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Peer 1

Bennie

Personal-social skills refer to the ability of children to develop skills to care for themselves, such as hand washing, washing utensils, and at the same time being able to interact with others during games. Essentially, personal development concerns the ability of the child to understand themselves and what they can do. On the other hand, social development concerns a child's ability to understand themselves concerning how they interact with others.

Annotation

Children's transition from one educational level to another is one of the most critical periods in their lives (Best & Sakellariou, 2019). The transition period lays down the foundation for the subsequent school years. Therefore, a good transition is essential for both academic success and socio-economic development.

The ability of a child to navigate every social interaction may frequently become a significant challenge (LD Online, 2021). Usually, some students tend to struggle with social interaction. Some of the features that illustrate and indicate good social interaction include maintaining eye contact, maintaining appropriate personal space, and understanding facial expressions and gestures.

Children may use the peer-meditated intervention to develop and enhance their social interactions with one another. The intervention usually involves recruiting peers, sharing practical backgrounds, and modeling how they can interact with other students at different levels of their school lives (Amadi, 2020). Among the major indicators of good personal-social skills is overplay, excellent social interactions, and behaviors related to developing and building peer networks.

Reasons for the Resources

The main reason for choosing the above three resources is that they contain all the necessary information needed to develop the necessary primary and social transition. In addition, they present insight on the character and behaviors that children need to develop to interact with others. Finally, they also present some of the common challenges children may face and how they need to overcome them.

As a transition team member, I intend to highlight the essential transition activities that students may perform to ensure that they are personally and socially developed. Essentially, the idea is to help the student fit in the next phase of their lives and transition smoothly with the least obstacles.

References

Amadi, C. J. (2020). Effects of a Student and Peer-Focused Intervention on Social Skills, Interactions and Play for Students with Autism and Significant Cognitive Impairment at Recess (Doctoral dissertation, The Ohio State University).

Best, M., & Sakellariou, M. (2019). Transition to primary school the importance of social skills. International Journal of Humanities and Social Science (SSRG–IJHSS), 6(1), 33-36.

LD Online (2021). Practicing Social Skills: How to Teach Your Student Social Interactions. http://www.ldonline.org/article/21025/

PEER 2

Fanny

 

Daily life skills mean abilities that are necessary to help a person to perform everyday activities, thus making life simpler and functional. The daily skills are necessary and are considered basic skills and include skills such as laundry and clothing skills, and cleaning and maintenance skills.

Resources

1. Organization for Autism Research. (2019). Daily Living Skills. Researchautism.org. Retrieved from https://researchautism.org/daily-living-skills/ (Links to an external site.) .

The article is important for the special education teacher to understand the scope of daily life skills by offering a deep insight into the most basic daily life skills.

2. Life Skills and Autism. Autism Speaks. (2021). Retrieved 17 June 2021, from https://www.autismspeaks.org/life-skills-and-autism (Links to an external site.) .

The article discusses the procedure of teaching life skills and the different life skills. The article necessitates the need for beginning teaching with the different levels of education by beginning with assessing the current levels of skills in a person.

3. Center for Parent Information and Resources. (2016). Transition Goals in the IEP. Parentcenterhub.org. Retrieved from https://www.parentcenterhub.org/transition-goals/ (Links to an external site.) .

The article provides the laws regarding the transition goals inclusion in the IEP.  It includes the standards that should be met to ensure that a student achieves maximum benefits in terms of post-school life.

I chose the articles because a person must understand the basics surrounding a requirement to be effective in making a decision and delivering towards the developed goals. Interestingly, the articles above provide that information.  As a special education teacher in the transition team, I will contribute by providing input in my area of expertise to ensure that the team works collaboratively.

Peer 3

Nancy

Chosen Job Title – A JOB COACH

As a job coach, I will help Kara understand better her chosen future job by accompanying her to the job place where we will observe the others do the job and consequently design the strategies that will help her become a successful employee.

