Acknowledgments:

The California School for the Blind’s Student Safety Committee would like to gratefully acknowledge the assistance of all the CSB teachers, staff, and students who helped pilot this program. Special thanks go out to Staci Gonzales, Jennifer Cruise, Patrick Wesemen, and June Waugh for their early contributions. We want to acknowledge the creativity of the teachers who took the time to carefully modify these lessons to meet the needs of their students, including Kirsten Kull and Karen Courtemanche. This project would not have been possible without the support of Dr. Stuart Wittenstein and Stephen Goodman.

The California School for the Blind’s Student Safety Committee

Cheryl Besden, Orientation and Mobility Specialist

Frances Dibble, Teacher of the Visually Impaired

Rebecca Dowling, School Psychologist

Maya Delgado Greenberg, Orientation and Mobility Specialist

Jo Anne Tanaka-Libbon, Teacher of the Visually Impaired

CHAPTER 1: INTRODUCTION…………………………………………………….

Rationale……………………………...…………………………………………........

Family Involvement ………………………………………………………..………...

Multicultural Education………………………………………………….……….…..

Gender Issues………………………………………………………………………..

Handling Student Disclosures ……………………………………………………...

Identifying Abuse or Potential Abuse……...……………………………….……….

Reporting Abuse of Children with Disabilities…………………………..………….

Reporting Abuse of Dependent Adults……………………………………………..

Students’ Rights and Responsibilities……..………………………………….……

CHAPTER 2: USING AND ADAPTING THIS CURRICULUM…………...……..

How to Use This Curriculum………………………………………………………...

Teaching Methods…………………………..………………………………………..

How to Adapt This Curriculum………………………………………………………

Strategies for Teaching Students with Visual Impairments……………………....

Adapting the Curriculum for Young Students……………………....……………...

Sample Modified Lesson…................................................................................

Adapting the Curriculum for Students with Cognitive Disabilities……………….

Sample Modified Lesson ................................................................................…

Adapting the Curriculum for Students Who Are English Language Learners…

Sample Modified Lesson…................................................................................

Blank Pre/Post Test Form…………………………………………………………..

CHAPTER 3: PEOPLE IN OUR LIVES……..…………………………………..…

Pre/Post Tests for Chapter 3……………………..…………………..………….….

Lesson 1: Types of People in the World…………….………………………….…

Lesson 2: Fitting the People in Our World into Categories….…..…………..…

Lesson 3: People in the Community……………..…………………………….…..

CHAPTER 4: TOUCHING……………….…………………………………………..

Pre/Post Tests for Chapter 4……………………..………………………………….

Different Types of Touch……………………………………………………………..

People in Our Lives Who Touch Us…………………………………………………

How Touch Makes Us Feel…………………………………………………………..

CHAPTER 5: PRIVATE VS. PUBLIC…………………..……………………….…

Pre/Post Test for Chapter 5………………………….…...…………………………

Lesson 1: Public and Private Space………………………………………………

Lesson 2: Private Body Parts………………………………………………………

Lesson 3: Private and Public Clothing……………....…………………………….

CHAPTER 6: SAFETY IN THE COMMUNITY………………………………........

Pre/Post Tests for Chapter 6……………………..………………………………….

Lesson 1: Planning Ahead…………………………………………………………..

Lesson 2: Your ID…………………………………………………………………….

Lesson 3: Your Personal Information Is Private………………………………….

Lesson 4: Keeping Your Money Safe…………………………………..………....

Lesson 5: Looking Confident……………………………………………………….

Lesson 6: Uh Oh, I’m Lost, Now What?………………..…………………………

Lesson 7: Stranger Danger…………………………………………………………

Lesson 8: Safety on Public Transportation……………………………………….

Lesson 9: Panhandlers and Solicitors…………………………………………….

Lesson 10: When Do You Call 9-1-1?…………………………………………….

Lesson 11: Responding to an Attack……………………………………………….

CHAPTER 7: SAFETY IN THE HOME…….…………………........................….

Pre/Post Tests for Chapter 7……………………..………………………………….

Lesson 1: Keeping Your Home Secure from Intruders …………………………

Lesson 2: Strangers at the Door or on the Phone……………………………….

Lesson 3: Emergency-If a Stranger Is in Your Home………………………….

RESOURCE LIST……………………………………………………………………

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Elaborated Table of Contents

CHAPTER 1: INTRODUCTION…………………………………………………….

Rationale……………………………...…………………………………………........

Family Involvement ………………………………………………………..………...

Multicultural Education………………………………………………….……….….

Gender Issues………………………………………………………………………..

Handling Student Disclosures ……………………………………………………...

Identifying Abuse or Potential Abuse……...……………………………….………

Reporting Abuse of Children with Disabilities…………………………………….

Reporting Abuse of Dependent Adults…………………………………………….

Students’ Rights and Responsibilities……..………………………………………

CHAPTER 2: USING AND ADAPTING THIS CURRICULUM………………….

How to Use This Curriculum………………………………………………………..

Teaching Methods…………………………..……………………………………….

How to Adapt This Curriculum………………………………………………………

Strategies for Teaching Students with Visual Impairments……………………...

Adapting the Curriculum for Young Students……………………....……………..

Sample Modified Lesson…................................................................................

Adapting the Curriculum for Students with Cognitive Disabilities……………….

Sample Modified Lesson................................................................................…

Adapting the Curriculum for Students Who Are English Language Learners....

Sample Modified Lesson…................................................................................

Blank Pre/Post Test Form…………………………………………………………..

CHAPTER 3: PEOPLE IN OUR LIVES………………………………………..….

