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\nDOCUMENT RESUME  \nHolowach,Kathleen Teague  \n# Teaching that Works:The Individualized CriticalSkills Model.\n\nCalifornia State Dept.of Education,Sacramento.Div.of Special Education.  \n89  \n249p.  \nResources in Special Education,900 J St.,Sacramento,CA 95814-2703($28.00).Guides -Classroom Use -Guides(For Teachers)(052)  \nMF01 Plus Postage.PC Not Available from EDRS.*Dail.y Living Skills;Elementary Secondary Education;Evaluat.ion Methods;*3xperiential Learning;*Instructional Development;Interviews;*SevereDisabilities;*Student Educaticnal Obiectives;Student Evaluation;*Teaching Methods*Individualized Critical Skills Model  \nThe Individualized critical Skills Model(ICSM)is aninaividualized,systematic instructional process that emphasizesteaching severely handicapped learners relevant skills in theenvironment in which they would naturally occur.The manual isdivided into three sections.The first section discusses thehistorical perspecti.ve of tie ICSM and gives the rationale andpurpose for its development.The second section provides details ofthe ICSM instructional process.Each of the 10 phases of the ICSM isthen covered in one or more chapters.The final section deals withintegrating and app]ying the ICSM apprcach.The appendix containsblank copies of 29 worrsheets used in conjuncticn with the ICSM,anda glossary of terms.Individual chapters focus on the followingtopics:conducting interviews with \"siynificant others,\"targetingcritical activities,determining the student's present level ufperformance,developing adaptations for participation in criticalactivities,developing annual and instructional objectives,teacheradditions to the instructional process,instructional procedures,keeping records,scheduling and implementing programs,evaluating andmodi.fying programs,evaluating student progress,and F tting it alltogether.(DB)  \n*******究***出**************火********☆***********************************  \n*    Reproductions supplied by EDRS are the best that can be made *from the criginal doc1ment*rLOIl LIe CL 19IlaI dOL;uIeII  \n********火********出****火出***光火**出*火***火**********火**********************  \nED314894  \n23cxu cM  \nU.8.DEPARTMENT OF EDUCATIONOfice of Educational Roarch end improvementEDUCATIONAL RESOURCESINFORMATIONCENTER (ERIC)  \nta Ths document has bon feproduced u6C8ived froin the person or organizationoriginating il  \n□ Minor changes have been made to improve feproduclion quality             \n●Points ol view or opinions staledin Ihis document do not nece588rly represent ofhcialOERI posiion or policy  \n## TEACHING THAT WORKS:The Individualized Critical Skills Model\n\nTEACHING THAT WORKS:The Individualized Critical Skills Model  \nBy Kathleen Teague Holowach  \nEdited by:Joyce Kirk  \nEditorial Supervision by:Patricia Winget  \nDesigned by:Gail Levandowski  \nIllustrated by:Marjorie Jasowski  \nThis publication was edited and prepared for photo-offset production by Resources in Special Education(RiSE)under thedirection of the Program,Curriculum and Training Unit,Special Education Division,California State Department ufEducation.  \nCoples of this publication are available from:Resources in Special Education,900JStreet,Sacramento,CA 95814-2703.  \n## PREFACE\n\nThere are some feelings you willprobably grapple with whether you have been teachingfor many years or you are anticipating your first teaching experience.  \n\"Am I adequately prepared to teach my students?\"\"What will I teach?\"\"How will I teach?\"  \n“My students have so many skill deficits.I'm overwhelmed with the number of skillsthat must be taught.\"  \n\"How can I possibly fit all that needs to be done into one instructional day?\"“Am I having any significant impact on the quality of my student's life?”\"My job is getting boring.I do the same thing day in and day out.\"\"How long do I teach'readiness'to my students?We've been at this for four years!\"  \nThese ","cbCaiuPPicgPaij5","https://ap.wps.com/l/cbCaiuPPicgPaij5","pdf",7470843,203,"English","# PREFACE\n## Preparing to teach and planning instruction\n## Addressing skill deficits and instructional overload\n## Focusing on functional skills with real life impact","[{\"question\":\"What is the main goal of the Individualized Critical Skills Model?\",\"answer\":\"The model emphasizes teaching severely handicapped learners relevant skills in the environments where those skills naturally occur.\"},{\"question\":\"How is the manual structured?\",\"answer\":\"The manual is divided into three sections: historical perspective and rationale, the detailed instructional process, and integration and application, supported by an appendix with worksheets and a glossary.\"},{\"question\":\"Why does the preface question traditional “functional” instruction?\",\"answer\":\"It notes that educators may teach functional skills that have little or no impact on a student’s present or future life, especially when learning characteristics limit the relevance of the taught skills.\"}]","TEACHING THAT WORKS - The Individualized Critical Skills Model | PDF",1791298335,512]