Scope and Sequence Curriculum

Understanding Post-secondary Education for your SCI Adult

Education for each student in our community is unique to meet their educational, emotional and physical needs and yet the structure and curriculum being taught aligns closely with that of their adult peers.  How our students move through the learning process looks different and I hope that this framework will provide perspective on the fundamental levels of learning of our adult students.

Levels of Learning Description of Level

Encounter	Students are present during an experience or activity without any obvious learning outcome.  For some students, their willingness to tolerate a shared activity may, in itself, be significant.
Awareness	Student appears to show awareness, noticing that something has happened and fleetingly focusing or attending to and object, event or person
Attention and response	Students attend and begin to respond, often not consistently, to what is happening.  Students demonstrate the beginning of an ability to distinguish between different people, objects, events and places.
Engagement	Students show more consistent attention and can tell the difference between specific events in their surroundings.
Participation	Students engage in sharing, taking turns and the anticipation of familiar sequences of events.
Involvement	Students actively strives to reach out, join in or comment in some way on the activity itself or on the actions and responses of the the other students
Gaining skills and understanding	Students gain, strengthen and make general use of their skills, and understanding, knowledge, concepts or understanding that relates to their experience of the curriculum.

Keeping the continuum in mind for the global development of our students, the following structure is used to ensure your Adult child’s education is held to the highest standard.  

Academics

• Creative Art
• Social & Emotional Development
• Physical Health and Development
• Music Appreciation

Communication

• Students will use communication skills in pursuing future goals and preferences
  • Expresses goals and preferences
  • Advocates appropriately toward interests
  • Seeks assistance from appropriate people who can help

• Students will develop effective communication skills in the work environment
  • Identifies when to seek assistance 
  • Recognizes whom to seek assistance from
  • Communicates appropriately with other employees
  • Communicates appropriately with supervisors/bosses
  • Communicates with the public (if applicable)

• Students will develop effective communication skills in various places/contexts in community
  • Asks for assistance in a store
  • Orders food in a restaurant
  • Purchases tickets at a movie theater

Daily Living Skills

• Students will manage money and make decisions about spending based on a budget
  • Calculates available funds
  • Identifies anticipated expenses
  • Determines whether he/she has enough money to purchase an item
  • Identifies items of interest to save for
  • Makes a plan for saving money for a desired purchase
  • Creates shopping lists  

• Students will be able to plan for and cook nutritious meals
  • Identifies a well-balanced meal
  • Lists the  ingredients needed to prepare a meal
  • Identifies what ingredients need to be purchased
  • Creates grocery lists
  • Calculates costs of preparing the meal 
  • Cooks and evaluates the meal

• Students will safely perform basic household cleaning and laundry processes
  • Dusting
  • Sweeping or Vacuuming
  • Loading and running a dishwasher
  • Washing dishes by hand
  • Washing and drying clothing
  • Folding clothes
  • Cleaning windows

Employment

• Students will identify employment preferences that meet their individual skill level
  • Identifies job preferences
  • Recognizes types of work he/she is good at
  • Identifies where improvement is needed 

• Students will engage in authentic work experiences leading to paid employment
  • Attends work assignment regularly
  • Completes work assignment with efficiency
  • Follows directions from a job coach, supervisor, or manager

• Students will complete the job application process
  • Develops a resume 
  • Completes a job application
  • Interviews for a job

Community Instruction

Students will partner with community agencies to assist in reaching goals for adult living

• Identifies future goals for daily living
• Attends informational meetings to learn about agencies and services available
• Obtains legal Identification

Students will interact in the community with a maximum level of independence

• Identifies the purpose or goal of the community based activity i.e. to purchase groceries, get money from the bank, buy a birthday gift, etc.
• Gathers necessary resources for the activity
• Perseveres  with the activity
• Reflects on the activity and process for improving independence in the future

Leisure Recreation

• Students will identify, plan for, and engage in leisure and recreation activities of interest at home or school with a maximum level of independence
  • Identifies activity of interest at home or school
  • Recognizes necessary resources for engagement in the activity
  • Obtains necessary resources for activity completion
  • Engages in the desired activity with minimal prompting and support
  • Reflects on the activity and process for future improvement

• Students will identify, plan for, and access leisure recreation activities of interest in the community 
  • Identifies activity of interest in the community
  • Recognizes necessary resources for engagement i.e. money, transportation, support, etc.
  • Obtains necessary resources for activity completion
  • Engages in the desired activity with minimal prompting and support
  • Reflects on the activity and process for future improvement