Pre/Post Tests for Chapter 3…………………..……………………..………….…

Lesson 1: People in the World…………………………………………….

Objective 1: Students will define the different categories of people in the world, including Family Member/Relative, Friend, Acquaintance, Helping Person, Friendly Stranger and “Uh-oh” Stranger.

Lesson 2: Fitting the People in Our World into Categories…………..…

Objective 1: Students will identify the categories into which people in their lives fit.

Lesson 3: People in the Community………………………………………

Objective 1: Students will use identification skills and appropriate greetings with people in the community.

CHAPTER 4: TOUCHING………………………………………………………….

Pre/Post Tests for Chapter 4……………………..……………………………….

Lesson 1: Different Types of Touch………………………………………

Objective 1: Students will be able to give examples of different kinds of touch that people experience.

Objective 2: Student will identify that they need to give permission to be touched and that they can state their preferences for how they want to be touched.

Lesson 2: People in Our Lives Who Touch Us………………..…………

Objective 1: Students will be able to state that it is OK for a family member to hug them, but not OK for a stranger to hug them.

Lesson 3: How Touch Makes Us Feel…………………………………….

Objective 1: Students will label kinds of touch as being safe or unsafe.

Objective 2: Students will describe the feelings they have when they are safe and when they are not safe and have the “uh-oh” feeling.

Objective 3: Students will identify a trusted adult they can talk to if they have an “uh-oh” feeling.

CHAPTER 5: PRIVATE VS. PUBLIC…………………..…………………………

Pre/Post Tests for Chapter 5………………………….…...………………………

· Lesson 1: Public and Private Space……………………………………..

Objective 1: Students will learn to identify public vs. private space.

· Lesson 2: Private Body Parts. …………………………………………….

Objective 1: Students will identify, define, and name the private body parts.

· Lesson 3: Private and Public Clothing…………………………………….

Objective 1: Students will correctly identify which clothing is used for private and non-private parts, and where it is appropriate to wear certain clothing.

CHAPTER 6: SAFETY IN THE COMMUNITY……………………………........

Pre/Post Tests for Chapter 6.…………………..………………………………….

· Lesson 1: Planning Ahead……………………………………………….. Objective1: Students will describe when, where, and with whom it is safe to travel.

Objective 2: Students will describe what they should wear when they are going out into the community.

Objective 3: Students will describe what materials they should take along when going into the community.

· Lesson 2: Your ID…………………………………….…………………….

Objective 1: Students will be able to explain why it is important to have their ID with them and whom it is safe to show their ID to.

· Lesson 3: Your Personal Information is Private…………………………

Objective 1: Students will demonstrate during a role-play a non-confrontational refusal to answer a stranger who asks for personal information.

Lesson 4: Keeping Your Money Safe……………………………………...

Objective 1: Students will identify that their money is for their own use

Objective 2: Students will demonstrate where they can safely carry their money when in the community.

Lesson 5: Looking Confident…………………………………….……….

Objective 1: Students will demonstrate a confident posture and gait.

Objective 2: Students will demonstrate how to walk at as quick a pace as possible while using their cane (if applicable).

Objective 3: Students will learn to keep head up and eyes forward and to keep moving when confronted by strangers.

Objective 4: Students will show how to keep wallet and bags in a safe place.

Lesson 6: Uh Oh, I’m Lost, Now What? …………………………….….. Objective 1: Students will demonstrate an understanding of safe people to ask for help if they are lost.

Lesson 7: Stranger Danger…………………………………………………

Objective 1: Students will demonstrate in a role-play situation how to get away from a stranger who is trying to convince them to go with him.

Objective 2: Students will demonstrate in a role-play situation how to politely but clearly deflect unwanted attention (e.g., “Excuse me, do you need any help?” reply with “No, thank you”) and assertively respond to dangerous attention (“Leave me alone!”).

Lesson 8: Safety on Public Transportation.......................................…..

Objective1: Students will identify the bus driver as a helping person who can help them solve problems on the bus.

Objective 2: Students will respond safely during a role-play situation in which a stranger who is bothering them on a bus.

Objective 3: Students will demonstrate during a role-play situation what kinds of personal information they should give to a transportation provider.

· Lesson 9: Panhandlers and Solicitors.......................................……….

Objective 1: Students will identify themselves as the owner of their money.

Objective 2: During a role-play situation, students will ignore or say “no” if someone asks them for money.

Lesson 10: When Do You Call 9-1-1? .......................................………

Objective1: Students will be able to name 9-1-1 as the number to call if they are in danger.

Objective 2: Students will demonstrate understanding that they do not call 9-1-1 if someone is rude to them or if there was an emergency yesterday.

Lesson 11: Responding to an Attack.......................................………….

Objective: Students will demonstrate in a role-play a calm and non-confrontational response if they are mugged.

Objective 2: Students will demonstrate in a role-play use of a loud voice and assertive language if a stranger tries to get them to go with her/him.

Objective 3: Students will describe ways to get away and where they can go to get help.

Objective 4: Students/instructor will locate local resources for self-defense training.

Objective 5: Students will demonstrate a non-confrontational response in a role-play if a person says mean things or tries to start a fight.

CHAPTER 7: SAFETY IN THE HOME……...………………........................….

Pre/Post Tests for Chapter 7…………………..………………………………….

· Lesson 1: Keeping Your Home Secure from Intruders ……………….

Objective 1: Students will be able to state upon request at least five ways to keep their home secure from intruders.

· Lesson 2: Strangers at the Door or on the Phone………………………

Objective 1: Students will be able to state different ways to interact safely with strangers at the door or on the phone.

· Lesson 3: Emergency-If a Stranger Is in Your Home………………….

