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for <strong>the</strong> city parks and recreation department. Marilyn, <strong>the</strong> school job coach, organized <strong>the</strong> CBI opportunities for <strong>the</strong> students. She discussed using a barter system to arrange <strong>the</strong>se experiences, stating that knowing her personally and using <strong>the</strong> facilities was helpful in getting businesses to agree to CBI opportunities for <strong>the</strong> students. Community businesses appeared to feel a connection to program personnel and thus were more willing to provide <strong>the</strong> students work-based experiences. School and school district factor. One of <strong>the</strong> major school factors impacting <strong>the</strong> enactment of a functional curriculum involved <strong>the</strong> school and its location within <strong>the</strong> community. Both schools were situated in a part of <strong>the</strong>ir rural communities that was away from <strong>the</strong> business district, making walking to work-based opportunities for students not possible. The location of <strong>the</strong> school also made it difficult to drive students to a work-based experience. Thus, most work-based experiences for <strong>the</strong> majority of students occurred within <strong>the</strong> physical confines of <strong>the</strong> school, such as working in <strong>the</strong> school store or being an apprentice to a custodian. Transportation was a large challenge, which Paula iterated in her statement “can’t get to downtown, get a good instructional work experience, and get back . . . in <strong>the</strong> middle of <strong>the</strong> day” (Interview, March 29, 2006). Besides <strong>the</strong> school’s location, <strong>the</strong> physical location of each classroom was an issue. It affected students’ social behavior, particularly between classes. Katie’s classroom was located in <strong>the</strong> last hallway of <strong>the</strong> school, surrounded by o<strong>the</strong>r special education classrooms, which was significant since <strong>the</strong>se rooms housed most of <strong>the</strong> o<strong>the</strong>r peers that <strong>the</strong> students in Katie’s program socialized with outside <strong>the</strong> self-contained program. In contrast, Paula’s program was surrounded by core content classrooms. The influence of <strong>the</strong> physical location of <strong>the</strong> classroom was evident in Paula’s program when <strong>the</strong> bell rang and she asked students to walk around <strong>the</strong> hallways. Her students preferred to stay within <strong>the</strong> classroom during break between classes. Paula had to instruct <strong>the</strong>m every few classes to walk in <strong>the</strong> hallways, which was a signal to walk around, look peers in <strong>the</strong> eyes, and say hello. The resistance of Paula’s students stood in contrast to Katie’s students who practically bolted out <strong>the</strong> door when <strong>the</strong> bell rang and frequently stood 300 / Education and Training in Developmental Disabilities-September 2008 around <strong>the</strong> door waiting for it to ring at <strong>the</strong> end of class. The actual features of <strong>the</strong> classroom were also influential on <strong>the</strong> enactment of a functional curriculum. When Harborville High School expanded, Katie’s program was moved from a small room to one specifically designed for her program. The most important aspect of <strong>the</strong> room was <strong>the</strong> kitchen, which was equipped with a refrigerator, a stove, and a sink. Katie also purchased o<strong>the</strong>r important kitchen necessities, such as dishes, a Kitchenaide, a griddle, and microwave. Having a kitchen enabled Katie and her students to enact daily living skills, such as cooking, within <strong>the</strong> confines of <strong>the</strong> classroom. At least once a week, <strong>the</strong> students cooked during <strong>the</strong>ir life skills class as well as o<strong>the</strong>r times for special occasions, such as a student or staff member’s birthday. In contrast, Paula’s classroom was actually two small offices combined to make a room. Paula’s classroom did not have kitchen or laundry facilities, over which she lamented. Paula discussed that she “would love to have <strong>the</strong> physical room that home ec does,” and emphasized its laundry and kitchen spaces (Interview, March 15, 2005). Paula noted that she could use <strong>the</strong> facilities of <strong>the</strong> home economics room, but she had not done so because she felt that <strong>the</strong> room belonged to <strong>the</strong> home economics teacher saying, “It was her domain.” The importance Paula placed on <strong>the</strong>se resources was evident when she discussed her ideal curriculum for her program, I would have to have a lot of equipment. The setting would take place in a mixture of reading center with couches and proper lighting, technology center where each student has access to user-friendly computers, and living center like a home economic room. Just like home would be and a shop, where we would be using hammers, nails, and wood. All in one place, we would have sewing machines, craft centers. That would be <strong>the</strong> setting and I could take it from <strong>the</strong>re. Access to <strong>the</strong> community as well, with good transportation. And a job liaison to help me. I would teach what <strong>the</strong>y need to know here. And I would say onsite learning lab, like school store (Interview, March 14, 2005).
