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http://www.larta.org/lavox/articlelinks/2005/ 050425_workforce.asp. Polloway, E. A., Patton, J. R., Smith, J. D. & Roderique, T. W. (1991). Issues in program design for elementary students with mild retardation: Emphasis on curriculum development. Education and Training in Mental Retardation, 26, 142–150. Rabren, K., Dunn, C., & Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25, 25–40. Remillard, J. T. (1997, March). Ma<strong>the</strong>matics teaching as improvisation: A problem for policy implementation. Paper presented at <strong>the</strong> annual meeting of <strong>the</strong> American Educational Research Association, Chicago. Remillard, J. T., & Bryans, M. B. (2003). Teachers’ orientations toward ma<strong>the</strong>matics curriculummaterials: Implications for curricular change. Manuscript submitted for publication. Retish, P., Hitchings, W., Horvath, M., & Schmalle, B. (1991). Students with mild disabilities in <strong>the</strong> secondary school. New York: Longman. Sabornie, E. J., & deBettencourt, L. U. (1997). Teaching students with mild disabilities at <strong>the</strong> secondary level. Merrill: Columbus, OH. Snell, M., & Browder, D. (1987). Domestic and community skills. In M. Snell (Ed.) Systematic instruction of persons with severe handicaps (pp. 390–434). Columbus, OH: Charles E. Merrill. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. Standard & Poor’s. (2004). School Data. Retrieved August 9, 2005, from http://www.schoolmatters. com/ Synder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. W. Jackson (Ed.), The handbook of research on curriculum (pp. 402–235). New York: MacMillian Waldrip, B. G., & Giddings, G. J. (1996, April). Multicultural learning environments: Influence of culture on science learning. Paper presented at <strong>the</strong> annual meeting of <strong>the</strong> National Association for Research in Science Teaching. St. Louis, MO. Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside <strong>the</strong> classroom: A study of k-12 ma<strong>the</strong>matics and science education in <strong>the</strong> United States. Chapel Hill, NC: Horizon Research, Inc. Retrieved November 17, 2004, from http://www.horizon-research.com/ inside<strong>the</strong>classroom/reports/looking/complete.pdf Received: 4 January 2007 Initial Acceptance: 1 March 2007 Final Acceptance: 22 May 2007 310 / Education and Training in Developmental Disabilities-September 2008
Thirty Year Review of Safety Skill Instruction for Persons with Intellectual Disabilities Linda C. Mechling University of North Carolina Wilmington Abstract: This review syn<strong>the</strong>sizes <strong>the</strong> empirical literature (1976–2006) focusing on teaching personal safety skills to persons with intellectual disabilities. Thirty-six investigations were identified which provided information on six areas of instruction: (a) pedestrian/street crossing safety; (b) home accident prevention; (c) application of first aid (including identification and reporting of illnesses); (d) response to lures or advancements of strangers; (e) fire safety; and (f) emergency use of telephones. Implications for instruction and future research are discussed based on <strong>the</strong> results of <strong>the</strong> review. Deinstitutionalization and desegregation in <strong>the</strong> early 1960’s initiated <strong>the</strong> need to prepare persons with disabilities to function in less supervised and sheltered environments (Marchetti, McCartney, Drain, Hooper, & Dix (1983). Today focus continues on providing inclusive opportunities for persons with disabilities, requiring instruction of skills in preparation of integration into communities. By nature of <strong>the</strong>ir disabilities, persons may lack judgment and skills to recognize, avoid, or escape dangerous situations and <strong>the</strong> communication skills to report situations or crimes against <strong>the</strong>m (Mazzucchelli, 2001; Wilson, Seaman, & Nettelbeck, 1996). They may also be more dependent on o<strong>the</strong>rs for physical and psychological needs and support across environments (Matson, 1984; Taber, Alberto, Hughes, & Seltzer, 2002). This dependence and lack of skills often cause <strong>the</strong>m to be compliant and passive towards o<strong>the</strong>rs, which may leave <strong>the</strong>m susceptible to victimization (Matson). Moving from supervised to semi-independent or independent living arrangements and from sheltered to competitive work environments require planning and programming for attainment of increased independence. An increase in independence results in decreased Correspondence concerning this article should be addressed to Linda C. Mechling, University of North Carolina Wilmington, 601 S. College Road, Wilmington, NC 28403-5940. Education and Training in Developmental Disabilities, 2008, 43(3), 311–323 © <strong>Division</strong> on Developmental Disabilities dependency on o<strong>the</strong>rs. Less supervision and support from adults and transitioning from protected environments may lead to an increased exposure to risk and unsafe situations. Wilson and Brewer (1992) report a significantly higher risk of criminal victimization, including personal and property offenses, among persons with intellectual disabilities and that this risk increases for those living alone or with someone else with a disability. Yet, in spite of <strong>the</strong>se difficult concerns, reasonable risk is a necessary part of normal life (MacEachron & Janicki, 1983). The right to experience normal risk taking is necessary for human growth and <strong>the</strong> development of human dignity (MacEachron & Janicki), <strong>the</strong>refor, <strong>the</strong>re is a need to provide opportunities for increased independence and to teach skills that minimize risk. Personal safety skill instruction is considered by many as being as important as teaching communication, motor, and social skills to persons with disabilities (Collins, Wolery, & Gast, 1991). Safety goals are being included for students receiving transition planning services through <strong>the</strong>ir Individualized Education Program (IEP) while teachers seek ways to teach strategies and skills to increase personal safety through awareness of safe and unsafe situations and understanding how to take appropriate actions in dangerous situations (Collins et al.). The focus of this review is <strong>the</strong> syn<strong>the</strong>sis of research available on teaching personal safety Safety Skill Instruction / 311
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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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