Objective 1: Student will be able to state that she/he should get away and get help if a stranger is in her/his home.

RESOURCE LIST……………………………………………………………………

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Rationale

The issue of personal safety seems to inevitably come up when you talk to anyone who works with children and young adults. Common questions include:

· How can we prepare our students to deal with strangers?

· How do we teach safety skills so that each student really understands?

· How do we help students generalize their skills?

· How can we better measure their understanding of what is being taught?

· The parents and the teacher don’t agree on how safe the student is. How can we get the whole team working together?

There are many quality curricula available, but none specifically targets students with visual impairments and multiple disabilities. In response to this need, the California School for the Blind’s Student Safety Committee has developed the following curriculum, which introduces safety skills and behaviors for our diverse student population to practice in the home, school, and community. Our students include blind, visually impaired, and deaf-blind students, both with and without multiple disabilities.

These guidelines are designed to be used by teachers, other staff, and parents, and to complement other CSB curricula (such as the Family Life Curriculum). While some aspects of human sexuality will be discussed, such as teaching the private body parts, the focus of this curriculum is on personal safety, rather than sexuality education.

People who are visually impaired are at greater risk of assault than the general population (David, Kollmar, & McCall, 1998). Seventy five percent of people who are visually impaired “will be, or have been, assaulted in their lifetimes” (Collinsworth, 2001). Visually impaired women report feeling more vulnerable than their sighted counterparts (Milan & Erin, 2001). Students who are blind, visually impaired, or deaf-blind may face greater risks than adults with comparable disabilities. These risks are due in part to:

· Students having poor communication skills (for example: the ability to describe an incident)

· Students lacking in typical social interactions (for example: being isolated from others who may watch over them)

· Students having cognitive impairments (for example: may not understand “rules” of safety)

· Students being concrete rather than abstract learners (for example: may not be able to apply learned rules to new situations or people)

Risky behavior can have a direct influence on one’s safety. Young people, especially teenagers, take risks as part of normal development. Educators and caregivers have a responsibility to help students take “healthy risks” (Ponton, 1997).

Our students have the same needs and curiosity as sighted students. However, they may (Moss & Blaha, 1991):

· Miss out on incidental learning

· Need to use the tactual sense more than is typically accepted to compensate for their visual impairment

· Miss feedback regarding their own behavior

· Receive inconsistent messages regarding their behavior

· Have difficulty changing behavior patterns that have been established

· Take longer to learn or relearn safe and appropriate behavior patterns

· Feel dependent upon caregivers and thus not able to report incidents of abuse or victimization

· Have been taught to comply with people deemed to be authoritative

Family Involvement

It is crucial that the people in a student’s life work together to provide consistent learning opportunities and support. In order for students to generalize information, it is necessary for family members and caregivers to take a teaching role. A coordinated, team approach is best, and that team consists of people in the school and home environments.

During this collaborative process, it is important that the values of each student’s family be recognized and respected. Family members may feel uncomfortable with teaching their child concepts or strategies related to safety. They might misunderstand, thinking the student is being taught “sex” or “how to have sex.” Family values might prohibit the use of certain words. They could feel that their child is not “ready” for such a curriculum. They may fear that if their child has been a victim of abuse, an adverse reaction will be displayed during the class or at another time (Turnbull &Turnbull, 1996).

Working as a team in a structured format with consistent and open communication will help everyone to be active participants in teaching this curriculum. Family members should have their questions and concerns answered completely and in a timely manner. Some parents may have excellent ideas to offer and might even be willing to speak with other parents.

Multicultural Education

As with all curricula those teaching this curriculum must be aware and respectful of the diverse backgrounds of our student population (Milan & Erin, 2001).

Do not try to change values or what people think.
Many cultures believe the professionals are the ones to “teach,” and the only ones to do so. Family members may feel learning only takes place “in school.”
In some cultures, it is considered rude to ask a question, disagree or even make eye contact.
Use a translator if necessary.
If a student comes from a bilingual home, more time may be needed in the learning process.
Some cultures value cooperation over competition, quiet recognition over public praise, and family over individual needs.
Many myths exist about different cultures and ethnic groups. For example, it is often said that black families are matriarchal, although it would be more appropriate to think of these families as being “matrifocal.”

Gender Issues

Compared with visually impaired men and with sighted women, many more women with visual impairments state they feel vulnerable to assault.
Many visually impaired women state that their parents closely protected them when growing up and therefore had fewer opportunities than their male peers to develop close friendships and learn about relationships.

Handling Student Disclosures

It is not unusual for a disclosure to occur during lesson on safety skills. We are asking our students to think about safety and how to keep themselves safe. This naturally encourages them to think about their own experiences, usually in the framework of their rights and appropriate responses. Disclosure may occur during role-plays, if we ask a student to think of a time when she did not feel safe, or if we ask a student to tell us what she might do in a specific situation.

Often we ask students to think about a safe person he can talk to if anything happens. Frequently the teacher or the person leading the safety skills class is chosen, and needs to provide information to the student about what types of information would be important to share, the procedure if information is shared (i.e., mandated reporting), etc.

It is essential that we respond effectively and immediately when a student discloses. Often a student will disclose using vague language, which means as adult professionals we need to be aware of the signs of potential abuse and have a plan on how to respond. We need to make sure that the student feels heard, and that correct procedures are in place in terms of reporting, talking with the parents, talking with the student, etc.

Identifying Abuse or Potential Abuse

As an educator, you are mandated to report child abuse, which in California includes physical abuse, physical neglect, sexual abuse and sexual exploitation, and emotional maltreatment (California Attorney General’s Office [CAGO], 2003).

