Every student has the right and ability to learn and should experience a growing sense of competence with varied levels of support. Learning is a lifelong process.

Educational planning is student centered. The educational team uses a whole-student approach and instruction is based on each individual student’s needs, strengths, and interests. Additional and important factors include cultural and ethnic variables, learning styles, and backgrounds. All these variables are considered in light of the student’s age and what is most appropriate for building life skills for a desirable future.

All team members - student, parents, caregivers, teachers, paraprofessionals, support staff, administration, and related agencies - are facilitators of the student’s learning. The student is an active participant in the learning process, and is respectfully and appropriately supported. Students learn best when they are engaged in meaningful, relevant, and enjoyable learning activities.

All students should be treated with dignity and genuine respect. Giving students meaningful choices imparts dignity and respect. It is essential that each student experience a growing sense of confidence and respect by having valued roles and contributing in meaningful and motivating ways. Staff’s knowledge of human growth, learning and change help to promote students’ self esteem, self-advocacy, and empowerment.

Team collaboration is critical in mapping out an educational plan (IEP). Instruction should be based on the student’s current ability level (both strengths and needs) and address their engagement in meaningful learning experiences to build further skills that ensure a high quality of life. Instruction should make certain that each student has a variety of relevant opportunities in which to practice, apply, and generalize these skills.

All students should experience the feeling of being connected with others who share similar values and interests. Opportunities for inclusion are individually scheduled to foster relationships and promote acceptance of diverse learners. In addition to building knowledge, it is critical to help students acquire social skills which enhance their reputations and strengthen their opportunities to form and maintain friendships and lifelong relationships.

Assessment and intervention are related and ongoing. Assessment of a student’s current levels of ability needs to be both quantitative and qualitative. Descriptive analysis plays a vital role in all areas of assessment and intervention.

This curriculum was created for students with Developmental Cognitive Disabilities (DCD) with mild to significant mental impairments. However, portions of this content are useful for a wider range of students. This curriculum focuses on developing life skills that will help to insure a more desirable life for students with mental challenges. It is recommended that staff use it not as a precise recipe, but rather a menu from which to choose - adapting according to each student’s culture, strengths, needs, learning style, age and preferences.