people need help.

2. Factors Affecting
Relationships

Given a sicuation, indicates Discuss/role play various

appropriate responses to per- responses, e.g. to siblings,
sons in varying roles. classmates, strangers.

Demonstrates respect, pro- Use role play, stories, Focus on Self

tection, cooperation, caring modelling. Development:
for other people. Involvement.

80
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 4
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

3. Handling Socia: Inter-

action
_ _

a) Expressive Communication
Skills

The student:

Communicates more effectively Use appropriate stories, class

with others, e.g appropriate discussion, role playing.
assertion for needs, direct
messages.

Communicates effectively Teaca appropriate ways to

with others in socially ap- demonstrate caring for others,
propriate ways. extending and receiving
greetings, giving and accept-
ing compliments, apologizing
for breaches of social con-
duct.

Identifies and deals with Discuss effects of interrupt-

some blocks to communication ing, blaming, irrelevant com-
in self and others. ments, put-downs, domination.

b) Receptive Communication
Skills

Follows complex directions. Use on-going classroom manage- Schools Without

ment. Failure.

Use iole playing and class

discussion.

c) Problem Solving and

Decision Making

Identifies what information

is needed to make decisions.

Given steps in problem

solving, demonstrates under-
standing of the process.

Recognizes that alternative

choices may be made.

81
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 4
B. Social Relationships

OBJa:TIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies factors which

cause a problem.

Identifies a conflict situa-

tion and applies conflict
management strategies under
direction of teacher.

4. Rules and Routines

Identifies school rules and, See Citizenship and Individual

recognizes violations of Responsiblity.
these.
Use class discussion, role
playing and appropriate ma-
terials.

Follows school.rules without

direct superv!.sion.

Identifies consequences of
breaking rules in the com-
munity.

Identifies the need for

rules and routines,
e.g. order, protection,
equality.

Identifies situations w:Iich

require the establishment
of rules or routines in
school or on the playground.

5. Social Roles

Identifies roles associated Use role playing and class

with the school and states discussion.
some of the characteristics
of these roles.

82

4--
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 4
B. Social Relationships

OBJECTIVES TEACHII;G STRATEGIES MATERIALS

The student:

Assumes leader roles in the Use appropriate on-going

classroom/playground with classroom management tech 1

i
peers in structured situa- ques.
tions, e.g. games, classroom
activities

Recognizes that roles Have student talk to relatives

_
involve rights and privi- and friends, report back to
leges, duties and obliga- class.
tions.

Recognizes that people have Arrange for appropriate class-

multiple roles, e.g. teacher, room visitors.
ftiend, student, nurse.

6. Values and Social

Expectations

Behaves appropriately in
most social situations.

Demonstrates awareness of Have -Aass discussion, guest

differences in cultures speakers and field trips.
existing in community and.
province.

Recognizes basic societal

values.

Identifies the behavior Have a class discussion about

which best illustrates a loyalty, respect, acceptance,
given value. freedom, equality, responsi-
bility, understanding, inter-
dependence, individuality.

Recognizes violation of Use role playing.

basic societal values.

Recognizes that most rules Have a discussion about safety

are for the protection of rules.
individuals.

2 " ..t

83
DEAF STUDIES
Level 4

OBJECTIVES TEACHING STRATEGIES I MATERIALS

The student:

Demonstrates knowledge about Have class discuss implica-

what causes his hearing im- tions such as: need to wear
pairment Or deafness. hearing aids; problems in
communicating with hearing
people; need to depend on
visual information for safety
in traffic, etc.

Discuss the fact tha: deafness

can result from a variety of
factors and that it is not
always possible to identify
the cause.

Demonstrates ability to cope Role play various situations

with limitations of deafness. which may arise that could
lead to frustration; purchas=
ing items in a store; being
ignored by the family during
conv(rsation; being made fun
of ty the public.

Discuss methods of dealing

with curiosity of the public
re: hearing aids.

Distinguishes between hear- Have students identify family

ing impaired and hearing members as deaf or hearing.
individuals.
Invite hearing impaired
adults to visit the class.

Demonstrates abiliLy to deal Bring in deaf and hearing

with the reaction of hearing speakers to explain some of
people when they meet for their experiences.
the first time.
Have students discuss some of
the reactions students may
encounter from hearing people.

Have student develop ways to

indicate to others that he
cannot hear.

84
ro
DEAF STUDIES
Level 4

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Role play ways in which the

student can control factors
to assist in receiving visual
information, e.g. placement
in class, asking people to
move from in front of the
window, asking people to face
the deaf when talking, and
others.

Identifies international
symbol of deafness.

Demonstrates knowledge of Explain manual communication, Communication With

manual and oral communica- oral communication and com- the Deaf: A Guide
tion. munication technlques used by for Parents of
deaf-blind people. Deaf Children.

With assistance, demonstrates Have students practise using

ability to use telephone the Telephone Device for the
communication devices. Deaf appropriately.

Performs routine maintenance Demonstrate replacement of Helpful Hearing

of hearing aid. ear molds and other mainten- Aid Hints.
a, e techniques; have students
practise the skills.

Have students discuss proper

ear care and problems which
may occur with hearing aids,
including situations when
they should be removed.

Demonstrates knowledge of Provide information to stu-

availability and use of dents regarding hearing aids,
services and devices for the telephone communication
hearing impaired. del .:es.

Demonstrates pride in Use stories about deaf people I'm Deaf Too.
achievements. to show that the deaf are
successful.

Invite deaf adults to speak

to the class about their
lives.

E5

2iat;
TRAVEL
Level 4
A. Way,, to Travel

IIIt=1I1mIMIMliy

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies and demonstrates Use role playing; discuss Real Life Reading Skills.
understanding of a broader safety rules and rules of the Reading - Everyday
range of safety and traffic road. Survival Skills.
rules.

Travels independently in com- Set up longer trips to various

munity, e.g. walking, bus points in the community.
riding, bicycle riding.

States the advantages and Have students make charts,

disadvan' _gas of vz-rious scrapbooks, picture stories.
modes of traw,l: walking,
bicycle, bus, train, clane.

86
20 I
 TRAVEL
Level 4
F. Travel Skills

.101
OBJECTIVES MATERIALS

The student:

Follows more.complex set

of directiods.

Identifies additional rules

of safe travel, e.g. refus-
ing rides from strangers.

Uses simple maps. Make maps of the classroom,

school and community.

Identifies alternate routes Make simple maps and have

to familiar destinations. student locate alternate
routes.

Demonstrates appropriate
behavior and knowledge of
rules in a variety of
settings.

Locates help when requirea. Survival Reading,

Survival Words. .

- 87
-

A
HEALTH
Level 4
A. Nutrition

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies and classifies Invite guest speaker, Milk Foundation

food into the four basic e.g. dietician, cafeteria Materials.
food groups. manager.

Go on field trip to super-

market.

Have student keep a diary

for one week of food eaten.

Discuss the four basic food

groups and the combination
food groups, e.g. stews,
pizza.

Demonstrates knowledge of a Have students compare what Canada's Food Guide

balanced diet. they ate as recorded in their and Teacher's
diaries with Canada Food Guide Handbook.
and try to identify where im-
provements in diet could be
made.

Demonstrates knowledge of Discuss the value and import- Food and Nutrition
the relationship between ance of following the Canada Cards.
nutrition, growth and Food Guide, e.g. meat provides Food and Growth
development. us ,Jith protein, iron, the B (filmstrip).
vitamins, vitamin A and fat;
protein builds new tissue and
repairs damaged tissue.

Demonstrates understanding Have student compare nutrient

of the lack of nutritional value of different forms of
value in "junk food". the same food, e.g. baked
potato, french fries, potato
chips.

Discuss foods that have very

little nutritional value,
e.g. jam and candy.

Practises hygiene in food

preparation.

88
2 Of.
1)
HEALTH
Level 4
B. Personal Care

AM.

OBJECTIVES TEACHING STRATEGIES* MATERIALS

1. Knowledge of Body

The student:

Identifies functions of body All About the

parts. Human Body.
The Spice Series.
Recognizes secondary physical Introduce the Food and Growth (film).
and sexual changes. characteristics of males and Growth: ,A Handbook
females using elementary and of Classioom Ideas
clearly defined termlnology. to Motivate the
Teaching of
Elementary Health.

2. Care of the Body.

Demonstrates independence in Discuss and list the ways to

matters of body cleanliness. care for body.

Assumes responsibility for Label hangers and lockers.

care of personal belongings,
e.g. grooming articles. Use on-going classroom re-
sponsibilities.

Identifies methods of main- Invite public health nurse as

taining a strong healthy guest speaker.
body.
Have a class discussion on the,
importance of good food,
plenty of exercise and sleep.

See Health, A. Nutrition

section.

Practises physical fitness Have student practise during

programs. the physical education class.

Demonstrates knowledge of Invite guest speaker,

what to do in case of minor e.g. school nurse.
illness.
Go on field trip to a health
clinic.

89
HEALTH .,
Level 4
B. Personal Care

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates knowledge of Invite guest speakers,

how and when to administer e.g. nurse, ambulance attend-
first aid for minor accidents. ants.

Have students discuss personal

experiences.

3. Drugh and Alcohol

Recognizes that there is a Invite guest speakder from Films: Alcohol: The
difference between prescrip- AADAC (Alberta Alcohol and First Decision; Almost
Drug Abuse Commission), Everyone Does; Drugs:
tion and non-prescription
drugs. pharmacist. The First Decision;
Easy Way Out; First
Cigarette; Let's
Discuss Smoking.

Recognizes that drugs may About Drugs.

have negative effects. Alcoholics Anonymous
materials.
Facts About Alcohol.

Identifies medical personnel Invite guest speaker,

and their function. e.g, doctor, nurse, dentist.

Go on field trip to a health

clinic.

Identifies hygiene personnel Have a class discussion about

and their function. the duties and responsibili-
ties of various hygiene per-
sonnel, e.g. garbagemen,
street cleaners.

Identifies mental health Have a class discussion about

personnel and their function. the duties and responsibili-
ties of various mental health
personnel, e.g. school
psychologist, social worker.

Invite guest speaker,

e.g. school counsellor.

90 .2,_)
HEALTH
Level 4
B. Personal Care

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates ability to fol Have a class discussion about

low emergency procedures. appropriate times to use
emergency phone numbers.

Invite guest speakers,

e.g. operator from the
emergency (911) phone line.

Use role play.

States reasons for having Have a class discussion.

a family doctor and dentist.

91

20 I,
SAFETY
Level 4
A. In the Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

The'student:

Demonstrates increased aware- Discuss potential danger Safety in the

ness of common accidents situations in the home, Home (film).
which could occur in the e.g. poisons, drugs, firearms.
home.
Dramatize common causes of Curriculum Guide
accident', and ways of prevent- for Elementary
ing them. Health.

Have students draw a floor

plan of their home, noting
hazardous area.

Demonstrates safe use of

common kitchen tools, appli-
ances, handtools, etc.

Follows appropriate proce- Elicit parental cooperation

dures for fire drill in the to practise alternate fire
home. routes in the home.
SAFETY/
Level 4
B. 'In the School

OBJECTIVES TEACHING STRATEGIES MATERIALS

The ctudent:

Demonstrates increased aware- Demonstrate correct use of Playground Safety

ness of dangerous situations apparatus and tools and dis- (film).
which could occur in the cuss dangers of misusing them.
school.
Tour school building, noting
areas requiring caution.
'?

Follows a4ropriate proce- Curriculum Guide

dures forifire drill in the for Elementary
school. i Health.
/
/

21.;
93
SAFETY
Level 4
C. In the Community

OBJECTIVES LEACHING STRATEGIES MATERIALS

The student:
_

Demonstrates understanding o Invite guest speaker.

role of police and firemen
in case of disaster.

94
WORLD OF WORK
Level 4
A. Specific and Allied Work Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Use of Tools and

,Equipment

The. student:

Selects and uses appropriate Go on field trip to hardware Shop Safety.

tools for a simple project. store to examine and select Films on use of tools.
tools; to household department I.P.A. Manual, 1980.
to examine and choose tools. Young Homemakers'
Series.
Give a recipe and have stu-
dents, working in groups,
collect all utensils needed
to prepare it.

Choose a variety of projects

within student's capabilities.

Have student choose one and

complete.
7

Follows rules of organization Demonstrate and discuss

and care of tools and equip- storage of tools and equip-
ment. ment, e.g. vacuum cleaner,
power tools.

With supervision, constructs

more complex projects.

Follows safety procedures Label storage areas.

when using tools.
Diseuss possible hazards as-
sociated with tools in use and
how to avoid injuries.

2. Following Directions
s

Follows more complex set Give clear and concise verbal Kids in the Kitchen.
of directions. and written directions. Cook and Learn.
A Special Picture
Cookbook.
Deal Me In.
Following Directions.

95
WORLD OF WORK
Level 4
A. Specific and Allied Work Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies person in author- Discuss role and responsibili-

ity in specific work situa- ty of foreman.
tions.
Invite guest speaker,
e.g. construction personnel.

Accepts supervision in Do group projects: select

specific work situations. one student to head group
(foreman).

Have each student take this

position in turn.

3. Decision Making

Demonstrates ability to make Have class discussion about

appropriate decisions in work acceptable work standards;
situations. have students judge samples
of work and discuss ways to
improve.

Show and discuss films about

decision making.

4. Independence

Demonstrates ability to per- Have student assist in library

form satisfactorily in or school office.
familiar work situatior.i.
Explain tasks before student
goes and asse'ss performance
afterwards.
WORLD OF WORK
Level 4 J
B. Career Planning and Exploration

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Why Work?

The student:

Recognizes that people are Carry out money raising pro-

paid for jobs. jects for class and school.

Recognizes that incomes vary.

Recognizes that finishing At Least A Thousand

something makes one feel Things To Do.
good (self-worth).

2. Job Awareness

Demonstrates awareness that Play game: "When I grow up Very Important

people do different jobs: L-..would like to be ...". People Series.
in home, in school, in Perhaps I'll Be ...
community. Series.
Kids Stuff, Children's
Program, CTV Productions.
Careers.
Jobs A to Z.

3. Job Demands

Demonstrates good work Use role play of situations It's Positively Fun.
habits. where good work habits are Courtesy in the
demanded. Community.
A GoodlAorker.
Use simple contracts and Unemployed Uglies.
awards and suggest goal-
setting procedures.

Demonstrates positive
attitude towards work.
How to Get That Job.
Follows complex instructions. Have students follow an Making It On Your Own.
increasing number of Career Awareness Books.
instructions.

97
2 .
WORLD OF WORK
Level 4
B. Career Planning and Exploration

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:
_
Play games unfamiliar to
student; provide written
instructions.

Completes selected tsks at Have student complete simple

school and home and assumes tasks without close super-
some responsibility for this. vision.

Select class monitors.

Make a "Jobs for the Week"

chart.

Recognizes own mistakes and Encourage students to criti-

corrects them. cize their own completed tasks
or jobs.

Check student's work and get

him to suggest ways that work
or work habits can be im-
proved.

Demonstrates good listening/ Develop oral comprehension Stories About Workers.

attending habits. skills. Read story suitable How to Hold Your Job.
for level and ask basic who, Job Attitudes.
why, when, where, type of
questions.

Communicates effectively with

peers.

Assumes some responsibility ,

for maintaining own belong-
ings.

Follows school routines.

Travels to school independ-

ently,

21 _. ( )

98
WORLD OF WORK .,

Level 4
C. Finding a Job

OBJECTIVES TEACHING STRATEGIES MATERIALS

ob

1. Awareness of Personal
Abilities and Interests

The student:

Recognizes that many voca- Compile an occupational pic- I

tions exist. ture file from magazines, etc.

Distinguishes between fantasy

and reality with regard to
aspirations, planning for
the future.

Identifies jobs/careers which Ask students to list and dis- Sign-A-Mite.

may be of special interest cuss jobs and careers. Occupational Alphabet
to him. Career Lotto.
Perhaps I'll Be ...
Series.

DeAribes own abilities and Have a class discussion. Career Exploration -

limitations for a specific Activity Cards for'Fun.
job. Canadian Classification
and Dictionary of
Occupations.

2. Awareness of Process

Demonstrates ability to use Use role play of various

telephone directory to obtain problems and social situations
information.

Demonstrates ability to take Have student convey messages

and leave messages. to school personnel.

Have student deliver notes and

newsletters home properly.

99
woup OF WORK
Level 4
C. Finding a Job

I....

OBJECTItTS TEACHING STRATEGIES MATERIALS

The student:

Develops awareness that Discuss where students might

people look for jobs. get part-time jobs.

Compile list of part-time

jobs.

DiscUss classified section of

newspaper and the purpose of
want ads.

100
2j,
WORLD OF WORK
Level 4
E. Worker's Rights

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates understanding of See Understanding Self and 100 Ways to Enhance

the concept of personal self- Getting Along With Others. Self-Concept.
worth and dignity.

Demonstrates understanding
all people have rights.

101
HOME MANAGEMENT
Level 4 ,

A. Clothing

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Care

The student:

Identifies and labels own

clothing.

Organizes closet and drawer

space appropriately.

.Utilizes laundry facilities

appropriately.

Identifies clothing agents

and techniques for various
types of materials.

Assists adult to make re-

pairs.

2. Selection

Discusses and analyzes Have a class discussion about

reasons for choosing cloth- comfort and quality of cloth-
ing. ing.

Chooses clothing suitable Have a class discussion about

for work or leisure. dress standards.

Demonstrates awareness of Discuss suitability of newest

appropriate style, color, fashions.
and design.

Identifies the appropriate Go on field :rips to shopping

store in which various items centers. Seek cooperation of
can be purchased. parents in providing a wide
variety of experiences.

3. Construction

Demonstrates ability to use Provide student with class- Sew It Yourself.

sewing tools. room experience with tools,
stitchery projects and other
Sews simple items. craft work.

102
2 ,
HOME MANAGEMENT
Level 4
B. Food

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Shopping

The stidept:

Prepares a shopping list. Discuss menu for which stu- Look *nd Cook
dents are shopping and Series.
quantity of food needed. Go
on a field trip to store after
compiling a grocery list.

With assistance, compares Discuss contents, weight, Food Products

items for price and quality. metric measures. Provide and Their Uses.
empty containers of various
products for comparison.

Demonstrates knowledge of
weights and measures used in
stores.

Demonstrates knowledge of Discuss brand names and the Lessons in Living.

brands advertised on tele- effects of advertising on the
vision. consumer. Have student relate
personal experiences.

2. Eating

Demonstrates appropriate Provide experience in actual

etiquette in a variety of meal preparation, and eating;
settings. entertain other students and
teachers in school.

Go on a field trip to a
restaurant.

Demonstrates ability to Provide student with practise.

clean kitchen area and

3. Preparation

Uses kitchen tools appli- Provide student with practise

ances and facilities. through cooking, eating,
cleaning.

Cooperate with the home to

establish daily routine.

103
HOME MANAGEMENT
Level 4
B. Food

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Prepares own lunch and Provide actual cooking

cleans up. experiences.

Cooperate with the home to

establish daily routine.

4. Serving
if
Serves family.

5. Preserving

Demonstrates understanding Provide experiments with

of concept of petishables. perishable and nonperishable
food storage. Chart results
of experiments.

Stores food correctly. Demonstrate and discuss where

specific foods should be
stored.

6. Production

Demonstrates some under Go on field trip to dairy,

standing of food production, poultry farm, vegetable gar
processing and distribution. den. Discuss production
techniques for different
types of food.

1P4
HOME MANAGEMENT
Level 4
C. Maintaiaing the Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Selection

The student:

Explains what is available Go on field trips.

in housing.
Have a class discussion on
single homes, condominiums,
room and board, etc.

Have student evaluate his own

reaction to various types of
housing.

2. Furniture and Furnishings

Explains function of various Go on field trtp to furniture

furnishings. store. Have a discussion
about unique furniture in
student's home.

3. Care anu Maintenance

Demonstrates ability to keep

own room clean.

Performs household tasks. Have student assess home

maintenance skills, and decide
which skills he needs to learn
to increase independence.

Identifies daily and weekly Have a discussion about on-

cleaning routines. going classroom responsibili-
ties.

Makes simple repairs.

105 2
HOME MANAGEMENT
Level 4
D. Child Care

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Assumes babysitting Have a class discussion on Babysitting Course.

responsibilities for short safety needs and care of
period of time. children.

With assistance, cares for Invite guest speaker with Materials from
young children. young child to visit class- Y.M.C.A. and Police
room. Department.

Go on field trip to-a day

care center.

Demonstrates knowledge of
emergency contacts.

Demonstrates ability to
show love, warmth and
respect for children and
infants.

106
MONEY MANAGEMENT
Level 4
A. Earning Money

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Counts money, using coins Use role playing: "Give me Money Makes Sense.
and bills. change for this $5.00". Money Matters.

Writes money amounts of in- Have students count actual

creasing complexity. money, spend according to
classroom goals.

Transmits money amounts to Give students problem to

calculator. solve.

Recognizes that different Have students sort and clas-

amounts of money are paid sify jobs: indoor/outdoor
for different jobs. jobs, travel/non-travel, etc.
"Jobs I like and jobs I dis-
like".

Have a discussion about com: Good Cents, Every

munity volunteers, "Why Xid's Guide to
volunteer?". Making Money.

Recognizes that jobs must be List and discuss jobs done in Pacemaker Practical
completed to earn money. class. Discuss why. Arithmetic Series.

Obtain cooperation of parents

have allowance contingent
upon completion of chores.

Demonstrates understanding Compile a grocery list and ,Department store

that the value of money have students note price materials.
changes over time. changes over a period of Working Makes Sense.
time.

107 25
 MONEY MANAGEMENT
Level 4
B. Spending Money
..

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies different types Go on field trips to local Budget (game).

of stores where goods or stores, garage, bank, dry The Shopping Game.
services can be bought. cleaners, department store,
sh-pping mall.

Play game, "Where would you

buy a battery, shirt, etc.".

Buys items independently. Shop for materials and check

receipt (for-class projects).

Recognizes advertising
techniques.

Demonstrates understanding
that prices for familiar
items vary from time to
-
time.

Demonstrates understanding
that services can be pur-
chased.

Develops and utilizes a Elicit parent support to en- The Money Series.
simple budget. courage student to earn and Using Dollars and
budget money Cents.

Recognizes that there are Use role play: travel agent,

different methods of pay- store clerk, cLstomer; play
ment. using cash, cheque, C.O.D. or
charge account.

Establishes a bank account. Cosmic Coinship.

108

2
MONEY MANAGEMENT
Level 4
C. Saving and Borrowing

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates understanding Have a class discussion.

of saving money for future
purchases. Have students set a goal,
earn and save for it using
class bank account.

Deposits money in savings

account.

Recogaizes that people

borrow money for specific
purposes.

Demonstrates understanding Have a discussion about cir-

that borrowing may or may cumstances requiring bon-ow-
not be appropriate. ing.
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 4
A. At Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Assumes responsibility for Through class newsletters, Home and Family.

own behavior, parent-teachet interviews, Man and His
group meetings, etc., discuss Families.
behavioral expectations for
this group of students and
E.
how home and school both
conCribute to the development
of appropriate behavior.
'

Identifies how roles and Have students discuss jobs at

responsibilities change home and school. Have them
with age. do the same for other members
of their immediate families,
including vocational responsi-
bilities and volunteer work.
DiscUss why responsibilities'
vary from member to member.
,

Recognizes that families

change because of separation
birth, death, etc.

110

o
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 4
B. At School

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Differentiates between Have students make lists of Man and His Family.
personal, private and items which fall within the
public property. three categories. Discuss
the fact that some posses
sions are unique to one
category, whereas others may
appear in two or more.

Have students make a list of

generalizations pertaining
to the use of each kind of
property.

Recognizes reasons for main Discuss with students the

taining school rules. basic rules ofthe school;
ask them to suggest why each
rule was instituted.

Participates in decision Involve students in planning

making in the classroom. for field trips, parties,
sports days and ocher activi
ties in which student input
is desira")le.

Responds to authority in Have students discuss lines of

the school. authority in school, authority
limits and the responsibili
ties of each person who acts
as leader within the school.

Responds to elected author Have students elect their

ity within the school. team leaders in sports, their
school patrol leaders, offi
cers of clubs, etc.

4-

2
lll
Is-.
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 4
C. In the Community

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

States the name of his town Have students use maps and Man and His Communities.
or ci6;, province, community, globes. Use the address on Social Studies for
country and continent, a letter or label to indicate Community Living.
how one's location is,deter-
mined.

Identifies immediate
neighboring continents.

Identifies and explains the Display a Canadian flag in

symbolism of the Canadian the classroom.
flag.
Have students discuss why
countries have flags and
what our Canadian flag means
to Canadians. Practice the
salute to the flag and dis-
cuss its meaning.

Sings the National Anthem. Have students sing or sign

the words of 0 Canada on ap-
propriate occasions and
practise the anthem in music
classes.

Discuss with students the

meaning of the words and
when it is appropriate to
sing 0 Canada. Note that
people stand at attention
during the singing or playing
of 0 Canada.

Identifies the role of com- Have students choose from a

mon community helpers. list of community helpers and
then present reports on the
wor done by these helpers.

Identifies common city or Go on field trip to a local

town facilities. recreation facility.

States the function of city Have class visit hospitals,

or town facilities. town hall, libraries, etc.
Follow up by discussions or
written reports on the impor-
tance of these facilities.

112 aju
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 4
C. In the Community

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Recognizes that there are Have students discuss that

city or town.rules. there are by-laws pertaining
to bicycles, pets, etc.

Participates in community
activities.

Recognizes that authority Discuss with students the

may be gained by being role of elections in dele-
elected, earned, delegated gating authctrity; hod appoint-
or assumed. ments to authority are ,
frequently earned and how
authority is assnmed in cases
of emergency.