Physical Abuse

Examples of physical abuse (CAGO, 2003)

Bruises
Burns
Bite marks
Abrasions
Lacerations
Head injuries
Internal injuries
Fractures

Signs of physical abuse (CAGO, 2003)

Self-reports
Child is excessively passive or withdrawn
Child is excessively aggressive, hostile, or self-destructive
Child is frightened of parent or caregiver
Child attempts to hide injuries
Child is frightened of going home
Child is clingy
Child exhibits extreme behavior changes
Knowledge of child’s history of previous injuries, including unexplained or repeated physical injuries, especially bruises, burns, facial injuries
Unexplained injuries
As an adolescent, child exhibits depression, self-mutilation, suicide attempts, etc.

Examples of physical neglect (CAGO, 2003)

Child is lacking adequate mental or dental care
Child is often sleepy or hungry
The conditions in the home are unsafe or unsanitary
Student is dirty, smelly, poorly or inappropriately dressed

Sexual Abuse

Examples of sexual abuse fall into two categories, sexual assault and sexual exploitation (CAGO, 2003).

Sexual assault includes:

Rape
Statutory rape
Incest
Sodomy
Lewd or lascivious acts
Oral copulation
Sexual penetration
Child molestation

Sexual exploitation includes:

· Activities related to child pornography and prostitution

Behavioral Indicators of sexual abuse (CAGO, 2003)

Self-reports

Genital bruising, laceration, swelling, or discharge
Pain when urinating or defecating
Lower abdominal pain
Pregnancy
Sexually promiscuous behavior
Depression
Crying or tantrums
Self-destructive behavior
Hostility or aggression
Eating disorders
Poor menstrual hygiene
Regression in toilet training
Nightmares
Changes in feelings about someone
Sudden, unexplained changes in behavior

Emotional Maltreatment

Examples of emotional maltreatment include emotional abuse and emotional deprivation.

Emotional abuse is defined as:

· Excessive verbal assaults including belittling, screaming, threatening, blaming

· Constant family discord

· Suspected cases of willful cruelty or unjustifiable punishment

Emotional deprivation is defined as:

“The deprivation suffered by children when their parents do not provide the normal experiences producing feelings of being loved, wanted, secure, and worthy.” (CAGO, 2000)

Neglect

Signs of neglect

Self-reports
Unattended medical conditions
Student comes to school hungry
Parent never comes to meetings
Student is dirty, smelly, poorly or inappropriately dressed
Depression

Reporting Abuse of Children

In California (CAGO, 2000):

Teachers, teacher’s assistants and instructional aides, classified employees of any public school, counselors, doctors, nurses, social workers, and psychologists are mandated to report abuse, amongst others.

· Verbal reports must be made immediately, with a written report within 36 hours.

· At CSB, an incident report is delivered to the Department of Pupil Personnel Services (DPPS) for immediate perusal, and then DPPS and the staff member report directly to California Highway Patrol (CHP).

· If you are unsure if a situation is “reportable,” you can call Child Protective Services and anonymously explain the situation to determine if it needs to be reported.

Reporting Abuse of Dependent Adults

A dependent adult is between the ages of 18-64 and unable to protect her or his rights because of physical or mental limitations.

Many of our students ages 18-22 fit into this category if they are conserved. “Conserved” means that another adult, usually a family member, has legal guardianship of the student.

The following conditions are reportable (Elder Abuse and Dependent Adult Civil Protection Act, 2004):

· Physical abuse

· Sexual assault

· Neglect

· Abandonment

· Abduction

· Isolation

· Financial abuse

We have a mandate to report abuse of these students, similar to our mandate to report child abuse.

· At CSB, an incident report is delivered to the Department of Pupil Personnel Services (DPPS) for immediate perusal, and then DPPS and the staff member report directly to CHP.

· If you are unsure if a situation is “reportable”, you can call Adult Protective Services and anonymously explain the situation to determine if it needs to be reported.

· Verbal reports must be made immediately, with a written report within two working days.

Information about mandated reporting (CAGO, 2000):

· If you are a legally mandated reporter and fail to report, you may be prosecuted.

· The law offers immunity for mandated reporters.

· No supervisor or administrator may impede or inhibit a report or subject the reporting person to any sanction.

· Reports are confidential and may be disclosed only to specific persons or agencies.

Additional information can be found on the following website:

www.cattacenter.org.

Students’ Rights and Responsibilities

All students have certain rights, including our students who are blind, visually impaired, or deaf-blind with or without multiple disabilities. But with all rights come responsibilities. It is best if the concepts related to rights and responsibilities are reinforced throughout the day and pointed out in their natural contexts. It is also recommended that the concepts of rights and responsibilities be pointed out in a wide variety of situations, such as “the rights of blind people crossing a street,” “the responsibility of having a long cane,” or “the responsibilities of having a pet.” Some students may not have the true concepts of “rights” or “responsibilities,” but they may be able to demonstrate aspects of these concepts.

