VIDBE-Q Volume 65 Issue 4
social greetings like "hi" or an appropriate seasonal greeting, and "you're
welcome." For the student who needed a communication device, the messages
were set on the device. The students took turns delivering to the rooms and
practiced knocking on the door and waiting for a response before entering. During
delivery, the students had to walk in a line, trail with their hands and/or canes, pay
attention to the pace of others, and stop when they bumped someone. The use of
specific directional words was reinforced, as was "squaring off" to wait while a
peer made a delivery into the room. After the last delivery, the students were
challenged to find their classroom. The student in the wheelchair was asked to say,
point, or somehow indicate the direction of travel. This activity went from being
just a math lesson to one that incorporated skills needed for career education, (ex.
assembly lines and time management), social skills, independent living (ex.
learning how to package a snack), and orientation and mobility (O&M). The
students enjoyed seeing the staff and friends in other rooms, and the staff enjoyed
the weekly treats.
Many of the skills practiced in the school setting transfer to the home
environment. For example, at home the student can practice putting items in a
baggie to make their own snack or part of their lunch for home or school.
Depending on the skill level of the student, items can be placed in a specified work
area like a bowl or tray to more easily corral items to put into the bag. Snacks for
