critical life skills definition for special education

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The Importance of Teaching Life Skills to Special Education Students

Life skills are essential for individuals to navigate their daily lives effectively and independently. For special education students, these skills take on an even greater significance as they often require additional support and guidance to develop them. Teaching life skills to special education students not only empowers them to become more self-sufficient but also enhances their overall quality of life. 

In this article, we will explore the importance of teaching life skills to special education students, discuss various life skills they need to learn, and provide examples of how you could teach each skill. 

The Significance of Teaching Life Skills

Teaching life skills to special education students is crucial because it equips them with the tools they need to navigate their daily routines and interact successfully with their environment. These skills enable students to become more independent, self-reliant, and confident in their abilities. By acquiring life skills, special education students gain a sense of empowerment and develop the necessary foundations for leading fulfilling and meaningful lives.

Essential Life Skills for Special Education Students

Personal hygiene.

Personal hygiene is a fundamental life skill that includes activities such as brushing teeth, bathing, and grooming. I created the “How to Brush Your Teeth” free activity as part of my  Life Skills Curriculum  for special ed. This freebie is a valuable resource that can be used to teach special education students proper toothbrushing techniques. This resource includes a letter home to parents, a digital and printable adapted book, sequencing mats, a task analysis poster, and more. Each component is designed to reinforce the life skill and help students master it.  You can grab a free copy of the How to Brush Your Teeth activities here!

Time Management

Time management is crucial for organizing daily activities and responsibilities, but it’s often so challenging for students . Special education students can benefit from visual schedules, timers, and checklists to help them manage their time effectively. You can create visual schedules using these pictures or symbols to represent different tasks and provide clear instructions on how to follow them.

Money Management

Teaching students basic money management skills enables them to handle financial transactions and make informed choices. Practical activities such as using play money, practicing in a Money Adapted Work Binder , shopping simulations, and budgeting exercises can help special education students understand the value of money, count coins , and make simple purchases.

Cooking and Nutrition

Cooking and nutrition skills are essential for maintaining a healthy lifestyle. You can incorporate cooking activities into their curriculum by introducing simple recipes and teaching students how to read food labels, measure ingredients, and follow step-by-step instructions. These activities can be adapted based on each student’s abilities and needs. Visual step-by-step recipes are often best and keep students engaged the longest!

Social Skills

Social skills encompass various abilities such as communication, empathy, cooperation, and problem-solving. Role-playing exercises, social stories, and group activities can help special education students develop effective social skills. Teachers can create opportunities for students to practice peer interactions through structured games and collaborative projects. Coffee carts are great for this!

Teaching Strategies for Life Skills

Visual supports.

Visual supports, such as visual schedules , social stories, and visual prompts, can enhance learning and comprehension for special education students. These visual aids provide clear and concrete instructions that help students understand expectations and tasks.

Task Analysis

Breaking down complex tasks into smaller, manageable steps through task analysis allows students to learn each step individually before integrating them into a complete process. This approach helps build confidence and ensures mastery of each component of the life skill.

Real-Life Context

Teaching life skills within real-life contexts fosters practical application and generalization of skills. For example, taking a class trip to a grocery store can provide hands-on experience in budgeting, making purchases, and identifying nutritious food choices.

Repetition and Reinforcement

Repetition is key when teaching life skills. Consistent practice reinforces learning and helps students develop automaticity in executing tasks. Providing positive reinforcement through praise, rewards, or tokens can also motivate students and reinforce desired behaviors.

Individualized Instruction

Recognizing that each student has unique abilities and learning styles is crucial when teaching life skills. Individualized instruction allows teachers to tailor lessons according to students’ strengths, preferences, and areas for improvement.

Teaching life skills to special education students is vital for their personal growth, independence, and overall well-being. By focusing on essential skills such as personal hygiene, time management, money management, cooking and nutrition, and social skills, teachers can empower special education students to lead fulfilling lives. Using strategies like visual supports, task analysis, real-life contexts, repetition, and individualized instruction enhances the effectiveness of teaching these skills. By incorporating these strategies and resources into your teaching practices, you can support special education students in developing the necessary life skills for success in daily living.

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ESY Helps Students Who Struggle to Maintain Skills and Access FAPE

A Brief Overview

• Extended School Year (ESY) services help a student with a disability maintain skills in academic and/or functional areas, such as speech/language, occupational therapy, or behavior.
• The Individualized Education Program (IEP) team determines whether a student needs ESY. Family members participate in the decision. PAVE provides an article:  Parent Participation in Special Education Process is a Priority Under Federal Law .
• Services may be provided when school is not normally in session, but not always. Sometimes they are built into the school day. Typically, they are provided during summer. Holiday breaks and after school are options too.
• Parents can keep notes about any loss of skill during a break from school. By tracking how long it takes to recover a skill, parents can provide data for a discussion about whether additional services are necessary.
• ESY are provided at no cost to the family.

Full Article

With summer coming, some parents worry that a child’s progress at school might be erased by the break. Some families may also worry that their child is on the verge of acquiring a new skill and that progress will be disrupted by an extended break. Parents can request a meeting with the Individualized Education Program (IEP) team to review progress and address the concerns. PAVE provides an  article with a sample letter  to help families request a meeting that isn’t part of the required annual IEP review process.

The team uses existing data and can plan additional evaluations to decide whether the student needs extra instructional time. The student might need supplemental instruction in an academic subject or to maintain a skill in speech/language, occupational therapy, behavior or another area being served through the IEP.

The critical question for the IEP team: Will learning be significantly jeopardized if additional services are not provided?

Extended School Year (ESY) is available for students in special education if there is evidence that without extra instruction they will fall significantly behind in specific skills. Falling behind is formally called regression.

Recovery of skills is called recoupment. A school will provide ESY if regression or likelihood of regression is significant and extra instructional time is needed for recoupment of skills. ESY services help a child maintain skills already being taught and are not provided to teach new skills.

ESY is not the same as summer school

Families often think of ESY as a summer program, but it’s not the same as summer school. A summer-school program might be structured to accommodate a student’s individualized ESY program. ESY and Recovery Services are individualized to serve the needs of a student eligible for special education. The program is structured to fit the student, not the other way around. See PAVE’s video about a student’s right to a Free Appropriate Public Education (FAPE):  FAPE Fits Like a Proper Outfit .