Describes cultural and Canadian Communities.

ethnic differences.

Demonstrates awareness of My World.

other countries. Hello World: It',s
Nice to Know You.
Why Should I Care.
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 4
D. Current Events

OBJECTIVES TEACHING STRATEGIES MATERIAL5

The student:

Demonstrates ability to See Social Studies curriculum1

select a major radio,
television newscast or Have guided discussion of
press report. major news stories.

Simulate the function of the

media (class or school news-
paper).

Identifies major ncws Have students plan a field

stories. trip to a local newspaper.

Simulate newspaper functions

with class reporters, editors.

Discuss how to write a news

story.

114
 N,

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Level 4
E. Environmental Education

OBJECTIVES TEACHiNG STRAT:. IES MATERIALS

1. Ecology

.._
The student:

Classifies related species. S.E.E.D.S. Poster Pack.

Classifies plant material

on two Jr more dimensions. ).

I
Identifies basic require-
ments necessary for growth
of living organisms.. ii.

Demonstrates some knowledge

of laws dealing with animal
care, e.g. pet licensing.

Demons'r-ates increasing Exploring Ecology. o

awareness that parks are

conservation areas.

Recognizes the positix /

negative effects of man's
intervention in nature.

Assumes responsibility for

the care of a plant or
pet.

2. Natural Phenomena

P;edicts weather from sky

conditions/descriptions.

States cha-acteristics of
each season.

States how weather affects

the life of others,
e.g. farmers.

3. Energy

Demonstrates knowledge of Discuss that as fuel and other

alternate energy sources, forms of energy become scarce
e.g. wood burning fire- the cost goes up.
p1P.ces, solar heating.

115
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 4
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates awareness that Ask students to discuss the Energy Conservation

the energy used to heat his cost of electricity and other Cut-outs.
home and provide other utilities with their parents. Utility and Gas Bills.
utilities costs money.

4. Pollution

Demonstrates ,,wareness of a Have student prepare a list StoP Polluting -

variety of envirormWRtal of environmental features to Start Preserving.
considerations. watch for on hls next car
ride (pollution bingo).
Include:
- litter barrel
- no loitering sign
a very noisy truck or car
campground garbage can,
etc.

Have a\r,lass picnic at a

nearby p k or roadside camp-
ground. W41e at the site
teach studen the basics of
good use of tFi facilities,
e.g. leave the oulid
ullittered, repla e rhe wood
supply, no cutting f wiener
sticks, proper toile
practices. \

Go on field trip to airpOt

and discuss pollutioi
resulting from air travel.

Recognizes importance (:)]

pollution control laws,
including noise pollutioo.

Recognizes factors contri- Discuss that, in a city, the

buting to environmental removal of man's waste
safety. materials is carried out by
special people and special
equipment or systems.

11 o
CITIZENNIP AND INDIVIDUAL RESPONSIBILITY
Level 4
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies sources of ex-

cessive noise within the
environment.

5. Conservation

Saves recyclable materials

and returns to appropriate
place.

Demonstrates knowledge of Have student make a small Living Well in

reasons for conservation, poster to remind people at Times'pf Scarcity.
e.g. cost. home to turn out the lights
when leaving a room.

At home, have the student

monitor the thermostat to en-
sure that it is turned lower
at night when the family
sleeps.

6. Safety

Demonstrates safe use of

outdoor tools and chemicals.

States, discusses and

follows water safety rules.

Demonstrates knowledge of
fire prevention methods.

Practises safety rules that Have students assemble Out in the Wilds.
apply to the outdoors. pocket survival kit.

Recognizes people in posi- Invite a park warden, life-

tions of authority in parks, guard, etc. to tell the class
etc, about his job and show
iarious uniforms.

Demonstrates ability to go Show student what to do if

to appropriate locations if caught in bad weather; show
caught in inclement or the "Block Parent" sign and
potentially dangerous program.
weather.
117
23 :)
 \
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 5
A. Knowledge o lf

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Personal Characteristi
Self-Identification

The student:

Identifies the need and

function of self-identifying
information, e.g. I.D. num-
ber.

Identifies and describes an Expose students to a wide All About You.

increasing number of inter- variety of ekperiences, and Understanding Yourself.
ests or preferences, people with whom to discuss
abilities or talents. interests.

Recognizes and accepts Bring in guest speaker.

physical limitations and
the range of differences
between people.

2. Physical Self

Interprets and categorizes Have students list sights and All About You.
sensory input. smells that warn people to be
careful.

Identifies physical sex Bring in appropriate guest

changes and feelings arising speaker, e.g. public health
from awareness of sexuality. nurse.

Discuss appropriate books.

aeLognizes that physical Have class discussion. Lifeline.

differences affect occupa-
tional and personal choices.

Demonstrates appropriate Love and Sex in

behavior in public. Plain Language.

31\ Emotional Self

RecogNizes mixed emotio.s/ Use role playing and class

changing,. emotions. discussion.

118
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 5
A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Have students share situa-

tions in which they wanted to
do two or three things at the Looking Ahead to
same time but could only do Marriage.
one, and try to explain how
they felt on such occasions.

Demonstrates increasing Have students suggest T,ssible All About You.

awareness of causes of reasons why a hockey player
emotions and consequences threw his arms around another
of emotional reactions. player's neck; a baseball fan
groaned; Mary slammed the
Recognizes the relationship door, etc.
between emotion and behavior.

Recognizes and categorizes Have group develop two lists Today's Teen Series.
the causes of stress in self of situations; one in which Innerchange Units
and others. stress helpeo to bring about 28 and 30.
desirable results, the other
in which misfortunes occured.

Identifies appropriate ways Have students list ways in Innerchange Units

of dealing with stress. shich they have observed their 2, 17, 25 and 29.
peers or adults satisfying
their social needs; share
their observations with the
class.

Expresses emotions appropri- Use role play, including

ately with regard to handling positive and negative
situation, intensity, feelings, handling ambivalent
relationship. feelings.

Demonstrates understandLng
of the difference between
being assertive and being
aggressive.

119
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 5
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Needs and Motivations

The student:

Identifies human needs which Have class discussion about Values Clarification.
are physical and those which advertising influence on needs
are emotional. and wants.

Have students tape record

collection of favozite radio
and television commercials to
analyze.

Have class discussion to show

that individuals have differ-
ent needs.

Identifies needs of safety,

belonging and adequacy.

Identifies how needs can be Use role play, appropriate

provided for. stories.

Recognizes the relationship Hold classroom meeting. Innerchange

between behavior and needs Schools Without
or motives. Failure.

Identifies an increasing
number of situations in
which people need help.

2. Factors Affecting
Relationships

Recognizes how age and

sta'..us affect the ways in
which people relate to one How to Get Along
another. with Others.

120
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 5
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MAT, RIALS

3. Hanaling Social
Interaction

a) Expressive Communication
Skills

The student:

Demonstrates increased skill Use role play, class discus-

in communicating with others. sion, books, films.

Communicates effectively with Innerchange.

others in socially appropri-
ate ways.

Identifies and deals with Discuss the effects of the Getting Along With
blocks to communication in following blocks: put downs, Others.
self and others. dominations, judgement,
interruptions, blaming, ir-
relevant comments.

b) Receptive Commur ation

Skills

Demonstrates increasing com- Give guidelines, number of Activities for

prehension skills. directions. Developing Self Awareness.

c) Problem Solving and

Decision Making

Demonstrates understanding Use appropriate stories lead- Lifeline.

of the terms: problems, ing co class discussioa.
decision, consequences,
solution. Use role play.

Applies the steps of

problem solving to personal
experiences with minimal
supervision.

Demonstrates ability to
evaluate most appropriate
solution.

121
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 5
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates awareness of Discuss cause and effect Parent Effectiveness

how problems are caused. relationship. Training.
Teacher Effectiveness
Training.

Demonstrates ability to Use incomplete stories. Dis-

apply constructive conflict cuss compromising, threat
management techniques with free explanation, distracting,
increasing independence. abandoning, exaggerating,
humor.

4. Rules and Routines

Identifies rule: of behavior Have a class discussion about Getting Along

in a variety of familiar behavior during field- trtww, with Others.
situations. parties, sports activities, How to Get Along
etc. with Others.

Follows r'lles of appropriate Emily Post Book

behavior in a variety of un- of Etiquette for
familiar settings. Young People.

Identifies consequences of
breaking rules in a variety
of familiar situaEions.

Formulates routines/rules
for familiar situations and
identifies consequences.

Identifies ways in which Have students choose class Schools Without

rules made by others may executive; form a mini society Failure.
be modified, e.g. voting. with own rules to be estab-
lished by democratic process.

122

2,1u
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 5
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

5. Social Roles

The student:

Identifies roles associated Go on field trips into com-

with the community and munity.
states some of the charac-
teristics of these roles. Bring in appropriate class-
room visitors.

Have a class discussion about

various roles', e.g. adult,
child, girlfriend, customer,
various work related roles.

Recognizes the difference

between official and unof-
ficial roles, e'.g. friend
vs. president.

Recognizes the privileges Have student list and compare Getting Along
and obligations associated privileges, e.g. parent/child, with Parents.
with a variety of roles. student/teacher. How to Get Along
with Others.

Recognizes that a person may Have student talk to relatives

assume several roles at the and friend and report back to
same time. class.

6. Values and Social

Expectations

Behaves appropriately in
all social situations.

Demonstrates understanding Invite guest speaker.

of the relationship between
social customs and values. Have a class discussion.

Relates personal values to

those of society.

123

24
 UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 5
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:
a

Demonstrates increasing
awareness of personal values
by stating what to do in a
given situation and why.

Recognizes some alternative

behaviors which others might
engage in in the same situa-
tion.

Demonstrates understanding Use current events as reported

of the relationship between, in news media as basis for
moral values and laws. class discussion.

Demonstrates understanding
of need for protection of
self and property.

124
DEAF STUDIES
Level 5

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies factors which Have students discuss factors

can cause deafness. which cause deafness, termino-
logy related to various
causes, genetic factors in
hereditary cases.

Recognizes that hearing im- Have students discuss occupa-

pairment places some tional (appropriate and inap-
restrictions on occupational propriate) choices for hearing
choices. impaired individuals. Compare
the number of occupations
identified with the number of
choices that it is possible to
enter.

Demonstrates knowledge of Have students identify other

educational programs for programs which exist in the
deaf students. province and across the
country.

Provide students access to

information about post-
secondary educational programs
for the hearing impaired in
Canada and the U.S.A.

Demonstrates knowledge that Have class discuss problems

the hearing impaired are that are unique to the deaf
much the same as the hearing and recognize that they share
people. common problems and concerns
with the hearing people.

Have students discuss similar-

ities of problems between the
hearing and the deaf.

Demonstrates knowledge about Discuss use of residual hear-

various methods of communica- ing, speech reading, oral and
tion and the advantages and manual communication as they
limitations of each method. relate to various degrees of
hearing loss, effectiveness
i use, and problems which
may be encountered.

125
DEAF STUDIES
Level 5

OBJECTIVES TEACHING STRATEGIES MATrPIALS

The student:

Have students identify situa-

tions when written communica-
tion or the use of interpre-
ters may be required.

Demonstrates knowledge of
the meaning of the inter-
national symbol of deafness.

Demonstrates increasing
ability to use telephoae
communication devices.

Demonstrates knowledge about Have students obtain informa-

availability and use of tion regarding: hearing aids,
services and devices for speech and audiology services;
the hearing impaired. captioned films; interpreter
services (manual and oral);
telephone communication
devices; smoke detectors,
door bell devices, alarms,
etc.

Demonstrates knowledge of
sources of information about
services and devices.

Demonstrates knowledge about Invite a number of deaf adults I'm Deaf Too.
lives of successful deaf to speak to the class regard- Successful Deaf
people. ing their success in occupa- Americans.
tional, social and family life Notable Deaf Persons.
situations, problems encount- Interesting Deaf
ered and how thes were dealt Americans.
with. Courageous Deaf
Adults.
Have students study lives of
successful deaf people.

126
24
 TRAVEL
0 Level 5
A. Ways to Iravel

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

States the advantages and Have students list and compare

disadvantages of a broad walking, cycling, public
range of modes of travel. transportation, etc.

Identifies and demonstrates Obtain copies of local and International

understanding of an increas- provincial codes. Traffic Signs.
ed range of safety and traf-
fic laws, including highway
and civic laws for vehicles.

Travels independentli beyond Set up city wide trips, using Motorcycle Safety.
the community. transit or bus facilities,
with as much student independ-
ence as possible.

127

2,1T,
TRAVEL
Level 5
B. Travel Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates ability to use How to Read a Map.

a variety of maps.

Demonstrates knowledge of Have student make a map of How to Read Schedules.

map symbols. school and neighborhood..

Identifies alternate routes

to unfamiliar destinations.

Reads and uses a variety of

transportation schedules.

Plans trip itinerary.

Demonstrates appropriate
behavior and knowledge of
rules.

Identifies agencies that

help travellers, e.g. AMA,
RCMP, local police.

Identifies basic maintenance Have student work on actual

procedures for vehicles: vehicles if possible; visit
tire pressure, tire changes, garages with class.
grease and oil.

128

24
 SAFETY
Level 5
A. In the Home

OBJECTIVES TEACHING STRATEGIES MP_ERIALS

The student:

Demonstrates awa7eness of Have student research and Your Family's Safety.

the causes 2.nd types of report on the incidence and Keep Them Safe, Safety
common accidents which causes of home accidents, in the Home (films).
could occur in the home. the losses involved, -.nd ef
fective methods of control
ling or avoiding home
hazards.

k
Using the most recent avail Curriculum Guide
able stati -ics have stu_:. .c,.. for Junior High
report on the number of ac School Health.
cidents that occur at each
age le7el.

Through group discussion pre

pare a set of standards which
will aid in the prevention of
home accidents.

Discuss reasons some people

seem more accident prone than
others, e.g. nervous tension,
carelessness.

Discuss gre t cost aad loss

of time due to accidents.

Demonstrates safe use of

kitchen tools, appliances,
haldtools, etc.

Demonstrates knowledge of Discuss common causes of fire. Fir,! -fety is Your

fire prevention and fire Problem (film).
safety. Discuss the procedure that
should be followed in the
event of fire in the home.

List useful fire fighting

equipment that should be kept
in the home.

Bring in guest speaker,

e.g from fire ..partment.

129
SAFETY
Level 5
B. In the School
.1141111111, AMP

OBJECTIVES TEACHING STRATEGIES MATERIALS

The 'student:

Demonstrates knowledge of Have a class discussion about Curricui,m Guide

common accidents which could the chief causes of accidents for Junior High
occur in the school. in the school grounds. School Health.

Have studeW:s research and Films:

report the proportion of ac- Play it Safe;
cidents that occur at school, Safety Adventures
at home and on the way to and out of Doors;
from school. Water Safet,.

Discuss what the students can

do to control the hazards in-
volved.

Have student groups plan a

study of school accidents
to determine their location,
the vpe of acti ty and the
cat.ies.

Demonstrates knowledge of
fire prevention ard Fire
safety.

130

2: 3
SAFETY
Level 5
C. In the Community

OBJECTIVES . TEACHING STRATEGIES MATERIALS

The tudent:

\
Demonst ates understanding
of how , co --ate with
authorit.is case of dis-
aster.
\\
\

\
WORLD OF WORK
Level 5
A. Specific and Allied Work Skillst .1
\

\
\
OBJECTIVES TEACUING STRATEGIES MATERIALS

1. Use of Tools and

Equipment

The student:

Selects and uses appropriate Have a class discussion and Manufacturer's Use
tools and equipment for a demoastrate the use of un- and Care Manuals.
specific project. familiar tools and equi.pment.

Organizes and cares for tools Explain storage procedures.

and equipment.

Constructs more complex Have each student use equip-

projects. ment while monitoring his
proficiency.

Assign projects which require

the use of more complex equip-
ment.

Follows safety procedures Discuss the necessity of

when using tools and equip- safety shields when using
ment. power driven tools and equip-
ment.

Discuss absolute necessity for

listening carefully to the
directions; concentrating on
the task at hand, when using
power driven tools and equip-
ment.

Lnvite guest speaker: indus-

trial safety.

2. Following Directions

Follows comp1ex set of Develop group projects in-

directions. volving complex set of
directions.

132

25u
11641MINIIIMI
WORLD OF WORK
Level 5
A. Specific and Allied Work Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies person in author- Have different students act

ity in a variety of work as foreman. Evaluate project
situations. when complete.

Accepts supervision in
specific work situations.

3. Decision Making

Demonstrates ability to make Display samples of work of From Classroom to

appropriate decisions in . differing quality and have Career, Parts 1
work situations. class discuss, evaluate and and 2.
decide how to improve.

4. Independence

Demonstrates ability to Provide opportunities for stu-

perform satisfactorily in den to work in a variety of
unfamiliar work situations. situations. Monitor and
evaluate performance. Discuss
with student.

133
WORLD OF WORK
Level 5
B. Career Planning and Exploration

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Why Work?

The student:

Demonstrates awareness that Discuss current costs of food, You and Your Pay.
working for a salary brings clothing, shelter.
independence.
Suggest that students develop
a monthly budget. See Money
Management section.

Demonstrates awareness that Invite guest 'speakers: archi-

satisfaction results from tect, engineer, seamstress,
task/job completion. author, carpenter.

2. Job Awareness
_

Develops knowledge of Invite guest speakers from Occupations 2.

variety of jobs/careers. businesses, industries, Occupationr L.
unions and Chamber of Com- Picture Interest
merce. Inventory.
Jobs A to Z.
Compile lists of jobs in Work for Everyone.
various classifications: The Job Box Vocational
service and non-service jobs, Resource Module F. ,
part-time/full-time, iobs Career Search.
that interest me/jobs that do I'm Going to Work.
not interest me, jobs avail- The Long Hair Men (film).
able locally. The Turner Career
Guidance Series, 1 - 6.
Have student research and re- Canadian Classification
port: Jobs I Would Like To and Dictionary of
Do. Occupations.
S.R.A. Guidance Series.
Exploring the World
of Jobs.

134
WORLD OF WORK
Level 5
B. Career Planning and Exploration

OBJECTIVES TEACHING STRATEGIES ; MATERIALS

The student:

Demonstrates knowledge of Discuss jubs classified as Scope Job Skills Series.

job demands, routines and skilled, semi-skilled, and Getting a Job.
qualifications. education, training required Me and Jobs.
for jobs. The Job Box Vocations
Resource Module F.
Me and Others.
You and Your World.
Service Occupations.
Stories About Workers.
Career Awareness
Program.
Work Experience Manual.

Explores careers through Use work experience program.

practical experience.
Have a discussion about part-
time jobs, e.g. bahysjtting.

Demonstrates knowledge oi Supply up-to-date information

some special training pro- on training programs that may
grams and institutions. be of interest to the
students.

3. Job Demands

Demonstrates good work Good Work Habits.

habits.

Demnnstrates positive Use work experience program. Work Experience Manual.

attitudes towards work. So You Want a Job, Eh?
Discuss the importance of The Nature of Work.
correct attitudes,
e.g. willingness to work,
dependability, initiative.

Completes all tasks assigned Discuss work experience with A Good Worker.
in all areas at school and individual students. Getting Ahead of Your
on the job. Job.

Demonstrites good listening/ Check individual student's Perceptual Communication

attendi ; habits. work to see that instructions Skills; Developing Audi-
are followed. tory Awareness, Level C.

135
WORLD L:F WORK
Level 5
B. Career Planning and Exploration

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates ability to com- Role play various situations.

municate effectively with
people at school and on the Discuss differences between
job. advice, orders and requests.

Maintains personal and Discuss reasons for neat

other belongings in neat storage of belongings partic-
fashion in school and at ularly in work experience
work. site, industrial education
\ laboratory.

Develops awareness of job Kaye scudent study jobs and The Job Box.
routines. routines.

Travels to work stations

independently.

Demonstrates awareness of Discuss the importance of

time as it relates to job. punctuality and job completion
within a specified time.

Recognizes the ne ,_. for Have students discuss the

balance between work and kinds of satisfactions
leisure. obtained from each. Develop
plans for use of time, then
chart daily activities for a
week.
WORLD OF WORK
Level 5
C. Finding a Job

OBJECTIVES TEACHING STRATEGIES MATEPTikLS

1. Awareness of Personal
Attributes and Interests

The student:

Identifies educational and Job in Your Future.

personal characteristics You Gotta Know Yourself.
required for a variety of Janus Job Planner.
vocations. Girls and Their Futures.
Career Awareness; The
Identifies vocations for Alternative.
which he has appropriate Service Occupations.
skills and abilities. Work for Everyone.
Very Important
Identifies jobs/careers Have students prepere People Series.
which may be of special interest inventory. Becoming Myself.
interest to him. Here I Am.
I'm Not Alone.
Demonstrates knowledge of Have a class discussion on
personal strengths aad important personal character-
weaknesses that are import- istics.
ant in the world of work.
Have students compare duties,
qualifications and physical
limitations of jobs.

2. Awareness of Procebs

Demonstrates ability to use Have student use the Help!

telephone directory to directory for various kinds Application Forms.
obtain information. of information. Select Basic Skills on
specific products or services the Job.
and have students list local How to Get Th 3b.
businesses where they can be
obtained. Finding and h, qg
a Job.
All About Jobs.
Using the Want Ads.
Getting That Job.
Work Experience
Manual.

137

215s)
WORLD OF WORK
Level 5
C. Finding a Job

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates knowledge of Have student read and inter-

how to use newspape- "Help pret all information in want
Wanted" columns to find a ads including abbreviations,
job. select a job from newspaper
want ads and applr for it.

Recognizes that jobs can be Have students discuss and

obtained through a variety compare the various methods of
of means. looking for a job, e.g. per-
sonal ads, personal contacts,
employment agencies.

Invite high school students

who have jobs to describe
how they got their jobs.

Identifies and locates com- Invite guest speaker from Janus Job
munity and government Canada Manpower Office, Interview Guide.
agencies that assist in job Provincial Employment Office,
placement. City Employment Office.

Have a class discussion and My Job Application.

make a list of services
offered by community and
government agencies.

3. Personal Contact

Names person(s) who can Discuss ways to find part-time How to Get That Job.
provide assistance in find- work, e.g. want ads, visit to Finding and Holding
ing a job. work place, personal contact. a Job.
Compile list of persons who Getting a Job.
could help to choose or get a How Teenagers Can
job (friend, relative, teach- Get Good Jobs:
er). Applications for
Positionsi.

States ways in which person- Discuss types of personal

al contact will assist in contact (persons, visit to
finding a job. work place or use of public
employment services).

Discuss importance of job

interview.

Role play interview situation.

138

o
WORLD OF WORK
Level 5
C. Finding a Job

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates skills Have students compile list of Preparing for a

nec2ssary for the job inter- questions and needed informa- Job Interview.
view process. tion relating to the job - Getting Applications
employer (what job, times, Right.
pay, bonuses) - employee Personal Resume
(relate previous experience, Preparation.
school programs completed, Resumes That Get
expectations). Write a job Jobs: How to Write
data sheet - include name of Your Best Resume.
job, name of boss, phone
number of employer.

Discuss: How does the employ-

er decide when to hire.

Compile list.

Role play students interview-

ing each other.

Have students compile a list The Work Series.

of interview do's and don'ts. The Jobs Book.
Include punctuality, speech,
conduct, manners and appear-
ance.

Invite personnel officer from

a local industry to speak.

Demonstrates ability to fill Display examples of applica-

in an application form. tion forms, explain vocabulary
and nature of information re-
quested. Have students
practise filling out forms as
if they were applying for an
after-school job.

Writes letters of inquiry, Develop criteria for a good

personal resunw and "thank business letter; have students
you" letters. practise writing real or
sample letters.

139
WORLD OF tr:ORK
Level 5
D. Keeping a Job

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Health and Safety

The student:

Practises safety rules Obtain report from work Keeping That Job.
while on the job. experience placement. Attitude and Safet
Posters.
Discuss care of equipment,
materials and self on the
job.

2. Knowledge of Work Habits

Demonstrates knowledge of Have a class discussion about A Good Worker.

responsible work habits. punctuality. Don't Get Fired -
13 Ways to Hold
Your Job.
Good Work Habits.

3. Interpersonal
Relationships

Demonstrates ability to get Learn to Earn.

along with people in a
variety of situations.

Demonstrates knowledge, PATH - Positive

awareness, and acceptance Attitudes Towards
of individual differences. the Handicapped (kit).

140
WORLD OF WORK
Level 5
E. Worker's Rights
_
OP,JLCIIVES TEACHING SnATLGILS MATERIALS

The student:

Demonstrates understanding of
the worth and dignity of
others.

Recognizes the rights of

others.

Recognizes that there is

Human Rights Legislation.

Recognizes that both workers Use businesses or industries

and employers have with which the students are
established rights. familiar to illustrate the
rights and expectations of
both employees and employers.
Indicate which of these ap)ly
to other work situations and
whicn are unique.

Applies for social insurance

number.

141
HOME MANAGEMENT
Level 5
A. Clothing

OBJECTIVES TEACHING STRATEGIES MATERIAT.S

1. Care

The student:

Assumes some responsibility Discuss proper ctorage of

for the care of own wardrobe. personal clot:Ang, care re-
quired for caecific items and
the piocedure... used in doing
laundry.

Utilizes laundry facilities Have a classroom discuss.on.

independently.
Elicit parent cooperation to
follow through at home.

Uses cleaning agents and Lessons in Living.

techniques for various
types of materials.

Makes simple repairs.

2. Selection

Demonstrates understanding Snip, Clip and Stitch.

of the size systems used
for clothing.

Chooses clothing suitable_ Have classroom discussion

for various activitics. about dress standards.

Chooses appropriate style, Discuss suitability of newest How You Look and Dress.
color, and design. fashion. Teen Guide t.--)
Homemaking.

