1. The 3 “C”s CBI CBVT (COMMUNICATION)

2. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. -William Arthur Ward

3. Community-Based Instruction Community-based instruction gives the student an opportunity to learn how to shop, eat, and perform many daily activities in the community (Heller, Bigge, Allgood, 2001, in Teaching Individuals with Physical, Health or Multiple Disabilities) “The educational goal for every student is to become an active participant and contributing member of society” (Ford, Schnorr, Meyer, Davern, Black & Dempsey,1997 in The Syracuse Community-Referenced Curriculum Guide).

4. STUDENT: Joey DATE: 4/30/03 IEP Objectives ActivityLevel of PerformanceAssistive Technology COMMENTS: Assistance on most steps Assistance on some steps Independent Exhibits social overtures related to objectives Communication Responds to questions/social overtures 4/25/0 3 Attempts appropriate social gestures Uses E-Talk to communicate with one prompt Needs more vocabulary input for store specific department items Requests information or assistance 4/25/ 03 Uses E-Talk to communicate with one prompt to initiate and several prompts to ask right questions Needs more practice Functional Academics Locates specific information on labels/lists 4/25/0 3 Moves appropriatel y through store (needs to use Writing With Symbols 2000 to write lists.) Using list, locates items in store easily. Needs to use Writing With Symbols 2000 to write lists. Indicates understanding of enough/not enough 4/25/0 3 Knows when and when not to take items to the cashier Math Uses +$1 strategy to count out money 4/25/0 3 Watches register readout and counts out appropriate number of dollar bills Needs to find more appropriate way to carry bills so that they can be easily counted out Self- Management/ Home Living Prepares budget for monthly spending money 4/25/0 3 Uses Boardmaker picture symbols indicating amount of budget; Money Calc Mother does not always stick to budget when giving spending money for CBIs General Community Identifies needs, make list, select appropriate department and shop for items on list 4/25/0 3 Uses E-Talk to ask about items when not apparent Needs to use Writing With Symbols 2000 to write lists

5. Things to Keep in Mind : Set the objectives for each student Know the environment Be prepared Teach safety rules before going; in route and in the environment Prepare for communicational opportunities and emergency situations

6. An Example of a Class CBI A Trip to SuperTarget -

7. Life occurs in the community – NOT in the classroom. School vs. Life (the conflict)

8.  Addressing IEP goals and objectives through CBIs.  Addressing generalization of skills through CBIs.  Addressing literacy goals through CBIs.

9. An Example of A CBI to the Mall…

10. Community-Based Vocational Training “Career education provides the opportunity for individuals to learn, in the least restrictive environment possible, the academic, daily living, personal-social, and occupational knowledge and the specific vocational skills necessary for attaining their highest levels of economic, personal, and social fulfillment.” CEC 1997

11. Research has suggested that a mismatch in communication modalities often significantly contributes to the failure of individuals with disabilities to maintain job security. (Hanely- Maxwell, Rusch, Chadsey-Rush, & Renzaglia, 1986; Light, Stoltz & McNaughton, 1996). Therefore it is important that people with hearing losses learn how to use alternative means of communication with communication partners who may not know sign language on the job site or in the community.

12. Over the past fifteen years there has been an emphasis on getting students with significant disabilities into the community for training experiences that will develop greater independence as the students transition into adulthood (Education for all handicapped children act, 1975; Individuals with disabilities education act, 1990; Rehabilitation act amendments, 1992; Rehabilitation act, 1973; Sowers & Powers, 1991; Westling & Fox, 2000).

13. The development of adequate communication skills is a major component of CBVT for these students. It is critical that the students develop skills for communicating with co-workers in order to gain greater acceptance, achievement and social interaction on the work site (Alberto, Elliot, Taber, Houser & Andrews, 1993).

14. How will our students communicate on jobs????  Sign Language?  Speech?  Communication Boards?  Written notes?

15. Resources: http://www.cec.sped.org The Syracuse Community- Referenced Curriculum Guide for Students with Moderate and Severe Disabilities, 1998 The 7 Habits of Highly Effective Teens – Sean Covey

16. Alberto, P., Elliot, N.,Taber,T.,Houser, E.,& Andrews,P.(1993a).Vocational content for students with moderate and severe disabilities in elementary and middle grades. Focus on Exceptional Children, 25, pp. 1-10. Cohen, E. T., Allgood, M. H., Heller, K. W. & Castelle, M. (2001). Use of picture dictionaries to promote written communication by students with hearing and cognitive impairments. Augmentative and A Alternative Communication, 17, pp. 245-254.

17. Heller, K. W., Ware, S., Allgood, P. & Castelle, M. (1996). Use of dual communication boards at vocational sites by students who are deaf- blind. Rehabilitation and Education for blindness and Visual Impairments, 27, 180- 192. Heller, K. W., Ware, S., Allgood, P. & Castelle, M. (1994). Use of dual communication boards with students who are deaf-blind. Journal of Visual Impairments and Blindness, 88, 368-376 Heller, K. W., Allgood, P., Ware, S., Arnold, S. & Castelle, M. (1996). Initiating requests during community-based vocational training by students with mental retardation and sensory impairments. Research in DevelopmentaL Disabilities, 17,