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Least Dangerous Assumption (LDA)

Teaching Real Life Functional Skills

By Guest Author Mary Schuh Close your eyes for a moment and think about the most important skills you use to navigate through your day. What comes to mind? Is it the way you neatly make your bed? Cross the street? Provide the correct change when you purchase your morning coffee? Answer "yes" or "no" to basic questions asked of you? Or perhaps getting yourself dressed or using the microwave to heat up your lunch? I'm doubtful these are theRead more
By Guest Authors Amanda Bock, PhD and Karen Erickson, PhD Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill For years, students with significant support needs (SSN) received little or no literacy instruction as their education programs focused on life skills, social skills, and vocational training. The little literacy instruction they did receive relied on teaching methods that we now know helped them learn simple component skills in isolation. For example, students matched upper and lowerRead more
By Emily A. Nusbaum, University of Colorado at Colorado Springs, Julie Maier, San Francisco State University, and Jeanne M. Rodriguez, California State University, East Bay Note: This article has been adapted from its original version. The design and implementation of an effective and meaningful educational program depends on which lens team members use to a view a student. If a deficit lens is used, the team will likely design a program and goals that limit a student's learning opportunities, accessRead more