Key Features • Involves not only a focus on elementary, secondary education and transition but also preschool education as well. • Addresses the whole spectrum of students with intellectual disabilities including mild, moderate and severe intellectual disability. • A discussion of assistive technology throughout the chapters reflects technology’s increased usage to support students with intellectual disability. • Chapters have been written by leading experts in the respective content.

Life Skills for Elementary-Age Students With Intellectual Disability

Chapter 10 life skills for elementary-age students with intellectual disability
Teresa Taber Doughty

Learning Objectives

After reading Chapter 10, you should be able to:

  • Describe the functional learning needs of elementary-age students with intellectual disability.
  • Define life skills and why they are important to include in an instructional curriculum for elementary students with intellectual disability.
  • Explain how instructional skills are prioritized and the specific areas for consideration.
  • Identify curricular content areas in which life skills instruction may be provided for elementary-age students.

Planning for and providing life skills instruction to elementary students with an intellectual disability is an important curricular focus in preparing them for autonomous functioning in current and future environments. In this chapter, we will examine the ...

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