Underdeveloped independence has a major impact on meaningful inclusion. When the child is young s/he can be taken with you when visiting friends and family. S/he can then play in the garden or in other safe controlled environments. But later, can s/he eat independently, go to town unsupported or keep up with friends, fellow students or colleagues professionally or socially?

When developing independence there are a number of beneficial spin offs; for example, preparing food can require the development of co-ordination along with,

• Communication
• The use of numbers
• Information management
• Problem solving
• Managing attitude and behaviour
• Working with others
• Being responsible
• Working safely
• Continuing to learn

These are of course the skills we all need to operate effectively throughout life.

Organising and delivery

Ideally you will use a simple and effective method to plan, structure and teach a skill. You will offer clear objectives and outcomes. Her or his desires and interests should be considered too.

Objectives

Here identify the skill you want to teach then set a time limit for the programme

Assessment

Ascertain where the child or young person is regarding the skill(s) to be taught. From here begin to teach the task.

Analyse the task

With the abilities of the learner in mind divide the task to be taught into manageable steps.

Setting targets

When setting targets consider the following,

• What is to be taught during each session
• What does s/he already know in relation to the skill being taught
• Note (estimate if necessary) the learner’s entry level from where to begin learning the new skill
• Avoid teaching skills s/he already knows
• Estimate the number of steps and sessions required to teach the skill
• Decide how long to spend teaching the skill(s)

Teaching strategies

Identify when to teach the skill. Ideally it will be at an appropriate time; for example,

• When s/he isn’t tired
• At meal times to teach eating skills
• In the morning to teach washing or dressing skills

Identify where you will teach the skill. The environment should be accessible, functional, comfortable, stimulating and safe. Consider then,

• Methods to use when teaching the skill
• Equipment to be used
• How to reinforce teaching and learning

If you haven’t already devised delivery methods, reinforcement or rewards do so now. They will need to be consistent; for example,

• Use short and precise sentences when demonstrating
• Reinforce learning by using her or his interests
• Avoid using abstract methods when reinforcing
• Use concrete terms and in the skill’s context to practice; for example, teach brushing teeth using a tooth brush when s/he is actually brushing her or his teeth as part of a daily routine

Evaluate and record

Consider here,

• What has been achieved
• Did the strategies work? If yes, note for use again in the future. If not why not and what can you try next time

The above techniques can be used during the teaching and learning of a various skills; for example, when preparing food.

To highlight this we will consider techniques used when cutting and chopping. Both are often necessary during the cooking process along with being dangerous causing both apprehension in the teacher and learner alike.

Cutting

Cut vegetables on a non-porous chopping board so that the task is contained within a localised area and the knife will not damage the work surface.

Ensure that the vegetable is stable and will not move when cutting. First, cut the vegetable in half and place the flat side face down on the board. It may be safer to hold it still with a fork.

Position the vegetable in the middle of the board with the board not dangerously near the edge of the work surface.

Having prepared the vegetable remove from the board to avoid confusion if mixed with other vegetables waiting to be cut.

Using knives is a skill which may need specific consideration. Low vision for example can make it necessary to practice cutting, chopping or sawing in relation to various textures; for example, vegetables, meat or fruit. After all, there is a difference between cutting tomatoes, apples, kidneys or stewing steak.

Slicing

When slicing a carrot for example, hold the carrot quite firmly with one hand and use the index finger to feel for the edge to be sliced.

Move the finger back to the width of slice required. Then, using the same finger as a guide, slice with the knife held in the other hand. Following each slice move the finger back along the carrot.

Suggestions

• Knuckle guards are available
• A fork can be used to hold steady an onion or carrot for example during slicing

Chopping

When chopping, work in a methodical manner. It may be easier to first cut the vegetables into smaller pieces before chopping.

Having chopped one way it may be easier to turn the chopping board around in order to chop the other way rather than turning the vegetable itself.

It may also be easier when finished to spoon the vegetables into a dish rather than tipping them off the board.

Suggestion

• An ‘auto-chop’ gadget is useful for chopping a wide variety of fruit and vegetables

You will cover much more in my book,

AND SENIORS GROW TOMORROW
Independent Living Skills,
Visual Impairment and Other Disabilities

Topics include for example,
Laundry skills
Ironing
Cleaning the home
Shopping
Budgeting and handling money                                      

COOKING

Cooking has become an interest for many young people. Consequently THE WOLVERHAMPTON COOK BOOK was written with this in mind. It should enable everyone to roam through and then cook, although perhaps with a little help in the beginning. It offers,

• Recipes requiring different levels of ability
• Techniques defined, which have been mentioned in the recipes
• Strategies and equipment to manage a disability for example low vision in the kitchen
• Information on for example herbs, preparing vegetables and eggs

Following is a flavour of the book’s content.

