Citation

Clees TJ, Gast DL. Educ. Treat. Child. 1994; 17(2): 163-184.

Copyright

(Copyright © 1994, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Research and reports concerning the incidence of abuse and neglect indicate that individuals with disabilities are at equal or probably greater risk for physical and sexual abuse than the general population, that abuse occurs across numerous physical and social environments, and that it is perpetrated by no particular demographic group. As learners with disabilities have become increasingly involved in community-based activities, their parents, teachers and other care-givers have identified a need for instruction in social safety skills. Such skills enable individuals to discriminate the occurrence of, and make safe responses to, potentially harmful social situations. In response to these concerns, a seven-step model for developing, teaching and evaluating social safety skills curricula is presented here. The model is based on validated best practices in the areas of instruction for persons with disabilities and programming for generality of acquired skills. Implications for future research are discussed.

Language: en