 

Life Centered Career Education (LCCE) transition category – DAILY LIVING SKILLS 

Like many other students with disabilities, Kara has a great potential to become an independent or semi-independent citizen. It is important that every individual master the skills to facilitate his living before leaving the school-protected environment to a busy independent adult’s life. LCCE modified curriculum for Individuals with Moderate Disabilities identifies nine daily living skills, including managing personal finances; selecting and managing a household; caring for personal needs; raising children and meeting marriage responsibilities; buying, preparing, and consuming food; exhibiting responsible citizenship; using recreational facilities and leisure time; and getting around the community (mobility) (Brolin, 1997).

 

Resources to Teach Daily Living Skills

Conover Resources Life Skills -  https://conoverlifeskills.com/ (Links to an external site.)

A complete comprehensive curriculum based on video modeling method for teaching critical life skills, literacy, health, math, safety, social, transportation, and work skills. (An Instructor-Led, Video-Based Life Skills Curriculum, n.d.)

 

CEC Life Centered Education Transition Curriculum-  https://exceptionalchildren.org/improving-your-practice/life-centered-education-transition-curriculum (Links to an external site.)

The Council for Exceptional Children (CEC)’s Life Centered Education (LCE) is a fully online, secure transition curriculum that students and teachers can engage with 24/7. LCE’s online portal tracks and reports progress and outcomes and is specifically designed to help meet Individualized Education Program (IEP) goals. (Life Centered Education Transition Curriculum, n.d.)

 

Transitional Independent Living – New Directions for Young Adults  https://www.ndfya.com/2018/01/23/top-10-life-management-skills-young-adults-need-for-independence/ (Links to an external site.)

The goal of New Directions is to prepare young adults to live independent lives. Their program is comprehensive and client-centered, providing an individualized plan for each client. Support is coordinated using a new multi-disciplinary clinical approach called Direction Therapy. (Rubin Ph.D., n.d.)

 

All the above-mentioned resources are researched based while still using a consumer-friendly language and style of presentation to teach the crucial daily life and other skills young adults need to master before they transition from school to independent life.

I plan to engage Kara directly in the process of career choice by dedicating her time for discussions regularly over a prolonged period of time during her last (or last two) years at school. My goal is to be a careful, dedicated listener in the first place to understand Kara’s real perspectives and desires related to her future life. Once knowing Kara better from our regular meetings, from evaluation of Kara’s assessments and IEP progress evaluation, interviews with her parents (with Kara present and as well as absent), I will research several differentiated career options for Kara to choose from. I will make sure that Kara is able to make an informed and serious decision about her future by providing her with all available information and possibly hands-on experiences (by visiting the places of her potential carrier, interviewing the representative of her potential future profession, etc.). Kara’s parents must be regularly involved throughout the whole process; however, there will be combined meetings with both parents and Kara and separate meetings for Kara alone and the parents alone to gather the whole picture of their individual expectations. Often, as IEP members, we play a mediation role between students with disabilities and their families.

….

Resources

An Instructor-Led, Video-Based Life Skills Curriculum. (n.d.). Retrieved June 2021, from Conover Resources - Life Skills: https://conoverlifeskills.com/ (Links to an external site.)

Brolin, D. E. (1997). Life Centered Career Education, A Competency-Based Approach (5th ed). Retrieved from U.S. Department of Education - Educational Resources Information Center (ERIC): https://files.eric.ed.gov/fulltext/ED407757.pdf (Links to an external site.)

Cohen, L. G., & Spenciner, L. J. (2009). Teaching Students with Mild and Moderate Disabilities: Research-Based Practices (2nd Ed.). Upper Saddle River, New Jersey: Pearson Education.

Life Centered Education Transition Curriculum. (n.d.). Retrieved June 2021, from Council for Exceptional Children: https://exceptionalchildren.org/improving-your-practice/life-centered-education-transition-curriculum (Links to an external site.)

Rubin Ph.D., A. S. (n.d.). Top 10 Life Management Skills Young Adults Need for Independence. Retrieved from New Directions for Young Adults - Transitional Independent Living: https://www.ndfya.com/2018/01/23/top-10-life-management-skills-young-adults-need-for-independence/