Despite Paula’s description of an ideal curriculum, her students received little-to-no activities in daily living at school. Her life management class involved students reading a textbook, answering questions, and discussing topics, ra<strong>the</strong>r than <strong>the</strong> hands-on activities she talked about in interviews. Data also revealed an association between each school’s philosophy and <strong>the</strong> enactment of a functional curriculum. Yet, it was not <strong>the</strong> schools’ explicit philosophies “to make lifelong learners out of <strong>the</strong>se kids and have <strong>the</strong>m participating in <strong>the</strong> community” (Interview, March 15, 2005) and “safety and <strong>the</strong> importance to learn something new each day and to strive to better yourself everyday” (Interview, June 14, 2005) that were as relevant as <strong>the</strong> schools’ implicit philosophies. At Paula’s school, <strong>the</strong> office often asked her students to do things that were not asked of o<strong>the</strong>r students. One day <strong>the</strong> office called and asked Paula if her students could stuff and address envelopes <strong>the</strong> next day. Paula agreed to <strong>the</strong> request, but expressed distress in her comment, “so much for my lesson plans tomorrow” (Fieldnotes, January 28, 2005). In ano<strong>the</strong>r instance, <strong>the</strong> principal stopped by Paula’s classroom and asked if her students would clean <strong>the</strong> outside of <strong>the</strong> school that day. Even though Paula felt that <strong>the</strong>re was some educational value to this activity in terms of work experience, as she designed it so students had a supervisor and were rewarded for hard work, she still felt trapped into doing this activity when asked by <strong>the</strong> principal, saying, “how could I say no to <strong>the</strong> principal, my boss?” (Fieldnotes, March 28, 2005). Paula’s interpretation of this situation was evident when a student questioned <strong>the</strong> request and she clarified why her students take time out of <strong>the</strong>ir school day to clean <strong>the</strong> school. Why we do it is that we have pride in our school. Second reason is that it helps our school look nice and helps our custodians. And in this class, like Mrs. Murphy’s class [middle school cross-categorical program teacher] we have more freedom. When <strong>the</strong> principal asks us to do something, he looks for someone in <strong>the</strong> school who can get <strong>the</strong> job done (Fieldnotes, March 28, 2005). Paula continued to explain to her students why <strong>the</strong>y picked up trash outside <strong>the</strong> school. We stop what we are doing and go do that. You might think golly <strong>the</strong> o<strong>the</strong>r kids don’t do this. But it gets hot in <strong>the</strong> school and <strong>the</strong>y are sitting <strong>the</strong>re doing <strong>the</strong>ir homework. And if you find money, you get to keep it (Fieldnotes, March 28, 2005). Although office personnel did not ask Katie’s students to engage in work around <strong>the</strong> school, o<strong>the</strong>r school personnel interrupted Katie’s program and had students participate in non-classroom work. Marilyn, <strong>the</strong> school job coach, asked Katie’s students to stuff registration bags for a community 5K. Marilyn requested and Katie agreed that her students would take time from classroom activities to stuff <strong>the</strong> bags with running information and free objects. Katie set aside time in two of her classes and indicated that if <strong>the</strong>re was still a lot to do her students could start first hour and continue throughout <strong>the</strong> class periods until <strong>the</strong>y were completed. Teacher factor. Although it seems intuitive that teachers affected <strong>the</strong> enactment of a functional curriculum, it is <strong>the</strong> intricacies of <strong>the</strong> teacher factor that are worth discussing. Teachers were influential in terms of <strong>the</strong>ir histories, preparation, beliefs and philosophies, and expectations for students. Both teachers had created <strong>the</strong>ir programs. Paula started at River Bend five years ago, <strong>the</strong> year <strong>the</strong> program was started at <strong>the</strong> high school. She was given relative freedom over <strong>the</strong> curriculum to choose <strong>the</strong> classes that were included in her program and <strong>the</strong> content that would go into those classes. Katie assumed <strong>the</strong> role of <strong>the</strong> cross-categorical program teacher at Harborville <strong>the</strong> year after <strong>the</strong> program was started. However, <strong>the</strong> first teacher had done little to establish <strong>the</strong> program and Katie was able to choose <strong>the</strong> curriculum. Yet, she had restrictions on her curriculum in that it was suppose to align with <strong>the</strong> state’s general education benchmarks and guidelines. Teachers’ pre-service preparation was influential. Both teachers attended <strong>the</strong> same midsized teacher preparation university about four years apart, yet, <strong>the</strong>y had different teacher preparation experiences. Katie focused her preparation on secondary education, with a plan to teach at <strong>the</strong> high school level. Her field experiences occurred in high school programs, both resource and categori- Factors and Functional Curriculum / 301
