These are things I learned: Share everything. Play fair. Don't hit people. Put things back where you found them. Clean up your own mess. Don't take things that aren't yours. Say you're sorry when you hurt somebody. Wash your hands before eating. Live a balanced life. Learn some and think some, and draw and sing and dance and play and work every day some.

Take a nap in the afternoon. When you go out into the world, watch for traffic, hold hands and stick together. Be aware of wonder. Remember the little seed in the plastic cup--the roots go down and the plant goes up, and nobody really knows why, but we are all like that.

Goldfish and hamsters and white mice and even the little seed in the plastic cup--they all die. And so do we.

And then remember the book about Dick and Jane and the first word you learned, the biggest word of all:

And it is still true, no matter how old you are, when you go out into the world, it is best to hold hands and stick together.

Appendices

Appendix A: Kindergarten Survival Skills Checklist

Source: Vincent, L., Salisbury, C., Walter, G., Brown, P., Gruenewald, L., & Powers, M. (1980). Program evaluation and curriculum development in early childhood/special education: Criterion of the next environment. In W. Sailor, B. Wilcox, & L. Brown (Eds.), Methods of instruction for severely handicapped students (pp. 303-328). Baltimore: Paul H. Brookes Publishing Co. Reprinted with permission.

Kindergarten Survival Skills Checklist

Student's Name: ______________________

Date:________________________________

Rating Scale Code:

1. always
2. usually
3. sometimes
4. occasionally
5. never

Skills	Rating Scale
A. Independent Task Work
1. Begins work within an appropriate time without extra teacher direction.	1 2 3 4 5
2. Stays on task without extra teacher direction.	1 2 3 4 5
3. Completes task within allotted time.	1 2 3 4 5
4. Completes task at criterion.	1 2 3 4 5
5. Follows routine at end of work session (e.g., waits, checks with teacher, puts materials away, goes to next activity).	1 2 3 4 5
B. Group Attending
1. Sits appropriately.	1 2 3 4 5
2. Does not disrupt peers.	1 2 3 4 5
3. Focuses visual attention on speaker(s), shifting focus appropriately.	1 2 3 4 5
4. Participates and/or follows task directions in a small group (less than 4).	1 2 3 4 5
5. Participates and/or follows task directions in a large group (4 or more).	1 2 3 4 5
C. Group Participation
1. Answers teacher's question while in group.	1 2 3 4 5
2. Asks questions while in group.	1 2 3 4 5
3. Volunteers comments while in group.	1 2 3 4 5
4. Individually speaks (addresses) a group.	1 2 3 4 5
5. Participates at appropriate time (e.g., waits for turn, waits to be recognized) in a group.	1 2 3 4 5
6. Participation in a group is relevant to the task or topic.	1 2 3 4 5
D. Following Class Routine
1. Locates own possessions and returns them to appropriate locations.	1 2 3 4 5
2. Locates materials and replaces or puts them in order when finished.	1 2 3 4 5
3. Goes to various areas in the room when requested and/or directed.	1 2 3 4 5
E. Appropriate Classroom Behavior
1. Works/plays without disrupting or bothering peers.	1 2 3 4 5
2. Waits appropriately.	1 2 3 4 5
3. Modifies behavior when provided with verbal direction.	1 2 3 4 5
4. Reacts appropriately to changes in the routine.	1 2 3 4 5
5. Uses time between activities appropriately.	1 2 3 4 5
F. Problem Solving
1. Recognizes that a problem exists.	1 2 3 4 5
2. Implements a strategy to solve the problem.	1 2 3 4 5
3. Implements a second strategy if the first one fails.	1 2 3 4 5
4. Successfully solves problems, corrects errors.	1 2 3 4 5
G. Self-Care
1. Takes care of own toileting needs without supervision.	1 2 3 4 5
2. Washes hands without supervision.	1 2 3 4 5
3. Undresses without supervision (except for help with fasteners).	1 2 3 4 5
4. Dresses without supervision (except for help with fasteners).	1 2 3 4 5
H. Direction Following
1. Complies with simple directions provided by an adult to the child.	1 2 3 4 5
2. Complies with simple directions provided by an adult to the group.	1 2 3 4 5
3. Follows 2-step directions.	1 2 3 4 5
4. Follows 3-step directions.	1 2 3 4 5
5. Follows 4-step directions.	1 2 3 4 5
6. Follows directions provided at a previous time.	1 2 3 4 5
7. Follows directions appropriately provided to separate parts of the group.	1 2 3 4 5
I. Social/Play Skills
1. Spontaneously begins play activities during play time.	1 2 3 4 5
2. Maintains play activity for an appropriate length of time.	1 2 3 4 5
3. Plans a play activity in advance with a teacher.	1 2 3 4 5
4. Plans a play activity in advance with a peer.	1 2 3 4 5
5. Carries out a planned activity.	1 2 3 4 5
6. Initiates contact with peers.	1 2 3 4 5
7. Plays according to "rules" established by play group.	1 2 3 4 5
8. Shares, exchanges materials, directs peers appropriately (assumes leader role).	1 2 3 4 5
J. Game Playing Skills
1. Participates at the appropriate time (e.g., when it is his/her turn).	1 2 3 4 5
2. Participates appropriately by performing game actions according to rules.	1 2 3 4 5
3. Acts appropriately when it is not his/her turn.	1 2 3 4 5
4. Acts appropriately at end of game, i.e., stops playing.	1 2 3 4 5
5. Discriminates winner and loser of game, i.e., compares own to peer performance.
K. Functional Communication
1. Greets peers.	1 2 3 4 5
2. Greets teacher.	1 2 3 4 5
3. Secures peer attention appropriately.	1 2 3 4 5
4. Comments on own actions.	1 2 3 4 5
5. Secures teacher attention appropriately.	1 2 3 4 5
6. States intentions.	1 2 3 4 5
7. Describes past events.	1 2 3 4 5
8. Directs others.	1 2 3 4 5
9. Asks for information.	1 2 3 4 5
10. States needs.	1 2 3 4 5
11. Asks for help with materials.	1 2 3 4 5
12. Asks for feedback from others (reinforcement, opinions, approval, confirmation).	1 2 3 4 5
13. Gives feedback to peers (comments on peers' actions or products).	1 2 3 4 5
14. Comments on a topic of conversation initiated by others.	1 2 3 4 5
15. Answers questions.	1 2 3 4 5
16. Makes a choice or indicates a preference.	1 2 3 4 5
17. Restates rules or directions when asked.	1 2 3 4 5
18. Explains, justifies own behavior.	1 2 3 4 5
19. Identifies a reason for or cause of an event.	1 2 3 4 5