Demonstrates ability to Go on field trips to depart- All About Clothes.

choose appropriate acces- ment stores, speciality shops. Homemaking for
sories. Teenagers.
Compare vaTious fabrics to
examine the differences in
fabric construction. Discuss
how this is related to use.

Shops for clothing. Collaborate with parents.

142
HOME MANAGEMENT
Level 5
A. Clothin&

OBJECTIVES TEACHIN RATEGIES MATERIALS

....MrIV111111111

The student:

Demonstrates understanding Have a classroom discussion.

of guarantees and warranties.
Invite guest speakers with
consumer expertise.

Demonstrates knowledge of
what to do with sub-standard
goods ard services.

Demonstrates v.derstanding Have students plan major

of variation of quality, field trips, e.g. cross-
quantity and price in the country skiing, camping.
market place.
Have them assume responsibi-
lity for earning money, bud-
geting, purchasing supplies,
arranging transportation, etc.

Demonstrates awareness of Have students check variations

pricing variations. in quality and prit:e.

Estimates the cost of

various items in his ward-
robe.

3. Construction

Demonstrates ability to use 2rovide classroom experience

sewing tools and machines. with machines and tools.

3ews and repairs articles. Teach the names and uses of

tools and equipment. Provide
the opportunity for students
to practise simple repairs,
alterations and garment
constructLa.

Selects appropriate patterns,

materials and accessories.

Identifios and elrries out

various methods of con true-
tion.

143
HOME MANAGEMENT
Level 5
B. Food

OLJECTIVES TEACHING STRATEGIES MATERIALS

1. Shopping

The student:

Demonstrates ability to Invite guest speaker, Food Buymanship.

budget, including sales e.g. home economist.
and seasonal items.

Compares items for price Go on field trips to shop for Food and You.
and q, ility. groceries to prepare for cook-
ing.

Demonstrates knowledge of Provide practical experience Guides to Modern Meals.

weights and measures used in store.
in stores.

Distinguishes between Co shopping and have students Materials from General

convenience stores aad compare prices. Focti Corporation.
supermarket.

Explains purpose Lnd use of Have student tape record

advertising. examples _of advertisements
heard on the media, and
evaluate sal

2. Eating

Demonstrates ability to ,Elicit cooperation with the

clean kitchen area and home to establish meal pre-
utensils. paration, entertaining and
clean-up routines.

3. Preparation

'Jses kitchen tools, facili-

ties, appliances. How You Plan and
Prepare Meals.
Prepares simple meals.

Plans menu, e.g. breakfast, Provide on-going experience Around the World in
lunch, dinner, snack. in Home Economics class. 80 Dishes.
Betty Crocker's Cookbook.
DemonstratLs ability to use
recipes.

144
HOME MANAGEMENT
Level 5
B. Food

OBJECTIVES TEACHING SfRATEGIES MATERIALS

The student:

Better Homes and

Gardens Cookbook
(series).

4. Serving

Serves family and guests. Have student plan and prepare

a lurch at school and invite
another class as guests.

5. Preservink

Demonstrates knowledge of Go on a field trip to food

how to package for short packaging company.
and long terr storage,
including advantages and Have class discussion on
disadvantages. freezing, canning, pickling.

Have student plan, shop and

preserve food.

6. Production

Explains/describes produc- Go on field trip to commercial

tion, processing and food processing plant, super-
distribution of: market.
- garden pruducts
- dairy products Discuss complete processing of
- grain products food.
- fishing products.

145

2i ..,)
HOME MANAGEMENT
Level 5
C. Maintaining the Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Selection

The student:

Investigates various types Have a class discussion.

of accommodation.
Go on field trips based on
want ads.

Invite guest speakers:

construction, realty.

Recognize:, responsibilities Invite guest speaker from

related to neighbors, land- Landlord/Tenant Association.
lords ,\cormuunity.
See Citizenship and Individual

\ N
Responsibility section.

2. Furniture.and Furnishing
_.,.c

Explains what sh ld be Have student create model Teen Guide to

considered when fU nishing home, then price furnishings Homemaking.
a home, e.g. need, ality, to arrive at a realistic ap-
price. .
, proximation of cost for his
project.
\
\
3. Care and Maintenance

Performs household tasks ite resource person.

using appropriate equip-
ment. Work Vith Home Economics
teacher,to organize materials
and prepase for safe, pro-
ductive usc.of equipment.

\
\ N

146
\
2i; : \
HOME MANAGEMENT
Level 5
C. Maintaining the Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies household repairs

necessary for safety.

Demonstrates ability to do Go on field trips to plumber, The Home, Its

basic repairs and mainten- electrician, etc. on site. Furnishings and
ance. Equipment.
Provide classroom practice.

Visit appliance repair shop.

Recognizes when repairman

is necessary.

147

;
HOME MANAGEMENT
Level 5
D. Child Care

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Babysits, assuming complete

responsibility.

Demonstrates ability to Have class discussion. Commurity League

dress, change, feed infant Zabysitting Course.
or child. Invite guest spe :er, e.g. St.
John's Ambulance instructor.

Encourage students to take Babysitters

babysitting Course, first aid Training Course.
course.

Demonstrates ability to make Elicit cooperation from Caring for Kids.

decisions about bedtime and parents to allow student to
snacks for children. assume whatever responsibi-
lities he can manage in
caring for young children.

See Safety se,:tion.

Demonstrates knowledge of Discuss procedures to be fol- Homemaking for

what to do in an emergency. lowed in the event of injury, Teenagers.
fire, theft. Babysitters Handbook.

Demonstrates ability to show

love, warmth and respect for
cnildren and infants.

148
MONEY MANAGEMENT
Level 5
A. Earning Money

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Counts money, using coins Have student participate in Money Makes Sense
and bills. school sales where money (Canadian edition).
changes hands.

Writes complex money amounts. Pacemaker Practical

Arithmetic Series.

Transmits money amounts to

calculator.

Demonstrates some knowledge Provide information about

of sources of income other welfare payments, unemployment
than wages. insurance, assured income,
etc.

Identifies factor:. that Discuss desirability of vari-

affect wages, e.g. training, ous jobs, factors affecting
time, danger, seasonal work. job satisfaction, wages paid,
time flexibility.

Have a class discussion- Why

Volunteer? Who should be paid
more?

Calculates money earned: Have students examine and dis- Sample pay cheques.
- gross/net pay cuss salary stubs. Getting Ready for
- regular/overtime Payday.
hourly, weekly, monthly Compare dicferent cheque
doubl, time, time and a salary stubs to see similari-
half ties, differences. Discuss
holiday pay. meaning of these terms.

Reads and interprets cheque Have students examine differ- Sample cheque stubs.
stubs. ent types of salary cheque Working Makes Sense.
stubs. Discuss the meaning
of terms.

Demons.:at.:s understanding Compile a grocery list and You and Your Pay.
that the value of money note price changes over a
changes over time. period of time.

149

2i.
MONEY MANAGEMENT
Level 3
B. Spending Money

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Chooses most appropriate Have a class discussion and Homemaking for

places to buy goods and go on field trips. Teenagers.
services, e.g. wholesale, Budget (game).
retail, basic producer of Let's Go Shopping.
goods.

Identifies factual informa-

tion presented in advertise-
ments.

Recognizes best tialp to Discuss advantages/disad-

shop. vantages of shopping when
items are on sale.

Differentiates between es- Discuss essential'and non-

sential and luxury items. essential iteng for ba-sic
living needs.

Use role play, "Pretend you

are going camping; what do
you really need?".

Develops personal budget Have students prep-1re monthly, Money You Spend.
for purchase of clothing, yearly budget. Supershopper.
entertainment, gifts, etc. Money and the Kids:
How to Earn It,
Describes different methods Save It and Spend It.
of payment and explains the The Money Series.
advantages and disadvantages Cosmic Coinship.
ot rach.

Lists goods And services

that can be bought
credit.

Demonstrates understanding Discuss credit rating. Materials from Dept.

of the co,t ot using credit. of Consumer and
Discuss use of credit, advan- Corporate Affairs.
tages and disadvantages ofk
credit, misuses of credit,1
easy credit.

150
MONEY MANAGEMENT
Level 5
B. Spending Money

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates awareness of
consumer protection groups.

Demonstrates ability to use Role play banking activities.

banking forms correctly. Have students use chequing
vocabulary such as account,
deposit, cheque, withdrawal
signature.

4,

151

2 t, 3
MONEY MANAGEMENT
Level 5
C. Savingland Borrowing

)JECTIV- 3 TEACHING STRATEGIES MATERIALS

The student:

States in own words %im- Have students collect samples

portance of saving mo of paid bills of essential
services, e.g. rent, utili-
ties; calculate total cost;
calculate interest on savings.

Lists different types of Visit banks in locality. Bank Account.

banking services, e.g. sav-
ings, chequing, loans. Discuss: why it would be un-
wise to store- money at home.

Ask resource person to explain

bank services.

Explains how to choose an Have student visit the bank

appropriate banking service. nearest home, talk to the
manager.

Names sources for borrowing Go on field trips to banks,

money. loan services, credit unions.

Discuss borrowing services.

Use role play with the lender

using terms such as borrowing,
financial responsibility.

Describes circumstances when Discuss when to borrow. Re-

borrowing is appropriate. late.to individual situation.
Relate to monthly statement,
financial responsibility.
1
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 5
A. At Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Assumes responsibility for Role play situalt_ons depicting

his own behavior. various kinds of misbehavior.
Have students discuss how
these behaviors affect others
and the responsibility a
person has to modify his own
behavior or take the conse-
quences.
f.

Have students list behavior

problems which have occurred
at the school and how the
participants ultimately
handled the situations. Dis-
cuss suggestions for improve-
ment in behaviors.

AssumeS responsibilities Have students describe their

within the family. present roles and responsi-
bilities regarding the care
of the home, family car,
yards, younger children, etc.
Discuss the roles in class.

Identifies strategies fo Use personal experiences of

coping with family changLs. students and teacher or
visuals to stimulate discus-
sions on how people must learn
to cope with change, e.g. a
move, divorce, death.

Make a list of various kinds

of changes which may occur;
have students choose one or
more of the changes and sug-
gest ways in which family
members may try to cope.

Demonstrates respect for

personal, public and
family property.

153
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 5
B. At School

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates respect for

personal, private and public
property.

Participates in decisions Set aside a time each week for Schools Without Failure.
regarding rules. class meeting when concerns
of the students are responsi-
bly voiced and discussed.

Invite principal for a dis-

cussion of school rules and
regulations to acquaint
class with reasons behind
rules.

Participates in decision Involve students in making

making in the classroom. decisions regarding field
trips, class parties, special
activities, classroom manage-
ment, etc.

Responds to authority in
the school.

Demonstrates understanding Have students participate in

of the function and role of the student government at the
a student government. school level if possible; if ,
not, form a class club and
operate it democratically.

154

C t ,...,
'
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 5
C. In the Community

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies the role of Utilize guest speakers:

frequently used provincial Provincial Park Warden, repre-
service agencies. sentatives from Departments of
Health, Agriculture and Labor.

Identifies common provincial

facilities such as parks,
highways.

States the purpose of Discuss roles of agencies such

familiar federal faciiities as: Departments of Social
and agencies, e.g. employ- . Services, Agriculture,
ment agencies and federal Highways, Education.
parks.

Demonstrates understanding Go on field trip to Parliament

of how laws are made. Building.

Have a class discussion on

differences in provincial
legislation.

Idemonstrat-s a basic under- Have students diagram the

standing of elections, current legislative assembly,
voting, politiLal parties. identifying political parties
and the cabinet. Outline how
elections are won; the purpose
of the cabinet and how it is
chosen, how bills become laws.

Use student government or a

class club to illustrate and
practice elections.

Have students develop by Jaws

for clubs or students' unioa.

Recognizes the cultural and Refer to topic C of Alberta

ethnic diversity which Grade 7, Social Studies
exists among the people of Curriculum.
Lanada.

Demnn,,trItes awareness of Hello World: It's

world community, e.g. res- Nice to Know You.
ponsibility towards Why Should I Care.
developing countries.
i55,
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 5
D. Current Events

OFIJICIIVES 11.ACH I :X; SI ?XI ILI Es 111 !--'1 ALS

The student:

Identifies maior news stories: See Social Studies Curriculum.

local, pr3vincial, national,
international. Set up debate, e.g. political
issues.

Set up class/school newspaper.

Go on field trip to local

newspaper, television station.

Utilize guest speakers from

media, e.g. newspaper report-
er, weather announcer.

156

27i
 get

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Level 5
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Ecology

The student:

States soma laws dealing with

animal care.

Demonstrates knowledge of
rescri why fees are, charged,
e.g. park fees, license
fees.

Identifies the posit..:_ve/ Teach student to recognize -.E.E.D.3. Poster Pack.

negative ffects of man's that feeding birds may seem Garbage Book.
intervention in nature. to be a charitable thing to Science in Action.
do, but thE practice builds Explo-ing Ecology.
a dependency that can kill Science Experiments
the birds fed. You Can Eat.
Hinterland Who's
Show a film on the "Balance Who Series.
of Nature". Provide explicit Parks and Wildlife
description. materials.

Have a class discussion about National Geographiz

the effect of hunting as a Outdoor Teaching Units:
"sport" upon populations. Wildlife Alert, etc.
Ecology P';zles.
Play game where srudents guess
th "endangered scecies" from
a description.

Natural Phenomera

Demonstrateq some understand- Discuss earthquakes, etc. as

- of natural disasters. th v happen. Have stud'nt
co 2ct newspaper articles
about disasters.

; Seasonal

Demonstrates knowledge of
terT ettects of
weather, .. Jry s mmer
cr-

157
CITIZENSHIP AND INDTVIDUAL RESPONSIBILITY
Level 5
E. Environmental Education

OBJECTIVES 1 TEACHING STRATEGI:'S MATERIALS

3. Energy

The student:

Demonstrates k.owledge of
alternate energy sources,
e.g. coal, windmill.

Demonstrates ability to Teach student to turn down

make responsible energy thermostat, turn off lights,
choices in daily life. etc.

4. Pollution

Demonstrates awareness Make a list of good practices Polluticn Solution.

of environmental consider- stated by the class in discus- Living Well in Times
ations. sion. of Scarcity.

Point out that detergents are Energy Management

effective in removing grease for the Future.
in less than hot water, and
the use of a bleach as a
final rinse will kill mos,:
bacteria remaining on dishes
after washing.

Teach that the correct method Government Environmental

of disposing of wash water is Resource Materials Guide.
the use of a small sump pit; Stop Polluting - Start
water that contains soap, Preserving.
bleach, etc. should not be
thrown into a lake or stream
since it will kill the
aquatic life.

States fines that can be

levied for littering, il-
legal dumping, improper
weed control, ...tc.

Identifies methods of Teaci, adents to ask others

showilu: disapproval of not to smoke. Have them sug-
environmentally damaging gest polite and considerate
practices. techniques to foster coopera-
tion and learn to avoid con-
Crontation and insult.

Have class invent skits to

illustt,.te the above.

158
,2 -:
! 0
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 5
E. Lnvironmental Education

OBJEk'TVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates awarenes3 of
the dangers of prolonged
exposure to excessive noise.

5. Conservation

Saves recyclable materials Earth, Science

and returns to appropriate and Ecology.
place.

Demonstrates understanding
of the concept of renewable/
non-renewal resources.

6. Safety_

Practises water safety. Use the Red Cross Wacer- Materials from
Safety and Small Craft Cours c: Red Cross Society.
in a spring camp at a nearby
lake.

Arrange swimming classes at a

nearby pool with qualified
instructors to teach the stL-
dents.

Practises fire prevention

methods.

Practises safety rules that

apply to outdoors.

Demonstrates some knowledge

of survival methods.

Accepts direction Irom per-

sons in authority in 'parks,
etc.

Recognizes risks involver; in Collaborate with parents to go

travellix, on frozen lakes ice fishing.
or r r

159

2 ,
I UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 6
A. Knowledge of Self

OBJECTIVES TEACHING STRATEGIES MATERIALS

rl
1. Personal Characterist...cs/
Self-Identification

The student:

Identifies the need and

function of self-identifying
information, e.g. I.D. card,
social insurance number.

Relates personal interests, Have class discussion, field Cadadian Classification

abilities, limitations to trips, guest speaker, and work and Dictionary ot
vocational and other activi- experience. Occupations.
ties. How To Be Your Own
Best Friend.

Recognizes and Accepts areas

wIlLre an individual effort
can imprcve physical per-
formance and those where it
can not.

-
2. Physicai Self

Demonstrates ability to cope

with physical changes.

Demonstratec understanding Have a class discussion. Perspectives for

of intercourse, pregnancy, Living.
birth, venereal diseaFe, Invite guest speaker, Family Planning.
birth control.. e.g. community resource Girls and Sex.
peopl.: public health nurse,
doctor.

Identifies the effect of

physical handicaps or dis-
orders on self and others.

3. Emotional Self

Identifies mixed or changing ave class discussions.

emotions in self and others.
Use role play.

160

0
4!0
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 6
A. Knowledge of Self

)
OBJECTI 'ES TEACHING STRATEGIES MATERIA1S

The student:

Predicts emotional reaction

of self and others given a
situation.

Recognizes that emotional Innerchange, Unit 28.

states vary with the indi- Hox To Be Your Own
vidual and circumstances. Bes_ Friend.
The Search for
Demonstrates ability to Self-Respect.
cope with stress.

Identifies appropriate/ Discuss effects of drugs, Materials from

inappropriate ways of deal- alcohol, etc. Canadian Mental
ing with stress. Health Association.

Identifies ways in which

some stress 1-1 beneficial
rather 'han harmful,
e.g. ressure Ey complete
a ta.,(..

Expresses and controls

emotions in a variety of
settings.

Demonstrates appropriate
assertiveness skills.
-ts

161
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 6
E. Social Kelationshipi

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Needs and Mo',..ivations

The student:

Identifies personal needs Use discussion, rola play,

which may exist in the appropriate stories, work
future, or in unfamiliar experience program:.
situations.

Categorizes needs by im-

mediacy and importance.

Identifies how predicted

needs can be met by himself
or others.

Identifies situations in
which satisfaction ot per-
sonal needs must be delayed
or foregone because of the
needs of othe-s.

Identifies when two personal Use decision making techniques Values Clarification.
needs may be in conflict and A Marriage Manual.
suggests appropriate resolu- See Problem Solving and Innerchange.
tion of the conflet. Decision Making section.

2. Factors Affecting
he] a t ionships
----__--
Recognizes that roles .n

change from time to time

and in situations even when
the people involved remain
the same.

3. Handlim; Social
Interaction

a) Expressive Ccrm.inication
Skills

Demonscrates skill in com- Use classroom discu;,lon, role

municating with others. play;ng, appropriate books,
films, etc.

162

abo
UNDERSTANDING SELF AND GETTING ALONG WI= OTHERS
Level 6
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Communicates effectively I'm O.K., You're O.K.

with others in socially
appropriate ways.

Deals effectively with blocks Relationships.

to communication in self and
othe-s.

b) Receptive Communication
Skills

Demonstrates ,.xtensivc
comprehension skills.

Detects bias, prejudice, or

propaganda.

c) Problem Solving and

Decision Making

Applies steps in problem Establish home/school contact, Lifeline.

solving to new and p-csonal to work together to increase
experiences or situations. the student's number of areas
for independent action.

Use role play of appropriate

simulated situations.

Demonstrates awareness of how Have a classroom discussior.

potential problem situations
can be avoided.

Uses conflict management

strategies in new and
personal experiences and
situations.

4. Rules and Routines

Identifies ptobahl,2 rules in Co on Field trips.

a numner of unfamiliar
situations.
'63
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 6
B. Social Relationships

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies consequences of
breaking rules in a variety
of unfamiliar situations.

Formulates rulc tor unfami-

liar situations, and identi-
fies consequences.

Recognizes the need to abide

by rules even when not
agreeing with them.

5. Social Roles

Identifies roles in unfami- Use classroom discussion,

liar situations and ascribes books, field trips into
probable characteristics community.
kjur"
to these roles, e.g. boss/
employee.

Recognizes that conflict may

arise when people behave in
ways not consistent with
role expectations, e.g. police
officers who break the law.

Recognizes that a person Have student talk to

assumes different ro'es at relatives and friends ard
di:ferent times in his life. report back to class.

6. Values and Social

Expectations

Recognizes that values and Have a class discussion. Relationships.

social customs vary with
the culture lnd that a cus- Use hooks, films and news
tom or value appropriate in repo,ts.
one setting may not he so in
another, e.g. Hutterites. Invite guest speakers.

164
UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS
Level 6
B. Social Relationships :.

OBJECTIVES TEACHING STRATEGIES

The student:

Determines a person's values

from his goals, interests,
attitudes, etc.

Demonstrates mnderstanding
of how group opinion affects
personal value system.

Recognizes when personal and

social values come in con-
flict, and attempts to
resolve the conflict.

Demonstrates understanding
of the concepts of human
rights, e.g. dignity and
equality.

Demonstrates understanding
of legal and moral resPon-
sibility for self and others.

165
DEAF STUDIES
Level 6

OBJECTIVES I TEACHING STRATEGIES MATERIALS

The student:

Identifies factors which Have students discuss factors

can cause deafness. which cause deafness and the
terminology related to various
cases; discuss the genetic
factors in heredity cases.

Evaluates the effect of have studerts report,oto the

hearing loss on career doss on their career choices;
choices. discuss what implications
hearing loss has on these
choices and what special
factors xelated to hearing
loss the students may encount-
er in a particular occupaeion.

Have students discuss what

careers they feel they might
have chosen had they int been
hearing impaired.

See World of Work.

Demonstr es knowledge of Have students research and do

availability and use of written report on the services
services am devices for and devices.
the hearing impaired.
Have students locate informa-
tion regarding: hearing aids;
speech and audiology services;
interpreter services (oral and
manual); telephone communica-
tion devices; smoke detectors,
door bell devices and so on.

Demonstrates knowledge shout Have students discuss the

organizations for the deaf differeice between organiza-
And their purposes. tions of the deaf and for the
deaf.

List organ'.ations available Communication for the

and their Ams anu purposes, Hearing Handicapped,
names of contac,_ people, p. 116 123.
sources of informatic,-.

166
DEAF STUDIES
Level 6

OBJECTIVES TEACPING STRATEGIES MATEPIALS

The student:

Demonstrates knowledge about Have students discuss struc-

the structure of organiza- ture common to most organiza-
tions. tions, how organizations
function and how business is
conducted: -

- Board of Directors-
Officers
- Executive
- Motion
- Amendments and others.

Go on field trips so students

can attend meetings of some
of the local organizations.

Demonstrates understanding Invite guest speakers in to

that he has a right to an talk about rights, cl.g. they
interpreter in ldgal situa- do not have to sign -nything
tions. when arrested and that the
law must provide interpreters.

Have a lawyel speak to class

and emphasize that deaf
persons have the right to a
lawyer and interpreter before
they sign anything.

Emphasize: DO NOT SIGN YOUR

NAME TO ANYTHING YOU DO NOT
UNDERSTAND.

167

2 ').;
TRAVEL
Level 6
A. Way,, to Trawl

OBJECTIVES TEACHING STRATEGIES MATE#IALS

The student:

Demonstrates und,2rstanding Have a class discussion about

of a full range of regular local traffic by-laws.
safety nicl traffic rules,
laws.

Participates in driver A.M.A. materials.

training (where appropriate)

OP

168

2'.16
 TRAVEL
Level 6 :
B. Travel Skills

OBJECTIVES TEACHINd' STRATEGIES MATERIALS

The student:

Reads and.uses a variety of

transportation schedules.

Travels independently beyond Arrane actual trips.

community/town, e.g. arranges
accommodation, transportation Use long range trip simula International
meals. t.ions. Traffic Signs.

'rake simUlated trip to student

47
Real Life Reading.
designated destination.
--,

Demonstrates ability to use Provide information brochures.

agencies that help travellers,
e.g. A.M.A., R.C:N.P._

Performs basic maintenance Motorcycle Safety.

foc vehicles, including How to Read a Map.
automobile. How to Read a
Schedule.

-,

1
169
SAFETY
Level 6
s.
A. In the Home

OBJECTIVES TEACHING ot'RATEGIES MATERIALS

The student:

Demonstrates independence Brine, in guest speakers,

and reliability in coping e.g. police, firefighters,
with dangers and accidents. physician, hospital emergency
worker.

-
 SAFETY
Level 6
C. In the Community

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Identifies available sources Provide information.

of help in case of community
disaster.

r,

171

25,-,
WORLD OF WORK
Level 6
A. Specific and Allied Work Skills

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Use of Tools and

Equipment

The student:

Selects and uses all power- Have student choose and Manufacturer's use
driven tools and equipment complete project and care manuals.
in the shop.

Organizes and cares for tools Have student organize and

and equipment. care for tools and equipment
independently'.

Constructs complex projects. Have student complete assigned

project which requires the
use of more complex tools and
equipment.

Follows safety procedures Discuss the necessity of Worker's Compensation

when using tools and equip- safety shields when using Board, printed materials.
ment. power-driven tools and
equipment.

Discuss the necessity of

listening carefully to the
directions; and concentrating
on the task at hand when
using power-driven tools and
equipment.
_

Invite guest speaker from

Industrial Safety.

2. FollDwing Directions

Follows all types of direc- Develop individual projects

tions independently and involving complex sets of
accurately. directions.

Monitor and evaluate students'

progress.

172

2,5 u
r
WORLD OF WORK
Level 6
A. Specific and Allied Work Skills

.OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates awareness of Create situation where student

whom to consult should is forced to seek assistance.
problems arise.
Have a class discussion.

hccepts supervision in work

situations.

3. Decision Making

Demonstrates ability to make . Have a class discussion about

appropriate decisions in work what decisions will be
situations. required when one is a member
of the work force.

