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ERIC Number: ED432093
Record Type: RIE
Publication Date: 1999
Pages: 89
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-89079-814-1
ISSN: N/A
Infusing Real-Life Topics into Existing Curricula: Recommended Procedures and Instructional Examples for the Elementary, Middle, and High School Levels. PRO-ED Series on Transition.
Patton, James R.; Cronin, Mary E.; Wood, Susan J.
This guide, part of a series designed to provide practical resources on topics critical to the process of preparing individuals with disabilities for adulthood, focuses on infusing real-life topics into existing elementary and secondary curricula. Chapter 1, "Teaching Real-Life Content," discusses the basic concepts and rationale for teaching life skills, approaches to teaching life skills, and practical guidelines for infusing life skills. Chapter 2, "Recommended Procedures for Infusing Life Skills Content," provides an organizational framework for implementing life skills in the ongoing instructional process. The last chapter, "Instructional Examples for Infusing Life Skills Topics into the Curriculum," provides 17 examples of the infusion technique. Seven of the examples are at the elementary level, five at the middle school level, and five at the high school level. Within each level, samples from several of the course content areas are given. Each example includes a page from a student textbook and an accompanying infusion planning guide. The infusion planning guide is designed to help organize and document the life skills topics presented in each class or subject. Appendices include a list of major life demands, Life-Centered Career Education subcompetencies, life skills infusion forms, and practical exercises. (Contains 19 references.) (CR)
PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897; Tel: 800-897-3202 (Toll Free); Fax: 800-397-7633 (Toll Free); Web site: http://www.proedinc.com (Order No. 8657).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A