ESY is usually provided when school is not normally in session, but not always. The IEP team may decide that the services will be most helpful if built into the school day. ESY also can be provided during holiday breaks or as an extension of the typical school day.

Conversations about ESY can happen any time the IEP team meets to discuss progress and goal-setting. If ESY is determined necessary, the IEP document includes an amendment with specific ESY objectives. When an IEP team determines a child eligible for ESY, the school district alerts parents in a Prior Written Notice (PWN) before implementing ESY. If transportation is needed for delivery of ESY services, the district provides transportation.

ESY is not an enrichment program. It is not provided for credit recovery. It is also not a “compensatory service,” which is provided by the district when a student’s services have not met requirements for a Free Appropriate Public Education (FAPE).

ESY services might include 1:1 instruction at home, at school or at a district office. A student could also receive ESY as part of “related services” at a provider’s office. (Occupational and speech therapy are examples of related services.) Computer- and home-based learning are additional ESY options. Like all IEP programming, ESY is individualized. Service delivery is designed by the IEP team, and sometimes creative problem-solving is needed.

If the IEP includes ESY services and the family moves during the summer, the new school district is responsible to provide the services as they are designed in the IEP or in a comparable way.

The Washington Administrative Code (WAC) includes information about ESY in sections  392-172A-02020 .

How are decisions made about ESY?

The IEP team decides whether a student requires ESY by meeting to review the student’s program goals and progress. PAVE has an  article about goal-tracking . Parents or teachers may have notes about any loss of skill during a past break from school.

By making notes about how long it takes to recover a skill after a break, parents can contribute important data. Sharing that information earlier in the school year is ideal, so there is ample time for a review of data and any additional testing. Attendance information also is helpful because some disabilities create illness conditions that keep a child out of school long enough to fall significantly behind.

The school and family discuss whether the lost skills and extra time required to regain them is likely to create a significant barrier to progress toward IEP goals and learning in the future. This will justify whether recoupment is required to reverse or prevent regression. Those are the key words in ESY decision-making.

An IEP team might consider:

• Documented problems with working memory from assessments
• Demonstrated need for constant reinforcement over time, even during the regular instructional day/year
• History from a previous year of losing skills and struggling to regain them after a school break
• Need for constant reinforcement of a behavior support program when a student is at risk of being moved to a more restrictive environment without substantial progress around behavior

What does LRE have to do with ESY?

Special Education has Least Restrictive Environment ( LRE ) as a primary feature. In accordance with the IDEA, a school district is responsible to provide instruction in the least restrictive setting to the maximum extent appropriate.

Accommodations and supports are provided to allow for LRE. Therefore, LRE is part of the school’s obligation to FAPE (Free Appropriate Public Education). For some students, routine is paramount. Parents and teachers can discuss whether a break in routine might jeopardize the student’s ability to remain in their current classroom/placement. If yes, then ESY might be needed for the student to continue accessing school in the Least Restrictive Environment.

What can parents do if they disagree with the school?

Parents who disagree with school decisions have the right to dispute those decisions. PAVE has an article about  Procedural Safeguards  and options when families and schools disagree. PAVE also provides a  video about how to file a Community Complaint , which is one dispute resolution option.

Which students might be eligible for ESY?

ESY is not mandated for all students with disabilities and is not required for the convenience of the school or a parent who might need respite or daycare. There are no federal regulations on ESY eligibility. Some additional considerations may include:  

• Regression/Recoupment: Likelihood of regression or anticipating that it will take a long time to get a skill back can make a child eligible for ESY. A student doesn’t have to fully lose a skill or experience a long delay in recovering the skill to qualify.
• Degree of Progress toward IEP Goals: Very slow progress toward IEP goals can meet criteria for ESY. Trivial progress toward goals does not meet the standard of FAPE, as established by  a 2017 supreme court ruling .
• Nature and/or Severity of Disability: Determination is not limited to a specific category of disability. However, students with more severe disabilities are more likely to be involved in ESY programs because their regression and recoupment time are likely to be greater than students with less severe disabilities.
• Emerging Skills/Breakthrough Opportunities: If a critical life skill is not completely mastered or acquired, ESY services may ensure that the current level of skill is not lost over a break. A few examples of critical life skills: beginning to communicate, learning to read or write, self-care. 
• Interfering Behaviors: Some students receive positive behavior support as part of the IEP. When considering ESY, the IEP team would determine whether interruption of such programming would jeopardize the student receiving FAPE.
• Special Circumstances: Sometimes there are special circumstances that prevent a student from learning within the regular school schedule. Districts have different definitions of what constitutes a special circumstance. Parents can ask for a copy of district policy and refer to  WAC 392-172A-02020 .

No sole factor determines whether a student qualifies for ESY. IEP teams review a variety of data, including informed predictions about what is likely to happen in future based on past experiences. A student who has received ESY in a previous year is not automatically entitled to those services again, and a student who wasn’t eligible in the past is not automatically denied.

Summary and Additional Resources

Some students require special education and related services longer than the regular school year in order to receive FAPE. ESY can minimize regression, so a child can catch up or recoup those skills. Parents who have concerns can discuss eligibility criteria with the IEP team. The sooner ESY is discussed, the sooner data can be collected and reviewed. Parent may need time to consider all options and to collaborate with the school.

As part of its  Model Forms , the Office of Superintendent of Public Instruction (OSPI) provides a downloadable document that IEP teams can fill out and attach to the IEP when a student qualifies for ESY services. To access the PDF directly:  Extended School Year (ESY) addendum .

A website called  Great Schools.org  provides additional information about ESY and downloadable forms about IDEA requirements.

Wrightslaw.com  provides information about the IDEA and legal findings on a variety of topics.

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• Nov 9, 2023
• 13 min read

What Are Adaptive or Life Skills in Special Education?

Table of Contents

Definition of adaptive skills in special education, importance of adaptive skills in special education, significance of adaptive skills in child development and daily life, understanding adaptive behavior and its role in independence, key components of adaptive behavior, real-life examples of adaptive behaviors, assessment methods for adaptive behavior and specially designed instruction for adaptive skills, adaptive skills development with age, balancing responsibility in child development, differentiating lower iq from intellectual disability, homeschooling and adaptive skills development, resources and support for adaptive skills, adaptive skills in childhood, strategies to address adaptive skills issues in children, related conditions and considerations.

