Functional CurriculumFunctional Curriculum

The characteristics of functional curriculumcharacteristics of functional curriculum are that the curriculum prepares students for participation in integrated community lifeintegrated community life, teaches critical skillscritical skills, and instructs students in least restrictive environmentsleast restrictive environments.

Critical skillsCritical skills are those central to the success of the student now and in adult life. To determine if a skill is critical, educators need to ask, “If the student doesn’t learn this, will someone else have to do it for him/her?”

Least restrictive environmentLeast restrictive environment refers to the most typical environment where the skills can be taught. This varies from student to student. Least restrictive environment might be a regular education classroom, a special education classroom, or a community site. It is not a term synonymous with full inclusion.

Functional curriculum content areasFunctional curriculum content areas include community living skills, functional academic skills, and embedded skills.

Community living skills - include the domains of self management/home living, recreation/leisure, vocational, and general community functioning.

Functional academics skills - those needed in real life, such as money handling, time management, and functional math and reading. A functional academic skill might be matching coins to a money card to make a vending machine purchase – not rote counting to 100.

Embedded skills – those best taught within functional routines rather than through practice in isolation. Embedded skills usually include social, motor, and communication skills.

Students who need to use a functional curriculum are those who are not benefiting from adapted regular curriculum and those who do not learn life skills incidentally.

Sequence for Developing a Functional Curriculum for a SpecificSequence for Developing a Functional Curriculum for a Specific StudentStudent

1. Refer to scope and sequence charts to examine list of activities for the student’s age group

Found in Syracuse Community-Referenced Curriculum Guide for Students with Moderate and Severe Disabilities, Ford, Schnorr, Meyer, Davern, Black, and Dempsey (1989). The attached “Scope and Sequence for General Community Functioning” (Chart 6.1) is a sample of these charts.

2. Rate the student’s present level of performance in these activities

3. Determine priorities among the potential skills to teach:Health and safety Student preference Parent priority Many settings and activitiesLong term benefits NormalizingFosters social skills Critical skill

4. Decide where, with whom, how often 5. Write IEP6. Implement plan

Age and Grade Levels

    Elementary School      

  Kindergarten Primary Grades Intermediate

Grades Middle School High School Transition

Goal Areas (age 5) (ages 6-8) (ages 9-11) (ages 12-14) (ages 15-18) (ages 19-21)Travel Walk or ride bus to

and from schoolWalk or ride bus to and from school

Walk , ride bus, or ride bike to and from school

Walk , ride bus, or ride bike to and from school

Walk , ride bus, or ride bike to and from school

Walk , ride bus, or ride bike to and from home and community sites

  Walk to and from school bus and to points in school (classroom, office)

Walk to and from school bus and to points in school (classroom, cafeteria, office, music room)

Walk to various destinations in school and in the community (neighborhood grocery store, mailbox)

Walk to various destinations in school and in the community (store, restaurant, job site)

Walk to various destinations in school and in the community (store, restaurant, job site)

Walk to various destinations

  Cross street; stop at curb

Cross street; familiar, low traffic intersections

Cross streets safely

Cross streets safely

Cross streets safely

Cross streets safely

        Use public bus / subway for general transportation

Use public bus / subway for general transportation

Use public bus / subway for general transportation

Community Safety

    Problem solve if lost in new places

Problem solve if lost in new places

Problem solve if lost in new places

Problem solve if lost in new places

      Use caution with strangers

Use caution with strangers

Use caution with strangers

Use caution with strangers

Grocery Shopping

    Buy two to three items at neighbor-hood store for self (snack) or class-room snack activity

Buy items needed for specific planned menu

Buy items needed for specific meal or special event

Buy items needed for specific meal or special event

General Shopping

  Buy item at school store

Buy item at school store

Buy a few items in store with limited money amount

Shop for desired items in a shopping center

Shop for desired items in a shopping center

        Purchase any personal care items

Purchase any personal care items

Purchase any personal care items

Eating Out Carry milk / lunch money

Carry milk / lunch money

Carry milk / lunch money

Budget / carry money for lunch / snacks

Budget / carry money for lunch / snacks

Budget / carry money for meals and snacks

  Follow school cafeteria routine

Follow school cafeteria routine

Follow school cafeteria routine

Eat in school cafeteria

Eat in school / public cafeteria

Eat in public cafeteria

      Order and pay; familiar fast-food restaurants, snack stand

Order and eat in fast-food restaurant

Order and eat in fast-food restaurant

Order and eat in fast-food restaurant

      Buy snack / drinks from vending machines

Buy snack / drinks from vending machines

Buy snack / drinks from vending machines

Buy snack / drinks from vending machines

Using Services

Mail letter at corner mailbox

Mail letter at corner mailbox

Mail letters Use post office Use post office Use post office

    Use pay phone with help

Use pay phone Use pay phone Use pay phone Use pay phone

        Ask for assistance in stores

Ask for assistance in stores, information booth

Ask for assistance in stores, information booth

taken from: Chart 6.1 Scope and sequence for general community functioning

May 25, 2007