Invite guest speaker,

e.g. from Chamber of Commerce,
local businessman.

4. Independence

Demonstrates ability to Provide op:--ortunities for

perform satisfactorily in student to work in a variety
familiar and unfamiliar of situations.
work situations.
Monitor and evaluate perform
ance; discuss with student.

-173
WORLD OF WORK
Level 6
B. Career Planning and Ekploration

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Why Work?

The student:

Demonstrates financial Use work experience program.

independence through working.

2. Job Awareness

Develops knowledge of Bring in guest speakers from Canadian Classification

variety of jobs and careers businesses, industries, and Dictionary of
available, unions and Chamber of Occupations.
Commerce.

Discuss experience on part- Career Awareness.

time work. Occupations 2.
Occupations L.
Demonstrates knowledge of Go on work experience program Program Scope Job
requirements for practical field trips in coordination Skills Series.
jobs/careers. with Work Experience Program. S.R.A. Guidance Series.
Careers Comparison Kit.
A Job Search Guide.
Careers Search.
Jobs From 'A to 2'.
Canadian Classification
and Dictionary of
Occupations.

Demonstrates knowledge of Provide information about

special training programs future education, post
and institutions. secondary institutions,
evening classes, etc.

Recognizes how certain dis- Have students discuss how A Job Search Guide.
abilities or limitations limitations in skills, experi- Getting Applications
affect vocational choices. ence, education, physical Right.
size, sex, or disability
affect choices available.

Recognizes that personal Have students specify jobs Career Crosswords.

likes and dislikes, hobbies, which require specific kinds
and out of school activities of skills, e.g. math, reading.
should be considered when
making career choices.

174

2(4
WORLD OF WORK
Level 6
B. Career Planning and Exploration

OBJECTIVES TEACHING STRA'rEGIES MATERIALS

The student:

Develops a plan to implement Have students outline how they

personal career goals. can go about pursuing career
choices after high scnool.
Have students construct a life
chart showing the steps to be
followed.

3. Job Demands

Demonstrates good work Have a class discussion. Good Work Habits.

habits. Job Attitudes.

Demonstrates positive
attitude towards work.
_
Assumes complete responsi-
bility for task.

Demonstrates ability to Role play various situations.

relate to personnel at
school and on the job.

Maintains personal and In work experience setting,

other belongings in neat emphasize proper care, use,
fashion in school and at and storage of tools and
work. equipment.

Demonstrates punctuality.

Recognizes the importance

of balance between work and
leisure time for personal
satisfaction and well being.

175

2(4,J
t

WORLD OF WORK
Level 6
C. Finding a Job

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Awareness of Personal
Abilities and Interests

The student:

Identifies a number of Janus Job Planner.

vocations for which he is/ Me and Others.
is not suited. Me and Jobs.
Service Occupations.
Selects two or more areas Looking Into The
for work study/experience Fueure.
which are consistent with Work Experience ME.nual.
interests, abilities, Social and Pre-
limitations. Vocational Information
Battery.
Identifies jobs/careers Provide job descriptions Girls and Their Future.
which may be of interest to involving: full time/part Canadian Classification
him. time, day/night shift, working Dictionary of
with people/machines. Occupations.

Measure student's interest in

career fields with an interest
inventory.
-
2. Awareness of Process

Demonstrates use of tele- Have student locate various How to Get That Job.
phone directory to obtain agencies, etc., both in white Work Experience Manual.
information. and yellow pages Teach Finding Part-time Jobs.
categories, synonyms, etc.

176

2(4 t
WORLD OF WORK
Level 6
C. Finding a Job

/
OBJECTIVES TEACHING STRATEGIES MATERIALS

The student: N
Demonstrates knowledge of how Using several different news- Using the Want Ads.
to use newspaper "Help Wanted" papers, have students collect, Basic Skills on
columns to find a job. locate and display jobs in, the Job.
home town, in another geo-
graphical location.

Compile a file on part-time

jobs available lo, lly using
wan ads.

Demonstrate procedures used

in answering want ad.

Discuss when to use the want Guide to the Community.

ads; include the advantages Variety of newspapers.
and disadvantages and compare_
by phoning or visiting per-
sonnel office.

Recognizes that jobs can be Discuss use of want ads,

obtained through a variety personal contacts, employment
of means. agencies.

Demonstrates ability to use

community and government
agencies when looking for a
job.

3. Personal Contact

Names person(s) who can Discuss ways to find part-time

provide assistance in work, e.g. want ads, visits to
finding a job. work place, personal contact.

Have student discuss job

availability with school
counsellor.

Develops file of useful

contacts.

177

2"0"
1ORLD OF WORK'
Level 6
C. Finding a Job

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates ability to be Have student discuss inter- Janus Job Interview

inte:viewed for job place- view with class; compile work Guide.
ment. diary describing duties, of My Job Application
work experience; relate File (2nd edition).
previous experience at the
interview.

Have student arrange by phone A Job Search Guide.

or letter to be interviewed Work Experience
by prospective work experi- Handbook.
ence employer. Accent/The World
of Work.
Role play interview situation Personal Resume
rnd discuss outcome of inter- Preparation.
view (successful or not). Resumes That Get
Jobs: How to Write
Discuss reasons and changes Your Best. Resume.
that can be made. On the Job.
I Want a Job.
Have students compile a list
of interview "do's and
don'ts". Include punctuality,
speech clarity, manners and
appearance.

Invite guest speaker from a

local industry to describe
the importance of the inter-
view. Have student use
Canada Manpower Office to
find a job.

Fills in an application Provide practise filling in .Forms in Your Life.

form correctly. application forms correctly. Forms in Your Future.
Actual application
forms.
Getting Applications
Right.

178

2" ki
WORLD OF WORK
Level 6
C. Finding a Job

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates ability to Have students write letters 40 Letters to Write.

write different types of requesting information.
letters, e.g. letters of
application. Have students examine various How Do I Fill Out a
types of letters to compare Form?
style, content and layout.

Practises safety rules Discuss care of equipment, Occupational Health znd

while on the job. materials and self on the Safety Regulations.
job.

Obtain report from work

experience program.

Discuss examples of safety/ Questions About

health regulations applied Compensation Benefits
to specific jobs. Answered.

Review questions about Attitude Safety

compensation benefits. Posters.

2. Knowledge of Work Habits

Practises responsible work Have student participate in ' Don't Get Fired: 13
habits on the job. wo'rk experience program. Ways to Hold Your Job.
How to Hold Your Job.
List and discuss the differ-
ence in expectations between
4_
school and the world of work,
e.g. working without super-
vision.

3. Interpersonal
Relationships

Demonstrates ability to get Have a class discussion. Sign Survival Poster

along with people in a Program.
variety of situations.

Demonstrates knowledge, PATH - Positive

awareness and acceptance Attitudes Toward the
of individual differences. Handicapped (Kit).

179

2" ;
WORLD OF WORK
Level 6
E. Worker's Rights

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Respects the rights of others.

Demonstrates understarding Invite guest speakers from

of special rights under Services for the Handicapped
protective legislation, and the office of the Public
e.g. Dependent Adults Act. Trustee.

Demonstrates understanding of Have a class discussion.

work legislation, e.g. social
insurance, unemployment Invite guest speakers from
insurance, minimum wage, Unemployment Insurance Com-
workers' compensation. mission, Board of Industrial
Relations.

Demonstrates ability to Legislation Pamphlets.

utilize community services
related to workers' rights.

Demonstrates understanding Invite guest speakers from

of unions and their func- local unions.
'tions.

Demonstrates an understanding
of the terms sick leave,
deductions, income tax,
and dental plan.

Demonstrates understanding
of shift-work, part-time
work, over-time, temporary
staff, seasonal work.

Demonstrates understanding Have students study vocabulary

of the requirements and
provisions related to social Discuss rights outlines.
insurance number, unemploy-
ment insurance, minimum wage, Have students discuss appro-
workers' compensation, etc. priate times and ways these
rights can be used, and the
rale of the employee and
employer in each situation.

Demonstrates knowledge of
Alberta Labor Act.

180

2 Li,)
HOME MANAGEMENT
Level 6
A. Clothing

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Care

The student:

Assumes responsibility for

care of own wardr be.

Repairs own clothing. Make student responsible for Lessons in Living.

organizing and maintaining
classroom space, and for
making minor repairs.

2. Selection

Chooses appropriate style, Go on field trip to shop. Materials from

color and design. Dept. of Consumer
Discuss suitability of newest and Corporate Affairs.
fashions.

Chooses appropriate Go on field trips to depart- Teen Guide to

accessories. ment stores, speciality shops. Homemaking.

Independently shops for a

personal wardrobe.

Demonstrates understanding of
guarantees and warranties.

Demonstrates knowledge of
what to do with sub-standard
goods and services.

Demonstrates understanding of
variation of quality, quantity
and price in the market place.
HOME MANAGEMENT
Level 6
A. Clothing

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Reccgnizes and compares Have a classroom discussion.

regular and sale prices.
Go on field trips to shop arid
compare.

Plans a coordinated ward- Select a realistic budget

robe within a budget. figure and have students plan
a wardrobe that will meet
their needs -ithin thLt bud-
get limitation.

Discuss factors which influ-

ence the family clothing bud-
get and develop sample plans
as a class project. Include
the question of sale purchases
and the use of credit in the
discussion.

3. Construction

Demonstrates ability to use Provide classroom experience

sewing tools and machines. with machines and tools.

Invite guest speakers to dis- Sew It Yourself.

cus use of machinery with
students.

Sews more complex garments. Provide on-going experiences

in Home Economics class.

Selects appropriate pat-

terns, materials and ac-
cessories.

Identifies and carries out

various methods of cOnstruc-
tion.

182
 HOME MANAGEMEN1
Level 6
B. Food

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Shopping

The student:

Demonstrates ability.'to As a class project have stu- Calgary Milk

prepare a shopping list dents plan a gourmet meal. Foundation Materials.
and compare prices. Make students responsible for Alberta Milk
preparing shopping list and Foundation Materials.
purchasing food within a set Nutrition Communication.
budget.

Demonstrates knowledge of Provide practical experience

weights and measures used in store.
in stores.

Explains use and purpose Have student record examples Guide to Modern Meals.
of advertising. of advertisements they hear Food and You.
on the media, and evaluate
same.

Invite guest speakers with

consumer expertise.

Identifies false advertising.

3. Preparation
.
Prepares meals including Have student plan and prepare How You Plan cud Prepare
. special dishes. a meal tor guests, using home Meals.
economics facilities. Simple Cooking for the
Epicure.
Plans and prepares menu for Have a class discussion on Gardens Cookbook Series.
formal occasion. variety and selection of food. Betty Crocker'a Cookbook.
Microwave Cookbook.
Go on field trip to restaurant The Cook's Companion.
kitchen. The Teenagers Menu
Cookbook.
Demonstrates ability to
follew complex recipes.

183
 HOME MANAGEMENT
Level 6
B. For-i

OBJECTIVES TEACHING STRATEGIES MATERIALS

5. Preserving

The student:

Describes short and long Have a class discussion about Ten Short Lessons in
term storage mehtods. storage. Canning and Freezing.

6. Production

Explains or describes in Go on field ttips to various

detail production, processing types of farms, distributors,
and distribution of: . coromercial food processing
- garden products plant, supermarket.
- dairy products
- grain products Discuss complete processing
- fishing products. of food.

184
HOME MANAGEMENT
Level. 6
C. Maintaining the Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Selection

The student:

Identifies various types of Invite guest speakers from Teen Guide to Home-
accommodation. tax department, real estate, making.
interior design, hearing im-
paired person who lives suc-
cessfully in his own apart-
ment.

Discuss advantages/disadvan-
tages of various types of
housing.

Demonstrates understanding Invite guest speaker from

of responsibilities related Landlord and Tenant Associa-
to neighbors, landlords, tion.
community.
See Citizenship and Individual
Responsibility section.

Demonstrates ability to use Have student use media.

newspapers and other adver-
tising to locate housing.

2. Furniture and Furnishing

Chooses furnishings for cost, The Home, It's

style and durability. Furnishings and
Equipment.

Identifies "harmony" in Have student create model

color, texture, style. home, then price furnishings
to arrive at a realistic ap-
proximation of cost for his
project.

185
HOME MANAGEMENT
Level f
C. Maintaining the Home

OBJECTIVES TEACH-NG STRATEGIES MATERIALS

3. Care and Maintenance

The student:

Demonstrates efficient Elicit cooperation with family I Hate to Housekeep Book.

methods of performing to encourage increased How Does It Work?
household tasks. independence at home. Popular Mechanics.
How to Repair Electrical
Appliances.

Demonstrates knowledge of Contact resource persons:

cost of household repairs plumber, electrician, welder,
and need to get estimates. etc.

186

3"
. HOME MANAGEMENT
Level 6
D. Child Care

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Babysits, assuming complete

responsibility.

Demonstrates ability to Provide practice on dolls Babysitting Course.

dress, change, feed infant brought in from St. John's Caring for Kids.
or child. Ambulance Courses, Fire Baby-sitters Handbook.
Department.

Go on field trips to carefully

selected day tare and Mothers
Day Out and Early Childhood
Services Centers.

Have a class discussion on

nutritious snacks.

Demonstrates ability to make

decisions about bedtime or
snacks for children.

Identifies what to do in an Discuss procedures tu be fol-

emergency, e.g. injury, fire, lowed in the event of injury,
theft. fire, theft.

Contact resource persons,

e . policeman, fireman, St.
Joan's Ambulance Personnel.

Demonstrates knowledge of Invite appropriate guest

the development (physical speakers to discuss develop-
and emotional) of the young ment of young children.
child.

Recognizes emotional and

physical needs of children.

187

-
MONEY MANAGEMENT
Level 6
A. Earning Money

OBJECTIVES TEACHING STRATI:CIES MATERIALS

The student:

Demonstrates knowledge of Invite guest speaker from Mathematics for

sources of income other than Unemployment Insurance Citizenship.
wages. Commission, Social Services. Mathematics for
Everyday Living.
Identifies factors that Bring in guest speakers from Mathematics for the
affect wages, e.g. training, Manpower personnel, business Worker.
time, danger, seasonal. manager, etc. Mathematics for
Employment.
Calculates money earned: Getting Ready for
- gross/net pay Payday.
- regular/overtime Money Management.
- hourly, weekly, monthly,
annually
- double time, time and a
half, holiday pay.

Reads, interprets and Have students examine and

demonstrates understanding liiscuss salary stubs. Compare
of terms and figures on different cheque salary stubs
cheque stub, e.g. uaion dues, to see similarities, differ-
unemployment insurance, ences. Discuss the meaning of
C.P.P. these terms.

Demonstrates understanding
that the value of money
changes over time.

Demonstrates knowledge of Provide forms and have student

texes, e.g. income tax. fill in.

188
MONEY MANAGEMENT
Level 6
B. Spending Money

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Compares and contrasts buying Invite guest speakers,

through different outlets, e.g. retailer, wholesaler.
e.g. retail, mail order,
wholesale.

Describes examples of mis- Use T.V., radio and printed Gyps and Frauds.
leading advertising on advertisements to detect Case Study Booklet 2.
television, radio, newspaper. examples of misleading adver- The Advertisement
tising. Examine recent copies Book.
of Canadian Consumer.

Demonstrates understanding
of comparative shopping
(goods and services).

Differentiates between es-

sential and luxury items.

Develops budget for house- Discuss budgets developed by

hold managem-mt, e.g. groc- students.
eries, cloching, utilities.

Calculates personal budgets Provide budgets and cost data Let's Go Shopping.
for different family sizes so that student can make ap- Mathematics for
and over varying time periods propriate decision as to what Adult Living.
for: to buy.
- casual worker
- full time worker, Use role playing.
unemployed worker.
Have family discuss needed
cut-backs in personal spending
after layoffs.

Work out budgets (week, mouth,

year) with items clearly
indicated.

Explains what a credit

purchase is.

Lists goods and services

'chat can be bought on credit.

189
MONEY MANAGEMENT
Level 6
B. Spending Money

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Canulates cost of credit. Dollars and Sense.

A Guide to Family
Money Management.
Math for Employment,
Parts 1 and 2.
Math for the Worker.
Math for Banking.
Math for Adult Living.

Calculates the cost of dif- Discuss examples of borrowing

ferent methods of payment. in teh family and effects of
borrowing on family members.

Have student calculate pay-

ments due on a given loan
period and equate this to
given wages or find out how
to get this information.

Demonstrates understanding
of the responsibility as-
sociated with credit buying.

Utilizes Better Busines Invite guest speaker from

Bureau and Consumer Better Business Bureau.
Protection groups.

Demonstrates ability to Take field trips to bank. Business and

utilize banking services. Request information from Consumer Mathematics.
banks.

Names institutions where Bring in resource person, Bank Account.

savings can be kept: banks, e.g. bank manager, manager of The Bank Book.
credit unions, trust compa- credit union to discuss
nies, treasury branches, services offered.
life insurance companies.
Visit banks to determine if
all banks give the same type
of service.

C. Saving and Borrowing

Describes circumstances where Provide sample casc studies Mathematics for

borrowing is/is not appro- where the student decides if Adult Living.
priate. borrowing would be appropriate.

190
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 6
A. At Home

OBJECTIVES TEACHING STRATEGIES MATERIALS

..

The student:

Demonstrates understanding o Develop and have students Parenting.

roles and responsibilities respond to questions on a Marooned.
associated with being an checklist which assesses the Family Life.
independent adult. degree of responsibility as-
sumed for purchase of cloth-
ing, provision of food, use
of vehicles, earning money,
etc.

View films or- videotapes

depicting late or young adult
behavior. Have class discuss
and evaluate them.

Makes independent decisions Have students describe, in

about how family responsi- writing, their present roles
bilities could be shared in in the family and what they
various situations. feel should be their responsi-
bilities for the smooth run-
ning of their families.

Have students discuss in

groups how family responsibi-
lities are or could be shared
in a variety of real or hypo-
thetical situations.
-

191

3 44 J
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 6
B. At School

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates respect for Discuss how inappropriate use

personal, private and public of personal or private pro-
property. perty can encroach upon the
rights of others, e.g. loud
parties or other noisy activi-
ties late at night or early
morning, use of recreational
vehicles, inappropriate use
of public facilities.

Participates in decisions Through student government,

regarding school rules and class clubs, or in planning
class activities. class activities provide op-
portunities for students to
be involved in decision
making. Evaluate thq decision
making process.
..---
Accepts responsibility as Provi de opportunities for all
a leader or committee members of the class to as-
member. sume responsibility for plan-
ning or conducting some as-
pect of an activity for the
school or class.

192

31u
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 6
C. In the Co' munity

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates ability to
utilize service agencies.

Identifies national
facilities.

Demonstrates understanding Have students discuss how

of the meaning and role of these factors influence
ivic pride, patriotism, people's behavior on a day
national pride. to day basis and in times of t -,

conflict.

Demonstrates understanding Have students discuss the

of the responsibilities qualifications needed for
involved in holding an various elected offices and
elected office. nomination procedures. Out
line the duties and responsi
bilities of executive officers
and members of an organiza
tion.

Demonstrates knowledge about

ideological and government
differences throughout the
world.

Identifies implications of Set up debat, e.g. political

major news stories: local, issues.
provincial, national, inter
national. Set up class, school news
paper.

Go on field trip to local

newspaper, television station.

1 Invite guest speaker from

media: newspaper reporter,
meteorologist.

Demonstrates awareness of Hello World! It's

"world community", e.g. res Nice to Know You.
ponsibility towards Why Should I Care.
developing countries.

192

3 ti
-
i
t

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Level 6
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

1. Ecology

The student:

Practises responsibility with Have students set up a model Town or City By-Laws.
regards to the natural NO TRACE camp in a nearby Government
.

environment, park, complete with tent, Environmental Resource

cooking, equipment, etc. Materials Guide.

Have them dismantle the site Flora and Fauna

without a trace of their of Alberta.
having been there at all (no Travel Alberta
cut branches, no fire marks, Information.
no litter, no tent peg holes, Ecology Puzzles.
etc.). Investigations in
Biology.
Prepare a "checklist" of do's
and don'ts for a family
holiday trip. Discuss.

2. Natural Phenomena

Demonstrates understanding
of natural disasters.

Demonstrates knowledge of
economic and social effects
of world's weather patterns.

3. Energy

States advantages/disadvan-
tages of various energy
sources.

Demonstrates responsibility Have a classdiscussion about

in making energy-consumption advantages of carpools, public
decisions. transit, etc.

4. Pollution

Demonstrates correct Arrange a camping trip of an Stop Polluting -

environmental care. overnight duration to practise Start Preserving.
many of these principles.
Involve a few parents.

194
 CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY
Level 6
E. Environmental Education

OBJECTIVES TEACHING STRATEGIES MATERIALS

The student:

Demonstrates knowledge of Have students examine city

the regulations in existence by-laws governing noice, weed
to protect the environment. control, waste disposal and
apply to his specific life
r.
situation.

Utilizes his right to speak

out against environiwntal
offences.

Demonstrates awareness of
the dangers of industrial
noise, and an understanding
of preventative measures.

5. Conservation
lb

Practises various methods Discuss recycling concept, 4orld Sources of Energy.

of conservation. choosing products with few Conserving the Earth's
negative environmental Resources.
effects, energy conservation, Competition for
etc. Land.

6. Safety
-
Practises water safety.

Demonstrates competency and During industrial education

safety in the performance program have student practise
'44, of several out-of-doors small engine repair and main-
activities. tenance.
."----

Invite the school caretaker to

instruct the students in pro-
per use of the lawnmower.

Demonstrates ability to
practise survival method.

Demonstrates responsible
behavior in parks, etc.

Demonstrates knowledge of Have a discussion about risks

possible dangers of various involved in travel on frozen
terrains. lakes, icy roads, etc.

195
3 th
 PHYSICAL EDUCATION

A. INTRODUCTION

Physical development through formal physical education is widely accepted as

a high priority function of education programs for our youth. The need for
physical activity and the value of training for improvement of physical
activity and physical functioning, and the aSsociated satisfaction and sense
of well being usually is not adversely affected by the status of one's hearing.
In fact, with many hearing impaired students there may be a greater need
for self-expression through physical activity than there is with hearing
people.

Activities and programs which are appropriate for hearing students are also
suitable for those who have hearing impairments. It is recommended that the
regular Alberta Curriculum for physical education be used with hearing'impaired
students. The teaching of the language associated with physical education
activities must be done carefully.and, as with any group, provision must be
made for individual differences.

B. SPECIAL CONSIDERATIONS

There are some special considerations which must receive attention when plan-
ning and conducting physical activities for hearing impaired students. The
more important ones are presented here and all teachers charged with the
responsibility for providing such instruction are urged to review them peri-
odically so they will not be overlooked. It cannot be overstressed that in
some cases dangerous situations and possible additional auditory impairment
can result from ignoring these considerations.

A hearing impaired student may be inclined to be overly shy and lacking in

confidence which may make it difficult for him to participate readily in
activities or to respond to stimuli in times of potential danger. Likewise,
there are hearing impaired students who are impulsive in their actions which
can lead to danger to others as well as themselves. The teacher must be on
guard for both types. Until the teacher is Well acquainted with the students,
it is wise to plan and utilize more easily controlled activities and those
which are likely to impose minimal threat to those students who lack confidence.
Both shyness and impulsive behavior may result as much from a lack of appro-
priate social play experience or a lack of understanding or neurological
impairment associated with the hearing deficiencies.

In actual teaching, reliance upon verbal instruction, lengthy explanations,

and detailed analysis of movements should be avoided. These students learn
visually and can be much better served by visual aids and by teacher or student
demonstrations.

Tt is essential to avoid the frequent changing of rules. Often the rules of

the game are learned only through a great deal of effort and to learn about
changes can be frustrating if not confusing.

196
31
A useful technique is to provide each hearing impaired student with a partner.
In an integrated situation, where each hearing impaired s'..ident can be paired
with a hearing student, the hearing impaired students are likely to participate
more readily.

For some students there are serious inherer- dangers associated with partic-
ipating in vigorous physical activities. Therefore, it is important to find
out what each student's limitations are, if any. An otological report from
a reputable doctor should be available to teachers planning physical education
program ,for hearing impaired students.

VI
Such ctivicies as boxing, wrestling, diving and sub-surface swimming should
be avoided by some students because of the danger of further damage to their
hearing. 1/ swimming is unwise fpr students with ear drum performations,
recent enestration operations, and certain other middle ear involvements.

Damage to the semi-circular canals is sometimes associated with deafness. In

these cases, balance is affected and climbing on lpparatus-or attempting to
perform at levels above the floor may be hazardous. Students with semi-circular
canal involvement will often experience dizziness and nausea especially when
attempting to use a trampoline or when participating in tumbling.

If students have hea ng aids they should be worn when 'Practical to do so.
Certain vigorous ac ivities, including swimming, necessitate the removal of
aids to prevent damage from blows or falls, or from excessive moisture entering
the aids. When aids are removed they must be placed in a safe place to protect
them from damage. Dampness should be avoided so aids should never be placed
on wet grass or other wet surfaces.

Those who have had fenestration operations or oCaer damage to the tympanic
membrane should be fitted with ear plugs to be worn outdoors in windy weather.

C. THE LANGUAGE OF PHYSICAL EDUCATION

Sports and other physical education activities have a language which is unique
to each particular activity. The words and expressions must be carefully
taught to healing impaired students. For some integrated students, interpreter
services may be required. Hand signals may be learned readily but whistles
and starting guns may have to give_way to, or be used in conjunction with,
visible signals when profoundly deaf particir,nts are involved.

Language is the one area which requires considerable special attention when
hearing impaired students are included in a program. In some cases written
tests will present language problems 2na may not accurately reflect loy verbal
students' level of understanding of rules and other physical education
concepts.

