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