Week 4 Capstone

COMMUNITY-BASED INSTRUCTION 2

Alex and Paulo Case Scenarios: Community-Based Instruction

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For students with severe disabilities, community-based instruction should be included in the curriculum, enabling them to participate and succeed in our daily living's functional areas depending on their individual goals. The IDEA defines the transition services, coordinating vast activities for those with a disability that incorporates services related to them, experiences of the community, employment development, and living objectives after school is necessary to acquire daily living skills. This community-based therefore digs deeper into the goal that supports the interests and strengths of students. (Tett, 2016) Thus, the Community Based Instruction (CBI) significantly promotes teaching through academic and functional skills present in students' natural environments. It is because of the setting and the performed tasks that facilitate student independence hence age-appropriate, where activities are age-appropriate are shown and used by peers that are appropriate for developing their needs.

Parents and other community members' involvement, for instance, businesses, local establishments, and teachers, is a critical component of the CBI and expects that Paulo and Alex will live, work, play, and shop in integrated environments the natural community. And will independently participate in the activities of life across a verity of settings. Alex is seventeen years old, and Paulo eighteen years; they have goals of counting money, Alex asking his boss for help at the time of need, budget his monthly expenses, and saving money in his savings account. Educationally, Alex Paulo should learn how to count money, a critical skill when conducting purchases, and learn how to make the exact change and independently purchase things. Moreover, Alex getting a payback stipulates that they should learn how to budget their expenses not to overspend. The Community bases instruction enhances the connection between Alex’s post-secondary goals and IEP goals since there is an opportunity to ask from his supervisors when unsure of what to do since he is intimidated by his boss. Paulo working at the grocery, does a good job. The employer he shadows admires him for working part-time after graduation that will enable him to save money and adequately budget his expenses. (Jeffs,2015)

The community-based instruction is set to occur in natural settings within Alex's and Paulo's community, where they will frequent as adults living independent lives. For instance, the Laundromat in Detroit. There will be an organized trip to the supermarket to work on the skill of exchanging money but in consideration of the local supermarket. Paulo worked in the grocery store; hence, many students will be trading money there; therefore, the best practice. Due to Alex and Paulo have autism, they have trouble learning and generalizing abstract skills. Using funding as it is intended to be used, then teaching the students' environments is paramount, hence the reason for getting out and practicing the skills necessary for independent living. (Bates et al. 2019) Instead of the students learning the skills in class, the job-related skills in the natural environment, such as the grocery and their actual employment places, are essential.

Alex and Paulo will therefore increase the appropriate behavior that will suit their communities and work settings soon, mobility and independence, and their generalizing abilities of knowledge and skills to the new emerging situations. Commitment, cooperation, participation, and communication of the caregivers stipulating participation in identification, planning, and programming skills. (McConnell,2017) The academic staff increases creativity through their motivations, and awareness grew in the communities on the potential those with disabilities like Paulo and Alex have in consideration of the private sector partnerships. The program also stipulates the domestic, vocational, leisure, recreation, and community resources access. Moreover, the opportunities for "learning by doing" must be provided for Alex and Paulo, where they are typically expected to occur.

Reference

Tett, Lyn (2016). Community Education, Lifelong Learning & Social Inclusion. Edinburgh: Dunedin Academic Press

Jeffs, Tony. (2015). Informal Education: Conversation, Democracy, and Learning. Nottingham: Educational Heretics Press.

Bates, P. E., Cuvo, T., Miner, C. A., & Korabek, C. A. (2019). Simulated and community-based instruction involving persons with mild and moderate mental retardation. Research in developmental disabilities, 22(2), 95-115.

McConnell, Charlie (2017). Community Learning and Development: The Making of an Empowering Profession. Edinburgh: Community Learning, Scotland/PAULO.