Adaptive skills, or daily living or life skills, are essential for individuals with special needs to function effectively and independently. These skills are divided into personal care, community, social, and academic skills. Special education programs often include training and support to develop these skills, aiming to improve independence and quality of life. Training is tailored to everyone's needs and abilities, fostering self-sufficiency and enhancing their overall quality of life.

Adaptive skills, also known as life skills or daily living skills, are the talents and behaviors that people require to function efficiently and independently in their daily lives. Individuals with special needs, such as those with developmental disabilities, intellectual impairments, autism spectrum disorders, and other obstacles that may impair their ability to complete ordinary everyday chores, require these skills.

Adaptive skills are crucial for individuals with special needs to enhance independence, quality of life, and social inclusion. These skills enable them to perform daily tasks independently, reduce dependency on caregivers, and boost self-esteem. They also aid in self-care, community participation, and social interaction. These skills prepare individuals for various life stages, enabling them to find work, live independently, and contribute to society. They also enhance problem-solving and decision-making abilities. Teaching adaptive skills relieves caring responsibilities for parents, carers, and relatives.

It is impossible to overestimate the importance of adaptable abilities in child development and daily living. These abilities are critical to a child's general development, independence, and capacity to perform well in a variety of life circumstances. Here are some significant points emphasizing the importance of adaptable skills:

Encourage Independence:

Adaptive skills are crucial for children to develop self-sufficiency, enabling them to perform daily tasks like dressing, grooming, and personal hygiene independently.

Facilitating Social Interaction

Adaptive abilities like communication and social interaction are crucial for children's development, enabling them to build friendships, interact with peers, and participate in social activities.

Academic Success

Adaptive skills like organizational and time management significantly impact a child's academic achievement by aiding in proper education management, task completion, and meeting deadlines.

Increasing Self-Esteem and Confidence

As children learn and perfect adaptive abilities, they build a sense of success and self-confidence. This boost in self-esteem might improve their general well-being and willingness to study and try new things.

Adult Preparation

Adaptive skills establish the groundwork for a child's transition to adulthood. They prepare youngsters for the duties and obligations of independent life, such as cooking, budgeting, and taking public transit.

Improving Problem-Solving and Decision-Making Capabilities

Adaptive skills frequently need problem-solving, decision-making, and critical thinking abilities. These abilities assist youngsters to negotiate problems and make educated decisions, both of which are necessary life skills.

Integration

Adaptive skills assist youngsters in becoming active and involved members of their communities. They can join in community events, volunteer, and make a constructive contribution to their surroundings.

Understanding adaptive behavior and its role in independence is critical, particularly for those with impairments or special needs. Adaptive behavior refers to the abilities and actions required to manage daily life efficiently and autonomously. Here's a closer look at the notion and its meaning in terms of independence:

They enable individuals to take care of themselves and reduce their reliance on others for daily tasks such as dressing, grooming, and personal hygiene.

Proficiency in adaptive behavior facilitates community integration.

Developing adaptive behavior skills significantly improves an individual's overall quality of life.

It promotes a sense of autonomy and independence, leading to greater life satisfaction.

For young adults with disabilities, adaptive behavior skills are vital for transitioning to adulthood successfully.

These skills prepare them for independent living, higher education, and employment opportunities.

Many adaptive behaviors are related to social skills.

Adaptive behavior skills help individuals cope with daily challenges and navigate unexpected situations.

By developing adaptive behavior skills, individuals with disabilities can reduce their dependence on caregivers and family members, fostering greater self-reliance.

Adaptive behavior refers to the abilities and actions that people employ to operate efficiently and independently in their daily lives. Among the three main components of adaptive behavior are:

Personal Care Abilities:

Personal care abilities include the capacity to care for oneself in terms of cleanliness and basic self-care duties. This covers actions like:

Brushing teeth, bathing, showering, and grooming are all examples of personal hygiene.

Dressing includes choosing suitable clothing, putting it on, and securing buttons or zippers.

Feeding: Eating on one's own, utilizing utensils, and exhibiting proper table manners.

Toileting entails going to the bathroom, maintaining personal hygiene, and cleaning up afterward.

Communication abilities:

Communication abilities include the capacity to successfully transmit thoughts, feelings, and desires, as well as the ability to comprehend and interpret communication from others. This includes the following:

The ability to communicate oneself through voice, sign language, gestures, or augmentative and alternative communication (AAC) devices is referred to as expressive communication.

Understanding and responding to verbal and nonverbal information from others, including following directions and responding correctly in social situations, is referred to as receptive communication.

Social Interaction Abilities:

Building and maintaining connections, as well as functioning in social contexts, require strong social interaction abilities. These abilities include:

Interpersonal Skills: The ability to demonstrate proper behaviors during social interactions, such as taking turns, starting and replying to discussions, and demonstrating empathy.

Play abilities include engaging in age-appropriate play activities as well as cooperative play with peers.

personal standing and conforming to social conventions, etiquette, and personal limits, as well as proper behavior in various social circumstances.

Adaptive behavior refers to a person's social responsibility and independent daily activities. My children, when five years old, had a lack of adaptive skills, including basic tasks like bathing, brushing hair, and dressing themselves. They were unaware of safety, often giving out too much information to strangers, and often ran in front of moving vehicles. They couldn't eat without making a mess, and they relied on me for basic needs.

Adaptive behavior assessment is crucial for understanding an individual's strengths and areas of need and developing intervention plans. Common assessment methods include direct observation, structured interviews, and standardized tools. Specially designed instruction for adaptive skills can be tailored, such as Individualized Education Plans, Behavior Intervention Plans, structured teaching, social skills training, Functional Life Skills Curriculum, and Community-Based Instruction. Continuous assessment and monitoring are essential for effective instruction, focusing on enhancing adaptive skills and overall quality of life.

Individuals must be able to adapt to operate efficiently and freely in their everyday lives. Individuals must meet age-appropriate expectations and interventions if they are to realize their full potential. Here are some significant points about the development of adaptive abilities at various ages:

Age-appropriate Expectations for Adaptive Behavior

1. Early Childhood (Ages 0-5):

Children in their early infancy rely largely on caretakers for fundamental care requirements such as feeding, clothing, and toileting. Even when toddlers gain independence, they may still want support. The emphasis is on self-help, communication, and social engagement.

