Name of teaching material
Your future timeline (Let’s draw your future dreams.) self-made product
*The description appears by hovering the cursor over the image.
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Teaching material
Teaching material
| Target |
The student: • was in the third grade of the upper secondary division • aimed to work for a company • had limited expression through speaking and writing but was able to communicate with others by using visual clues. |
|---|---|
| Disability category | mentally challenged |
| Teaching units / Applicable scenes | instruction for living skills life unit learning |
| Specific purposes |
To enable the student to: • live independently as a member of society • think about their own social life in an objective way • be motivated to work as a member of society • set goals in their current life and act to fulfill future dreams (intentions) • tell their future dreams (intentions) to supporters and family members |
| Considerations for disability characteristics | Many students think of social life as an extension of school life, and it is hard for them to have a concrete image of their lives after graduation. Start the child thinking about what they want to do and what they want to buy; then move on to learning about their social life, and finally to enabling them to have good future prospects. |
| Expected effects and results | The student’s anxiety about their vague prospects for life after graduation was relieved, and the student developed motivation and enjoyment at the prospect of working as a member of society. This teaching material enabled the student to understand what they were required to do now to fulfill future dreams and intentions after they became a member of society. |
| How to use |
(1) The illustrations on the panels act as triggers for the students to draw their own images, but not to fix them. The teacher advances the student’s learning by using the illustrations as cues for discussion. (2) Inform the students that they need to tell their supporters and family members about their future dreams and intentions. Provide opportunities for them to make presentations in class by using the panels they create and to tell their family about their future dreams and intentions at an interview. (3) Take a picture of the completed panel and put it into each student’s self-support book. (4) Use the students’ future dreams and intentions to draw out solid behavioral goals in their current lives. |
| Related teaching materials and information |
• Students attend the coming-of-age ceremony held for their seniors at school and imagine themselves in their place 2 years from now. • They visit their seniors’ workplace and listen to the seniors’ stories. Reference: A Visual Guide to Social Life (in Japanese): The Earth Kyoikushinsha Co., Ltd |
| Useful for other students |
- Informant Special Needs Education School for the Mentally Challenged, University of Tsukuba
- Keywords Dream, future prospects, self-support
- Created 2017-03-02 14:23:50
- Updated 2023-12-08 19:00:26