In this presentation, i have covered impairment, disability, handicap, special education aims, transition, life skills, independent living,

1. 5.4 LIFE SKILL AND INDIVIDUAL
LIVING
SUBJECT:
(A1) GROWTH AND DEVELOPMENT
 SUBMITTED TO :-
Ms. Nazli Mam
(Assistant Professor )
 SUBMITTED BY:-
Zeba Farheen
M.Ed Special Education
(MR)

2. IMPAIRMENT, DISABILITY AND HANDICAP
ACCORDING TO WORLD HEALTH ORGANIZATION (1980)
• ANY LOSS OR ABNORMALITY OF
PSYCHOLOGICAL, PHYSIOLOGICAL OR
ANATOMICAL STRUCTURE OR FUNCTION
,ex., Visually Impaired
IMPAIRMENT
(HANI)
Organ level
• ANY RESTRICTION RELATED TO AN
INDIVIDUAL’S PHYSICAL, MENTAL
FUNCTIONING OF A BODY ,ex.,
Inability to read.
DISABILITY
(VIKLANGATA)
Body Function Level
• A DISADVANTAGE FOR A GIVEN
INDIVIDUAL THAT LIMITS OR PREVENTS
THE FULFILLMENT OF A ROLE THAT IS
NORMAL ,ex., Fails in class.
HANDICAP
(APANGATA)
Societal Level

3. Special
Education
aims
Personal
Advocacy
Social
Competence
Economic
Independence

4. WHAT IS TRANSITION ?
 Transition :
 Refers to a change in status from behaving primarily as a
student to assuming adult roles in the community Involves the
participation and coordination of school programs, adult agency
services and natural supports within the community -(Halpern)
 The Transition to Adulthood is a Natural Process
“If you live long enough, you cease being a child and become an
adult, with all the attendant privileges (often fewer than hoped)
and responsibilities (often more than imagined) conferred by that
status”.(Ferguson& Ferguson)
 Transition Coordination
Reflects the connection between knowledge and skills domains
and the range of services and supports a student

5. LIFE SKILL
 According to World Health Organization(WHO)-
“Life skills are abilities that facilitate the physical, mental and
emotional well being of an individual.”
 Life skills are abilities for adaptive and positive
behavior, that enable individuals to deal effectively
with the demands and challenges of everyday life.
 Described in this way, skills that can be said to be life
skills are innumerable, and the nature and definition of
life skills are likely to differ across cultures and
settings. However, analysis of the life skills field suggests
that there is a core set of skills that are at the heart of
skills-based initiatives for the promotion of the
health and well-being of children and adolescents.

6. FRAMEWORK OF SOCIAL SKILLS

7. 1. Decision making : helps us to deal constructively with
decisions about our lives. Eg .This can have consequences
for health if young people actively make decisions about
their actions in relation to health by assessing the different
options.
2. Problem solving: enables us to deal constructively with
problems in our lives. Significant problems that are left
unresolved can cause mental stress and give rise to
accompanying physical strain.
3. Creativity: the ability to make or produce new things using
skill or imagination.

8. 4. Creative thinking :contributes to both decision making and problem
solving by enabling us to explore the available alternatives and various
consequences of our actions or non-action.
5. Effective communication :means that we are able to express
ourselves, both verbally and non-verbally, in ways that are appropriate
to our cultures and situations.
6. Interpersonal relationship : skills help us to relate in positive ways
with the people we interact with. This may mean being able to make
and keep friendly relationships, which can be of great importance to
our mental and social well-being

9. 7. Critical thinking : it is an ability to analyzing information and
experiences in an objective manner. Critical thinking can help us to
recognize and assess the factors that influence attitudes and
behavior, such as values, peer pressure, and the media.
8. Self-awareness : it includes our recognition of ourselves, of our
character, of our strengths and weaknesses, desires and dislikes.
9. Empathy: it is the ability to imagine what life is like for another
person, even in a situation that we may not be familiar with.