2. Middle Childhood (Ages 6-12):

The program attempts to improve children's self-care, academic skills, and social connections by concentrating on reading, writing, math, and complicated peer relationships, as well as teaching self-discipline and hygiene. 3. Adolescence (Ages 13-18):

Adolescents are enhancing their self-care skills, becoming more independent, and potentially taking part-time jobs. Their primary focus is on preparing for adulthood by enhancing academic, vocational, communication, and social skills. 4. Early Adulthood (Ages 18-30):

Young adults are expected to live independently, manage their money, and flourish in their chosen occupations or higher education, with a focus on professional growth and financial independence. 5. Adulthood (Ages 30 and beyond):

Adults should be self-sufficient in their daily living chores, manage their homes, families, and jobs, and contribute to their communities, with a focus on balancing work, family, and community duties, as well as preserving physical and mental well.

Progression of Adaptive Skills Across Different Grade Levels

Individual development and educational contexts impact adaptive skill progression throughout grade levels.

The emphasis in the early grades (K-2) is on fundamental self-care and social skills.

Students in the upper elementary classes (3-5) gain independence and take on greater responsibility.

Middle school (6-8) provides more freedom, academic advancement, and social skill development.

Students in high school (9-12) are prepared for the transition to adulthood by stressing vocational and independent living skills.

Identifying and Addressing Potential Skill Deficits in Children

Early intervention is critical for treating children's skill impairments.

Observation, evaluation, and monitoring can help parents, teachers, and professionals uncover weaknesses.

Individualized Education Plans (IEPs) and tailored treatments can help students improve certain skills.

To give assistance and foster skill development, educators, therapists, and families must work together.

Teaching children responsibility is an important component of their development, as it contributes to their growth, independence, and character. In this section, we'll look at two crucial components of balancing responsibility in child development:

Historical Perspective on Children's Responsibilities:

Understanding the historical perspective on children's duties can provide insight into the evolution of societal attitudes and expectations over time.

Agricultural civilizations assigned children early tasks such as planting, harvesting, and caring for livestock, ensuring their family's survival and contributing to the farm's operations.

The Industrial Revolution led to a shift from rural to industrialized lives, causing children to work in hazardous settings, prompting the enactment of child labor regulations.

In the early to mid-20th century, there was a growing emphasis on education and child development, with child labour rules being stricken and compulsory school attendance implemented.

Contemporary perspectives emphasize the importance of balancing child development responsibilities, play, education, and a supportive environment, encouraging children to take on age-appropriate responsibilities for growth.

Promoting Age-Appropriate Duties and Fostering Independence

Balancing responsibility in child development involves assigning tasks that align with a child's age, abilities, and developmental stage. Gradual progression builds confidence and skills over time. Clear expectations and constructive feedback are essential. Modelling responsible behavior in one's life helps children learn. Positive reinforcement motivates responsible behavior. Encouraging problem-solving promotes critical thinking and independence. Collaboration within the family fosters unity and cooperation. Flexibility is crucial when circumstances affect a child's ability to fulfil responsibilities. Being flexible and understanding when circumstances affect a child's ability to fulfil responsibilities is essential.

Adaptive Skills in Special Education and Intellectual Delay:

Adaptive skills are crucial in special education, especially for individuals with intellectual delay, as they are essential for daily functioning and overall well-being. Understanding the relationship between intellectual delay and adaptive behavior is essential.

Role of Adaptive Skills in Special Education

Adaptive skills are important in special education for a variety of reasons. They are necessary for functional independence, which is defined as the ability to live, work, and engage independently. IEPs are created to address children's adaptive skill weaknesses to increase their independence and quality of life. The curriculum incorporates adaptive skills, offering a comprehensive approach to schooling. In special education, transition planning focuses on teaching adaptive skills for independent living, vocational training, and community inclusion.

Relationship between Intellectual Delay and Adaptive Behavior

Intellectual delay, or intellectual disability, is a condition where a person's cognitive abilities are limited, affecting their ability to learn and apply adaptive skills effectively. This can lead to challenges in acquiring and using adaptive skills, requiring additional support and instruction. Assessment of intellectual delay often includes evaluating adaptive behavior to determine its impact on daily life and independence. The relationship between intellectual delay and adaptive behavior varies among individuals.

Support and Personalized Interventions for Individuals with Intellectual Delay

Individuals with intellectual delay require personalized interventions to enhance their adaptive skills and quality of life. Early intervention services, including speech therapy, occupational therapy, and behavioral interventions, can identify and address deficits in adaptive skills. Individualized Education Plans (IEPs) are tailored to meet these needs, while special education programs focus on life skills training, communication, social interaction, and independent living. Collaboration between educators, therapists, and parents is crucial for reinforcing adaptive skills in the home environment. Transition planning in special education prepares individuals for life beyond school, including vocational training, job placement, and community engagement programs.

Lower IQ denotes a person's cognitive abilities that fall below the average range as evaluated by standardized IQ testing. Intellectual impairment, on the other hand, comprises considerable limits in both cognitive functioning and adaptive behavior, impairing a person's capacity to learn, reason, and adjust to everyday life activities. While a lower IQ may suggest cognitive difficulties, intellectual impairment involves limits in adaptive abilities and must be diagnosed before the age of 18.

Example: A child with a lower IQ but not a true intellectual disability may not have a complete intellectual delay. Joseph, with a lower IQ of 68, was tested for his processing speed and higher cognitive functioning. The evaluator found that Joseph's processing speed was not the only factor affecting his overall IQ. Although he was able to solve two problems, he was outside the time limit, indicating that his processing speed was not the sole factor affecting his IQ.

Homeschooling is a beneficial option for children with adaptive skills challenges, offering individualized instruction and support. It provides a comfortable and less stressful learning environment, allowing parents to address skill deficits and reinforce adaptive behaviors. Homeschooling also offers flexibility in scheduling and accommodating therapy sessions and sensory breaks. It can focus on various life skills, such as personal care routines, communication, social interaction, problem-solving, and practical skills like cooking and budgeting. Customizing the curriculum allows parents to emphasize the development of adaptive skills essential for their child's daily life and future independence.