197
31:";
D. PHYSICAL FITNESS

Hearing impaired students of all ages need to be given an opportunity to

develop and maintain an adequate level of physical fitness. For elementary
school age students, this can be encouraged by offering regularly scheduled
classes which slier a broad range of physical activity. Junior and senior
high school age students should have the opportunity to obtain instruction not
only in team sports and exercise programs, but also in sports such as skiing,
curling, bowling, tennis, golf, swimming, raquetball, etc. which can form the
basis for recreational and fitness activities after schooling is completed.

E. REFERENCES

Birch, Jack W. Hearing_ Impaired Children in the Mainstream. Minneapolie,

'Minnesota: Leadership Training Institute/Special Education, University
of Minnesota, 1975.

Curriculum Guides for Physical Education Alberta Education.

Newman, Judy. Swimming for Children with Physical and Sensory Impairments:
Methods and Techniques for Therapy and Recreation. Springfield,
Illinois: Charles C. Thomas, 1976.

Physical Education, Recreation and Sports for Individuals with Hearing Impair-
ments; Physical Education and Recreation for the Handicapped. Washington,
D.C.: Information and Research Utilization Centre (IRVC).

Wisher, Peter R. The Role of Physical Education and Athletics for the Deaf
in the Hearing World. Reston, Virginia: C.E.C. Information Services,
1966.

198
31 0
 MUSIC

A. INTRODUCTION

The objective for including music in the program for hearing impaired students
is to use music as a tool to develop certain skills in auditory training,
speech, and language. This objective differs markedly from the objective of
regular music programs. Hearing impaired students, even the profoundly deaf,
gain some sensory input from music (even if it is only vibration) and enjoy
the rhythmic quality of sound.

Music can be used as a Motivator for learning. Hearing impaired students are
required to concentrate hard from a very young age on speech, language and
other lessons. They need short breaks throughout the day and rhythmic song
breaks provide a.useful yet enjoyable activity for those breaks.

Older students are aware of the role of music in social activities. They are
interested in the names of pop stars and lyrics of the latest songs. They
also want to know how to do the latest dance steps. This spontaneous interest
can be tapped for use in language lessons and physical education activities.

B. GENERAL OBJECTIVES

1. Enjoyment;

2. Social skills: Group participation in folk dancing, square dancing and

rhythm band activities develops cooperation, self-confidence and appro-
priate social behavior (memory and sequencing are also involved in these
activities);

3. Auditory training: Many activities which train the students to use their
residual hearing can be included in the music period;

4. Rhythmic control: Through movement to music, students learn control of

their bodies in response to an auditory or vibratory stimulus. This is
basic to rhythmic speech;

5. Vocal quality: Through signing simple songs students practise pitch

variation, intensity control and other suprasegmental aspects of speech;

6. Speech and language development:

a. through songs,
b. through instruction on musical topics, e.-. instruments.

A music lesson is successful if the students:

enjoy the expetience,

participate cooperatively,
c cope confidently with the demands made upon them,
- develop skills relevant to the objectives of the music program as stated
above.
199
31
It must be remembered that the quality of participation will vary greatly
depending on the amount of residual hearing and other individual differenLes.
Each student's progress must be considered in relation to his previous per-
formance. Comparisons between students should not be made.

C. INTEGRATED STUDENTS

The student who is integrated in a regular school program should be encouraged

to participate in music classes until the skills and quality of performance
expected are beyond his capab4.1ity. The deciding factor should be the enjoy-
ment and participation of the student. If the class is a strain for him he
should be given the option of extra language work or some other alternative
use of his time which would be more helpful to him. The alternative should be
presented carefully so that it is not perceived as a punishment or rejection.

D. MUSIC IN THE SPECIAL CLASS

Teachers should plan their music program to include rehearsal of specific

targets from the speech program and should select songs in relation to the
language themes being taught.

Some Carl Orff instruments are helpful, particularly the low frequency metallo-
phones and xylophones and the tambour. The techniques of Orff can also be
adapted very successfully.

Music textbooks for young children are good sources of songs. Nursery rhyme
songs, action and game related songs, and songs used for special occasions or
holidays should be taught to young deaf students.

E. RESOURCES

Birkenshaw, Lois. Music for Fun, Music for Learning, (second edition). Toronto,
Ontario: Holt, Rinehart and Winston, 1977.

Robbins, Carol and Clive Robbins. Music for the Hearing Impaired. Resource
Manual and Curriculum Guide, Magnamusic - Barton, 1980.

200
31,
 ART

Art is a very important subject area for hearing impaired students. It is an

ideal subject area for both inverse integration and integration into regular
classes. Art can be used very successfully in self-contained classrooms as
a subject area motivator, for stimulating language and for expression of ideas
and feelings.

Art is an area where hearing impaired students can achieve successfully on a

par with the hearing population. Care should be t-ken that the s-timulation
for art activities be realistic to the student's sensory limitations.

The provincial curriculum for art should be used with hearing impaired stu-
dents; care should be taken that progression be according to age rather than
grade level. Teachers should be aware that the vocabulary used in art needs
to be specifically taught as does the vocabulary in all other subject areas.

Suggestions for monitoring pr,gress may be found in the Alberta Education

Curriculum.

3l.
201
 DRAMA

A. INTRODUCTION

Core concepts in drama as outlined in the Alberta curriculum apply to the

hearing impaired student in much the same way as to the student with normal
hearing. Drama activities should be part of the program in the education of
elementary school age hearing tnpaired students. At junior and senior high
school levels students should be able to choose drama as an elective.

There are two major reasons for the inclusion of drama in the curriculum for
hearing impaired students. These are (1) the use of drama as a technique or
strategy for teaching language, and (2) drama as an art form, a means of
expanding understanding of self and others through viewing and a medium of
self-expression..

For information on the use of drama as a tool in teaching language refer to

the language arts curriculum.

B. DRAMA AS AN ART FORM OR COMMUNICATION MEDIUM

Objectives:

1. Receptive

a. to enhance the enjoyment and appreciation of literature

b. to develop an appreciation of variety in moods, emotions. personalities
and the interplay of characters
c. to analyze the impact of context or situation on human behavior
d. to develop critical skills in viewing plays, puppetry, films, film
strips and mime;

2. Expressive

a. to recognize the dignity, utility and significance of body language

and facial expression
b. to develop control and appropriate use of body language and facial
expression
c. to provide opportunity for imagination and self-expression
d. to develop skills for creating plays, puppet shows, films, film strips
and mime;

3. Technical

a. to develop an understanding of stage lighting techniques and their

appropriate use in productions
b. to recognize the value of effective costuming in a production and
demonstrate the ability to create or assemble costumes appropriate fo:.
various roles

202
3
 c. to provide practice in the application of stage make-up for basic use
and special effects
d. to provide opportunities for creating stage settings and practice in
coordination and management of stage properties
e. to provide opportunities for the use of sound systems, sound effects,
etc. in such a way as to enhance the activities
f. to analyze and implement the modifications necessitated by the need for
facing the audience, the method of communication used (mime, speech,
manual communication), or the provision of interpreters (manual and
reverse)
g. to provide opportunities for the promotional and financial activities
related to dramatic productions.

In teaching drama to hearing impaired students some modifications in teaching

strategies will need to be made. However, most strategies used with students
with normal hearing can be used successfully with hearing impaired students.
Where modifications are necessary they will be primarily related to changes in
staging to accommodate the communication needs of hearing impaired students.

203
APPENDIX A

OVERVIEW
 WI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Demonstrates some understanding Demonstrates understanding Recognizes concepts related to

of growth. p. 1
Identifies physical changes Demonstrates ability to cope
that growth, physical develop- growth and development. resulting from growth and with physical changes.
ment and maturation affect p. 77 development. p. 118 p. 160
physical abilities. p. 36

Recognizes that people are Identifies sex of self and Identifies sex differences Identifies physical scx Demonstrates understanding
either male or female. p. 1 others. p. 36 between males and females. changes and feelings arising of intercourse, pregnancy,
p. 78 from awareness of sexuality. birth, veneral disease,
p. 118 birth control. p. 160
Demonstrates widerstareang Identifies physical differ- Recognizes that physical dif- Identifies the effect of
that people have physical ences and similarities between ferences affect occupational physical handicaps or dis-
d1ff.2rences. p. 36 self and others. p. 78 and personal choices. To. 118 orders on self and others.
p. 160
Identifies some actions re- Demonstrates understanding Respects the privacy of Demonstrates appropriate
quiring privacy. p. 1 of the need for privacy. others. p. 78 behavior in public. p. 118
cr,
p. 36

3. Emotional Self

Identifies specific emotions Identifies specific emocions Identifies an increasing

in self and others. p. I by name in self and others. number of emotions in self
p. 36 and others. p. 78

Recognizes the exIstence of a Identifies emotions from a Identifies emotions in pictor- Recognizes mixed emotions/ Identifies mixed or changing
wide range of emotions and wide range of stimuli. p. 36 al and written form. p. 78 changing emotions. p. 118 emotions in self and pthers.
feelings. p. 1
p. 160
Recognizes that feelings can Recognizes that people affect Identifies causes of emotions. Demonstrates increasing Predicts emotional reaction
be expresied in appropriate one another's emotions by the p. 78 awareness of causes of of self and others in a
and inappropriate ways. p". 2 things they say or do. p. 36 emotions and consequences of given situation. p. 161
emotional reactions. p. 119

fl )
 HI LIVING VOCATIONAL'SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 ' LEVEL 6

Identifies consequences of Recognizes the relationship Recognizes that emotional

emotional reactions. p. 78 between emotion and behavior. states vary with the indi-
p. 119 vidual and circumstances.
p. 161

Indicates discomfort. p. 2 Indicates when he is feeling Recognizes signs and causes Recognizes and categorizes Demonstrates ability to
uncomfortable. p. 37 of stress in sdlf and others, the causes of stress in self cope with stress. p. 161
p. 78 an'd others. p. 119
.---
Demonstrates ability to relax. Practises relaxation, with Identifies appropriate ways Identifies appropriate/in-
p. 37 guidance. p. 78 . of dealing with stress, appropriate ways of dealing
p. 119 with stress. p. 161

Identifies ways in which

some stress is beneficial
rather than harmful,
1,0 .
e.g. pressure to complete a
task. p. 161

Respond, approprtately to Responds appropriately to Expresses emotions appropri- Expresses emotions appropri- Expresses and controls
feeling,. p. 2 feelings. p. 37 ately in a variety of situa- ately with regard to situa- emotions in a variety of
tions. p. 79 tion, intensity, relationship settings. p. 161
p. 119

Demonstrates understanding of Demonstrates understanding of Demonstrates appropriate

assertiveness. p. 79 thP difference between being assertiveness skills.
assertive and being aggres- p. 161
sive. p. 119

. So. ial Relationships

1. Needs and Motivations

Indicat,.s some basic needs. Demonstrates understanding Distinguishes between needs Identifies human needs which Identifies personal needs
3 that food, shelter and and wants. p. 80 are physical and those which which may exist in the
clothing are basic needs, are emotional. p. 120 future, or in unfamiliar
p. 38 situations. p. 162

'a
 HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Identifies needs of sifety, Identifies needs of safety, Categorizes neeHs by im-

belonging and adequaci. belonging and -adequacy. mediacy and importance.
p. 80 p. 120 p. 162

Identifies those who provide Identifies how basic needs can Identifies how needs can be Identifies how predicted
basic needs for him. p. 38 be provided for. p. 80 provided for. p. 120 needs can be met by him-
self or others. p. 162

Recognizes the relationship Recognizes the relationship Identifies situations in

between behavior and needs dr between behavior and needs or which satisfaction of
motives. p. 80 motives. p. 120 personal needs must be de-
layed or foregone because
of needs of others. p. 162

Identifies situations in which Identifies an increasing Identifies an increasin, Identifies when two personal
people need help or protec- number of situations in which number of situations in which needs may be in conflict and
tion. p. 38 people need help. p. 80 people need help. p. 120 suggests appropriate re-
solution of the conflict.
p. 162

2. Facto;s Affecting
Relationships

Differentiates between familiar Categorizes familiar and un- Given a situation, indicates Recognizes how age and status Recognizes that roles can
and unfamiliar people. p. 3 familiar people with respect appropriate responses to affect the ways in which change from time to time and
to age, role. p. 38 persons in varying roles. people relate to one another. in situations even when the
p. 80 p. 120 people involved remain the
same. p. 162

Demonstra's respect, protec- Demonstrates respect, protec- Demonstrates respect, protec-

tion, coopLration, caring for tion, cooperation, caring for tion, cooperation, caring for
other people. p. 3 other people. p. 38 other people. p. 80

:3 '
 HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

UND RSTANDING SELF AND

GET ING ALONG WITH OTHERS

A. Knowledge of Self

Pers,nal Characteristics/
Self Ide 'ification

Ide tifies L.elf by name. p. 1 States/writes/signs: name, States/writes/signs: locality, Identifies the need and Identifies the ..eed and
age, address, tolephone province, country, ethnic function of self-identifying function of self-identifying
number. p. 35 background, ages of family information, e.g. I. number information, e.g. I.D. card,
members, birthdate, class, p. 118 social insuraace number.
room number. p. 77 p. 160
Ide tifies family members. p. 1 Identifies self as being a Identifies extended family
member of a family. p. 35 relationships. p. 71
0 Lien tifies activities which he Identifies some areas o' Identifies and demonstrates Identifies and describes an Relates personal interests,
like s/dislikes. p. 1 strength and some areas of or describes some interests increasing number of inter- abilities, limit ions to
interest. p. 35 or preferen(...s, abilities or ests or preferences, abili- vocational an( --uar acti-
talents. p. 77 ties or talents. p. 118 vides. p. 16,::

Rec gnizi.S Sit -arities and Compares similarities and Recognizes and ccepts physi- Recognizes and accepts physi- Recognizes and accepts areas
cliff erences
betwee, others, differences between people, cal limitations. p. 77 cal limitations and the range where individual effort can
e.g. big, small. o. I e.g. cye color. p. 35 of differences between peOple improve physical performance
p. 118 and where it can not. p. 160

2. Physical s,:f

Iden titres the five senses and Identifies the five senses and Interprets and categorizes Interprets and categorizes
indi cates the body part indicates the body part appropriate visual images, aensory input. p. 118
invo lved. p. ,
involved. p. 15 sounds, tastes, smells and
tactile images. p. 7/

9
0 J0
 NI LIVING VOCATIONAL SKILLS OVERVIEW

, .

LREL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

N,
N,
3. Handling Social
Interaction

a) Expressive Communica ion

Skills

Communicates in a variety of Communicates in a number.of Commqpicates more effectively Demonstrates increased skill Demonstrates increased skill
ways. p. 3 ways, e.g. gestures, speak- with others, e.g. appropriate in communicating with others, in communicating with others.
ing, writing, tacial expres- asserti011 of needs, direct p. 121 p. 162
sions. p. 38 messages. \p. 81

Communicates with others in Communicates effqctively with Communicates ettectively with Communicates effectively with
socially acceptable ways, others in social11P,appropri- others in socially appropri- others in socially appropri-
p. 38 ate ways. py 81 '''., ate ways. p. 121 ate ways. p. 163

Identifies and deals wit'h Identifies and deals with Deals effectively with
some blocks to communicat an some blocks to communication blocks to communication in
in self and others. p. 81 in self and others. p. 121 self and others. p. 163

b) Recutive Communication
Skills

Follows simple directionE. Forws dire-:tions. p. 39 Follows complex directions. Demonsirates increasir Demonstrates increasing
p. 3 p. 81 comprehaion skills. p. 121 comprehension skills. p. 163
\
,
Detects bias, prejudice or
propaganda. p. 163

c) Problem Solving and

D,cision Makin&

Makes simple choices. p. 4 Practises making personal Identifies what information Demonstrates understand' of
Jecisions in the classroom, is needed to make decisions, the terms: problems, \
p. 39 p. 81 decision, consequences,
solution. p. 121

Begins to participate in the Participates in decision Given steps in problem solving Applies the steps of App4ies steps in problem
itcision making process. p. 4 flaking process. p. 39 iemonstrates understanding of problem solving to personal sollig to new and personal
the process. p. 81 experiences with minimal exper nces or situations.
supervision. p. 121 p. 163

\
3,i1
 HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Begi is to recognizes copse- ,2cognizes possible conse- Recognizes that alternative Demonstrates ability to eve-
quen :es of his choice. p. 4 quences of decisions. p. 39 choices may be made. p. 81 luate most appropriate
solution. p. 121

Identifies a problem situa- Identifies factors which cause Demonstrates awareness of Demonstrates awareness of
tion and suggests a possible a problem. p. 82 how problems are caused, how problem situations can
solution p. 39 p. 122 be avoided. p. 163

Participates in appropriate Identifies a conflict situa- Demonstrates ability to Uses conflict management
conflict management strate- tion and applies conflict apply constructive conflict strategies in new and per-
gies: taking turns, apolo- management strategies under management techniques with sanal experiences and
gizing, soliciting, inter- direction of teacher. p. 82 increasing independence, situations. p. 163
vention, sharing. p. 39 p. 122

4 . ;tiles and Routines

Reco ;lazes and predicts a Identifies basic school rules. Identifies school rules and Identifies rules of behavior Identifies probLble rules in
rout ne sequence at home and p. 39 recognizes violations of in a v.,:iety of familiar a number of unfamiliar
scho 11. p. 4 these. p. 82 situations. p. 122 situations. p. 163

Fold Ours most rules at home Follows most rules in the Follows school rules without Follows rules of appropriate
and ,choul. p. 4 classroom and on the play- direct supervision. p. 82 behavior in a variety of un-
ground. p. 40 famliiar sltuations. p. 122

Identifies and accepts conse- Identifies consequences of Identifies consequences of Identifies consequences of
quences or breaking school breaking rules in the com- breaking rules in a variety breaking rules in a variety
rules. p. 40 munity. p. 82 of familiar situations, of unfamiliar situations.
p. 122 p. 164

Identifies rules which cannot Identifies the need for Formulates routines/rules for Formulates rules for un-
be changed and routines which routines and rules, e.g. crder, familiar situations and familiar situations and
can be modified. p. 40 protection, equality. p. 82 identifies consequences, identifies consequences.
p. 122 p. 164

Demonotrates understanding Identifies situation.; which Identifies ways in which Recognizes the need to abide
that £,:utines and rules made require the establisament of rules made by others may be by rules even when not
by tht group may be modified, routines or rules in school modified, e.g. voting, agreeing with them. p. 164
depending on the situation, or on the playground. p. 82 p. 122
e.g. rules for games. p. 40

111.11MMIM.

3:n
 HI LIVNG VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

5. Social Roles

Identifies some roles associ- Identifies characteristics Identifies roles associated Identifies roles associated Identifies roles in unfamiliar
ated with the family, of family roles, e.g. sister, with the school and states with the community and states situations and ascribes
e.g. mother, father. p. A brother. p. 40 some of the characteristics some of the characteristics probable characteristics to
of these roles. p. 82 of these roles. p. 123 these roles, e.g. boss/
employee. p. 164

Identifies leaders within the Assumes leader roles in the Recognizes the difference
classroom or playground. classroom/playground with between official and unof-
p. 40 peers in structured situa- ficial roles, e.g. friend vs.
tions, e.g. games, classroom president. p. 123,
activities. p. 83

Recognizes the authority and Recognizes that roles involve Recognizes the privileges and Reccgnizes that conflict may
responsibilities associated rights and privileges, duties obligations associated with a arise when people behave in
with sone adult roles. and obligations. p. 83 variety of roles. p. 123 ways not consistent with
p. 40 role expectations, e.g. police
officers who break the law.
p. 164

Identifies multiple role of Recognizes that adults have Recognizes that a person may Recognizes that a person
familiar adults, e.g. father multiple roles, e.g. teacher, assume several roles at the assumes different roles at
is also employee. p. 40 friend, student, nurse. same time. p. 123 different times in his
p. 83 life. p. 164

6. Values and Social

Expectations

Demonstrates appropriate be- Demonstrates appropriate be- Behaves appropriately in most Behaves appropriately in all
havior at home and school. havior in home, school and social situa is. p. 83 social situations. p. 123
p. 5 community. p. 40

Identifies differences in Demonstrates awareness of dif- Demonstrates understanding of Recognizes that values and
Recognizes ditfereuies in
cultures, e.g. costume, food, terences in cultures existing the relationship between social customs vary with the
cultures, e.g. costume, food,
language. p. 41 in community and province. social customs and values. culture and that a custom or
language. p. 5
p. 83 p. 123 value appropriate in one set-
ting may not be so in another,
e.g. Hutterites. p. 164

3:
 111 LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Recognizes basic values, Recognizes basic societal Relates personal values to Determines a person's values
e.g. honesty, kindness. p. 41 values. p. p. 83 those of society. p. 123 from his goals, interests,
attitudes. p. 164

Identifies the behavior which Demonstrates increasing Demonstrates understanding

best illustrates a given awareness of personal values of how group opinion affects
value. p. 83 by stating what to do in a personal value system. p. 165
given situation and why.
p. 124

Recognizes some alternative Recognizes when personal and

behaviors which others might social values come in con-
engage ii . in the same situa- flict, and attempts to
tion. p. 124 resolve the conflict. p. 165

Recognizes need for social Recognizes violation of basic Demonstrates understanding of Demonstrates understanding of
rules. p. 41 societal values. p. 83 the relationship between the concepts of human rights,
moral values and laws. p. 124 e.g. dignity and equality.
p. 165

States simple rules and re- Reegonizes that most rules are Demonstrates understanding of Demonstrates understanding of
cugnizes when they are for the protection of indivi- need for protection of self legal and moral responsibility
broken, e.g. golden rule, duals. p. 83 and property. p. 124 for self and others. p. 165
school or class rules, rules
for games. p. 41

DEAF STUDIES

Recognizes that he is deaf. p. Demonstrates knowledge of hi Demonstrates knowledge about Identifies factors which can Identifies factors which can
handicap and its implication 5. what causes his hearing im- cause deafness. p. 125 cause deafness. p. 166
p. 42 pairment or deafness. p. 84

Demonstrates ability to cope Recognizes that hearing im- Evaluates the effect of hear-
with limitations of deafness. pairment places some restric- ing loss on career choices.
p. 84 tions on occupational choices p. 166
p. 125

Demonstrates knowledge of
educational programs for
deaf students. p. 125

3
7
4 NI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Distinguishes between hearing Distinguishes between hearing Gistinguishes between hearing

impaired and hearing indivi- Demonstrates knowledge that
impaired and hearing indivi- impaired and hearing indivi-
duals. p. 6 yhe hearing impaired are much
duals. p. 42 duals. p. 84 the-same as hearing people.
P. 125
Recognizes ways in which he is Recognizes ways-in which he is Deronstrates ability to deal
like other people. p. 6 like/unlike other people. witbk the reaction of hearing
p. 42 people when they meet for the
first time. p. 84

Demonstrates knowledge of dif- Demonstrates knowledge of '

Demonstrates knowledge about
ferent modes of communication manual and oral communication. Yr
various methods of communica-
used by hearing impaired in- p. 85 tion and the advantages and
dividuals. p. 42
limitations of each method.
p. 125

Recognizes that there are Demanstrates knowledge of - Demonstrates knowledge of Demonstrates knowledge of
regional differences in sigp availability and use of ser- availability and use of ser- availability and use of ser-
languagL p. 6 vices and devices for the vices and devices for the vices and devices for the
hearing impaired. p. 42 hearing impaired. p. 85 hearing impaired. p. 126

With assistance, recognizes Recognizes international Identifies international Demonstrates knowledge of

international symbol of deaf- symbol of deafness. p. 42 symbol of deafness. p. 85 meaning of international
ness. p. 6
symbol of deafness. p. 126

With assistance, demonstrates Demonstrates increasing

ability to use telephone ability to use telephone com-
communication devices. p. 85 munication devices. p. 126
Wears hearing aid consistently. Demonstrat.s ability to take Performs routine maintenance
p. 6 good care of hearing aid. of hearing aid. p. 85
p. 43
Demonstrates knowledge of Demonstrates knowledge about
sources of information about organizations for the deaf
services and devices. p. 126 and their purposes. p. 166

Demonstrates knowledge about

the structure of organiza-
tions. p. 167

34 I
 z

HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 -
LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Demonstrates understanding
t.=:4 that he has a right to an
intrepreter in leg situa-
tions. p. 167

Demonstrates pride in achieve- Demonstrates knowledge about

ments. p. 85 lives of successful deaf
people. p. 126

TRAVEL
4*.