Our students have the right to:

An education that includes safety awareness and human sexuality
Consideration of their individual cognitive levels and learning styles
Consideration of their individual, family, and cultural values
A safe environment in which to participate in academic and non-academic activities
The tools they need to access this curriculum, including sequenced lessons, repetition, devices to augment learning such as tactile symbols, timers or cards describing rules, etc.
Refuse to participate in a lesson or segment of a lesson if not ready for or uncomfortable with the topic
Express their feelings, both positively and negatively
Privacy with regard to space and feelings
Change their minds or values

Our students have the responsibility to:

Respect the feelings, needs, and space of their fellow classmates and instructors/counselors
Make an attempt to participate fully in activities and lessons
Communicate clearly and respectfully if they are not comfortable participating in a lesson or if they are uncomfortable with the topic
Use the tools and curriculum to the best of their ability
Report incidents or possibilities of abuse/assault with honesty and in a timely manner
Ask for assistance when needed
Communicate as clearly as possible
Tell a teacher or counselor when they do not understand
Be assertive, but not aggressive

REFERENCES

Collinsworth, M. (2001) Project Blind Ambition. [On-line]. Available. http://www.vancourier.com/02201a/top3.htm

David, Wendy, Kollmar, Kerry & McCall, Scott. (1998). Safe without sight: Crime prevention and self-defense strategies for people who are blind. Boston, MA: National Braille Press.

Elder Abuse and Dependent Adult Civil Protection Act. (2004) [On-line]. Available: http://www.marystroube.com/elderabuse2004.html.

Milian, Madeline & Erin, Jane. (2001). Diversity and Visual Impairment. New York, NY: AFB press, p.272

Moss, Kate & Blaha, Robbie (2001). Introduction to sexuality education for individuals who are deaf-blind and significantly developmentally delayed. Available: http://www.tr.wou.edu/dblink.

Ponton, Lynne. (1997). The romance of risk: Why teenagers do the things they do. New York, NY: Basic Books.

Turnbull, A & Turnbull, H. R.. (1986). Families, professionals and exceptionality: A special partnership. Columbus, OH: Merrill Publishing.

Crime and Violence Prevention Center California Attorney General’s Office. (2003) Child Abuse: Educator’s Responsibilities. [On-line]. Available: http://caag.state.ca.us.

Crime and Violence Prevention Center California Attorney General’s Office. (2000). Child Abuse Prevention Handbook, [On-line]. Available: http://caag.state.ca.us.

CHAPTER 2: How To Use and Modify this Curriculum

Frances Dibble, Rebecca Dowling, and Maya Delgado Greenberg

· How to Use This Curriculum

· Teaching Methods

· Strategies for Teaching Students with Visual Impairments

· Adapting the Curriculum for Young Students

· Sample Modified Lesson

· Adapting the Curriculum for Students with Cognitive Disabilities

· Sample Modified Lesson

· Adapting the Curriculum for English Language Learners

· Sample Modified Lesson

· Blank Assessment Form

How to Use this Curriculum

This curriculum is divided into five units. Each unit contains multiple pre and post tests and lesson plans.

Each unit starts with assessment pre tests and post tests. The pre tests are to be administered before beginning an educational unit in order to determine each student’s understanding of the concepts to be taught.

These pre and post tests should be administered individually to each student. Individual administration ensures that the data you collect accurately reflects each student’s individual needs. For instance, if you administer the assessments as a group, it is possible that only one student will answer the questions, and the others may indicate agreement without truly understanding.

The pre and post tests can be used to determine individual strengths and needs in the area of safety, and may also be useful tools in creating and measuring IEP goals and benchmarks.

The lesson plans included in this curriculum are general lesson plans. Adapt and build upon the lessons to make them appropriate for each individual. While some students need black-and-white responses, others can learn to be more flexible and sophisticated in dealing with the public.

The lesson plans in each unit complement each other. While they may be introduced out of sequence, remember that they reinforce and build upon concepts introduced in earlier units and lessons. Therefore, you should review each unit before choosing which lessons to teach. In some cases, it may be best to teach the whole unit, and in others, it may be more appropriate to pick and choose based on the need areas indicated on the pre test.

Each lesson contains objectives, discussion topics and questions, and sample activities. The discussion topics introduce the content to be taught. The sample activities reinforce those concepts and can be used in several ways.

First they can reinforce discussion during the initial lesson. For example, after teaching about what items should be brought when traveling in the community, an initial activity may include making a list in the classroom. Second, they can be used separately to help generalize the skills learned in different settings. In this example, the students would bring those items when they go out in the community. Third, they can be used to test to see if concepts are remembered over time. The teacher could do a spot check a week or two later to see if the student brings those items without prompting.

While each lesson includes sample activities, keep in mind that these are models of how to create your own activities individualized for each student’s needs. Use your own ideas to build upon the existing activities and to create additional ones that are fun and relevant for each student.

Teaching Methods

The following guidelines will assist in developing a meaningful and supportive learning environment for our students.

Physical Environment/Structure

The teaching environment should be familiar and comfortable for students. It should afford enough space so that students can move for activities and so that students have enough “personal space,” especially when dealing with sensitive topics.
Students should be encouraged to stay on topic. Aside from diminishing the time to address issues, getting off topic may confuse some students.
Take the opportunity to use a variety of teaching methods, such as discussion, role-playing and demonstration. Varying the methods during and between sessions sparks interest and engages students.

Emotional Environment

All students should be encouraged to participate. Taking turns is important; students should be encouraged to raise their hands when they want a turn.
Students should not name others who are not present when discussing situations.
All should respect students’ feelings. There are no foolish questions.
Take advantage of “teachable moments.”
Ensure that general classroom rules support a respectful, supportive learning environment.
When appropriate, ask for volunteers for activities. This may reduce the anxiety of being called upon.
Offer students appropriate and timely feedback about their comments and behavior. Tell the students what was done well and what could use work or improvement.

· Consider each student’s cognitive level, emotional maturity, and previous experiences when presenting the material.