Support groups and resources are essential for parents of special needs children, providing a sense of community, sharing experiences, and accessing valuable information. Local groups offer practical advice, emotional support, and networking opportunities, while national organizations like Autism Society, National Down Syndrome Society, and Parent to Parent USA offer advocacy and resources. Online communities, educational agencies, and Parent Training and Information Centers (PTIs) also offer support.

The Role of Special Education Advocates

Special education advocates are critical in aiding parents of disabled children in navigating the special education system and ensuring their child's educational requirements are satisfied. Special education advocates assist parents in meeting their children's special needs by assisting them in understanding available services, interpreting test results, and working with schools to plan individualized education programs (IEPs). They help families address learning challenges and identify overlooked factors affecting a child's ability to learn. Special education advocates navigate the complex system of federal, state, and local laws, policies, and regulations, helping families participate in shaping their children's education. They fill knowledge gaps and help parents gauge their children's progress. Special education advocates need extensive knowledge of state and federal laws, IEPs, support services, accommodations, and special education curricula. They also exhibit key skills such as writing, research, and interpersonal skills. The US Bureau of Labor Statistics projects an increasing need for special education advocates.

Introduction to Adaptive Skills in Childhood and Their Significance

Adaptive skills, also known as life skills or daily living skills, are crucial for children's independence and well-being. They include personal care, communication, social interaction, problem-solving, and community participation. These skills lay the foundation for future success and independence, ensuring a child's overall development.

Impact of Adaptive Skills on Maturity and Independence

Adaptive skills are essential for a child's maturity, affecting their independence, personal responsibility, and age-appropriate choices. These skills, often referred to as Activities of Daily Living (ADLs), are necessary for children to mature into adulthood and become independent members of society. Some children may require more help, guidance, and handholding to complete daily tasks, while others may have special needs like ASD, intellectual disabilities, or developmental disabilities. Adaptive skills can also be a concern for very bright children, who may have high intelligence but low adaptive skills. It's important to note that children mature at different rates, with girls often maturing faster than boys. In very young children, it's crucial to adjust expectations for premature babies by considering gestational age at birth.

Examples of Adaptive Skills in Children

Adaptive skills are essential abilities children develop throughout childhood, including personal care, communication, social interaction, problem-solving, academic skills, community skills, time management, emotional regulation, safety skills, and independence. These skills help children develop independence, problem-solving, academic skills, and social skills, as well as develop essential life skills like time management, emotional regulation, and safety knowledge.

Identification of Adaptive Skills Issues and Factors Contributing to Deficits

Identifying adaptive skills issues in individuals involves recognizing deficits in daily living tasks and social engagement. Factors like developmental delays, cognitive impairments, sensory processing challenges, medical conditions, environmental factors, and limited access to education are key. Early assessment by professionals, caregivers, and educators helps understand the causes and tailor interventions.

Practical Tips for Parents and Caregivers

Parents and caregivers can help children develop adaptive skills by establishing routines, breaking tasks into smaller steps, using visual aids, providing clear instructions, offering positive reinforcement, and creating real-life practice opportunities. Encouraging independence and seeking professional guidance can enhance caregiver skills.

When to Seek Professional Help and Evaluation

Seeking professional help and evaluation is crucial when a child's adaptive skills are persistently challenging, affecting their daily functioning or social development. Early intervention is crucial, as issues like self-care, communication, and social interactions may not improve over time. Consulting with specialists like paediatricians, developmental paediatricians, speech therapists, occupational therapists, or psychologists can significantly impact a child's progress.

Overview of Professionals Who can Assist with Adaptive Skills Development

Various professionals can help children with adaptive skills issues. Speech therapists focus on communication and language skills, while occupational therapists focus on motor and sensory processing. Behavioral therapists teach adaptive skills through behavior modification. Developmental paediatricians diagnose and manage developmental and behavioral issues, while psychologists conduct assessments and provide therapy. Special education teachers create individualized plans and instruction. Parent training programs offer guidance and support for children's adaptive skills development. Support groups for parents and caregivers can provide valuable resources and guidance for addressing adaptive skills challenges.

Connection Between Adaptive Skills and Socializing

Adaptive skills, including communication, self-care, and problem-solving, are crucial for a child's socializing abilities. Those with strong skills can confidently navigate social situations, express their needs, and form relationships. Conversely, deficits in these skills can hinder a child's participation in social activities. Addressing adaptive skill challenges is vital for a child's social development and integration within their peer group and community.

Impact of Communication Challenges on Adaptive Skills

Communication challenges in children significantly impact their adaptive skills development, as it is crucial for expressing needs, understanding instructions, and participating in social interactions. Addressing these challenges through speech therapy and other interventions is essential for improving a child's ability to acquire and apply adaptive skills effectively.

Relationship Between Intelligence and Adaptive Behavior

Intelligence and adaptive behavior are not synonymous, as intelligence refers to cognitive abilities and adaptive behavior encompasses practical life skills. Children with high intelligence may struggle with adaptive skills, and vice versa. Individuals with intellectual disabilities may have limitations in both. Specialized interventions and support should be tailored to address a child's specific needs, considering both cognitive abilities and adaptive skill deficits.

Role of Motor Planning and Handwriting Skills

Motor planning and handwriting skills are crucial for adaptive skills development, as they enable fine motor coordination for daily tasks like dressing and writing. Children with motor planning difficulties may struggle with these tasks, affecting their independence and participation in school and daily routines. Occupational therapy can help address these challenges and improve a child's adaptive skills.

Adaptive skills are crucial for early development and special education, promoting independence, social integration, and overall well-being. Parents play a vital role in developing these skills by providing guidance, support, and opportunities. Seeking assistance when faced with adaptive skills issues demonstrates strength, not weakness. Early intervention and professional teamwork can significantly impact a child's development, ensuring they reach their full potential and live fulfilled lives. Working together ensures every child can thrive.

If you have a child with special need and facing issues or require help regarding special education, contact K Altman Law for a discussion on your situation and guidance towards an optimal resolution.

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Using a Life Skills Curriculum in the Special Education Classroom

• Teacher Organization , Life Skills

I have been teaching special education for the past 15 years and have often heard teachers not wanting to teach life skills explicitly .  Achieving independence is the single most important thing that we can teach to students with special needs.  

