Springdale School
Citation: Springdale Public Schools. (2017). Self Contained Classes.
📌 TL;DR
Springdale Public Schools' self-contained special education classes focus on teaching functional academics, adaptive behavior, and daily living skills to prepare students for future independence and career readiness.
🧠 Core Concepts
[Functional Academics]: These classes focus on teaching functional academics such as reading, writing, counting, and telling time, tailored to the individual needs of the students. [00:25], [01:04]
[Adaptive Behavior and Living Skills]: The curriculum includes adaptive behavior and living skills, which are essential for daily life and future independence. [00:29], [00:52]
[Community-Based Instruction]: Students participate in community-based instruction, such as running a concession stand, to practice real-world skills. [00:20], [03:25]
🌟 AHA: [Challenging Preconceptions]: The video highlights that students in self-contained special education classes, though primarily non-verbal and having missed developmental skills, are just kids with dreams and goals, emphasizing their potential and capabilities. [01:28], [04:09]
📚 Practical Applications
[Daily Life Skills]: Students learn basic daily living skills that they haven't acquired yet, preparing them for greater independence. [00:52]
[Job Skills Training]: The program focuses on providing students with job skills, such as interviewing, filling out applications, counting money, and food preparation. [02:16], [02:22]
[Communication Skills]: The program emphasizes the importance of communication skills, teaching students how to express their needs and interact with others. [01:17], [02:42], [03:33]
[Transition to Adulthood]: The goal is to help students transition to high school and adulthood by developing independence and functional skills. [03:02], [03:06]
What is the primary focus of self-contained special education classes in Springdale Schools?
The primary focus of these classes is to provide technology integration, hands-on education, and personalized learning [00:07]. They work with students on functional academics, adaptive behavior, and living skills [00:20]. The goal is to help students learn basic daily living skills and functional academics [00:50], progressing to reading, counting, telling time, and other essential skills.
What specific skills are taught to students in these self-contained classes?
Students learn basic daily living skills and functional academics [00:50]. This includes communication skills for non-verbal students [01:13], applied math, computer skills [01:21], reading, counting, and telling time [01:01]. They also focus on preparing students for the demands of the next grade level [01:47].
How does running the concession stand help students in self-contained classes?
Running the concession stand helps students learn life and job skills [02:13]. They gain experience in interviewing for jobs, filling out applications, counting money, and food preparation [02:20]. This provides practical application of academic skills and helps them transition to adulthood [03:06].
How do these classes prepare students for adulthood and independence?
These classes are designed to help students transition to high school and adulthood [03:00]. The goal is to help them become as independent as possible by teaching functional academic skills [03:08] that can be used throughout their lives. The concession stand project is a practical example of this [02:13].
What are the ultimate goals for students in these self-contained special education classes?
The goal is to have students college and career ready [03:41], equipping them with the skills needed for 21st-century learning and the job market [03:45]. It takes these students longer to acquire, practice, and generalize these skills [03:53], so the program focuses on providing ample practice and real-world application. The aim is to show the community that these students have dreams and goals [04:06].