The following is the scope and sequence I developed to assist CBI teachers in knowing how to teach community skills, and what is appropriate at what age. It is highly based on orientation rather than techniques as it wasn't written for Visually Impaired. If you add the necessary techniques for O & M as you go along, it can help keep you focused. It also gives you lots of things to teach other than cane skills and crossing streets.
For CBI teachers I use it as a consultation guide, and thus assure my job of being needed for the consultations. It shows how all the skills infuse into the various subject areas that can be used for justification when pulling students from various classes. The little arrows (->) mean the skills continue with a higher level of proficiency. Enjoy!
Communication (language arts)
Pre-kinder/Kinder (0-5)
Names/locates environmental objects.
Describes relationship between environmental objects.
Follows simple directions to move around environment.
Names all body parts.
Identifies non-tangible clues to environmental occurrences.
Speaks on telephone properly.
Acknowledges information and asks for assistance.
Uses verbal manners.
Reads: name, address, and telephone numbers.
Elementary (6-11)
-> Identifies their purpose.
-> Adds entire campus to home/classroom.
->
-> Identifies body parts of others.
-> Identifies what they may indicate.
-> Initiates call.
-> Accepts or refuses aid appropriately.
->
-> Begins to add safety/words and signs.
Middle School (12-15)
->
-> Adds residential neighborhood.
-> Provides a set of directions.
-> Becomes aware of laterality (self and others).
-> Uses clues for orientation or safety/survival.
-> Makes social calls to friends.
-> Conducts school/home transactions verbally.
->
-> Increases vocabulary and reads television guide, magazines, and schedules.
High School (16-21)
->
-> Adds business and work environments.
->
-> Describes position of self and objects spatially.
->
-> Makes business calls.
-> Conducts business/work transactions.
->
-> Adds telephone book, bus schedule, maps, diagrams, forms.
Numeric Functions (Mathematics)
Pre-Kinder/Kinder (0-5)
Counts/number recognition.
Knows time of daily activities: i.e. breakfast in the morning, lunch at noon, dinner in
the evening.
Knows measurement: near/far, big/small, long/short/tall, weight/shape, same/different.
Understands use of money: used to buy things, uses a token system.
Knows all of part of item.
Elementary (6-11)
-> One to one correspondences.-> Concept of sets.-> Concept of
odd/even.-> Understand indoor number system.-> Uses telephone/dials.
-> Knows specific time of activities.-> Recognizes time on clock.
-> Measure to more precise size - why one ball is small/one is large, etc.
->
-> Knows what proportion is present.
Middle School (12-15)
->->->->-> Understands indoor/outdoor number system.
->-> Follows a schedule.
-> Functionality of various sizes, time/distance awareness, degrees of turning - 90º,
180º, 360º.
-> Uses bills to make purchases and begins to learn value of objects (i.e.: soap -
79¢, shirt - $10).
-> Names directions on a compass.
-> Knows how many equal parts make a whole (simple fractions).
High School (16-21)
->
-> Creates schedules.
-> Moves to the abstract use of maps and diagrams (lines, arcs, blocks, intersections).
-> Conducts a variety of transactions involving money.
-> Knows compass directions and what is located in their community in those directions.
-> Knows how to divide an item between people/packages/days, etc. (budgeting).
Daily Living Skills (Science)
Pre-Kinder/Kinder (0-5)
Identifies body parts.
Position in space of self/others/objects.
Demonstrates directionality (left, right, front, back, side).
Knows positional concepts (top, bottom, middle, over, under, etc.).
Balances self.
Recognizes/differences.
Recognizes weather conditions.
Recognizes environmental differences: grass, dirt, cement.
Places trash in receptacles.
Elementary (6-11)
-> Increases by age.
-> Increases.
-> Increases.
-> Increases.
-> Balances self and objects.
->
-> Describes behavior and appropriate attire.
-> Acts appropriately in different environments.
-> Describes behaviors consistent with conservation.
Middle School (12-15)
->
-> Transfers to 2 dimensional (drawings).
-> Reverses direction on others (my left side is your right side when facing).
-> Determines how things may be different but functional.
-> Demonstrates balance, both stationary and in movements.
->
-> Begins to predict, after listening to weather reports.
-> Selects specific environment for various activities.
-> Participates in environmental clean up and experiments.
High School (16-21)
->
-> Ability to make diagrams and maps.
->
-> Determines dysfunctional positioning.
->
->
-> Dresses and travels in appropriate attire/transportation for the weather.
-> Uses wide variety of environments.
-> Behaves in an environmentally conscientious manner.
Law/Social Interactions (Social Studies)
Pre-Kinder/Kinder (0-5)
Demonstrates awareness of pedestrian/traffic.
Knows different types of service people, i.e., police, firefighters, doctors, etc.
Develops appropriate behavior for a variety of environments.
Develops awareness of right/wrong behavior.
Asks for assistance or information from adults.
Elementary (6-11)
-> Describes and transverses residential neighborhoods.
-> Demonstrates how to contact them.
-> Continues to self-control in those environments.
-> Increases.
-> Asks safe strangers.
-> Describes a variety of community transportation resources.
Middle School (12-15)
-> Uses traffic controls to transverse semi-business.
-> Knows when it is appropriate to use their services.
-> Increases independent access of a variety of environments.
-> Increases including more self-control.
-> Asks in unfamiliar environments.
-> Accesses assistance with these resources.
High School (16-21)
-> Travels safely in all types of areas.
->
-> Conducts a variety of transactions independently.
-> Displays socially appropriate behavior independently.
-> Enters a business and conducts a transaction independently.
-> Travels independently about their community.
Personal/Recreation Skills (Health/Physical Education)
Pre-Kinder/Kinder (0-5)
Knows movement in space: walk, run, jump, leap, gallop.
Understands area required for movement.
Knows gross motor exercises.
Sings songs.
Washes hands/face, cleans up in restroom.
Makes choice of entertainment: television, movie, music, game, hobby, etc.
Elementary (6-11)
-> Knows when/where different moves are needed.
-> Adds games.
-> Adds games.
-> Listens to music.
-> Dresses neatly, aware of physical appearance.
->
Middle School (12-15)
-> Develops more sophisticated skill.
-> Adds dancing and sports.
-> Adds dancing and sports.
-> Identifies types of music.
-> Demonstrates hair and skin care in personal hygiene.
->
Begins food preparation.
High School (16-21)
-> Uses skills in normal life and sports.
->
->
-> Listens to music for pleasure.
-> Demonstrates shading, makeup, style.
->
-> Increases independence and variety of choices.
Fine Art
Pre-Kinder/Kinder (0-5)
Colors pictures.
Listen/sing songs
.
Elementary (6-11)
-> Draws pictures.
-> Transferees form concrete to abstract.
->
Middle School (12-15)
-> Draws abstract pictures.
-> Creates from a concept, appreciates other's art.
-> Listens to professional musicians.
-> Becomes aware of cultural differences of art, music, architecture, etc.
High School (16-21)
-> Draws/colors diagrams and maps.
-> Appreciates public art displays.
-> Identifies various types of music.
-> Attends cultural exhibits.