Name, address, telephone numbers, location of their paper identification, contact information.
Signs in the community: Stop, men, women, no smoking, out of order, no loitering,exit, detour, pedestrian crossing, yield, no dogs etc.
Flammable, poison, harmful, out of reach of children, high voltage.
Knobs, dials, buttons, switches:
TV, radio, stove, toasters, washer/dryer, microwave, taps, scales, handles etc.
Surname, occupation, signatures, initials, references.
Dictionaries, catalogues, internet, phonebooks, 911, location of important information etc.
Prescription labels, direction labels, recipes, index, table of contents, shopping directories, calendars, important dates, holidays etc.
Grocery, laundry, hardware, drug store, restaurants, specialty, hairdresser/barber, recreation centres etc.
Thank you cards, basic letters, invitation RSVPs, envelope addresses
Traffic signs and signals, no smoking, speed limits, vandalism, noise bylaws, loitering etc.
Account management, debit card use, deposits and withdrawals, writing cheques, understanding statements
Identification, change, values, coins, paper and equivalencies
Telling time, being on time, understanding the difference between analog and ditital, alarm clock settings, times for work, meals and sleep
These are just some of the important life skills that students with developmental delays will need to be taught. Some individuals will be capable of learning more of the basic skills than others. However, these basic life skills are an important part of their curriculum. Many activities can be done to help support the learning of these activites - it may take some creativity and hands on experiences.