Neurotypical students learn basic functional life skills by imitating their peers, teachers, and other people in their lives.  Many of our students, especially autistic students, struggle with these imitation skills and need that explicit life skills instruction. 

Teach Life Skills Explicitly

It is never too early to start introducing functional life skills to your students.  Remember, this is definitely NOT all that you need to be teaching.  Academic skills are still very important and should be taught every day.

After struggling for a long time on how and what to teach, I finally created materials from scratch on how to teach basic functional life skills.  I wanted a way to integrate these basic life skills into what I was already teaching.  I decided to divide the life skills into 12 different categories that I could teach over the course of 12 months.

12 months of resources

• Personal Care & Hygiene
• Meal Planning and Prep
• Health and Nutrition
• House Keeping
• Money: The Basics
• Social Skills
• Coping with Stress
• Safety & Emergencies
• Money: Budgeting
• Vocational Skills
• Leisure time

Year Long Life Skills Curriculum

Functional Life Skills Curriculum

I like to store my units in these large scrapbook cases!  That fits everything in there, plus there is room for me to add extra things like real money or toothbrushes, depending on which unit it is!

You can grab the entire functional life skills curriculum in my TpT shop!

What does each unit come with?

Here is what will be included in each monthly unit:.

• lesson guidelines
• blank monthly and weekly at a glance
• sample IEP goals to match the content
• related worksheets (including cut and paste activities)
• adapted books and social stories
• differentiated assessments
• parent letters
• file folder games
• visual aids
• student awards for mastery
• data tracking sheets
• craftivity (related crafts and writing activity) – available in  some  units

Task Boxes for Life Skills Curriculum

My favorite part of all of these units in this curriculum is all the task boxes that you get.  I am obsessed with using them in my independent work systems !  

They are so easy to store and use and my students think they are playing games but they are learning.

If you don't follow me on Instagram,  you can do that here . I will be sharing videos about each unit as they come out in my stories, or check out my story highlights!

If you are not subscribed to my email list,  you can do that here . I will be sending out emails as each unit is released and offering them at HALF OFF for the first 24 hours to those that get the email!!

Don't forget, that you can purchase each of these units separately, however, you will be missing out on the 30% discount  if you purchase the bundle.

FOUR FREE TASK BOXES

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I am a High School, self-contained Autism teacher from Central New York, who is passionate about individualizing student learning. I am a mommy of three, lover of all things Disney, married to my best friend and addicted to chocolate!! I hope that you find great ideas and inspiration here, so welcome!!

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Teaching Life Skills in Special Education

Posted July 19, 2018 by UWA

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Infographic transcript.

Teaching independent life skills is a process that begins at birth and goes on into adulthood. Children with disabilities sometimes find these skills difficult to perform for various reasons. As their classroom teacher, you can help your students acquire these skills and live as independently as possible.

The State of Special Education

6.7 million.

Number of K-12 students in special education programs in the U.S. (1)

Students With Special Needs Need Exceptional Teachers

Our master's degree in Special Education, K-6 will enhance your understanding of trends and issues in the education of students in kindergarten through sixth grade who have cognitive, behavioral, physical or multiple disabilities.

Percentage of people with disabilities who are unemployed (2)

People with disabilities are 26% more likely to live in poverty than people without disabilities. (2)

A solid education is especially important for students with disabilities as they may face more obstacles in reaching the level of self-sufficiency needed to live happy, balanced lives. Independence gives students a better chance in school, as well, and allows them to develop routine study habits, independence and confidence.

The rate of graduation for students with disabilities is currently 20% lower than the national average. (3)

There are 13 categories of students that meet special education requirements, including: (4)

• Emotional disturbance
• Hearing impairment
• Intellectual disability
• Multiple disabilities
• Orthopedic impairment
• Other health impaired
• Specific learning disability (dyslexia, dyscalculia)
• Speech or language impairment
• Traumatic brain injury
• Visual impairment

For many children in these categories, they are also in need of self-care training. This can include: (4)

As their teacher and caretaker for much of the day, how can you help these children maintain their health and hygiene?

Teaching Life Skills

Many students in special education need help in the following areas of self-care. Here are some ideas for teaching each skill in the classroom. (5,6,7)

Communication and social skills

• Include daily student interaction in your lesson plans
• Get students out of the classroom and into social environments whenever possible
• Use pictures to have children point to describing their current feelings and mood
• Show demonstrations of personal hygiene in class
• Use social stories involving personal hygiene scenarios
• Make an Individualized Education Plan (IEP) that involves personal hygiene checks throughout the day

Task analysis and time management

• Help students make calendars for personal routines
• Use check-off lists for morning activities, meals and evening activities
• Walk students through the steps of every activity in class

Personal accountability

• Use skits and role-playing to demonstrate acceptable behavior
• Create superhero characters that embody desirable traits, write stories for them
• Encourage students to take frequent breaks in activities to express their feelings

Respecting property

• Use name tags for personal property
• Institute borrowing system in class, where students are responsible for objects that stay in the classroom
• Visit the school library to practice respect of books and space

Cleaning up personal spaces

• Designate time at the end of each class for clean-up
• Only allow students to move on to another activity when the current activity has been cleaned up or finished
• Use music and a cheerful tone to make clean-up fun and energetic

Cooking and nutrition

• Show the difference between healthy snacks and junk food
• Encourage each child to take multiple water breaks throughout the day
• Do not treat kids with candy—instead use verbal praise or play time

Basic navigation skills

• Use school hallways to help navigate to specific rooms
• Use outdoor areas for games involving direction switches
• Encourage students to follow bus route on field trips using maps

Working in special education is rewarding, and having the right credentials can make you an extremely marketable asset in the education market.

Explore The Online Teaching Degrees at UWA.

• https://nces.ed.gov
• https://www.cec.sped.org
• https://www.huffingtonpost.com
• http://www.understandingspecialeducation.com
• https://www.verywellfamily.com
• https://www.thoughtco.com
• https://suchatimeasthis.com

Full SPED Ahead

August 8, 2022 ·

5 Life Skills for Special Ed Students in Middle School

Back to School · Classroom Structure · Curriculum · Functional Life Skills · Helpful Tips · Teacher Tips

Thinking about life skills for special ed students is one of the most important parts of my job as a middle school special education teacher. Functional life skills activities are especially important at this age because our students are getting older and we want them to be valuable and independent members of society when they are finished with school.