Phrasing/Terminology

If necessary, use concrete, specific words or terms. For example, a student may not be able to apply a rule of behavior in a “store,” but may be able to apply the rule to “Joe’s Market, where we shop on Thursdays.”
Use consistent vocabulary to reduce confusion and to enhance learning.
Be aware that when offered multiple choices for questions, some students may always pick the first or last choice. Vary the position of the correct or most desirable answer.
Students may be swayed by the leader’s intonation. Present choices in consistent voice tones and with consistent emphases.
Ask for rephrasing in the students’ own words to test understanding.
It is important to recognize that one word or concept can have a tremendous effect on a student’s ability to understand what is being taught or to convey what has been learned. For example, if a student is asked to make a “choice” regarding which of two behaviors would be best in a situation, make sure the student actually knows what a choice is and how to make one. As another example, some students may not understand the concept of “real” vs. “pretend.”

How to Adapt this Curriculum

This section begins with a brief discussion of some general teaching strategies to use when working with students with visual impairments. Then it describes how to adapt the content and form of this curriculum to better meet the needs of a) young students, b) students with cognitive disabilities, and c) English language learners (ELL). It also includes samples of modified lessons adapted to fit the needs of the students described above.

Strategies for Teaching Students with Visual Impairments

This curriculum was designed to meet the needs of students with visual impairments and multiple disabilities. Strategies to use when working with students with visual impairments include the following:

Present information in tactile and kinesthetic forms. Use objects that are familiar to the student.
Provide information in an auditory form.
Use concrete and appropriate manipulatives.
If the student has usable vision, provide large print, high-contrast visual items, and proper lighting. Allow the student to view the material closely and to touch it as appropriate.
If the student is a braille user, provide any handouts or lists in braille.
There are many technological adaptations that can be used to present and reinforce information. For example, create lists of information on the computer and encourage students to review it using a screen reading program to reinforce information taught in earlier lessons.
Students who are blind, visually impaired, and deaf-blind with or without multiple disabilities learn by touching and by being touched. When presenting tactile materials or when touching students to demonstrate something that you need to be sensitive to their needs and to model appropriate touch. Be aware that many of our students develop habits of touching that cross personal boundaries and may make others feel uncomfortable. Students may become desensitized to the traditional hand-over-hand teaching technique and may allow themselves to be physically manipulated without having the knowledge of their right to grant permission to be touched.
Keep in mind that visually impaired students miss out on opportunities for incidental learning. Incidental moments include those times throughout the day when personal safety can be brought to students’ attention either to reinforce a positive interaction or to redirect a student if she is not following habits of personal safety. Incidental moments are likely to occur during transitions from one activity to another, in the community, and simply by being in one another’s company. When you bring awareness to the student when she least expects it by complimenting, redirecting, questioning, and explaining, she has a chance to connect the information from formal lessons to her real-time, real-life experiences.

Adapting the Curriculum for Young Students

Young students often learn best from familiar teachers in a familiar setting. Keep in mind that young students are still developing language, concept, and academic skills. Formal discussion is less effective than play-based fun activities. Here are some strategies to use when teaching young students.

Pick one key concept from each lesson and simplify it. Your students might not understand all of the material in each unit. Be prepared to break it down into smaller chunks. Think about what needs to be taught in order to help them understand the concept. For example, students might not be able to understand the difference between a helping person and an acquaintance (Chapter 3, Lesson 1), but probably would understand the difference between mom and a stranger.
Use simple short phrases.
Use a variety of props and tactile or visual aids
Make a game or song about the material.
Use repetition to reinforce the concepts. For example, when teaching about strangers, repeat the concept in different ways. Ask “Should you go with a stranger? NO! Should you go with a stranger? Say it with me. NO! Say it again. NO! Who shouldn’t you go with? A stranger! Say it with me…
Infuse opportunities to talk about the topics throughout the day.
Involve parents, caregivers, siblings, friends, and other school staff.
Incorporate favorite toys, books, and TV programs.
Have older students teach the younger students.
Have students practice “teaching” the skills to a favorite doll or toy.
Teach in multiple settings. For example, do art activities about the topics, talk about them on fieldtrips, at the bus stop, in the classroom, at home, etc.

Sample Modified Lesson: Teaching Young Students

The preschool classroom teacher adapted the information to make it age-appropriate for a class of five young students with visual impairments and multiple disabilities.

Lesson Topic:

Fitting the People in Our World into Categories (Chapter 3, Lesson 2)

The teacher created a large foldout poster board with a “home” side and a “school” side. She made tactile dolls to represent family members and school staff.

The students were given time to explore and ask questions about the dolls. After the teacher and the student identified each doll, the student was asked, “Where does ________ belong? At home or at school? “ The student was then asked to put the doll on either the home or school side of the poster board. If the student was unable to identify where the doll belonged, or misplaced it on the board, further questions were asked. For example, when the classroom aide doll was put in the home category, the teacher asked, “Does Debby eat dinner with you at home, or do you eat lunch with her at school?”

This game was reinforced during morning meetings. The teacher asked the class, “Is John here at school today?” After John answered or was prompted to answer, the teacher then said, “Yes, John is at school today with his teacher and his classmates.” The teacher then asked, “Is Mary at school today?” If Mary was absent, the teacher would say, “No, Mary is not at school. She is at home with her mom and dad.”

Note that the teacher used the following methods to simplify both the lesson and the pre and post tests: 1) picked one concept from the lesson and simplified it, 2) provided forced answer choices rather than open-ended questions, 3) gave concrete and specific examples, and 4) asked clarifying questions if the student did not correctly answer the questions the first time.

