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Day Hab Curriculum Promotional Materials

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Chronicle of a year-long effort to change the dynamic of a traditional day hab program

Chronicle of a year-long effort to change the dynamic of a traditional day hab program

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    Day Hab Curriculum Promotional Materials Day Hab Curriculum Promotional Materials Document Transcript

    • Moving From (Crayons) Toward Critical Thinking: Creating a Curriculum for Habilitation© by G. J. Chapman, B. A., M.Ed., Ed. Sp. Remember how much fun you had coloring with crayons when you were 5? How many children dream of growing up to spend all of their time doing the same things they did when they were in Kindergarten? Every child dreams of growing up and doing typical grown-up things that are stimulating and interesting. Need help keeping your adult individuals stimulated and interested while they are at day hab? Read the account of an experienced habilitation professional’s year-long effort to move one facility “from crayons to critical thinking” with therapeutic, meaningful activities that increase , skills in all domains. omains. Purchase this stimulating volume that includes curriculum ideas and activities developed by an educator, writer, and expert in the fields of MR/DD & behavior support to improve your day program. . Send a check or money order for $65 dollars to the address below $ along with your address and phone number OR save $25 by having the book emailed to you and send $40 with your email address to- G. J. Chapman 3411 North Detroit Avenue Toledo, Ohio 43610 Allow 4-6 weeks delivery for postal deliver, 7-10 days for email. VIEW TABLE OF CONTENTS, APPENDIX, & A SAMPLE CURRICULUM FROM BOOK & PLACE ORDER SO YOU CAN LEARN HOW TO MAKE THE LEAP FROM CRAYONS TO CRITICAL THINKING USING THERAPEUTIC ACTIVITIES!
    • TABLE OF CONTENTS© Preface PART I: Crayons Were Therapeutic When you Were Five, But at Thirty-Five They’re a Mindless, Meaningless Activity – So, Why Do Adults in Day Hab Programs Color All Day? Chapter 1: The Importance Being an Earner Chapter 2: Time Travel (A Step Backward) Chapter 3: Let Them Eat Crayons! (Jumping the Gun and Biting the Bullet) PART II: “They Bring Their Own Crayons and Coloring Books to Work With Them – So, How Do We Get Them to Stop Coloring, and If We Do Get Them to Stop, What do We Do Then?” Chapter 1: If You Can’t Throw Them Away, Find a New Purpose for Those Crayons (Creating a Curriculum That Includes Crayons and Adult Coloring Activities) Chapter 2: If They Can Color, They Can Cook, Sew, and Craft (Teaching Adult Daily Living Classes and Entrepreneurial Enterprise) Chapter 3: How to Teach Nutrition and Fitness and Save Lives (Teaching Complex Concepts to Adults with Cognitive Disabilities) Chapter 4: A Mock Election and a Real Parade (Making “Reality Shows” That Teach) PART III: Who Has Time to Color? (Other Ways to Habilitate) Chapter 1: A Daily Routine of Cognitive Development (Scheduling Learning) Chapter 2: The Greeks Got it Right (Teaching Through Discussion and Problem-Solving) Conclusion Afterword
    • APPENDIX APPENDIX© Sample of Strength Building Exercise for Staff Expanded Enrichment Activity Ideas “Get Active Now Group Discussion Topics”* sample “A Lot to do This Month: 1. Football Basics & Armchair Football 2. Jersey Day & Sports Bar 3. Cheers, Pep Rallies, & Half-Time Entertainment SAMPLE CURRICULA UNO Curriculum Cooking Curriculum Sewing on Buttons Curriculum Citizenship Curriculum Drama Curriculum Arbor Day Curriculum Production Floor Activity Book Plan of Action 1. Instructions & Sample Schedule 2. Newspaper Activities 3. Good Nutrition 4. Walk It Up Activities 5. Computer Keyboard Skills Training 6. Clean Up, Pick Up, Spruce Up ZYATH™ Zeigler Young Adult Transitional Habilitation Program Links to resources, newsletter articles with dates and topics *compiled for county board as “Get Involved Activity Book”
    • Citizenship Curriculum© (developed and implemented in March 2008) Goals 1. To improve knowledge of the political process 2. To understand the importance of voting Objectives 1. Individuals will discuss current events concerning the upcoming Presidential election. 2. Individuals will identify the two major political parties. 3. Individuals will identify the people running to be the candidate for each of the two major parties. 4. Individuals will choose a candidate from the ones named in the previous discussion and vote at a designated time and place. Activities 1. Individuals in each area will discuss the Presidential election and answer the following questions: a. What election is coming up this fall? b. How often do we elect a President? c. How many people run for President? d. How are the candidates selected? e. Who is running for each of the two major parties? 2. Individuals will discuss voting, identifying it as one of their rights as citizens. 3. Individuals will participate in facility-wide voting if they choose to and will follow directions on when, where, and how to cast their vote. Evaluation Individuals who voted will discuss how they felt voting in the mock election and what they think about the results. CITIZENSHIP DECLARATION OF INDEPENDENCE: WE ARE CITIZENS OF OUR COMMUNITY. WE DON’T NEED A PASSPORT TO GAIN ACCESS. WE ARE NOT TOURISTS, VISITORS, OR GUESTS. WE ARE PARTICIPANTS WHO WORK AND LIVE HERE. WE DON’T NEED TO BE INTEGRATED OR MAINSTREAMED.
    • ALL WE NEED ARE THE SKILLS TO LEARN HOW TO BE MORE INDEPENDENT AND INFORMATION ON HOW TO ACCESS THE RESOURCES THAT ARE AVAILABLE TO ALL CITIZENS HERE IN OUR COMMUNITY.