When cooking organise yourself and be tidy. If something goes wrong, it is very likely that your preparation was to blame. Therefore, get your ingredients out, prepare them, have all your equipment ready and in easy reach. This way, cooking will be more efficient and less stressful. Also, tidy up as you go along.

Try new flavours, ingredients, cooking techniques and draw inspiration from around the world.

Be distinctive and cook so your food is noticed. If your recipe is light and delicate or full of flavours it should still be distinct and clear.

To help avoid wishy – washy food use heat and seasoning confidently; for example,

• Get your pans hot before adding ingredients
• Get good colour on meat and sometimes vegetables as this will translate into extra flavour
• Season well and early on to bring out the flavour of ingredients
• Taste as you go along

Know your limitations and don’t get too complex until you have learned underpinning techniques.

Always plan carefully and prepare; for example, prepare vegetables by peeling and chopping and then par-cook them; reduce the stock; get the garnish ready. Working this way will then leave you free to concentrate on the dish’s main elements.

Above all practice. All the great chefs we constantly see on TV developed their skills through constant practice.

Don’t panic. If you worry that something will go wrong it probably will. Recipes are only there as a guide. A little bit too much of this or too little of that is probably not going to be catastrophic.

To finish off here are a couple of recipes from THE WOLVERHAMPTON COOK BOOK. Have you ever considered preparing a Mixed Bean Salad or Honey Flapjacks?

Mixed Bean Salad

Serves 8

Ingredients

125g kidney beans
125g haricot beans
125g French beans
125g broad beans
6 tablespoons of garlic dressing (French Dressing)
2 tablespoons of chopped parsley

Method

1. Soak the kidney and haricot beans overnight and cook (see soaking and cooking pulses)
2. Drain well and put into a serving bowl
3. Shell the broad beans
4. Trim the French beans and cut into 2.5cm (1”) lengths
5. Put the broad beans into salted water and bring to the boil
6. Add the French beans reduce the heat and simmer for 7 – 8 minutes until just tender
7. Drain and put into the serving bowl
8. Pour over the dressing whilst the beans are still warm
9. Allow to cool then stir in the parsley

Comment

• Tinned and cooked kidney and haricot beans which are already hydrated are an acceptable alternative to soaking dry ones yourself

French Dressing

Ingredients

1 tablespoon of white wine vinegar
Sea salt and freshly ground pepper
1 teaspoon of Dijon mustard (optional)
3 tablespoons of extra virgin olive oil
1 crushed clove of garlic

Method

1. Peel and crush the garlic
2. Mix the ingredients well by placing in a screw top jar and shaking

Comments

• Lighten the dressing by not using all olive oil but instead adding some groundnut oil and/or a little water
• Good dressings make good salads
• Salads can be eaten as snacks, for lunch or dinner
• Note that there is a 3:1 ration of oil to vinegar. Avoid using too much vinegar
• Malt vinegar may be too harsh. Other vinegars to use include red wine vinegar and balsamic vinegar
• Other oils to use include ground nut oil, sunflower oil or sesame oil
• Add herbs of choice for flavour and variety
• The salad dressing should be poured over green salads at the last minute to avoid the leaves wilting
• An alternative way of dressing a lettuce based salad is to mix the dressing in the bowl you are using for the salad. Start by smearing a cut garlic bulb all around the bowl. Then, using a whisk, combine vinegar, seasoning and oil. Next, add the salad and toss lightly

Honey Flapjacks

Ingredients

75g butter
2 tablespoons of honey
75g raw cane sugar
125g porridge oats or fruit muesli
50g raisins

Method

1. Melt the butter, honey and sugar together in a saucepan
2. Stir in the oats and raisins
3. Grease a square (8”) baking tin
4. Press the ingredients into the tin
5. Preheat the oven 180C, 350F, Gas No 4 and bake for about 20 minutes until golden brown
6. Cut into squares while still warm
7. Leave in the tin until cool before turning out onto a wire rack

Next time

Next time we will cover,

• Development during preschool years

And,

• Multiple disability

Don’t forget

If you don’t do it who will?

And,

Education is the great equaliser.

Rgds

Clive