A. Ways to Travel

Identifies vehiCles. p. 7 Identifies ways people can States the advantages and dis- States the advantages and
travel: walk, bicycle, advantages of various modes disadvantages of a broad
school bus, private and pub- of travel: walking, bicycle, range of modes of travel.
lic transportation. p. 44 bus, train, plane. p. 86 p. 127

Identifies some traffic signs. Identifies basic traffic Identifies and demonstrates Identifies And demcaltrates Demonstrates understanding
p. 7 igns. p. 44 understanding of a broader understanding of an increased of a full range of regular
range of safety-and traffic range of safety and traffic safety and traffic rules,
rules. p. laws, including highway and laws. p. 168
civic laws for vehicles.
p. 127

Travels in immediate neighbor- Travels independently in Travels independently in com- Travels independently beyond Participates in driver
hood indeptndently. p. 7 neighborhood, e.g. walking. munity, e.g. walking, bus, the community. p. 127 training (where appropriate).
p. 44 bicycle riding. p. 86 p. 168

B. Travel Skills

Follows simple dirctions. p. 8 Follnws written and verbal Follows more complex set of
directions. p. 44 directions. p. 87

Recognizes basic traffic signs O'Jeys traffic signs and rules. Identifies additional rules of
and symbols. p. 8 p. -safe travel, e.g. refusing
rides from strangers. p. 87

34i 34,?
 HI LIVING VOCATIONAL SKILLS OVERVIEW
__
LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6
1

Recognizcs landmarks in Recognizes laAdmarks in wider

school and neighborhood. p. comm. _- ,. 45

Recogniz..... .mple maps. p. 45 ries simple maps. p. 87 Demonstrates ability to use a

variety of maps. p. 128

Demonstrates knowledge nf map

symbols. p. 128

Identifies alternate routes Identifies alternate routes

to familiar destinations, to unfamiliar destinations. .

p. 87 p. 128

Reads and uses a variety of Reads and lIEC.3 a variety of

transpoo-ttion schedules. .tc.14portation schedules.
F. 128 p 169

Plans trip itinerary. p. 128 Travels independently beyond

community, e.g. arranges
accommodation, transportation,
meals. p. 169

Follows established rnutines Demonstrates appropriate be- Demonstrates appropriate be- Demonitrates appropriate be-
for riding in vehicle. p. 8 havior in various fo-ms of havior and knowledge o. rules havior and knowledge of
travel. p. 45 in L variety of settings, rules. p. 128
p.'87
o
Locates help when required. Identifies agencies that help Demonstrates r lity to use
States where ',o ge for help
travellers, e.g. A.M.A., agencies that _p travellers,
it 1,L..t. p. 45 p. 87
R.C.M.P., local police. e.g. A.M.A., h.C.M.p. p. 169
p. 128

Identifies basic maintenance Performs basic maintenance

procedures for vehicles: for vehicles, ''cluding
tire pressure, tire changes, automobile.
grease al , oil. p. 128

sr, .
 HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 IIVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

HEALTH

A. Nutritioo

Identifie., a van e of foods. Identifies a variety of foods Note: It is expected that he ring impaired students will
p. 9 and their sources. p. b6 be integrated into a regular lassroom at Levels 5 and 6.
Teachers are advised to use t e Health Curriculum (Alberta
Classifies food into appro- !taffies and classifies Education, 1982) as applicabl within their jurisdiction.
priate food group. p. 46 Jci into the four basic food
groups. p. 88

Identifies nutritious food. Selects a balanced meal. p. 4 Demonstrates knowledge of a

p. 9 balanced diet. p. 88

'Demonstrates knowledge of the Demonstrates knowledge of the

e.kles of good nutrition. relationship between nutrition
6 growth and development. p. 88

Identifie, some "jalik-food". Demon rates understanding of Demonstrates unders*anding of

p 9 "junk-f od" to be avoided tin_ lack of nutritional value
between hals. n. 46 in "junk-food". p. 88

Recognizes Lie importance of Practises hygiLne in food

hygiene pracHses in food preparation. p. 88
preparation. p. 46

B.

I. Knowh.dge of Bo_dy.

Identitie. some basic body Identifies basic bodv\arts. Identifies functions of body
parts. p. 10 p. 47 parts. p. 89

Recognizt ,. differentes Recognizes and explains dil,r Recognizes secondary physical

between huc and girls. p. 10 ferences between boys and s and sexual changes. p 89
girls. p. 47

31
3 ,1 ;;
 HI LIVING VOCATIONAL SKILLS OVERVIEW

LLVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

2. Care of Body

Assumes initial responsibility Demonstrates same independ- Dtmonstrates independen,:e in

for body hygiene, e.g. washes ence in matters of personal matters of body cleanliness.
face, brushes teeth, toilePing. hygiene. p. 47 p. 89
p. 10

Assumes some responsibility Assumes responsibility for

for personal belongings, care of personal belongings,
e.g. grooming articles. e.g. grooming articles p. 89
p. 47

States reas,ms for taking Identifies methods of main-

good care of the body. p. 47 taining a strong healthy body.
p. 89

Practises physical fitness Practises physical fitness

program. p. 47 program. p. 89

Seeks help appropriately when Demonstrates knowledge of Demonstrates knowledge of

sick ur hurt. p. 10 what to do in case of minor what to do in case of minor
illness. p. 48 illness. p.

Demonstrates knowledge of how

and when to administer first
aid for minor accidents. p. 90
3. UrLgs and Alcohol

Takes drugs only when admin- Takes drugs only when admin- Recognizes that there is a
istered by a responsible istered by parents, difference between pr.scrip-
adult. p. 10 guardians ur medical person- tion and aon-prescription
nel. p. 48 drugs. p. 90

Differentiates between vita- Recognizes that drugs may have

mins and drugs. p. 48 negative effects. p. 90

3,1 a'
 HI LIVING VOCATIONAL SKILLS OVERVIEW
/
LEVFL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6
- - -

C. Community.. Health Services

Identifies health helpers and Identifies medical personnel
their function. p. 49 and their functions. p. 90

Demonstrates knowledge about Demonstrates knowledge that Identifies hygiene personnel

how co,Imunity help,rs help us. workers are there to help us. and their function. p. 90
p. 11 p. 49

Identifies mental health per-

sonnel and their function.
p. 90

Dumonstrates understanding of Identifies places to go to for Demonstrates ability to follow

places to go to for medical mcdical help. p. 49 emergency procedures. p: 90
help. p. 11

Recognizes the impottanec of States reasons for having a

having a family doctor or family doctor and ientist.
dentist. p. 49 p. 91

SAFETY

A. In the Home

Demonstrates awarencss of com- Demonstrates awaz.ness of com- Demonstrates increased aware- Demonstrates awareness cf Demonstrates independence and
mon sources of danger within mon accidents which could oc- ness of common accidents which the causes and types of com- reliability in coping with
the home. p. 12 cur in the home. p. 50 could occur in the nome. p. 92 mon accidents which could oc- dangers and accidents.
cur in the home. p. 129 p. 170

Identifies dangers associaced Demonstrates safe use of com- Demonstrates safe use of
with various areas and items mon kitchen tools, appliances, kitchen tools, appliances,
in the home. p. 50 handtools, etc. p. 92 handtools, etc. p. 129

Demonitrates undtrstanJing of Follows adult instruction Follows appropriate procedures Demonstrates knowledge of
danger of fire in the home. about fire drill in home. for fire drill in the home. fire prevention and fire
p. 12 p. 51 p. 92 safety. p. 129

31 t)
 HI LIVING VOCATIONAL SKILLS OVERVIEW
_

LLVIL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

B. In the School

Demonstrates awareness of com- Demonstrates awareness of Demonstrates increased aware- Demonstrates knowledge of
mon sources of danger within dangerous situations which ness of dangerous situations common accidents which could
the school setting. p. 13 could occur in the school. which could occur in the occur in the school. p. 130
p. 51 school. p. 93

Demonstrates understanding of Follows adult instruction Follows appropriate procedures Demonstrates knowledge of
danger of fire in the school. about ftre drill in school. for fire drill in the school. fire prevention and fire
p. 13 p. 51 p. 93 safety. p. 130

C. In the Community

Demonstrates awilreness of com- Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of Identifies souces of hOp
mon source--; of danger within different types of disasters. role of police and firemen in how to uooperate with available in case of com-
the community. p. 14 p. 52 case of disaster. p. 94 authorities in case of dis- munity disaster. p. 171
aster. p.

WORLD OF :JORK

A. _Specific_ and Allied

Work Skills

1. Use of Tools and Equipment

Manipulates a variety of Identifies more tools and Selects and uses appropriate Selects and usts appropriate Selects and uses all power-
construction materials and demonstrates greater profi- tools for a simple project. tools and equipnent for a driven tools and equipment
tools. p. 15 ciency in their use. p. 53 p. 95 specific project. p. 132 in the shop. p. 172

Follows simple rules of organi- Follows simple rules of Follows the rules of organi- Organizes and cares for tools Organizes and cares for tools
zation and care of tools and organizatioa and care of tools zation and care of tools and and eqoin7.ent. p. 132 and equipment. p. 172
materials. p. 15 and materi p. 53 equipment. p. 95

With supervision, ,..onstructs Constructs simple project With supervision, constructs Constructs more complex pro- Constructs complex projects.
simple projects. p. 15 independently. p. 53 more complex projects. p. 95 jects. p. 132 p. 172
 HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Demonstrates safe use of Mows safety procedures when Follows safety procedures when Follows safety procedures when Follows safety procedures when
simple tools. p. 15 ;ing tools. p. 53 using tools. p. 95 using tools and equipment, using tools and equipment.
p. 132 p. 172

2. Following Directions

Follows simple directions. F Mows a more complex set of Follows more complex set of Follows complex set of Follows all types of directions
p. 15 ireLtion-. p. 53 directions. p. 95 directions. p. 132 independently and accurately.
p. 172

Responds to persons in lentifies persons in author- Identifies person in author- Identities person in author- Demonstrates awareness of whom
authotitv. p. 15 :y in the school and immedi- ity in specific work situa- ity in a variety of work to consult should problems
:e community. p. 53 tions. p. 96 situations. p. 133 arise. p. 173

Accepts supervision in Accepts supervision in Accepts supervision in work

specific work situations, specific work situations, situations. p. 173
p. 96 P. 133

3. Decision Makipg

Chooses between two or more CI looses ind.2pendent1y between Demonstrates ability to make Demonstrates ability to make Demonstrates ability to malig
alternatives. p. 15 ro or more alternative acti- appropriate decisions in work appropriate decisions in work appropriate decisions in work
V .ties. p. 54 situations. p. 96 situations. p. 133 situations. p. 173

4. Iidejnckn
Behaves appropriately 1n .haves appropriately in un- Demonstrates ability to per- Demonstrates ability to per- Demonstrates ability to per-
familiar situation:. p. 15 imiliar situations. p. 54 form satisfactorily in form satisfactorily in un- form satisfactorily in
familiar work situations. familiar work situations, familiar and unfamiliar work
p. 96 p. 133 situations. p. 173

B. Career Flanning_ and

E:ploration

1. Why _Work:

that n t people .cognizes tbat people are Recognizes that people are
p. 17 ad for jobs. p. 55 paid for jobs. p. 97
 I

III LIVING VOCATIONAL SKILLS OVERVIEW

1
LULL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6
_

Demonstrates understanding Recognizes that parents have Recognizes that incomes vary. Demonstrates awareness that Demonstrates financial in-
that work brings income to different work and incomes. p. 97 working for a salary brings dependence through working.
parents. p. 17 p. 55 independence. p. 134 p. 174

Demonstrates understanding Demonstrates understanding Recogni4es that finishing Demonstrates awareness that
that doing work well brings that finishing tasks earns something makes one feel good satisfaction results from
satisfactio,. p. 17 praise. p. 55 (self-worth). p. 97 task/job completion. p. 134

2. lob Awareness

Demonstrates understandi-g If Demonstrates awareness that Demonstrates awareness that Develops knowledge of variety Develops 'Inowledge of variety
work done by some community people do different jobs: in people do different jobs: in of jobs/careers. p. 134 of jobs and careers available.
worl,ers. p. 17 home, in school, in community. home, in school, in community. p. 174
p. 55 p. 97

Demonstrates knowledge of job Demonstrates knowledge of

demands, routines and quali- requirements for practical
fications. p. 135 jobs/careers. p. 174

Explores careers through Explores careerg through

practical experience. p. 135 practical experlence. p. 174

Demonstrates knowledge of some Demonstrates knowledge of

special training programs and special training programs and
institutions. p. 135 irstitutions. p. 174

Recognizes how certain dis-

abilities or limitations can
affect a vocational choice.
p. 174

Recognizes that pet..onal

likes and dislikes, hobbies
and out of school activities
should be considered lien
making career choices. p. 174

Develops a plan to implement

personal career goals. p. 175

3 ,,; 3 -),;
 1 ,..

Hi LIVING VOCATIONM, SKILLS OVERVIEW

i
LEVLL 2 LEVEL 3 LEVEL 4 . 5 LEVEL 6

3. Job Demands

Demonstrates good work habits. Demonstrates good work habits. Demonstrates good work habits. Demonstrates good work habits.
p. 55 p. 97 p. 135 p. 175

Demonstrates positive atti- Demonstrates positive atti- Demongtrates positive atti- Demrnstrates positive atti-
tude towards work. p. 55- tudes towards work. p. 97 tudes towards work. p. 135 tudes t....-.."rd. work. p. 175

Follows simple inst.actions. Follows more complex instruc- Follows complex instructions!
D. 17 tions. p. 55 p. 55

Completes tasks as assigned. Completes selected tasks at Completes selected tasks at Completes all tasks assigned Assumes conplete resptnsi-
p. I, school and home and begins to school and home and assumes In all areas at school and on bility for task. p. 175
assume some responsibility some responsibiloty for this. the job. p. 135
for this. p. 55 p. 98

Recognizes some of own mis- Rer gnizes own mistakes and

takes and corrects them. p. 55 co rects them. p. 35

Demonstr,tes good listening/ Demonstrates good listeni,g/ Demonstrates good listening/

attendin,2 habits. p. 56 attending habits. p. 98 attending habits. p. 135

tommunicates effectively with Demonstrates ability to com- Demonstrates ability to ...elate

peers. p. 98 municate effectively with to personnel at school and on
people at school and on the the job. p. 175
jcb. p. 136

Assumes some responsibility Maintains personal anti other Maintains personal and other
for maintaining own belong- belongings in neat fashion belongins in neat fashion in
ings. p. 96 in school and at work. p. 136 school and at wqrk. p. 175

Fellows school routines. p. 98 Develops awireness of job

routines. p. 136

Trovels to school independent- Travels to work stations in-

ly. p. 98 depende .1y. p. 136
 \\\

III LIVING VOCATIONAL SKILLS OVERVIEW

\\\

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 \ LEVEL 6"

Demonstrates awareness of Demonstrates pvnctuality.

time as it relates ro job. p. 175
p. 136

Recognizes the need for Recognizes the impo tance of

balance between work and balance between work _rid
leisure. p. 136 leisure time for persohal
satisfaction and well b
p. ric
C. FincLla a Job

Awar?ness of Personal
\
Abilities and Interests

Recognizes that most adults Identifies parents' vocations. Recognizes that many ocations Identifies educational and Identifies a number of voca /
work. p. 18 p. 57 exist. p. 99 personal characteristics tions for whicl, he is/is not
required for a variety of suited. p. 176
vocations. p. 137

DOtinguies between fantasy Identifies vocations for which Selects two or more areas for
and reality with regard to he has appropriate skills and wort study/experience which
:pirations, planning for the abilities. p. 137 are -lonsistent with interests,
p. 99 abilities, limitations.
p. 176

Identifies a.civities he likes/ Ideitit.les jobs/careers which Identifies jobs/careers which Identifies jobs/careers which Identifies jobs/careers which
dislikes. p. 18 mal be of special interest to may be of special interest to may be of special interest to may be of special interest to
him. p. 57 him. p. 99 him. p. 137 him. p. 176

Describes abilities and Describes own abilities and Demonstrates knowledge of

limitations for a specific :imitations for a specific personal strengths and weak
job. p. 57 job. p. 99 nesses that are important in
the world of work. p. 137

Irens of Prole,s,._

Demonstrates ability to use Demonstrates ability to use Demonstrates use of telephone

telephone directory to obtain telephone directory to obtdin directory to obtain informa
information. p. 99 information. p. 137 tion. p. 176
1
4
HI LIVING VOCATIONAL SKILLS OVERVIEW
---- - --- ---
LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6
LEVEL 2
,-

Demonstrates ability to take Demonstrates ability to take

and leave messages. p. 57 and leave messages. p. 99

Re,osnizes that people must Develops awareness that people Demonstrates knowledge of how Demonstrates knowledge ot now
looK for jobs. p. 57 look for jobs. p. 100 to ase newspaper "Help Wanted" to use newspaper "Help Wanter
columns to find a job. p. 138 columns to find a jot. p. 177

Recogaizes that jobs can be Recognizes that jots can be

obtained throu611 a vaciety of obtained through a variety of
means. p. 138 means. p. 177

Identifies and locates com- Demonstrates ability to use

uunity and government agencies community and government
that assist in job placement. agencies when looking for a
p, 138 job. p. 177

3. Personal Contact
r.,
,..,

z- Names person(s) who can pro- Names person(s) who can pro-
vide assistance in finding a vide assistance in finding a
job. p. 138 job. p. 177

States ways in which personal Develops file of useful

contact will assist in choice contacts. p. 177
of job. p. 138

Demonstrates skills necessary Demonstrates ability to be

for the job interview process. interviewed for job place-
p. 139 ment. p. 178

Pemonstrates ability to fill Fills :a application form

in application form. p. '39 correctly. p. 178

Writes letters of inquiry, Demonstrates ability to write

personal resume and "thank- different tylpes of letters,
you" letters. p. 139 e.g. letters of application.
p. 179
 I
').

HI LIViNC VOCATIONAL SKILLS OVERVIEa

LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

liNEL 2
-
D. Kee,in,, 1 .
1 Tcaa
'

1. Heilth and Safety

Practises safety rules while Practises safety rules while
on the job. p. 140 on the job. p. 179

Knowlet.'e of Work Habits

Demonstrates knowledge of Practises responsible work

responsible work habits. habits on the job. p. 179
p. 140
, -;', A. rsapal Relation-

nd Cetting Along With Others. Demonstrates ability to get Demonstrates ability to get
t . See Understanding Self
along with people in a along with people in a
variety of situations. p. 140 variety of situations. p. 179

Demonstrates knowledge, Demonstrates knowledge,

awareness, and acceptance of awa--eness, and acceptance of
individual differences. p 140 individual differences. p. 179

E. Workers' kihis

Recognizes own self-worth and Demonstrates understanding of Demonstrates undeistanding of

dignity. p. 58 the concept of person-1 self- the worth and dignity of
worth and dignity. p. 101 others. p. 141

Demonstrates understanding Recognizes the rights of Respects the rights of others

all people have rights. p. 101 others. p. 141 P. 180

Recognizes that there is Demonstrates understanding of

Human Rights lcgislation. special rights under protec-
p. 141 tive legislation, e.g. De-
pendent Adults Act p. 180

-...1111.

3, .,
3,..
I ;

t
r III LIVING VOCATIONAL SKILLS OVERVIEW

T
LLVEL 2 i LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6
, -
Recognizes that both workers Demonstrates understanding of
and employers have establish- work legislation. e.g. social
ed rights. p. 141 insurance, unemployment
insurance, minimum wage, work-
ers compensation. p. 180

Demonstrates abiltty to
utilize community services
related to workers' rights.
p. 180

Demonstrates understanding of
unions and their functions.
p. 180

Demonstrates understanding of
the terms: sick leave, deduc-
tions, income tax, dental plan.
p. 180

Demonstrates understanding of
IN shift-work, part-time work,
overtime, temporary staff,
seasonal work. p. 180

Applies for social insurance Demonstrates understanding of

number. p. 141 the requirements and provisions
related to: social insurance
number, unemployment insurance,
minimum wage, workers' compen-
sation, etc. p. 180

Demonstrates knowledge of
Alberta Labor Act. p. 180
 HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LLVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

HOME MANAGEMLNI'

A. Clothinl

1. Care

Recognizes own clothing. p. 19 Identifies own clothing. p. 59 Identifies and labels own
clothing. p. 102

Dres,rs self with minimal Dresses self independently.

a,sistince. p. 19 p. 59

Accepts some responsibility Accepts increasing responsi-

tor tare oi clothing. p. 19 bility for care of clothing.
p. 59

Organizes closet and drawer Assumes some responsibility Assumes responsibility for
Uses hangers and storage areas. Uses hangers and clothing
tJ storage areas appropriately, space appropriately. p. 102 for the care of own wardrobe, care of own wardrobe. p. 181
p. 19
p, 142
p. 59

Demonstrates awarene,,s of the Assists adult with laundry. Assists adult with laundry. Utilizea laundry facilities
difference hetween clein and p. 59 p, 102 independently. p. 142
soiled tlothing. p. 19

Identifies cleaning agents Uses cleaning agents and

and techniques for various techniques for various types
types of materials. p. 102 of materials. p. 142

Assists adult to make repairs. Makes simple repairs. p. 142 Repairs own clothing. p. 181
hecognizes when clothing
needs repairs. p. 59 p, 102

'tele(tion

Demowrites awareness that Identifies and selects cloth- Discusses and anal- es reasons Demonstrates understanding of
t1Jn ot (tothing tug appropriate for each for choosing cloth ,g. p. 102 the size systems used for
dependent on weather and season. p. 60 clothing. p. 142

se is ,n. p. 19

3 ', '
 HI-LIVING VOCATIONAL .,KILLS OVERVIEW

LEVLI- 2 LEVEL 3 iEVEL 4 LEVEL 5 LEVEL 6

Recognizes style appropriate Chooses clothing suitable for Chooses clothing suitable for Chooses approl.. late style,
for various uses. P. 60 work or leisure. P. 102 various activities. p. 142 color and de,lign. p. 181
4.

Sele,t,, own clotning occasion- Chooses own clothing for _Demonstrates awareness of Chooses appropriate style, Chooses appropriate style,
ally. p. 19 everyday wear. p. 60 appropriate design, style and design and color. p. 142 color and d?.sign. p. 181
color. p. 102

Demonstrates ability to Chooses appropriate accesso-

choose 3ppropriate accessories ries. p. 181
p. 142

Identifies various types of Identifies the appropriate Shops for clothing. p. 142 Independently shops for a
stores. p. 60 store in which various items personal wardrobe. p. 181
can be purchased. p. 102

Demonstrates understanding of Demonstrates understanding of

guarantees and warranties. guarantees and warranties.
P. 143 p. 181

Demonstrates knowledge of Demonstrates knowledge of

what to do with sub-standard what to do with sub-standard
goods and services. p. 143 goods and services. p. 181

Demonstrates understanding of Demonstrates understanding of

variation and quality, variation of quality,
quantity and price in the quantity and price in the
market place. p. 143 market place. p. 181

Demonstrates awareness of Recognizes and compares

pricing variations. p. i43 regular and sale prices. p. 182

Estimates the cost of various Plars a coordinated wardrobe

items in his wardrobe. p. 143 within a buaget. p. 182

3,s
 ;

t
RI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVF 6

1
1. Ceastru,c,on

luen!ifies and uses sewmg Identifies and uses sewing Demonstrates ability to us,2 Demonstrates ability to use Demonstrates abilior to use
tools. p. 19 tools. p. 60 sewing tools. p. 102 sewing tools and machines. sewing tools and mat.hines.
p. 143 p. 182

Sews simple items. p. 102 Sews and repairs ariicles. Sews more complex garments.
p. 143 p. 182

Selects appropriate patterns, Selects appropriate patterns,

materials and accessories. materials and accessuries.
p. 143 p. 182

Identifies and carries out Identifies and carries out

various methods of construc- variow met.e ds of construc-
tion. p. 143 tion. p. 182
,, g.
.0
Fut

1. Sh2pping

0emonstratts awareness that Desc.ibes what a food store Preipares a shopping list. Demonstrates ability to bud- Demonstrates ability to pre-
food cao be purchased In is. p. 61 p. 103 get, including sales and pare a shopping lis- and
stores. p. 20 seasonal items. p. 144 compare prices. p. 183

Makes stmple purch:.ses. p. 20 Assists in selecting articles With assistance, compares Compares items for price and
on food shopping 11.t. p. 61 items fol price .nd quality. quality. p. 144
p. 103

Demons-_rates knowledge 0, Demonstrates knowledge of

weight; and measures used in weights and measures used in
stores. p. 144 store:. p. 183

Distinguishes between conven- Differentiates between whole-

ience stores and supermarkets. sale and retail. p. 183
p. 144

Demunstratts lalowledge of Explains purpose and use of Identifies false aevertising.

brands advertiseu on tele- Ivertising. p. 144 p. 183
vision. p. 103
 I i'

HI LIVING VOCATIONAL SKILLS OVERVIEW

LLVEL 2
r LLVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

2. Eating

Behaves appropriately at meal Demonstrates appropriate Demonstrates appropriate

times. p. 20 etiquette in a variety of etiquette in a variety of
settings. p. 61 settings. p. 103
,..