Adapting the Curriculum for Students with Cognitive Disabilities

Many of the accommodations used for teaching young students are also helpful when teaching students with multiple disabilities. In addition to the teaching considerations listed above, students with cognitive disabilities benefit from additional teaching modifications, including:

Recognize each student’s specific strengths and interests and relate new skills to those areas of strength.
Teach skills in a variety of meaningful, naturally occurring settings.
Redirect students if they become distracted and build in opportunities for reinforcement throughout the lesson.
Be aware of each student’s frustration level and ability to process new information. Be ready to modify a lesson by shortening or simplifying before the student reaches a frustration level that prevents him/her from learning.
Repeat information frequently and in a way that is consistent with the original presentation. Do not assume that a student will understand synonyms of previously taught words/concepts. For example, if you are teaching about “family members” do not introduce the word “relative” unless you are sure that the student understands both words.
Do not teach exceptions to the rule or “gray” areas at the beginning of the lesson. For example, when first teaching the concepts of people in our lives (Chapter 3, Lesson 1), begin with the concrete and more familiar concepts of stranger and family member and wait to introduce more abstract and subtle concepts such as “helping person” and “acquaintance.”

Use language that is simple and clear. Be aware and respectful of the age of your students and specifically remember not to “talk down” to adult students.
Practice skills not just in the classroom, but also in a variety of meaningful settings. It is important to help students understand how this information is helpful not just in classroom discussion, but also when they are at home, at work, or out shopping in the community.
Since many students with cognitive disabilities parrot correct answers without truly understanding the meaning, it is important to set aside time to work individually with students. That way you know whether students are merely repeating what the other students are saying or if they know the information without being prompted.
Keep in mind the three “R’s” of teaching students with multiple disabilities: repetition, routines, and reinforcement. Build in opportunities for students to practice their new skills across the day and to experience success while having fun!

Sample Modified Lesson: Teaching Students with Cognitive Disabilities

The following lesson was adapted by a classroom teacher of a functional skills classroom consisting of four teenage students with cognitive disabilities and visual impairments.

Lesson Topics:

Answering the Door (Public and Private, Lesson 1)
Public vs. Private Places (Public and Private, Lesson 1)
Community Safety (Safety in the Community, Lessons 1-2)

In order to match the learning styles of the students in this class these lessons were combined into a unit. Each week had a different focus. During a daily morning meeting the students and staff talked about each topic and did some role-plays. Throughout the day the staff members related the lesson topic to classroom activities. The lessons were closely related to weekly experiences the students were already familiar with.

For example, during morning meeting students role-played how to answer a door (not just opening the door when someone knocks, but remembering to ask, “Who is it?”). The discussion also covered why it is important to keep the door locked, and why it is important not to talk with strangers. The skills from this lesson were reinforced throughout the school day by keeping the classroom door locked, so that students had to practice asking who is at the door before opening it.

The next topic was public and private places. The students did not understand the concepts of public and private, so they were introduced over time. The class explored different places in the school campus, the classroom, and the community throughout the week. In each location students identified and shared clues that let them know if it was public or private space. The class discussed their experiences during the following morning meeting. The students were then told where they would be going during the day and were asked to identify if they are public or private places.

The last topic was community safety skills. Topics covered included what you need to remember to bring with you before going in the community. The class previewed the topic in morning meeting. During the weekly trip in the community the staff members and students talked about what they brought and why. The next day the students talked about what they did in the community and what they did to stay safe.

Adapting the Curriculum for English Language Learners

Many of the same strategies used with young students and students with cognitive disabilities can be used with students who are English Language Learners (ELL). It is important to recognize that many ELL students do not have the same needs and learning issues as students with cognitive disabilities. However they do benefit from some of the same strategies to help them to break down and process the words and concepts being used. Keep in mind the specific learning needs of your student: you might be working with an ELL gifted student, or you might be teaching an ELL student who also has cognitive disabilities.

Specific strategies for working with ELL students include the following (Fanta, 2002):

Provide “Wait Time” and “Think Time”: ELL students may need to translate from one language to another to process what was said. Do not repeat the question immediately if it appears that the student is thinking about the information.
“Respond to Communication Attempts”: Students may be self-conscious about their ability to use English, therefore it is important to provide positive reinforcement for any attempt to respond, even if a response consists of a single word. Another strategy is to model the exact answer and then ask the student to repeat it.
“Check Frequently for Comprehension”: Students may try to “cover up” the fact that they do not understand a concept or word. Therefore, avoid asking questions like “Do you understand” which allows for a yes/no answer, and instead ask the student to explain the concept.
Peer Tutoring: This can be fun and engaging and a great setting in which to practice language skills.

Sample Modified Lesson: Teaching Students who are English Language Learners

The following lesson was adapted by an early elementary classroom teacher for an ELL student with a visual impairment.

Lesson Topic:

People in Our Lives (Chapter 3, Lesson 1)

The teacher discussed the difference between strangers and helping people in the classroom. He asked the students to repeat the words stranger and helper, and briefly described them using specific examples. For example, all of the staff members in the room were named as helpers. He then asked, “Who is a helper here in the classroom?”

The student responded with a one-word answer, “Mary.” The classroom teacher responded to her communication attempt by saying, “Yes, Mary is a helper.” The student repeated, “Mary is a helper.”

The class then took a trip on a bus to a grocery store. The classroom staff labeled the bus driver and the customer service people as helpers, and the other people on the bus and in line at the grocery store as strangers. The student was encouraged to repeat the words. She was then asked clarifying questions, like, “The cashier is going to help us. Helping us is her job. Is the cashier a helping person?”

After the trip the teacher checked for comprehension by asking, “Who were the helping people in the grocery store?” and “Who were the strangers in the grocery store?” If the student struggled with answering, the teacher asked her peer to help by answering and explaining why. He then asked the ELL student to repeat the correct answer and explain why that was the answer.

