1. Daily Living Activities
&
Demonstration Lesson
Mr. Rajnish Kumar Arya
Registered Professional
Rehabilitation Council of India

2. C R E PROGRAMME
Dated: 2nd July to 6th July 2013
Subject: Teaching of Daily Living Skills
Rasthriya Drushtihin Shikshan &
Punarvasan Sanstha
Teacher Training Centre, Nagpur

4. Dedicated
to
Persons
with
Visual
Impairment,
their
families,
those working with them as a Special Teacher /
Teacher/ Social Workers / Teacher Educator

5. Introduction
• Daily Living Activities (DLA) comprise
everything entailed in human life and
relationships.
• These are the basic activities necessary
during an ordinary day.
• There are hundreds of activities which a
person performs from the moment s/he
wakes up in the morning till s/he goes to
sleep at night.

6. Please Pay Attention
• Daily Living Activities and Daily
Living Skills are having the same
meaning.
• Here after Daily Living Activities
will be used as Daily Living Skills.
• Daily Living Skills usually termed
as DLS.

7. Relevance of the DLS
• The sighted persons normally learn to
perform these activities by themselves by
observing other persons.
• A large part of daily living activities are learnt
by observation and imitation.
• The environmental deprivation and lack of
opportunities also block the development of
these daily living activities in the persons
with visual impairment.

8. Cont.
• Medical experts and specials educationists
agree with that about 85 per cent of the
information are received through our eyes and
remaining 15 per cent of the information are
form other senses.
• Through her/his other senses, s/he may get an
idea of what is going on but s/he cannot learn
the exact procedure.
• As visual discrimination is involved in these
activities, a visually impaired person cannot
learn the same on his own.

9. Definition of DLS
• The activities a person does
daily from the moment he
wakes up in the morning and
till she/he goes to bed are
considered as DLS or DAILY
LIVING SKILLS.

10. Cont.
• In other words: The basic activities that
a person employs daily to maintain and
keep himself and herself on par with the
other and certain activities that are
must for a person to live and does on a
day to day basis are called “DAILY
LIVING SKILLS/ ACTVITIES OF DAILY
LIVING or quite recently they are known
as SURVIVAL SKILLS” .

11. Objectives of Teaching DLS
• To carry out day to day activities on his/her
or with minimal assistance and safety;
• To be independent or to be self sufficient in
all functional activities;
• To develop self – confidence;
• To be socially integrated;
• To develop healthy personal and family
relationships;

12. Cont.
• To learn scientific management of self and
home;
• To become aware of safety precautions to be
taken inside/ outside the home;
• To become a well groomed person;
• To reduce dependence upon the care-takers as
well as family members;
• To expedite comprehensive rehabilitation
including economic independence; and
• To develop a positive self image.

13. Pre – Requisites for Training of DLS
• Adaptation
• Assistive Devices
• Identifying the difficulties faced by
the individual
• As per need, age, occupation and
other personal issues

14. Procedure for Designing the DLS
• Observe daily living skills of sighted persons
of same age groups.
• Identify the difficulties faced by individual
with visual impairment in performing such
activities and learning the skills.
• Develop specific procedures for each skill
with suitable modification.
• Provide appropriate devices and adaptations

15. Cont.
• Explain the procedure orally followed by
sighted persons in performing a particular
activity to person with visual impairment.
• Impart essential training in orientation and
mobility associated with the effective
performing of a particular activity.
• Must develop a system of monitoring and
evaluation of the training program.
• Follow up for sustaining the abilities to perform
the activities.

16. Specific Rules for Teaching the DLS
• Gather the relevant and needed following
things before initiating the training
• Orient of the person
• Ensure appropriate use & safety of the
individual
• Supervise & Provide Instruction
• Follow-up, evaluate and appreciate good
performance

17. Precaution During Teaching DLS
• Should be age appropriate .
• Work closely with the family of person
with visual impairment.
• Remember
person
with
visual
impairment will master these activities
by practice and not by lectures.
• Don’t try to teach more than one skill at
a time.

18. Cont.
• Must divide a skill into a number of
sub skills; it will be helpful in teaching.
• After the activity is completed; be
sure that one who is your pupil cleans
itself.
• Equipments if used must be cleaned
and return for the correct storage
space.

19. List of DLS
•
•
•
•
It is very difficult to list out all the DLS.
Here is some broad group given for
understanding:
Self-help skills
Home skills
Cooking skills
Other Skills

20. Task Analysis
It is nothing but listing out the sub
skills in an activity.
To exemplify let me take a skill:
Combing hair for girl

21. Combing Hair for Girl
•
•
•
•
•
•
•
•
Indentifying Comb
Identifying Oil
Applying Oil
Holding the Comb
Brushing the Hair/ Combing
Making Plaits
Using Ribbons/ Back-Pin
Different Styles of Plaits

22. Bibliography
Books
• Drishitibadha-Sikshan; All India Confederation
of the Blind, Delhi
• Learning through Doing; Blind People
Association, Ahmadabad
• Sikshak Prashikshak Lekhmala;
• Training Module on Visual Impairment; Sarva
Siksha Abhiyan, Delhi
• Visual Impairment Handbook; Blind People
Association, Ahmadabad

23. Cont.
Websites
• American Foundation for the Blind: Living with
Vision Loss
• Royal National Institute of Blind People: Daily
Living Skills Teaching Activities
• Texas Department of Assistive and
Rehabilitative Services: Organizing Items
• World Health Organization: Visual Impairment
and Blindness

24. Performa of Lesson Plan for DLS
1.General Information
a. Name of the Pupil ………………………………………………..…………………
b. Age…………………………………. c. Gender ……………………………………….
d. School …………………………………………………………………d. Class ………
e. Date …………………………………………………………………… f. Time………….
g. Skill to be Developed……………………………………………………………..
h. Assistive Devices……………………………………………………………………..
2. Objectives
a. …………………………………………………………………………………………………
b. ………………………………………………………………………………………………….
c. ………………………………………………………………………………………………….
d. ………………………………………………………………………………………………….
3. Skill Development
a. Explanation ……………………………………………………………………………
b. Demonstration ……………………………………………………………………..
c. Practice ………………………………………………………………………………………

25. S. No.
Performance
Skills / Sub Skills
Good
Average
Bad
Difficulties Faced by the Pupil
Things to be Focused in the Further
Practice Session
5. Remarks of the Teacher/ Spl. Educator/ Int. Teacher
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
Name of Teacher/ Spl. Educator/ Int. Teacher …………………………………………
Signature ………………………

26. For any further query may
contact:
rajnish.spledu_bhu@yahoo.
com