APPENDIX B
OBSERVATION CHECKLIST

The attached checklist is a way to organize your information and impressions of a program when you are assessing what will be the best match for a particular student. This checklist is a way to think about your questions ahead of time and to document your visit afterward.

Part I. School Information

School:____________________________ Principal:____________________________

Address:__________________________________ Phone:__________________________________

Director of Special Education: __________________________ Phone:____________________________

Classroom Teacher(s): __________________________________

Certification/Experience: __________________________________

Teaching Assistant(s): _____________________________

Class Size:__________________________________ Inclusive?______________________

Ratio of Typical/Special Needs Students:__________________________________

Types of Educational Disabilities: __________________________________

Ages of Students: __________________________________

Length of Day: __________________________________

Twelve Month Programming Options: __________________________________

Years Possible to Attend School: __________________________________

Future Placement Options: __________________________________

Therapists on Staff: __________________________________

Occupational Therapy: __________________________________

Physical Therapy: __________________________________

Speech Therapy: __________________________________

Other Resources in the Building: __________________________________

Additional Comments: ________________________________________________________

________________________________________________________

____________________________________________________

____________________________________________________

Part II. Observation Checklist

1. Room Arrangements and Atmosphere	Comments
a. Are areas equipped for large motor movement, small motor activities, play time, skill time?
b. Are tables/desks arranged to suit the children's ages and needs?
c. Is the children's work displayed--Are there varied bulletin boards?
d. Is the room/school accessible to children with special needs (i.e., bathroom within the room, ramps, adaptive toys, computers available, materials within child's reach)?
e. Overall, is the room "child oriented"?
f. Are there a range of materials suggesting options for different levels and types of exploration (i.e., multisensory, manipulatives, toys and games)?
g. Is the atmosphere relaxed, comfortable, happy?
h. Do the children move freely and orderly around the room?
i. Does the room arrangement provide cues regarding appropriate behavior and involvement (i.e., are there visual cues for use of materials, center or organization "rules")?
j. Is the room "print-rich"?
2. Schedule	Comments
a. Does the schedule reflect a balance of teacher directed and child-initiated activities?
b. Is there a balance between active and sitting times?
c. Is there a balance between independent, small group, and large group time?
d. Are transitions between activities predictable, organized, and with clearly defined expectations?
e. Is the schedule reviewed each day including specific content; is there a visual representation of the schedule to which children can refer for cues?
3. Social Opportunities	Comments
a. Does the teacher help direct the children towards one another rather than towards adults?
b. Are interactions occurring naturally among the children?
c. Are their sufficient opportunities for spontaneous social interaction?
d. Does the teacher support the involvement of all children, including ones who may be hesitant or resistant to participation?
e. Does the curriculum include the development of prosocial skills and social emotional growth?
f. Are children grouped according to criteria other than academic achievement?
g. Are cooperative learning techniques utilized?
4. Lesson Preparation and Presentation	Comments
a. Does the lesson reflect good organization skills?
b. Is the lesson well planned yet presented in an enthusiastic, spontaneous manner?
c. Are the activities and materials age-appropriate for the children?
d. Do the activities reflect a multisensory approach, using language-based, auditory, tactile, visual stimulation?
e. Does the lesson relate skills to practical application?
f. Is there evidence of adapations for individual children, an attempt to provide planful(?) individual cues, or an awareness of varying levels of understanding and participation?
g. Are extra adults utilized to support children in structured lessons--What role do they take?
h. Are augmentative cues available that suggest the option of alternative communication modes (i.e., signs, pictures/symbols, word cues)?
i. Are other than commercially prepared materials used in all content areas?

APPENDIX C
PARENT PERSPECTIVES ON PROGRAM NEEDS

1. What are your major priorities for your child's program for the next school year?

2. What do you believe to be your child's strengths and weaknesses?

3. Are there concerns about your child's functioning at home that could be helped by work at school(toilet training? self-help? talking/communicating?)

4. Are there aspects of your child's behavior that you believe need to be improved?

5. What methods have you found to be effective in rewarding or disciplining your child?

6. To what extent does your child interact with children in the neighborhood? Do you want help increasing your child's social skills?

7. What are your feelings about providing opportunities for your child to interact with "typical" children?

8. How would you like to be involved in your child's school program?

On the back of this sheet, write down any additional questions you may have about your child's program, the people who will be working with him/her, what activities and supports there are for you, or anything else you are wondering about!!

APPENDIX D REFERENCES