Safety concerns are prevalent in the instruction of students with special needs and should be addressed as a component of instruction across domains. The emphasis on community-based instruction and functioning in a least restrictive environment may increase the probability that students will be exposed to dangers and should learn to practice skills which are preventative or reactionary. Based on a survey of special educators and parents of children with special needs, this paper seeks to generate a list of safety skills across domains for preschool, elementary, and adolescent students with special needs.
Get full access to this article
View all access options for this article.
References
1.
BrownL., NietupskiJ., & Hamre-NietupskiS. (1976). Criterion of ultimate functioning. In HaringN. G., SherrR. D., & BrownL. (Eds.), Hey, don't forget about me! (pp. 84–97). Council for Exceptional Children: Reston, VA.
EganI., FredericksH. D. B., & HendricksonK. (1985). Teaching associated work skills to adolescents with severe handicaps. Education and Treatment of Children, 8, 239–250.
4.
FreagonS., WheelerJ., HillL., BrankinG., CostelloD., & PetersW. M. (1983). A domestic training environment for students who are severely handicapped. Journal of the Association for Persons with Severe Handicaps, 8, 49–61.
5.
GastD. L., CollinsB. C., WoleryM., & JonesR. (1990). Teaching children with developmental delays to respond to the lures of strangers. Manuscript submitted for publication.
6.
GastD. L., WinterlingV. D., WoleryM., & FarmerJ. A. (1990). Teaching first-aid skills to students with moderate handicaps. Manuscript submitted for publication.
7.
HaneyJ. I., & JonesR. T. (1982). Programming maintenance as a major component of a community centered preventative effort: Escape from fire. Behavior Therapy, 13, 47–62.
8.
HillJ. W., WehmanP., & HorstG. (1982). Toward generalization of appropriate leisure and social behavior in severely handicapped youth: Pinball machine use. Journal of the Association for Persons with Severe Handicaps, 6, 38–44.
9.
HornerR. H., JonesD. N., & WilliamsJ. A. (1985). A functional approach to teaching generalized street crossing. Journal of the Association for Persons with Severe Handicaps, 10, 71–78.
10.
JonesR. T., SissonL. A., & Van HasseltV. B. (1984). Emergency fire-safety skills for blind children and adolescents: Group training and generalization. Behavior Modification, 8, 267–286.
11.
SailorW., HalvorsenA., AndersonJ., GoetzL., GeeK., DoeringK., & HuntP. (1986). Community intensive instruction. In HornerR., MeyerL., & FredericksH. (Eds.), Education of learners with severe handicaps: Exemplary learning strategies (pp. 251–288). Baltimore, MD: Paul H. Brookes.
12.
SnellM. E., & GriggN. A. (1987). Instructional assessment and curriculum development. In SnellM. E. (Ed.), Systematic Instruction of Persons with Severe Handicaps (pp. 64–109). Columbus, OH: Charles E. Merrill.
13.
SowersJ. A., PuschF. R., & HudsonC. C. (1979). Training a severely retarded young adult to ride the city bus to and from work. Journal of the Association for Persons with Severe Handicaps, 4, 15–23.
14.
SpoonerF., StemB., & TestD. W. (1989). Teaching first aid skills to adolescents who are moderately mentally handicapped. Education and Training in Mental Retardation, 24, 341–351.
15.
WinterlingV., GastD. L., WoleryM., & FarmerJ. A. (in press). Teaching safety skills to high school students with moderate disabilities. Journal of Applied Behavior Analysis.
16.
WoleryM., AultM. J., & DoyleP. M. (in press). Teaching students with moderate and severe handicaps: Use of response prompting strategies. New York: Longman.
17.
WoleryM., & HaringT. G. (1990). Moderate, severe, and profound handicaps. In HaringN. G. and McCormickL. (Eds.), Exceptional children and youth. Columbus: Merrill Publishing Co.