 Let’s discuss 5 life skills for special ed students in middle school to learn (Bonus- they are all age appropriate!)

Want a life skills idea guide done for you for free? Put in your info below and I’ll send it to you!

WHAT IS A LIFE SKILLS CLASS IN SPECIAL EDUCATION?

Before we start listing different life skills for special needs students, let’s discuss what life skills in special education are .

A life skills program focuses on everyday functional skills for special education students. This might be working on areas such as hygiene, social skills, cooking and functional academic skills.

Teaching Life Skills in Special Education

Individuals in special education programming often struggle to learn functional skills. It is important to develop these skills in order to increase an individual’s ability to achieve greater independence. These life skills can even be broken down into different categories:

• Communication
• Choice-Making
• Leisure and recreation
• Vocational skills
• Social Emotional

Why teach life skills in special education?

Life skills are the skills that are necessary for daily living and for establishing quality of life. These are the skills that if not done by an individual him or herself, others will have to do.

Life skills for special ed students in middle school are important for SELF-ADVOCACY and INDEPENDENCE. For example, an individual may learn his address and phone number. However, if he or she is not able to give a police officer this information in an emergency, it is not useful. This is a functional life skill that they will absolutely need to use one day.

5 Life Skills for Special Ed Students in Middle School:

1. reading community signs.

Students in middle school are naturally given more responsibility. Our students may have less parental supervision and start to be given more independence at this stage in their life (depending on the child). Students need to be able to read and understand what some simple and functional signs mean in the community. Some examples would be: Being able to find the EXIT at a large stadium, locating the RESTROOM sign or knowing what a DO NOT WALK sign means.Reading functional signs is a huge part of safety for our students. If you need a fun and interactive way to practice this with your students, check out the Digital Community Signs available in my store.

2. Personal Hygiene

If you work with middle school students, you know by now that personal hygiene can start to become an issue at this age. Work on life skills activities such as putting on deodorant, brushing hair, brushing teeth and making sure face and clothes are clean after eating.

3. Following a Simple Recipe

Some children in middle school are starting to prep their own food at this age. Students in special education do not need to be any different from their peers in this area. Focus on helping them learn to follow a simple recipe. (pssst…..this is also a great way to sneak in your lesson on fractions without them even realizing!)

Don’t forget about:

• Food Safety and Sanitization
• Basic Food Prep
• Appliance Use

4. Following a Schedule

By the time students get to middle school, they have probably been following a visual schedule for most of elementary school at this point. Middle school can be so different for students and this is the time where they can really thrive off of following their OWN schedule WITHOUT help. Teaching them skills like checking the time so as not be late for class and following their schedule without adult support are great things to work on.

5. Emotional Self Control

Some of my students really struggle with this, even in middle school. (Sometimes I think the emotions actually run higher in middle school!) Students need to learn self control so that they can have the option of doing things like:

• attending class without adult supervision
• going to school dances
• riding in a car without adult supervision one day
• be employable

Role-playing, watching videos and incorporating social emotional check-ins can help a lot with this!

How to begin teaching life skills?

Are your students brand new to you or your district? Do you just have no idea where to begin when it comes to teaching life skills in special education? Check out the Life Skills Special Education Assessment for All Grades to help you!

Already taught all the life skills for special ed students in middle school that I discussed above? No problem! I created a FREE Life Skills Guide to help you with more ideas!

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Life Skills Idea List

Thinking about life skills for special ed students is one of the most important parts of our job as special education teachers.

Functional life skills activities are especially important at this age because our students are getting older and we want them to be valuable and independent members of society when they are finished with school.

Want a life skills idea guide done for you for free? Put in your info below and I’ll send it to you!

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Key Competences and New Literacies

From Slogans to School Reality

• © 2023
• Maria Dobryakova   ORCID: https://orcid.org/0000-0002-9475-5476 0 ,
• Isak Froumin   ORCID: https://orcid.org/0000-0001-9228-3770 1 ,
• Kirill Barannikov   ORCID: https://orcid.org/0000-0001-5182-9458 2 ,
• Gemma Moss 3 ,
• Igor Remorenko   ORCID: https://orcid.org/0000-0002-8775-4248 4 ,
• Jarkko Hautamäki 5

Institute of Education, National Research University Higher School of Economics, Moscow, Russia

You can also search for this editor in PubMed   Google Scholar

Head of the Observatory of Higher Education Innovations, Jacobs University, Bremen, Germany

Moscow city university, moscow, russia, university college london, london, uk, university of helsinki, helsinki, finland.

• Includes case studies from 8 countries on the competence-turn in the curriculum
• Describes pedagogical approaches to foster 21st century skills
• Outlines the components of environmental literacy

Part of the book series: UNIPA Springer Series (USS)

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Table of contents (15 chapters)

Front matter, introduction.

• Maria Dobryakova, Isak Froumin

The World Is Changing, and Education Is Changing with It

A framework of key competences and new literacies.

• Maria Dobryakova, Isak Froumin, Gemma Moss, Norbert Seel, Kirill Barannikov, Igor Remorenko

Canada (Ontario): A Unifying Theme for Canadian Education Is Equity

• Michele Peterson-Badali, Elisabeth Rees-Johnstone, Evelyn Wilson, Bev Freedman, Denese Belchetz, Karen Grose et al.

China: Fostering Students with All-round Attainments in Moral, Intellectual, Physical and Aesthetic Grounding

• Huanhuan Xia, You You

England: Knowledge, Competences and Curriculum Reform—Why the English Case Stands Out

• Gemma Moss, Ann Hodgson, Susan Cousin

Republic of Korea: Cultivating Key Competences

• Junehee Yoo, Euichang Choi, Dongil Kim, Kyunghee So, Chan-Jong Kim, Il Lee et al.

Finland: Improving Pupils’ Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement

• Jarkko Hautamäki, Raisa Ahtiainen, Natalia Gustavson, Risto Hotulainen, Sirkku Kupiainen, Marja Tamm et al.