With assistan_e, ,leans kitchen Demonstrates ability to use Demonstrates ability to clean Demonstrates ability to clean
utinsil, and dishes. p. 20 and eleaa tinsils and dishes. kitchen area and utensils. kitchen area and utensils. r

p. 61 p. 103 p. 144

I. PreplrAtIon

Demon,t1 ,tos some understanding Demonstrates understanding of

ot measaring, counting, etc. measuring, counting, etc.
p. 20 p. 61

Re,o4pl,t, basic kit,hen tools Uses some kitchen tools, Uses kitchen tools, appliances Uses kitchen tools, appliances
,..
.., ,Im_i mpflar, (2,, ind their n,,, appliances and facilties. and facilities. p. 103 and facilities. p. 144
o p. 20 p. 61

Demonstiates knowledge of Prepares simple snacks. p. 61 Prepares own lunch and cleans Prepares simple meals. p. 144 Prepares meals including
basic stns in preparing foods. ia7. p. 104 special dishes. p. 183
p, 20

Plans m .u, e.g. breakfast, Plans and prepares menu for

lunch, dinner, snack. p. 144 formal occasion. p. 183

Demonstrates ability to use Demonstrates ability to foi

recipes. p. 144 1 w complex recipes. p. 183

4. Sm ry21-1,

Assists in preparing table Prepares table for meal. p. 62

for meal. p. 21

Serves simpl.: foods. p. 62 Serves family. p. 104 Serves family and guests.
p. 145

,
,
1

1
31 1
i
 VI LIVING VOCATIONAL SKILLS OVERVIN

LLVEL 2
-- LEVEL 3 LEVEL 4 1LVEL 5 LEVEL 6

5. Preserviri&

Demonstrates understanding Describes function of a

,at refrigeration and refrigerator and freezr.
freezers are used to preserve p. 62
food. p. 21

Demonstrites understanding Handles food vith care and

that toed must be handled cleanliness. p. 62
with care and cleanliness.
p. 21

Demonstrates undertanding of Demonstrates-understanding of Demonstrates understanding of Demonstrates knowledge of how Describes sh rt and long term
appropritte storage of food. the concept of pelishables. the concept of perishables. to package for short and long storage methods. p. 184
p. 21 p. 62 p. 104 term storage, including
advantages and disadvantages.
p. 145

qtores food correctly (cup- Stores food correctly. p. 104

board, refrigerator). p. 62

6. Pro Inc t ton

Demonstrates knowledge that Identifies food sources. p. 62 Demonstrates some un-erstand- Explains/describes production, xplains/describes production,
1ond ie from v_ifins ing of food production, pro- processing and distribution processing and distribution
sources p. 21 cessing and distribution. of: garden products, dairy of: garden products, dairy
p. 104 products, grain products, products, grain products,
fishing products. p. 145 fishing products. p. 184

C. Maintainin_g the Home

I. icle,tIon
egnize., s tr, IL iilt tes an 1 Inecogn17es different types of Explains what is available in Investigates various types of Investigates various types of
Lit t or ii i- t-ct n hi. 11,,-t ihnales. p. 6 3 housing. p. 105 accommodation. p. 146 accommodation. p. 185
Ind the homcs o: p. 22 1
 Ill LIVING VOCATIONAL SKILLS OVERVIEW

LLVLL 2 LBILL 3 LEVEL 4 LEVEL 5

--_-_-__ LEVEL 6

Recognizes responsibil,'Ies Demonstrates understanding of

related to neighbors, land responsibilities related to
lords, community. p. 146 neighbors, landlords, com
munity. p. 185

Demonstrates ability to use

newspapers and other adver
tising to locate housing.
p. 185
rurnituie and Furnishings

Name; and des(ilbes use of Recognizes what goes into a Explains function of ,arious Explains what should be
comm)n home turniture and house. p. 63 Chooses furnishings for cost,
fucnishings. p. 105 consi'ered when furnishing a
appli Imes. p. 22 style and durability. p. 185
home, e.g. need, quality,
price. p. 146 Identifies "harmony" in
color, texture, stylc. p. 185
3. (*ire and Matntenance

DemonstrAtes abil,cv to t.dy With assistance, keeps own Demonstrates ability to keep
his ,wn irea at home and at room clean. p. 63 own loom clean. p. 105
school. p. 22

Perfolms simple hmisehold Performs simple household Perfoims household tasks. Performs household tasks
tasks with supervision, tasks. p. 63 Demonstrates efficient methads
p. 105 using appropriate equipment.
p. 22 of performing household tasks.
p. 146 p. lb,

Identifies daily and weekly Identifies household repairs Demonstrates knowledge of

cleining routines. p. 105 necessary for salety. p. 147 cost of housevolc: repa'rs
and need to ger estimates.
p. 186

Makes simple repairs. p. 105 Demonstrates ability to do

basic repairs and maintenance,
p. 147

oecognizes when repa'rman is

ne,ess,.ry. P. 147

37
 NI LIVING VOCATIONAL SKILLS OVERVIEW

LEVLL 3 LEVEL 4 LEVEL 5 LEVEL 6

D. Child Care

Reaognttes that young ihildren Explains babysitting responsi- r'ssumes babysitting responsi- Babysits, assuming complete Babysits, assuming complete
need care. p. 23 bitities. p. 64 bilities for short period of responsibility. p. 148 responsibility. p. 187
time. p. 106

Demonstrates abilit/ to help Assists In caring for younger With assistance, clres for Demonstrates ability to Demonstrates ability to
Lane tor younger brothers brothers and sisters. p. 64 ,-aung children. p. 105 dress, cha ge, feed infant. dress, change, feed infant
and ststers. p. 23 p. 148 or child. p. 187

Demonstrates ability to make Demonstrates ability to make

decisions about bedtime and decisions about bedtime and
snacks for children. p. 148 snaces for childrer.. p. 187

Demonstrates knowledge of Demonstrates knowledge of Identifies what to do in an

emergecy contacts. p. 106 what to do in an emergency. emergency, e.g. injury, fire,
p. 148 theft. p. 187

Demonstrates ability to show Demonstrates ability to show Demonstrates knowledge of

love, warmth and respect for love, warmth and respect for the development (physical
children and infants. p. 106 children and infants. p. 148 and emotional) of the young
child. p. 187

Recognizes emotional and

physical needs of children.
p. 187

MoNEY '1X.AGFMEN1

A. Firn'ra,.4_ '1,ney

Discrtminates between coin,

Ind hi1s, p,

ni p. Identifies coins and paper Counts money, using ,!oins ald Counts money, using coins and
!money. p. 65 bills. p. bills. p. 149
 MI LIVING VOCATIONACSKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

- ,

Uses money vocabulary. p. 65

Writes money amounts (lc, 25C, Writes money amounts of in- Writes complex money amounts.
$1.00). p. 65 creasing complexity. p. 107 p. 149

Transmits money amounts to Transmits money amounts to

calculator. p. 107 calculator. p. 149

Lists sources of money (job, Roco.,nizes that different Recognizes that different Demonstrates knowledge of
parents, hobby). p. 65 amounts of money are paid amounts of money are paid sources of income other than
for different jobs. p. 107 for different jobs. p. 149 wages. p. 188

Domonstrates understanding Demopstrates knowledge that a Recognizes that jobs must be Identifies factors that af- Identifies factors that af-
ti it DLoplo work tor money. lob must be completed to earn completed to earn money. fect wages, e.g. training, fect wages, e.g. training,
p. 24 money. p. 65 p. 107 time, danger, seasonal work. time, danger, seasonal vork.
p. 149 p. 188

Calculates money earned: Calculates money earned:

gross/net pay; regular/over- pross/net pay; regular/over-
time; hourly, weekly, monthly; time; hourly, weekly, monthly;
double time, time and a half; double time, time and a half;
holiday pay. p. 149 holiday pay. p. 188

Reads aad interprets cheque Reads, interprets and demon-

stubs. p. 149 stiates understanding of terms
and figures on cheque stubs,
e.g. union daes, uliemployment
insurance. C.P.P. p. 188

Demonstrates understanding Demonstrates understanding Demonstrates understanding

tnat the value of money that the value of money that the valu, of money
changes ever time. p. 107 changes uver 'me. p. 14,, changes ove-: ime. p. 188

Demonstrates knowledge of
taxes, e.g. income tax.
p. 188

3-s. 38,;
 Ut LIVING VOCATIONAL SKILLS OVERVIEW

LLVEL 2 LEVLL 3 LEVEL 4 LEVEL 5 LEVEL 6

-----------
S. SlendinL_Monly

Demonstrates understanding Identifies places where goods Identifies different types of Chooses most appropriate Compares and contrasts buying
that money purLhases goods. can De bought. p. 66 stores when_ goods or services places to buy goods and through different outlets,
p. 25 an be bought. p. 108 services, e.g. 1..holesale, e.g. retail, wholesale, mail
rtca!l, sic p:oducer of order. p. 189
goods. p. 150

lath assistance, ouys items. Buys items indpendently.

p. 66 p. 108

Recognizes advertising on Recognizes advertising tech- Identifies factual informa- Describes examples of mis-
television, radio, etc. p. 66 niques. p. 108 tion presented in advertise- leading advertising on tele-
ments. p. 150 4ision, radio, newspaper.
p. 189

r,
Dem.el,tr.tc,, understanding Demonstrates understanding Demonstrates understanding Recognizes best time to shop. Demonstrates understanding of
+=hit sore things .ost more that some things cost more that prices for familiar items p. 150 comparative shopping (goods
than others. p 25 than others. p. 66 vary from time to time. p. 108 and services). p. 189

Describes essentiill elements Demonstrates understanding Differentiates between es- Differentiates between es-
in basic living needs (food, ,that services can be purchased sential and luxury items. sential and luxury items.
shelter, clething). p. 66 p. 108 p. 150 p. 189

Demonstrates awareness of how Develops and utilizes a simple Develops personal bodet for Develops budget for lAousehold
his money is spent. p. 66 budget. p. 108 purchase of clothing, enter- management, e.g. groceries,
tainment, gifts, etc. p. 150 clothing, utilities. p. 189

Calculates personal budgets

for dif--,nt family sizes
and over .ying time periods
for: cc.. ..1 worker; full
time worker; unemployed worker.,
p. 189
 RI LIVING VOCATIONAL SR LLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Recognizes that there are Describes different methods of Explains waat a credit purchase
different methods of payment. payment and explains the ad- is. p. 189
p. 108 vantages and disadvantages of
each. p. 150

Lists goods and services that Lists goods and services that
can be bought on credit, can be bought on credit.
p. 150 p. 189

Demonstrates understanding of Calculates cost of using

the cost of using credit, credit. p. 190
p. 150
Calculates the cost of differ-
ent methods of payment. p. 190
,

Demonstrates understanding of
the responsibility associated
with credit buying. p. 190

Demonstrates awareness of Utilizes Better Business

.
consumer protection groups. Bureau and consumer protection
p. 151 groups. p. 190

Establishes a bank account. Demonstrates ability to use Demonstrates ability to

..

p. 108 banking forms correctly. utilize batking services.

p. 151 p. 190

'C. Savi mand Borrowing

liemonst ates initial under- Demonstrates understanding of Demonstrates understlndlng of States in own words the im-
standin that clone., (.19 be
,
saving money for future pur- saving money for future pur- portance of saving money.
saved a qi used dr a later chases. p. 67 chases. p. 109 p. 152
date. 26 .

With assistance, opens a Deposits money in savings Lists different types of bank-
savings account. p. 67 account. p. 109 ing services, e.g. chequing,
savings, loans. p. 152

Explains how to choose an ap-

propriate banking service.
p. 152
 HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Recognizes that people borrow Names sources for borrowing

money for specific.purposes. money. p. 152
p. 109

Demonstrates knowledge that Demonstrates knowledge that Demonstrates understanding Describes circumstances when Describes circumstances when
items or money borrowed must people must repay money bor- that borrowing may or may not borrOwing is appropriate. borrowing is/is not appro-
be returned. p. 26 rowed. p. 67 be appropriate. p. 109 p. 152 priate. p. 191

CITIZENSHIP AND INDIVIDUAL

RESPONSIBILITY

A. At Home

Demonstrates awareness that Assumes responsibility for Assumes responsibility for Assumes responsibility for Demonstrates understanding of
fmaily members share privi- his own behavior. P. 68 his own behavior. p. 110 his own behavior. p. 153 roles and responsibilities
leges and responsibilities. associated with being an
p. 27 independent adult. p. 191

Identifies what constitutes a Identifies extended family

family. p. 27 members by name and relation-
ship to him. p. 68

Identifies own family members Identifies family members. Identifies how roles and Assumes responsibilities with- Makes independent decisions
by role. p. 27 P. 68 responsibilities change with in the family. p. 153 about how family responsibi-
age. p. 110 lities could be shared in
various situations. p. 191

Identifies ways in which im- Recognizes that families Identifies strategies for
mediate family is unique. change because of separation, coping with family changes.
p. 68 birth, death, etc. p. 110 p. 132

Differentiates between per- Differentiates between per- Demonstrates respect for

sonal, public and family sonal, public and personal, publie and family
property. p. 68 property. p. 153 property. p. 153

3
 1
1

1.
HI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

1.-

B. At School

Identifies classmates and Identifies classmates and

staff members by name. p. 28 significant staff members by
role. p. 69

Identifies personal, private Differentiates between per- Differentiat'2s between per- Demonstrates respect for per- Demonstrates respect for per-
and public property. p. 28 sonal, private and public sonal, private and public sonal, private and public sonal, private and public
property. p. 69 property. p. 111 property. p. 153 property. p. 192

Identifies some rules. p. 28 Follows school rules. p. 69 Recognizes reasons for main- Participates in decisions re- Participates in decisions re-
taining school rules. p. III garding rules. p. 154 garding school rules and
class activities. p. 192

Participates in decision Participates in decision Participates in decision

making in the classroom. making in the classroom. making in the classroom.
p. 69 p. 111 p. 154
NJ
c.,
W
Responds to authority in the Responds to authority in the Responds to authority in the Responds to authority in the
classroom and school. p. 28 school. p. 69 school. p. 111 school. p. 154

Responds to delegated author- Responds to elected authority Demonstrates understanding of Accepts responsibility as a
ity in the classroom. p. 69 within the school. p. 111 the function and role of leader or committee member.
student government. p. 154 p. 192

C. In the Communit/

Demonstrates initial under- States the name of his com- States the name of his town or
stinding of what constitutes munity, town or tity. p. 70 city, province, community,
a community. p. :'9 country and .7ontinent. p. 112

Identifies immediate neighbor-

ing continents. p. 112

Identifies the Canadian flag. Identic'es and explains the

p. 70 symbolism of the Canadian
flag. p. 112
 lil LIVING VOCATIONAL SKILLS OVERVIEW

TEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Demonstrates knowledge of the Sings the National Anthem.

National Anthem. p. 70 p. 112

Identifies the role of some Identifies the role of common Identifies the role of fte- Demonstrates ability to
common community helpers. community helpers. p. 112 quenfly used service agencies, utilize service agencies.
p. 70 p. 155 p. 193

Identifies common nelghb orhood Identifies facilities avail- Identifies common city or Identifies common provincial Identifies national
facilities. p. 29 able in the community. p. 70 town fa'cilities. p. 112 facilities, e.g. pal s, high- facilities. p. 193
ways. p. 155

Demonstrates knowledge of Re,ognizes that there are Demonstrates understanding of Demonatrates understanding of
community rules and routines. city or town rules. p. 113 how laws are made. p. 155 the meming and role of civic
p. 70 pride, patriotism, national
pride. p. 193

Participates some com munity Part ipates in community Participates in community

activities. p. 29 acti ities. p. 70 activities. p. 113

Demonstrates understandi ng Demonstrates understanding of Recognizes that authority may Demonstrates a basic under- Demonstrates understanding of
that community members w ith the concept of authority. be gained by being elected, standing of elections, the responsibilities involved
p. 70 earned, delegated or assumed, voting, political parties. in holding an electcd office.
various responstbtlicies have
p. 113 p. 155 p. 193
areas of authority. p. 29

Describes some cultural Describes cultural and ethnic Recognizes the cultural and Demonstrates knowledge about
Recognt2es cultural cliff el-
differenLes in thy community. differences. p. 113 ethnic diversity which ideological and government
euces in the Lommuuitv.
p. 71 exists among the people of differences throughout the
p. 2q
Canada. p. 155 world. p. 193

Demonstrates awareness of Demonstrates awareness of Demonstrates awareness of

other countries. p. 114 world community, e.g. res- world community, e.g. res-
.
ponsibility towards developing ponsibility towards developing
countries. p. 155 countries. p. 193
 111 LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 5 LEVEL 6
LEVEL 3 LEVEL 4
LEVEL 2

D. Current Events

Recognizes that event occv States newsworthy events

outside of home and scaot
o .
witnessed or heard. p. 72
P. 30
e Demonstrates ability to select
Recognizes that television,
press and radio, help dis- a major radio, television
seminate information. p. 72 newscast or press report.
p. 114
Identifies implications of
Recalls major news items. Identifies major news stories. Identifies major news stories:
local, provincial, national, major news stories: local,
p. 72 p. 114 provincial, national, inter-
international. p. 156
national. p. 194

E. Environmental Education

o Ecolo.u.

Distinguishes between living

and non-living things. p. 3t

Classifies related species.

Explains the difference between Classifies living organisms.
p. 73 p. 115
a member of the plant and of
the animal kingdon. p. 31
Classifies plant material on
tv.a or more dimensions.
p. 115

identifies basic requirements Identifies basic requirements

identifies characteristics necessary for growth of'
which are shared by other necessary for growth of
p. 73 living organisms. p. 115
/Lying things and himself. living organisms.
p. 31
Identifies environments where
plants and animals live.
p. 73
 UI LIVING VOCATIONAL SKILLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

Demonstrates understanding Identifies apprpriate ways Demonstrates some knowledge States some laws dealing with
that animals have feelings,by to behave with wild and of laws dealing with animal animal care. p. 157
handling or caring for them domestic animals. p. 73 care, e.g. pet licensing.
witn empathy and consideration. p. 115
p. 31

Demonstrates some understand- Demonstrates increasing Demonstrates knowledge of

ing that narks are conserva- awareness that parks are reasons why fees are charged,
tion areas. p. 73 cOnservation areas. p. 115 e.g. park fees, license fees.
p. 157

Recognizes and appreciates man Recognizes the positive/nega- Identifies the positive/nega- Practises responsibility with
as a builder of the world of tive effects of man's inter- tive effects of man's inter- regards to the natural environ-
nature. p. 74 vention in nature. p. 115 vention in nature. p. 157 ment. p. 194

Begins to assume responsibility Assumes some responsibility Assumes rest. asibility for the
for the cdre of a plant or pet. for the care of a plant or care of a plant or pet.
f-)
p. 31 pet. p. 74 p. 115

2. Natural Phenomena
a
DesLribes weather from outdoor Describes weather from outdoor Predicts weather from sky Demonstrates some unde-stand- Demonstrates understanding of
conditions. p. 31 conditions. p. 74 'cdnditions/descriptions. ing of natural disasters. natural disasters. p. 194
p. 115 p. 147
44INN
Identrfies some characteris- Identifies characteristics of States characteristics of States effect of seL.sonal
tics of eaih season. p. 31 each season. p. 74 each seasun. p. 115 change. p. 157

States how weather affects States how weather affects Demonstrates knowledge of Demonstrates knowledge of
daily life. p. 74 the Yife of others, e.g. farm; long term effects of weather, economic and social effects
ers. p. 115 e.g. dry summer - poor crop. of world's weather patterns.
p. 157 p. 194

3. En..2122Y

Identifies some souces of Identifies sources of heat Demonstrates kro ledge of Demonstrates knowledge of States advantages/disadvantages
heat and light. p. 32 and light. p. 74 alternate energy .ources, alternate energy sources, of various energy sources.
e.g. wood burning fire-places, e.g. coal, windmill. p. 158 p. 194
solar heating. p. 115
.)

HI LIVING VOCATIONAL SKILLS OVERVIEW

LLVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

-------------
Recognizas the need to modify Demonstrates a. at Demon:trates ability to make Demonstrates responsibility in
climate by such techniques as the energy au his responsible energy choices in making energy-consumption
heating houses or clothing. home and provide other daily life. p. 158 decisions. p. 194
p. 74 utilities costs money. p. 116

4. Pollution

With as,istance, identifies Identifies and disposes of Demonstrates awareness of a Demonstrates awareness of Demonstrates correct dis-
and disposes of litter. litter. p. 74 variety of environmental environmental considerations. posal methods, e.g. napkins,
p. 32 considerations. p. 116 p. 158 dish water. p. 194

Dimonstrates some knowledg2 States reasons for not Recognizes importance of States fines that can be Demonstrates knowledge of
of rea,ons tor not littering. littering. p. 75 pollution control laws, levied for littering, illegal the regulations in exis-
p. 32 including noise pollution dumping, improper weed control tence to protect the
p. 116 etc. p. 158 environment. p. 195

Recognizes clean air/water is Recognizes that cleaa air/ Recognizes factors contribut- Identifies me. :as of showing Utilizes hip right to speak
necessary for good health. water is necessary for good ing to environmental safety. disapproval of environmentally out agains rironmental
fJ damaging practices. p. 158 offences. p. 195
p. 32 health. p. 75 p. 116

Identifies places where noise Identifies sources of exces- Demonstrates ar awareness of Demonstrates awareness of
control is required. p. 75 siye noise within the environ- the dangers cf prolonged the dangers of industrial
ment. p. 117 exposure to excessive noise. noise, and an understanding
p. 159 of preventative measures.
p. 195

5. Conservation

Demonstrates some understanding Demonstrates understanding of Saves re, clable 'materials Saves recyclable materials
of the recycling concept. p. recycligg concept. p. 75 and retur to appropriate and returns to appropriate
p. 32 place. p. 117 place. p. 159

Demonstrates respon,,ibility Recognizes his responsibility Demonstrates knowledge of Demonstrates understanding of Practises various methods of
for keeping immediate environ- to preserve the environment, reasons for conservation, the concept of renewable/ conservation. p. 195
ment cican and free from e.g. not damaging trees. e.g. cost. p. 117 non-renewable resources.
p. 33 p. 76 p. 159

Demoostrates awareness of
various ways to conserve
energy. p. 76

3" 3,4u
 HI LIVING VOCATIONAL SK:LLS OVERVIEW

LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

6. Safety

Demonstrates awareness of the Demonstrates knowledge of the Demonstrates safe use of out-
dangers inherent in outdoor dangers inherent in outdoor door tools and chemicals.
tools and chemicals. p. 33 tools and chemicals. p. 76 p. 117

Demonstrates knowledge of States, discusses and Practises water safety. Practises water safety.
Follows water safety rule,..
water safety rules. p. 76 follows water safety rules. p. 159 p. 195
p. 33
p. 117

Demonstrates some awareness of Demonstrates awareness of the Demonstrates knowledge of Practises fire prevention
the danger and effect of fire. danger and effect of fire. fire prevention methods. metkods. p. 159
p. 33 p. 76 p. 117

Demonstrates the knowledge of Practises safety rules that Practises safety rules that Demonstrates competency and
Recognizes various unsafe out-
various unsafe outdoor apply to the outdoors. apply to the outdoors. safety in the performance of
door practices. p. 34
practises. p. 76 p. 117 p. 159 several out-of-doors activi-
ties about the home. p. 195

Demonstrates some knowledge Demonstrates ability to

of survival methods. p. 159 practise survival methods.
p. 195

Recognizes people in positions Accepts direction from per- Demonstrates responsible

of authority in parks, etc. sons in authority in parks, behavior in parks, etc.
p. 117 etc. p. 159 p. 195

Demonstrate ability to go to Recognizes risks involved in Demonstrates knowledge of

appropriate locations if traveling on frozen lakes or possible dangers of various
caught in inclement or rivers. p. 159 terrains. p. 195
potentially dangerous weather.
p. 117
 APPENDIX B

RESOURCE MATERIALS

HEARING IMPAIRED

LIVING/VOCATIONAL SKILLS
 LEVEL 2

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

Free To Be ... You and Me - McGraw-Hill Publishers

I Like Myself - N.E.L.P.

TRAVEL

Materials from Alberta Motor Association

HEALTH

Canada Food Guide - Department of Public Health

Cool Cooking for Kids - Fearon Pitman Publishers

Hap Palmer Records - J.M. Dent and Sons

Materials from Department of Agriculture

SAFETY

Early Bird Series - Random Publishers

Home Safe Home - Department of Consumer and Corporate Affairs

Materials from Alberta Safety Council

Stories About Safety - Comet Instructional Media

WORLD OF WORK

Consumer Sequential Cards - Developmental Learning Materials

I.P.A. (Integrated Practical Activities) Manual - Alberta Education at

Magic Circle - Human Development Training Institute

100 Ways to Enhance the Self Concept in the Classroom - Prentice Hall Inc.

Self Awareness/Career Awareness - Scholar's Choice

What Do People Do - Troll Associates

Workjobs I and II - Addison Wesley

Workjobs for Pare - Addison Wesley

245 4
HOME MANAGEMENT

Canada Food Guide - Department of Public Health

The Kids' Cookbook - Nitry Gritty Productions

The Kids' Garden Book - Nitty Gritty Productions

Kids in the Kitchen - Penninsula Publishing Co.

Materials from the Department of Agriculture

Wabash Guide to Early Development Training - University of Washington

MONEY MANAGEMENT

Materinls from the Department of Consumer and Corporate Affairs

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Free To Be ... You and Me - McGraw-Hill Publishers

I.P.A. (Integrated Practical Activities) Manual - Regional Resource Services

(Alberta Education)

Materials from Red Cross Society

Red Riding Hood - Judy Co.

246
 LEVEL 3

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

All About Me - Frank Schaffer Publications

D.U.S.O. - Psycan

How Do You Feel - Child's World Inc.

Love is a Special Way of Feeling - Harcourt, Brace and World, Inc.

Magic Circle - Human Development Training Institute

Move It - National Education Association

Peabody Language Development Kit - Psycan

Schools Without Failure - Harper and Row Pubs., Inc.

Teacher Effectiveness Training - McKay Pub.

Teaching Social Behavior to Young Children - Research Press

Values Clarification - Hart Publication Co.

TRAVEL

Survival Signs - Ideal School Supply Co.

Road Signs of the Times - Ideal School Supply Co.

HEALTH

Canada Food Guide - Department of Public Health

Good Health Habits - Mafex Associates

Growth: A Handbook of Classroom Ideas to Motivate the Teaching of Elementary

Health - Educational Services Inc.

Health and Safety for the Young Child - Fearon Pitman Publishers

The Human Body - New American Library

It's Fun to be Healthy - Pretzel Press

Materials from Alberta Medical Association, Alberta Milk Foundation and

General Foods Corporation

247
 HEALTH (cont'd.)

Nutrition Communication - Ontario Milk Marketing Board

Peabody Language Development Kit - Psycan

Peabody Song Kit - Psycan

The Spice Series - Educational Performance Association

SAFETY

Curriculum Guide for Elementary Health - Alberta Education

Dangerous Playground (film) - McGraw-Hill Publishers

The Fall Down, Break a Bone, Skin Your Knee Book - Walker and Co.

Health and Safety for the Young Child - Fearon Pitman Publishers

Home Safety Kit - Alberta Safety Council

How to Have an Accident at Work/in the Home (films) - Magic Lantern

I'm No Fool Having Fun/with Electricity (films) - Magic Lantern

Let's Find Out About Safety - Harper and Row, Pubs., Inc.

The New Elmer the Safety Elephant - Alberta Safety Council

Playground Safety (film) - McGraw-Hill Publishers

Safety After School (film) - McGraw-Hill Publishers

WORLD OF WORK

Attitude and Safety Posters - Workers Compensation Board

Career Awareness - Scholar's Choice

Career Cards - Milton Bradley

Courtesy in the Community - Children's Press Inc.

