| Are you concerned that your child with a | | | | Students with Special Needs. |
| disability is not learningacademics at a | | | | The book is Edited by Paul Wehman and |
| grade and age level pace? Have you | | | | John Kregal, and is a resourcethat you |
| thought that yourchild may benefit from | | | | will use again and again. |
| a curriculum of functional skills? Would | | | | Your child with a disability needs |
| youlike to learn about a resource that | | | | functional skills because theseskills |
| can help you learn more aboutfunctional | | | | will have meaning for your child, and |
| curriculums for your child in special | | | | will help them be asindependent as |
| education? Thisarticle will discuss | | | | possible, as an adult. For example: |
| functional skills, functional academics, | | | | Every child eats,and being able to cook |
| why yourchild with a disability needs | | | | or prepare simple foods will help them |
| them, and a resource for | | | | be moreindependent. If children learn |
| moreinformation. | | | | simple household chores, these skillscan |
| Functional skills are defined as skills | | | | be turned into job skills when they get |
| that can be used everyday, indifferent | | | | older. For example: Mydaughter Angelina, |
| environments. Functional skills focus on | | | | who has a severe disability, learned how |
| different areassuch as home (cooking, | | | | to foldtowels when she was in elementary |
| cleaning etc) family, self help skills | | | | school. When Angelina entered highschool |
| (bathing, brushing teeth, dressing, | | | | she had a job folding towels at the high |
| grooming), employment, | | | | school pool. Because |
| recreation,community involvement, | | | | Angelina already had the functional |
| health, and functional academics. All | | | | skill of folding towels, thetransition |
| studentswith disabilities will benefit | | | | to a job folding towels was pretty easy. |
| from functional skill training, to | | | | Angelina alsolearned that when she |
| helpthem in their adult life. | | | | worked hard folding towels, she was |
| Functional academics are also important | | | | paid. On payday, she was able to spend |
| for children withdisabilities, who may | | | | the money that she made at her job. |
| not be able to learn age and grade | | | | Learning functional skills that can be |
| appropriateacademics. Functional | | | | turned into work is criticalfor all |
| academics are defined as academic areas | | | | children with disabilities. They will |
| thatwill be used by the student for the | | | | gain pride by being ableto work, and |
| rest of their life. For example: | | | | will understand the connection between |
| Reading (read signs; stop, go, mens, | | | | work and money. |
| womens, read a recipe). Math | | | | By learning what functional skills are |
| (money, grocery shopping, making change, | | | | and why they are important,will help |
| budget). Health (grooming,oral hygiene, | | | | your child as they grow into adulthood. |
| plan healthy meals). A wonderful | | | | Do not be afraid tobring up functional |
| resource to learn moreabout functional | | | | skill training for your child, when you |
| skills, and functional curriculums to | | | | areparticipating in IEP meetings. Your |
| help childrenwith special needs is the | | | | child is depending on you to helpthem be |
| book entitled Functional Curriculum for | | | | a happy fulfilled adult! |
| Elementary, Middle, and Secondary Age | | | | |