10. 10. Coping with emotions : involves recognizing emotions in
ourselves and others, being aware of how emotions
influence behavior, and being able to respond to emotions
appropriately.
11. Coping with stress : it is about recognizing the sources of
stress in our lives, recognizing how this affects us, and
acting in ways that help to control our levels of stress.
12. Participation :the action of taking part in something.

11. WHAT IS INDEPENDENT LIVING?
 It is the ability to live independently and productively in the community and to
live with the same freedom of choice as a non-disabled person. So it's not
that you are living on your own but that you control where you live and have
the same range of choices as a non-disabled person.
 Independent living really is an idea, a concept, a thought process.
 12 Basic Rights which are essential to make Independent Living a reality:
1. Full ACCESS to our environment
2. A fully accessible TRANSPORT system
3. Appropriate TECHNICAL AIDS/EQUIPMENT
4. Accessible / adapted HOUSING
5. PERSONAL ASSISTANCE to enable an independent lifestyle
6. Inclusive EDUCATION and TRAINING
7. An adequate INCOME
8. Equal opportunities for EMPLOYMENT
9. Appropriate and accessible INFORMATION
10. ADVOCACY (towards self advocacy)
11. Empowering COUNSELLING services
12. Appropriate and accessible HEALTH CARE provision

12. WHAT ARE INDEPENDENT LIVING SKILLS?
 Daily Living
 Money Management
 Hygiene
 Safety cooking/Cleaning
 Personal/Social Awareness
 Leisure
 Community
 Self Confidence
 Interpersonal Skills
 Self Determination
 Self Advocacy
 Goal Setting
 Occupational Work Habits & Behavior seeking & Securing Employment

14. INDIVIDUALS WITH DISABILITIES EDUCATION
ACT (IDEA)
Independent living can be such an integral part of the transition planning process that
language is included in IDEA to draw attention to this fact. The statute reads:
 (a) Transition services means a coordinated set of activities for a child with a
disability that—
 It Is designed to be within a results-oriented process, that is focused on
improving the academic and functional achievement of the child with a
disability to facilitate the child’s movement from school to post school
activities, including postsecondary education, vocational education, integrated
employment (including supported employment), continuing and adult education,
adult services, independent living, or community participation;

15. AREAS OF INDEPENDENT LIVING
1. Housing
 Besides work and postsecondary education, it is important to plan where a student
will potentially live. Some youth may transition to supported housing offered
through insurance or Medicaid Waivers. Others may plan to live with family
members. Some students may move to an apartment or dormitory.
 It is also important to consider community supports that can assist students and
their families to prepare for independent living.
2. Personal Care
 There are so many activities involved in personal care! Personal care needs can
be related to hygiene, eating healthy, exercising, bathing, dressing, grocery
shopping, meal preparation, laundry, and securing a personal care attendant.
While it may be uncomfortable to discuss personal care needs in an IEP meeting
the issue must not be ignored. It is vital to take a holistic approach during transition
planning and to understand how unmet needs in one area of a student’s life can
impact another.

16. 3. Transportation
 How will students access their community? Is mass transit available in the student's
neighborhood? Although public transportation is slowly gaining increased availability, it remains
more predominate in areas with the greatest population concentration and simply nonexistent in
many other areas. In areas with public transit, many students need to be taught how to use the
mass transit system to go to work, shop, and enjoy the social and recreational
opportunities of their choice. In areas with no public transportation system, navigating one’s
community through shared rides or by walking is still an important skill.
4. Social and recreational opportunities
 Having friends and belonging to a community is an important part of adult life. All individuals
with disabilities should be allowed to make choices about where and with whom they spend
their leisure time. Their self-determined decisions ought to guide their social and
recreational pursuits. While students are still in school, they may practice certain leisure
skills to determine preferences. It is important that these students have opportunities to
access social and leisure activities in natural, integrated settings.

17. THANK YOU