Deal Me In - J. Norton Publishers

D.U.S.O. - Psycan

Getting a Job - Fearon Publishers

,
A Good Worker - Mafex Associates

248
 1

WORLD OF WORK (cont'd.)

I.P.A. (Integrated Practical Activities) Manual - Alberta Education

I Want To Be ... Books - Children's Press Inc.

Ladybird Books - Scholar's Choice

Modern Workers for Career Awareness - Scholar's Choice

Our Helpers - Milton Bradley

Sign-A-Mite - Mafex Associates

Stories About Workers - Frank E. Richards Pubs. Co., Inc.

Unemployed Uglies - Frank E. Richards Pubs. Co., Inc.

Workjobs I and II Addison Wesley

HOME MANAGEMENT

ABC Cookery - Argus Communications

Dishes and Utensils - Scholar's Choice

The Kids' Cookbook - Nitty Gritty Productions

Kids in the Kitchen - Penninsula Publications

Learning About Fruits We Eat (captioned film) - Media Services

Lessons in Living - Ginn and Company

Look and Cook - Chrome Yellow Films Inc.

Nutrition Communication - Ontario Milk Marketing '-grd

Sew It Yourself - Gage Educational Pub.

MONEY MANAGEMENT

Good Cents: Every Kid's Guide to Making Money - Houghton-Mifflin Co.

Let's Go Shopping CTES Audio Visual Resource

Money Makes Sense - Copp Clark

One Penny, Two Penny - Southerland Pub. Co.

249
 V

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Creative Science Experiences for the Young Child - Incentive Publications

Let's Find the Pollution Solution - January Productions

Pollution Solutions Mobile - Thomas Haye and Assoc.

Take a Look at Nature - Creative Teaching Press

-)

250
 LEVEL 4

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

All About You - Science Research Associates

Centering Book - Prentice Hall Inc.

D.U.S.O. - Psycan

Focus on Self Development - Science Research Associates

I Have Feelings - Behavioral Publications

Interaction IV Series - Raintree Publishers Ltd.

Lisa and Her Soundless World - Human Science Press

Magic Circle - Human Development Training Institute

Primarily Me, Mostly Me - Good Apple Inc.

Schools Without Failure - Harper and Row Pubs., Inc.

Social Learning Curriculum - Charles E. Merrill

Toward Affective Development Psycan

DEAF STUDIES

Communication with the Deaf: A Guide for Parents of Deaf Children - University
Park Press

Helpful Hearing Aid Hints - Alexander Graham Bell Assoc.

I'm Deaf Too - National Association for the Deaf

TRAVEL

Reading - Everyday Survival Skills - Scholastic Book Services

Real Life Reading Skills - Scholastic Book Services

Survival Reading - Survival Words - Halapden Pub.

HEALTH

About Drugs - Fearon-Pitman Publishers

Alcohol: The First Decision (film) - Kahl's Inc.

251
4 #IJ
HEALTH (cont'd.)

All About the Human Body - Random House

Almost Everyone Does (film) - Wombat Productions

Canada Food Guide - Department of Public Health

Drugs: The First Decision (film) - Kahl's Inc.

'Lkew.
Easy Way Out (film) - Film Media Services

Facts About Alcohol (film) - Globe Book Co.

,1

Food and Growth (filmstrip) - Library Sound Services

Food and Nutrition Cards - Media Services

Growth: A Handbook of Classroom Ideas - Educational Services Inc.

Materials from Alcoholics Anonymous

The Spice Series - Educational Performance Associates

What You Should Know About Drugs - Harcourt, Brace and Jovanovitch

SAFETY

CurriculumGuide for Elementary Health - Alberta Education

Playground Safety (film) - McGraw-Hill Publishers

Safety in the Home (film) - McGraw-Hill Publishers-

WORLD OF WORK

At Least a Thousand Things To Do - Incentive Publications

Canadian Classification and Dictionary of Occupations Department of Manpower

and Immigration

Career Awareness - Scholar's Choice

Career Exploration Activity Cards for Fun - Mafex Associates

Career Lotto - Western Educational Activities

Careers (game) - Parker Brothers

Cook and Learn - Bowmar

Courtesy in the Community - Children's Press Inc.

252
111.MG.

WORLD OF WORK.(cont'd.),

Deal Me In - J. Norton Publishers

-Following Directions - Bernell Loft

A Good Worker - Mafex Associates

How to Get That Job - Mafex Associates

How to Hold Your Job Mafex Associates

I.P.A. (Integrated Practical Activities) Manual - Alberta Education

It's Positively Fun - Spirit Yaster

Job Attitudes Mafex Associates

Jobs A to Z - Frank E. Richards Pubs. Co., Inc.

Kids in the Kitchen - Penninsula Publications

Making It On Your Own - Mafex Associates

Manners - Frank E. Richards Pubs. Co., Inc.

Occupational Alphabet - Western Educational Activities

100 Ways to Enhance the Self Concept - Prentice-Hall

Perhaps I'll Be Series --Aladin Books

Shop Safety (films) - Coronet Instructional Media

Sign-A-Mite - Mafex Associates

A Spec(ial Picture Cookbook - H & H Enterprises

Stories About Workers - Frank E. Richards Pubs. Co., Inc.

Unemployed Uglies - Frank E. Richards Pubs. Co., Inc.

Very Important People Series - Elk Grove Books

o

.
Young Homemakers Series - Fearon Pitman Pub.

HOME MANAGEMENT

Lessons in Living - Ginn and Company !b.

Look and Cook Series - Chrome Yellow Films Inc.

Sew It Yourself - Gage Educational Pub.';,tp.

Materials from Y.W.C.A. and Police Department

410
'253
MONEY MANAGEMENT

Budget (game) - Viking Press

Cosmic Coinship I: Learning to Make Allowances - Alberta Consumer and

Corporate Affairs

Good Cents - Every Kids' Guide tro Making Money - Houghton-Mifflin

Money Makes Serffrd-,-,Fearon Pitman Pub.

Money Matters - Creative Publications

The Money Series - Mafex Associates ^s.

\\
Pacemaker Practical Arithmetic Series - Fe on Pitman Pub.

The 3hopping Game - Developmental Learning M terials

Using Dollars and Cents - Frank E. Richards Pubs. Co., Inc.

Working Makes Sense - Fearon pitman Pub.

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Canadian Communities - arm and Company

Energy Conservation Cutouts Burbank

Exploring Ecology - MacDonald Educational Ltd.

Hello World! It's Nice to Know You - Sterling

Home and Family - Cemrel Inc.

Living Well in Times of Scarcity - Pollution Probe and Consumers Association

Man and dis Families/Communities - Benefic Press

S.E.E.D.S. Poster Pack (Society fnvironmPut and Energy Development Studies

S.R.A.

Social Studies for Community Living - Hayes School Pub.

Stop Polluting - Start Preservint, - McCraw-Hill Publishers

Why Should I Care - Canadian Unicef CommitteL

254
 LEVEL 5

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

All About You - Bowmar-Noble Publishing Co.

Emily Post Book of Etiquette for Young People - Funk and Wagnalls

Getting Along with Others - Frank E. Richards Pubs. Co., Inc.

Innerchange - Human Development Trainers Institute

Lifeline - Developmental Living Materials

Looking Ahead to Marriage - Daughters of St. Paul

Love and Sex in Plain Language - Bantam Book Inc.

Parent;Effectiveness Training - David McKay Co.

Schools Without Failure - Harper and Row Pubs., Inc.

Teacher Effectiveness Training - David McKay Co.

Today's Teen Series - Charles E. Bennett

Understanding Yourself - Benziger inc.

Values Clarification - Hart Publishing Co. Inc.

DEAF STUDIES

Courageous Deaf Adults Gallaudet College

I'm Deaf Too - National Association for the Deaf

Interesting Deaf Americans - Gallaudet College

Notable Deaf Persons - Gallaudet College

Successful Deaf Americans - Dormac Inc.

TRAVEL

Hou to Read a Map - Interpretive Education

How to Read SchL(1-1:-; - Interpretive Edu._,tion

International Traffic Signs - Kahl's Inc.

Motorcycle Safety - Interpretive Education

255
41
SAFETY

Curriculum Guide for Junior ltigh School Health - Alberta Education

Fire Safety is Your Problem (film) - Centron Educational Films

Keep Them Safe (film) - Marshfilm Enterprises

Play It Safe (film) - Learning Tree Filmstrips

Safety Adventures Out of Doors (film) Encyclopedia Brittanica Ed. Corp.

Safety in the Home (film) - Media Services

Water Safety (film) - National Film Board

WORLD OF WORK

All About Jobs - Mafex Associates .

Application Forms - Frank E. Richards Pubs. Co., Inc.

Attitude and Safety Posters - Workers Compensation-Board

Basic Skills on the Job - Ceba Standard Pub.

Becoming Myself - Dimensions of Personality Series - Pflaum Standard

Canadian Classification and Dictionary of Occupations - Department of

Manpower and Immigration

Career Awareness/The Alternative - K.S.P.

Career Search - Scholastic Book Services

Don't Get Fired - 13 Ways to Hold Your Job - Janus Publications

Exploring the World of Jobs - Science Research Associates

Finding and Holding a Job - Western Educational Activit!es

From Classroom to Career - Marion Melugh Pub.

Getting Applications Right - Scholastic B,-,ok Services

Gettin; That Job - Fearon-Pitman Pub.

Girls and Their Futures - Science Research Associates

A Good Worker - Mafex Associates

(")
256 4
WORLD OF WORK (cont'd.)

Good Work Habits Mafex Associates

help! - Mafex Associates

Here I Am - Dimensions of Personality Series - Cebco Standard Publishing

How Teenaers Can Get Good Jobs - Rosen Printers

How to Get TliaL: Job - Mafex Associates

I'm Going to Work Mafex Associates

I'm Not Alone - Pflaum Standard

Janus Job Interview Guide/Job Planner - Janus Book Pub.

The Job Box - Fearon Publishers Inc.

The Jobs Book - Scholastic Book Services

Jobs from A to Z - Frank E. Richards Pubs. Co., Inc.

Jobs in Your Future - Science Research Associates

Keeping That Job - Follett Pub. Co.

Learn to Earn Mafex Associates

The Long Hair Man (film) - National Film Board

Me and Others/Jobs - Educational Design

My Job Application - Janus Book Pub.

The Nature of Work (film) - National Film Board

Occupations 2/L - New Readers Press

P.A.T.H. (Positive Atcitudes Toward the Handicapped) - Regional Resource Service

(Alberta Education)

Perceptual CommunicatiGn Skills - Instructional Materials and Equipment Distributors

Preparing for a Job Interview - Frank E. Richards Pubs. Co., Inc.

Picture Interest Inventory - McGraw-Hill Publishers

Resumes That Get Jobs - Arco Pub. Co.

Scope job Skills Series - Harper and Row Pubs., Inc.

257
41
WORLD OF WORK (cont'd.)

Service Occupations - Frank E. Richards Pubs. Co., Inc.

So You Want a Job, Eh? - Canadian Broadf!asting Corp.

S.R.A. Guidance Series - Science Research Associates

Stories About Workers - Frank E. Richards Pubs. Co., Inc.

The Turner Career Guidance Series - Follett Pub. Co.

Using the Want Ads - Janus Book Pub.

Very Important People Series - Elk Grove Books

Work Experience Manual - Alberta Education

Work for Everyone - Frank E. Richards Pubs. Co., Inc.

The Work Series - Educational Design Inc.

You and Your Pay/World - Scholastic Book Services

You Gotta Know Yourself - Saskatchewan Education

HOME MANAGEMENT

All About Clothes - McGraw-Hill Publishers

Around the World in 80 Dishes - Scroll Pr.

Babysitters Handbook - Kahl's Inc.

Better Homes and Gardens Cookbook - Better Homes and Gardens

Betty Crocker's Cookbook - Bantam Books

C.ring for Kids McCraw-Hill Publishers

Cooking for Two - G.K. Hall Pub.

Food and You - McGraw-Hill Publishers

Food Buymanship - Consumer Association of Canada

Guide to Modern Meals - McGraw-Hill Publishers

.The Home, It's Furnishings and Equipment - McGraw-Hill Publishers

'Homemaking for Teenagers - Bennett Pub. Co.

How You Look and Dress - McGraw-Hill Publishers

258
...
4 1 (.1
HOME_ MANAGEMENT (cont'd.)

How to Plan and Prepare Meals - McGraw-Hill Publishers

Lessons in Living - Ginn and Company

Materials from General Foods CorPoration

Snip, Clip and Stitch - Follett Pub.

Teen Guide to Homemaking - McGraw-Rill Publishers

The Teenagers Menu Cookbook - Dood Mead and Co.

MONEY MANAGEMENT

Bank Account - Western Educational Activities

Budget (game) - Tribune Press

Cosmic Coinship Alberta Consumer and Corporate Affairs

Getting Ready for Payday - Frank E. Richards Pubs. Co., Inc.

Homemaking for Teenagers - Bennett Pub. Co.

jet's Go Shopping - Frank E. Richards Pubs. Co., Inc.

Materials from Consumer and Corporate Affairs

Money Makes Sense - Copp Clark

The Money Series - Mafex Associates

Pacemaker Practical Arithmetic Series - Fearon-Pitman Pub.

Supershopper - McDougal Littell

Working Makes Sense - Fearon-Pitman Pub.

You and Your Pay - Follett Pub. Co.

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Earth, Science and Ecology - Hayes School Pub.

Ecology Puzzles - Hayes School Pub.

Energy Management for the Future - Department of Energy, Mines and Resources

Exploring Ecology - MacDonald Educational Ltd.

259
tai
p
CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY (cont'd.)

The Garbage Book - Department of Energy, Mines and Resources

Government Environmental Resource Materials Guide - Alberta Education

Hello World! It's Nice to Know You - Canadian Red Cross Society

Hinterland Who's Who - Canadian Wildlife Association

Living Well in Times of Scarcity - Pollution Probe and Consumer Association

Materials from Department of Parks and Wildlife

Materials from Red Cross Society

Outdoor Teaching Units - National Geographic Society

Pollution Solution - Burbank

Schools Without Failure - Harper and Row, Pubs.

Science Experiments You Can Eat - J.B. Lippincott

Science in Action - British Book Center

S.E.E.D.S. Poster Pack Srceity Environment and Energy Development Studies -

Science Research Associates

Stop Polluting - Start Preserving - McGraw-Hill Publishers

Why Should I Care - Canadian Unicef Committee

260
 LEVEL 6

UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

Canadian Classification and Dictionary of Occupations - Department of Manpower

and Immigration

Family Planning - Follett Pub. Co.

Getting Along with Others - Frank E. Richards Pubs. Co., Ir-.

Girls and Sex Dell Pub. Co.

How to Be Your Own Best Griend - Ballantine Books

I'm O.K., You're O.K. - Human Development Institute

Innerchange - Human Development Training Institute

Lifeline - Benefic Press

A Marriage Manual Simon and Schuster Inc.

Materials from the Canadian Mental Health Association

Perspe-Aives for Living - Edmonton Public School Board

Relationships - Hawthorne Pub.

The Search for Self Respect - Bantam Books

Values Clarification - Hart Pub. Co.

DEAF STUDIES

Communication for the Hearing Handicapped - University Park Press

TRAVEL

Materials from the Alberta Motor Association

International Traffic Signs - Kahl's Inc.

Real Life Reading - Scholastic Book Services

Motorcycle Safety - Interpretive Education

How to Read a Map/Schedule - Interpretive Education

261
WORLD OF WORK

Accent on the World of Work - Follett Pub. Co.

Application Forms - Frank E. Richards Pubs. Co., Inc.

Attitude and Safety Posters - Workers Compensation Board

Basic Skills on the Job - Cebco Standard Pub. Co.

Canadian Classifications and Diction'ary of Occupations - Department of Manpower

and Immigration

Career Awareness - K.S.P.

Career Comparison Kit - Mafex Associates

Career Crosswords - Developmental Learning Materials

Career Search - Scholastic-Book Co..

Don't Get Fired: 13 Ways to Hold Your Job - Janus Pub.

Finding Part-time Jobs - Science Research Associates

Forms in Your Life - Globe Press

Forms in Your Future - Learning Trends Pub.

4161-etters to Write - Halston Educational Pub.

Getting Applications Right - Scholastic Book Services

Girls and Their Futures - Science Research Associates.

Good Work Habits - Mafex Associates

Guide to the Community - Elwyn Institute

How Do I Fill Out a Form - Ideal Supply Co.

Hod to Get That Job - Science Research Associates

How to Hold Your Job - Services for Professional Educators

I Want a Job - Frank E. Richards Pubs. Co., Inc.

Janus Job Planner/Interview Guide - Janus Book Pub.

Job Attitudes - Mafex Associates

Jobs From A to Z - FranK E. Richards Pubs. Co., inc.

262

41
WORLD OF WORK (coned.)

A Job Search Guide - Ministry of Supply and Services

Legislation Pamphlets from Alberta Labor

Looking into the Future - Frank E. Richards Pubs. Co., Inc.

Me and Others/Jobs - Educational Design

My Job Application File Janus Book Pub.

Occupational Health in Safety Regulations - Alberta Labor

Occupations 2/L - New Readers Press

On the Job - Frank E. Richards Pubs. Co., Inc.

P.A.T.H. (Positive Attitudes Towards the Handicapped) - Regional Resource Service

(Alberta Education)

Program Scope Job Skills Series - Harper and Rowe Pub.

Questions About Compensation Benefits - Workers Compensation Board

Reference Manual for Office Personnel South-Western Pub. Co.

Resumes That Get Jobs: How.to Write Your.Best Resume - Arco Pub. Co.

S.R.A. Guidance Series - Science Research Associates

Service Occupations - Frank E. Richards Pubs. Co., Inc.

Social and Prevocational Information Battery - V.R.R.I.

Work Experience Handbook - Alberta Education

HOME MANAGEMENT

Babysitters Handbook - Kahl's Inc.

Better Homes and Gardens Cookbook - Better Homes and Gardens

Betty Crocker's Cookbook - Banta.A Books

Caring for Kids - McGraw-Hill Publishers

Cooking nicTwo G.K. Hall Pub.

Food and You - McGraw-Hill Publishers

HOME MANAGEMENT (cont'd.)

Guide to Modern Meals - McGraw-Hill Publishers

The Home - Its Furnishings and Equipment - McGraw-Hill Publishers

How Does It Work - Doubleday

How to Plan and Prepare Meals - McGraw-Hill Publishers

How to Repair Electrical Appliances -' Reston

I Hate to Housekeep Book - Fawcett

Lessons in Living - Ginn and Company

Materials from Alberta/Calgary Milk Foundation

Materials from Consumer and Corporate Affairs

Micrwave Cookbook - Harcourt, Brace, Jovanovich Inc.

Nutrition Communication - Ontario Milk Marketing Board

Sew It Yourself - Gage Educational Pub.

Simple Cooking for the Epicure - Watts

The Teenagers Menu Cookbook - Dodd Mead and Co.

Teen Guide to Homemaking - McGraw-Hill Publishers

MONEY MANAGEMENT

The Advertisement Book - DoOleday

Bank Account - Western Educational Activities

The Bank Book - Frank E. Richards Pubs. Co., Inc.

Business and Consumer Mathematics - Addison Wesley Inc.

Dollars and Sense - McGraw-Hill Publishers

Family Life - Frank E. Richards Pubs. Co., Inc.

Getting Ready for Payday - Frank E. Richards Pubs. Co., Inc.

,Gyps and Frauds - Changing Times Educational Service

Let's Go Shopping - C.T.E.S. Audio-Visual Resource

Marooned - Frank E. Richards Pubs. Co., Inc.

264
MONEY MANAGEMENT (cont'd.)

Mathematics for Adult Living - Mafex Associates

Mathematics for Banking - Mafex Associates

Mathematics for Citizenship - Mafex Associates

Mathematics for Employment - Mafex Associates

Mathematics for Everyday Living - Mafex Associates

Mathematics for the Worker - Mafex Associates

Money Management - Copp Clark

Parenting - N.E.A..

CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

Competition for Land - MacDonald Educational

Conserving the Earth's Resources - MacDonald Educational

Ecology Tmzzles - Hayes School Pub.

Flora and Fauna of Alberca 4Alberta Education/Alberta Heritage Resources Project)

Government Environmental Resource Materials Guide - Alberta Environment

Hello World! It's Nice to Know You - Canadian Red Cross Society

Investigations in Biology - Addison Wesley Inc.

Materials from Travel Alberta

Stop Polluting - Start Preserving - McGraw-Hill Publishers

Why Should I Care - Canadian Unicef Committee

265
4 ?,
 QUESTIONNAIRE

HEARING IMPAIRED CURRICULUM GUIDE

The interim edition of the Hearing Impaired Curriculum Guide includes

objectives, strategies and recommended materials from grade 1 through
grade 12.

Please check (v") your reactions to each of the follawing sections of

this questionnaire. You are asked to consider the appropriateness and
the practicality of the objectives, strategies and materials for the
various levels and their relevance for hearing impaired students.
Additional strategies and materials wo,:ld be very much appreciated.
When suggesting such, please list page number of the guide and objective
to which they apply, as well as publisher/distributor for materials.

-Your feedback and contributions are essential in facilitating further

revision. When indicating inadequacies please ensure that you make
recommendations fo.r improvement that are specific. If space is in-
adequate, please use the reverse side of the page or *ttach additional
pages.

The Curriculum Committee for the Hearing Impaired appreciates your

efforts in completing this questionnaire. Someone may contact you
requesting further expansions or clarification of the concerns or
recommendations you suggest.

Please return this questionnaire before Jine 30, 1983 to:

Alberta Educatiod
1200 Rocky Mountain Plaza
646 Macleod Trail, S.E.
ClLGARY, Alberta
T2T 4T8
(403-261-6353)

Name Home phone number

School School phone number

 ACADEMIC SECTION

Excellent Very Good Good Fair Inadequate

I. INTRODUCTION
Comments and suggestions:

II. PRESCHOOL SECTION

Comments and suggestions:

III. COMMUNICATION MODES

Comments and suggestions:

IV. THE LANGUAGE ARTS PROGRAM

Comments and suggestions:

2
 Excellent Very Good Good Fair Inadequate

V. MATHEMATICS
Comments and suggestions:

VI. SCIENCE
Comments and suggestions:

VII. S)CIAL STUDIES ^

Comments and suggestions:
 LIVING/VOCATIONAL SKILLS SECTION

I. UNDERSTANDING SELF AND GETTING ALONG WITH OTHERS

Knowledge of Self: Excellent Very Good Good Fair Inadequate

A)

Objectives

Strategies

Materials

Caalents and Suggestions:

\
Excellent Very Cood Good Fair Inadequate
B) Social'RelatiRnships:
\
Objectives \
Strategies \
\
Materia15
\Comments and Suggestions:
\
\\\
II. DEAF STUDIES
\,
Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments anl Suggestions:

III. TRAVEL

A) Ways to Travel: Excellent Very Good Good Fair Inadequate

Objectives

Strategic,

Materials

Comments and Suggestions:

4
4G
 B) Travel Skills: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Matarials

Comments and Suggestions:

IV. HEALTH

A) Nutrition: Excellent Very Good 'Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

B) Personal Care: Excellent Very Good Cood Fair Inadequat

Objectives

Strategies

Materials

Comments and Suggestions:

C) Community Health Services: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

5
V. SAFETY

A) In the Home: Excellent Very Good Good Fair Inadequate

Objectives

§trategies

Materials

Comments and Suggestions:

B) In the School: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

C) In the Community: Excellent Very Good Good Fair Inailequate

Objectives

Strategies

Materials

Comments and Suggestions:

VI. WORIO OF WORK

A) Specific and Allied Work

Skills: Excellent Very Good Good Fair Inadequate ---

Objectives

Strategies

' Materials

Cdluments and Suggestions:

6
4
 B) Career Planning and
Exploration: Excellent Very Good Good Fair Inadequate

Objectives

Strat ,ies

Materials

Comments and :._.ggestions:

C) Finding a Job! Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

Keeping a Job: Excellent Very Good Good Fair Inadequate

D)

Objectives

Strategies

Materials

Comments and Suggestions:

VII. HOME MANAGEMENT

Clothing: Excellent Very Good Good Fair Inadequate

A)

Objectives

Strategies

MaLerials -

Comments and Suggestions:

 0 Food: Excellent Very Good Good Fair Inadequate

Objectives

Strategies ...

Materials

Comments and Suggestions:

C) Maintaining the Home: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

D) Child Care: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

VIII. MONEY MANAGEMENT

A) Earning Money: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

4j t,
 B) Spending Money: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments anC "uggestions:

C) Saving and Borrowing: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Material.7

Comments and Suggestions:

IX. CITIZENSHIP AND INDIVIDUAL RESPONSIBILITY

A) At Home: Excellent _Very Good Good Fair Inadequate

Objectives

Strategies

Materials _

Comments and Suggestions:

B) At School: Excellent Very Good Good Fair Inadequate

objectives

Strategies _

laterials

Comments and Suggestions:

9
 C) In the Community: Excellent Very Good Good Fair Inadequate

Objectives

^Strategies

Materials

Comments and Suggestions:

D) Current Events: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

E) Environmental Education: Excellent Very Good Good Fair Inadequate

Objectives

Strategies

Materials

Comments and Suggestions:

X. PHYSICAL EDUCATION Excellent Very Good Good Fair Inadequate

Comments and Suggestions:

Excellent Very Good Good Fair Inadequate

XI. MUSIC

Comments and Suggestions:

10
XII. ART Excellent Very Good Good Fair Inadequate

Comments and Suggestions:

XIII. DRAMA Excellent Very Good Good Fair Inadequate

Comments and Suggestions:

11
4 :,_;