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The effects of cooking independence on high school life skill students
Title
The effects of cooking independence on high school life skill students
Year Issued
2024
Abstract
Funding for schools is historically always an issue. It is increasingly such an issue that schools have been taking away funding for practical arts classes such as cooking classes and allotting the money towards other academic areas. That change in funding ends up sh...
Show moreFunding for schools is historically always an issue. It is increasingly such an issue that schools have been taking away funding for practical arts classes such as cooking classes and allotting the money towards other academic areas. That change in funding ends up shutting down practical arts classes causing a loss of skills that students need to know for adulthood. Practical Arts classes specifically cooking classes can be beneficial for students placed in the life skills classroom because it allows them to increase their functional academics, and social interactions. These classes help build their self-esteem while integrating sensory skills as well as teaching health and nutrition, and the ever most important transition to adulthood skills also known as independence. It is imperative that practical arts classes are fully funded to not only meet the needs of students while in class but to but to increase their skills for independence and daily living.
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Author
Capuano, Meredith
Transition experiences of college students with disabilities between high school graduation and enrollment in postsecondary education and its correlation with student self-determination, college readiness, and registration for disability services during t
Title
Transition experiences of college students with disabilities between high school graduation and enrollment in postsecondary education and its correlation with student self-determination, college readiness, and registration for disability services during the freshman year of college
Year Issued
2022
Abstract
Students with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommod...
Show moreStudents with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommodative support services at the post-secondary level. This study sought to identify the relationship between these variables.
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Author
Phillips, Melinda