Page 1 and 2: Education and Training in Developme
Page 7 and 8: Self-Determination in Relation to H
Page 9 and 10: ticipants (a) believed the<
Page 11 and 12: Field notes were used to document <
Page 13 and 14: ling information, medical history a
Page 15 and 16: Home. Jack lived with his mo<strong
Page 17 and 18: we felt strongly that we needed inf
Page 19 and 20: literature, mostly to do with <stro
Page 21 and 22: tion? The national consumer survey.
Page 23 and 24: Figure 1. Proposed intersection of
Page 25 and 26: teaching in each program for five y
Page 27: also used to support and challenge
Page 31 and 32: The paraprofessionals at Harborvill
Page 33 and 34: Figure 2. Resultant intersection of
Page 35 and 36: learning opportunities relevant to
Page 37 and 38: Bouck, E. C. (2005). Service delive
Page 39 and 40: Thirty Year Review of Safety Skill
Page 41 and 42: TABLE 1 Safety Skill Studies Refere
Page 43 and 44: TABLE 1—(Continued) Reference Par
Page 45 and 46: found differences only in efficienc
Page 47 and 48: skill for integrating persons with
Page 49 and 50: treatment of a burn) may take sever
Page 51 and 52: created video programs to teach stu
Page 53 and 54: and on-schedule behavior and decrea
Page 55 and 56: TABLE 1—(Continued) Author(s) Mor
Page 57 and 58: trums, aggression) in a four-year-o
Page 59 and 60: (Quill, 1995). Furthe</stro
Page 61 and 62: following picture prompt training.
Page 63 and 64: medication, for example anticonvuls
Page 65 and 66: TABLE 1 Number of Facilities That U
Page 67 and 68: Snoezelen on a variety of behaviors
Page 69 and 70: Kapell, D., Nightingale, B., Rodrig
Page 71 and 72: ity being on the c
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Page 75 and 76: Definitions of Target Behaviors and
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Figure 2. Bob’s performance data.
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contact increased 41% from baseline
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Figure 5. Eric’s performance data
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Figure 6. Jen’s performance data.
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to students with severe disabilitie
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The use of arm splints has been suc
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Figure 1. Intervention results for
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sions, he engaged in hand mouthing
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Effects of a Reciprocal Questioning
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4-45). Because the
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TABLE 2 Codes of Student Question G
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TABLE 3 Examples of Elements of a S
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Figure 2. Self-monitoring checklist
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TABLE 4 Example Question Words, Thi
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Figure 4. Frequency of prompted and
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Figure 5. Frequency of unprompted s
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their children to
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and lack of random selection makes
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prehension-monitoring activities. C
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all three participants who passed b
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TABLE 2 Leisure Activities Used in
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papers were removed and the
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was 68% (range 42% to 83%). In <str
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Teaching Test-taking Strategies to
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ing experiences beginning at <stron
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short essay question. Items were ei
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plication of the t
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Figure 2. Percent correct on <stron
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aseline probes, data were highly va
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