Poland: The Learning Environment that Brought About a Change

• Maciej Jakubowski, Jerzy Wiśniewski

Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States

• Michael Russell, Henry Braun, Binbin Zhu

Russian Federation: At a Conceptual Crossroads

• Kirill Barannikov, Maria Dobryakova, Isak Froumin, Igor Remorenko

Pedagogical and School Practices to Foster Key Competences and Domain-General Literacy

• Maria Dobryakova, Norbert Seel

A Modern Aspect of Instrumental Literacy: Coding

• Suhas Parandekar, Eugeny Patarakin, Gulcan Yayla

How to Integrate New Literacy in the Curriculum—Example of Environmental Literacy

Maria Dobryakova

How Countries Reform Their Curricula to Support the Development of Key Competences

• Kirill Barannikov, Igor Remorenko, Isak Froumin
• Learning Objectives
• New Literacies
• Canadian Education
• Education in China
• Education in the UK
• Cultivating Key Competences
• Education in Republic of Korea
• Education in Finland
• Education in Poland
• Twenty-First Century Skills and Learning
• Education in USA
• Education in Russia
• Key competencies
• 21st Century Curriculum
• Curriculum Reform
• Transversal Competences
• Functional Literacy
• Digital literacy
• Competence-based Education
• Critical Thinking

About this book

This edited book is a unique comprehensive discussion of 21 st  century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21 st  century skills and offers a scalable solution to align multiple competency and literacy frameworks.

The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is greatresource to educational researchers and policy makers.

Editors and Affiliations

Isak Froumin

Kirill Barannikov, Igor Remorenko

Jarkko Hautamäki

About the editors

Maria Dobryakova  graduated from the Moscow School of Social and Economic Sciences and Manchester University (M.A. in Sociology) and defended her Ph.D. in social stratification at the Institute of Sociology of the Russian Academy of Sciences. Since 2006 and until 2022 she worked at the National Research University Higher School of Economics, where she headed and coordinated a number of large-scale projects in education, social sciences, as well as publications and translation projects. Prior to that, she had worked at the Independent Institute for Social Policy (as head of publications) and the Ford Foundation (Higher Education and Scholarship program). 

Isak Froumin  headed the Institute of education at the National Research University Higher School of Economics in Moscow (Russia)—the first graduate school of education in Russia—from 2009 to 2021. After beginning his career as a principal of Kransnoyarsk University Laboratory School  (Russia), he worked as the Lead Education Specialist at the World Bank, and the advisor to the Minister of Education and Science of Russian Federation. He is a fellow of the International Academy of Education.

Kirill A. Barannikov  is the vice-rector for strategy, Moscow City University. He is working in MCU since 2015 and has led a number of projects over Moscow schools and the university development. Among the most striking projects are the online platform for teachers to create curricula (www.prok.edu.ru), the electronic platform for assessing the quality of the educational environment (www.ecers.ru, www.sacers.ru), internet service for supporting and developing initiatives  (www.zamisli.pro). Over the past ten years, he headed the center for distance education of children with disabilities of the Pedagogical Academy of Postgraduate Education, the center of curricula design and standards of the Academy of Social Management. He coordinated over 40 research projects of the Department of Education of the City of Moscow, the Ministry of Education and Science of Russia. The main areas of interest are competency models in school education, issues of standardization and curricula design in an international context, change management in schools and universities. 

Jarkko Hautamäki  graduated from University of Helsinki (majors in experimental psychology and social psychology) and defended his Ph.D. Dissertation (Measurement and Distribution of Piagetian Stages of Thinking) in University Joensuu. He became a full professor in Special Education in Helsinki University, served also the dean and founded and directed Helsinki University Center for Educational Assessment. He is the honorary professor of Faculty of Psychology at Moscow State University, member of the Finnish Academy of Science and Letters and member of The Russian Academy of Educational Sciences. His research interests include human development and schooling for thinking, interventions and special education and applying the science of development into schooling. He lives in Helsinki, Finland. 

Gemma Moss  is the professor of Literacy at UCL Institute of Education. She has been the president of the British Educational Research Association (2015–17), was a member of the European Education Research Association Council (2016–18), was director of the Centre for Critical Education Studies at the Institute of Education (2007–11) and was director of the International Literacy Centre at the Institute of Education, UCL (2017-22).  Her main research interests are in literacy as a social practice; literacy policy; knowledge transfer and knowledge exchange; evidence-informed practice and curriculum design; pedagogy and new technologies; primary assessment; and gender and literacy attainment.  Her research includes running multi-site ethnographic case studies, combining quantitative and qualitative methods in innovative ways and using rapid evidence assessment systematic review processes to bring knowledge to bear on contentious questions in education, where funders require rapid answers.  

Igor M. Remorenko  has been holding the post of the rector of the Moscow City University since 2013. He has a Ph.D. and full-doctor degree in Education. From 2009 to 2011, he held the post of the director of the Department of the State Policy and Legal Regulations in Education, Department of the State Policy in Education, Department of the Strategic Development of the Ministry of Education and Science of the Russian Federation; supervised the top-priority national project “Education” and programs to support the innovative development of the higher education institutes. From 2011 to 2013, he is the deputy minister of Education and Science of the Russian Federation. He is the author of a number of the scientific publications, two monographs. He participates in the researches in the field of educational policy, development of managerial approaches in education and multiple international and national projects in the sphere of education.

Bibliographic Information

Book Title : Key Competences and New Literacies

Book Subtitle : From Slogans to School Reality

Editors : Maria Dobryakova, Isak Froumin, Kirill Barannikov, Gemma Moss, Igor Remorenko, Jarkko Hautamäki

Series Title : UNIPA Springer Series

DOI : https://doi.org/10.1007/978-3-031-23281-7

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

Hardcover ISBN : 978-3-031-23280-0 Published: 23 August 2023

Softcover ISBN : 978-3-031-23283-1 Due: 23 September 2023

eBook ISBN : 978-3-031-23281-7 Published: 22 August 2023

Series ISSN : 2366-7516

Series E-ISSN : 2366-7524

Edition Number : 1

Number of Pages : VI, 426

Number of Illustrations : 18 b/w illustrations, 27 illustrations in colour

Topics : Curriculum Studies , Study and Learning Skills , International and Comparative Education , Educational Policy and Politics

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