ge or check for previous versions at the Internet Archive. Yahoo! is not affiliated with the authors of this page or responsible for its content.
1999 135 Florida Department of Education COURSE DESCRIPTION - GRADES 6-8 SUGGESTED COURSE PERFORMANCE OBJECTIVES 1999
135
Florida Department of Education
COURSE DESCRIPTION - GRADES 6-8
SUGGESTED COURSE PERFORMANCE OBJECTIVES
Subject Area:
Academics - Subject Areas
Course Number:
7810030
Course Title:
Communications: 6-8
A.
Major Concepts/Content.
The purpose of this course is to provide instruction in
expressive and receptive communication concepts and skills to enable students with
disabilities to participate effectively at school, in the home, and in the community.
Emphasis will be placed on the practical application of communication skills as they
relate to functional tasks of personal life.
The content should include, but not be limited to, the following:
-
responding to auditory stimulation
-
using oral language appropriate to various life situations
-
using augmentative communication systems
-
interpreting gestures, cues, and body language
This course shall integrate the Sunshine State Standards and Goal 3 Student
Performance Standards of the Florida System of School Improvement and
Accountability as appropriate to the individual student and to the content and
processes of the subject matter. Students with disabilities shall:
CL.A.1.In.1
complete specified Sunshine State Standards with modifications as
appropriate for the individual student.
CL.A.1.Su.1
complete specified Sunshine State Standards with modifications and
guidance and support as appropriate for the individual student.
CL.A.1.Pa.1
participate in activities of peers addressing Sunshine State
Standards with assistance as appropriate for the individual student.
B.
Special Note.
This entire course may not be mastered in one year. The particular
course requirements that the student should master each year must be specified on
an individual basis.
This course is designed to reflect the wide range of abilities within the population of
students with disabilities. The particular benchmark for a course requirement should
be selected for individual students based on their levels of functioning and their
desired post-school outcomes.
Three levels of functioning, independent, supported, and participatory, have been
designated to provide a way to differentiate benchmarks and course requirements for
students with diverse abilities. Individual students may function at one level across Course Number: 7810030 - Communications: 6-8
136
all areas, or at several different levels, depending on the requirements of the
situation. Students functioning at independent levels are generally capable of
working and living independently. Students functioning at supported levels are
generally capable of living and working with ongoing supervision and support.
Students functioning at participatory levels are generally capable of participating in
major life activities and require extensive support systems.
The level of functioning should be determined for each course requirement or
performance objective. The key to determining the level is consideration of the
amount of additional support and assistance that must be provided for the student.
This support and assistance must be beyond what is typically provided for
nondisabled individuals in performing the same type of behaviors or tasks. The
following guidelines may be used to assist this process.

For requirements/objectives mastered at the Independent Level, students are
expected to be able to perform the behaviors identified for each benchmark on
their own once they have mastered the knowledge and skills.

For requirements/objectives mastered at the Supported Level, mastery should be
determined with consideration of the amount and type of guidance and support
necessary to the student to perform the behavior. This generally consists of
some type of prompting or supervision.
Physical prompta touch, pointing, or other type of gesture as a reminder
Verbal prompta sound, word, phrase, or sentence as a reminder
Visual promptcolor coding, icons, symbols, or pictures as a reminder
Assistive technologyan alarm, an electronic tool
Supervisionfrom occasional inspection to continuous observation

For requirements/objectives mastered at the Participatory Level, mastery should
be determined with consideration of the amount and type of assistance
necessary to the student to participate in the performance of the behavior.
Physical assistancefrom a person, such as full physical manipulation or partial
movement assistance
Assistive technologyfull: props, bolsters, pads, electric wheelchair;
partial: use of straps, lapboards, adapted utensils
The performance objectives are designed to provide teachers with ideas for short-
term objectives for instructional planning. The performance objectives are not
intended to be exhaustive of all the possible short-term objectives a student may
need in this course. Other objectives should be added as required by an individual
student.
Instructional activities involving practical applications of course requirements may
occur in naturalistic settings in home, school, and community for the purposes of
practice, generalization, and maintenance of skills. These applications may require
that the student acquire the knowledge and skills involved with the use of related
technology, tools, and equipment.
This course may be used with students who require the assistance of communication
systems including signing, communication boards, and other adaptive equipment.
Course requirements should be modified as appropriate. Course Number: 7810030 - Communications: 6-8
137
C.
Course Requirements.
These requirements include, but are not limited to, the
benchmarks from the Sunshine State Standards for Special Diploma that are most
relevant to this course. Students are expected to make progress, but are not required
to master benchmarks listed for this course. Benchmarks correlated with a specific
course requirement may also be addressed by other course requirements as
appropriate. Some requirements in this course are not fully addressed in the
Sunshine State Standards for Special Diploma.
After successfully completing this course, the student will:
1.
Demonstrate
receptive language skills.
CL.B.1.In.1
identify and locate oral, print, or visual information for specified purposes.
CL.B.1.In.2
interpret and use oral, print, or visual information for specified purposes.
CL.B.1.In.3
organize and retrieve oral, print, or visual information for specified purposes.
CL.B.1.Su.1
identify and locate oral, print, or visual information to accomplish functional
taskswith guidance and support.
CL.B.1.Su.2
interpret and use oral, print, or visual information to accomplish functional
taskswith guidance and support.
CL.B.1.Pa.1
participate in recognition and use of information when engaged in daily
activitieswith assistance.
Indicate guidance and support necessary for mastery at supported level:
___ physical prompt
___ verbal prompt
___ visual prompt
___ assistive technology
___ supervision
___ other: ____________________
Indicate assistance necessary for mastery at participatory level:
____ physical assistance t full t partial
____ assistive technology t full t partial
Sounds
1.1.
Identify the meaning of environmental sounds in various situations
(e.g., alerting
doorbells, telephone, weather alerts on television, seat belt alerts in cars; warningelevator
alarms, fire alarms; informingschool bells, busy signal on telephone). (CL.B.1.In.1,
CL.B.1.Su.1)

Specify sounds: _____ t alerting
_____ t warning
_____ t informing
_____ t other: _______________________________________

Specify setting: _____ t home
_____ t school
_____ t community

1.2.
Identify the source or location of sounds in various situations
(e.g., where a knock is
coming from, where the telephone is ringing, where a person calling your name is located, where a
dripping sound in the house is located). (CL.B.1.In.1, CL.B.1.Su.1)

Specify: _____ t home
_____ t school
_____ t community Course Number: 7810030 - Communications: 6-8
138
Objects, Areas, and Tasks
1.3.
Identify objects, areas, and tasks for productive activities in the home
(e.g., cleaning the
house, cooking a meal, washing clothes, maintaining the yard, repairing a dripping faucet).
(CL.B.1.In.1, CL.B.1.Su.1)
Specify: _____ t cleaningvacuum, glass cleaner, bleach, ammonia, toilet brush
_____ t
cookingkitchen, stove, measuring cups, pots, pans
_____ t laundrywasher, dryer, detergent, bleach, stain remover
_____ t yard worklawn, rake, lawnmower, shovel, hose
_____ t home repairgarage, workshop, hammer, wrench, drill, plunger
_____ t other: ______________________________________
1.4.
Identify objects, areas, and tasks for workplace activities
(e.g., answering the phone,
copying information, changing oil, changing a tire, taking an order at the dry cleaner, setting up a
work station at a restaurant, fixing drinks for customers, selling clothes). (CL.B.1.In.1,
CL.B.1.Su.1)
Specify: _____ t officefax machine, copy machine, calculator, envelopes, stamps, desk
_____ t food servicetrays, drink machine, sugar