Throughout the day, every day, the student was encouraged to identify helpers and strangers. The vocabulary was used in a variety of settings. For example, when crossing a parking lot the teacher said, “Everyone needs to walk next to a helper now. Who is your helper, Angela?”

REFERENCES

Fanta, Jane Nemmer, (2002) Accomodations and Modifications for English Language Learners. Chapter 8. Illinois State Board of Education [On-line] Available: http://www.isbe.state.il.us/spec-ed/PDF/BMPreface.pdf.

PRE TEST/POST TEST ASSESSMENT 1: PEOPLE IN OUR LIVES

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. Are your parents family members?
2. Are the people you live with at home family members?
3 .Is your sister a family member or an acquaintance?
4. Is your teacher a family member or a helper?
5. Name two family members.
6. If you are related to someone, is that person a family member or a friend?
7. Name two helping people.
8. Are your aunts and uncles family members or helping people?
9. Are your family members always nice to you?
10. Name a family member you can trust to help you and talk with you.

Notes:

PRE TEST/POST TEST ASSESSMENT 2: PEOPLE IN OUR LIVES

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. Name two friends.
2. Name two ways you know someone is a good friend.
3. Is it OK for a friendly stranger to know personal things about you?
4. Is it OK for a friend to know personal things about you?
5. Whom is it OK to give your phone number to, a friend or a stranger?
6. If you hang out with someone often and enjoy his or her company, is that person an acquaintance or a friend?
7. What category does your teacher fit into?
8. Whom can you trust more, a friend or an acquaintance?
9. Whom can you tell important things to?
10. If someone is friendly, is that person a friend?

Notes:

PRE TEST/POST TEST ASSESSMENT 3: PEOPLE IN OUR LIVES

John is a student at CSB. In the dorm he has a roommate and many friends. His best friend is named Ben. He also has a counselor, Fred, who helps him in the dorm. Every weekend he goes home and spends time with his parents and his brother, Sam. John does many fun activities during the weekend. Sometimes he goes to the park with his brother.

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. In this story, who is a helping person?
2. In this story, is Fred a family member or a helping person?
3. In this story, name someone who is a family member to John.
4. Is it OK for John to go to the park with his brother, Sam? Why or why not?
5. Is Fred a stranger or a helping person?
6. Is Ben a friend or an acquaintance?
7. How are Ben and Sam different?
8. How are Fred and John’s parents different?
9. Is there a stranger in this story?
10. Why is it OK for John to give Ben his phone number?

Notes:
PRE TEST/POST TEST ASSESSMENT 4: PEOPLE IN OUR LIVES

Jennifer lives with her grandmother. She likes to hang out with her friends Rachel and Sarah. Last weekend, Jennifer went to Rachel’s house. Rachel’s cousin was visiting from New York. Jennifer met him once last year. He seemed nice. Since the cousin was visiting from out of town, Rachel’s family took him and Jennifer out to dinner and a movie. The dinner was tasty and the waitress was really friendly. Everyone had a good time.

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. Who are Jennifer’s friends?
2. Is Jennifer’s grandmother a family member or a friend?
3. Are there any helping people in this story?
4. Would it be OK for Jennifer to give her phone number to Sarah? Why?
5. Is Rachel’s cousin a friend, a stranger, or an acquaintance? Why?
6. Who in this story is a stranger to Jennifer?
7. Is it OK for Jennifer to say hello to the waitress? Why?
8. Is it OK for Jennifer to give the waitress her phone number? Why?
9. Was it OK for Jennifer to go out to dinner with Rachel’s family? Why?
10. Who in this story is a family member to Rachel?

Notes:

PRE TEST/POST TEST ASSESSMENT 5: PEOPLE IN OUR LIVES

Directions: Same as assessment 4, but ask the student to tell her or his own story based on a recent activity, and put in relevant questions.

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Notes:
PRE TEST/POST TEST ASSESSMENT 6: PEOPLE IN OUR LIVES

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. (Classroom teacher) is a friend or a helping person?
2. The cashier at McDonald’s fits best into which category: helping person, friend, or stranger?
3. (Dorm Counselor) is an acquaintance or a helping person?
4. (Name of friend) is a family member, a friend, or an acquaintance?
5. The UPS deliveryman is an acquaintance, a friend, or a stranger?
6. Your aunt _______is a friend or a family member?
7. Your bus driver is a friend, a stranger, or an acquaintance?
8. Your classmate ___________ is a helping person, a stranger, or a friend?
9. Do you give personal information to a stranger? Why or why not?
10. Is a helping person somebody you can trust? Why?

Notes:

PRE TEST/POST TEST ASSESSMENT 7: PEOPLE IN OUR LIVES

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. Which one is OK to hug, your mom or the waitress?
2. Which person is it OK to get in the car with, a helping person or an acquaintance?
3. Which person is it OK to give your address to, your friend or a stranger?
4. Name one person you could go to for help if you were really sad about something.
5. Which person is it OK to share a meal with, a friend or an acquaintance?
6. Is it OK for an acquaintance to brush your hair?
7. Is it OK to walk to the store with a stranger?
8. Is it OK to kiss the cheek of a family member?
9. Is it OK to leave CSB with an acquaintance?
10. Is it OK if your friend hugs you?

Note

Lesson 1: Different Types of Touch

Objectives

1) Students will be able to give examples of different kinds of touch that people experience.

2) Students will identify that they need to give permission to be touched and that they can state their preferences for how they want to be touched.

Discussion Topics

1) Think for a few minutes about the different kinds of touch we have experienced from others.

2) Let’s name different types of touch on the parts of the body. I will give some examples, and I want you to come up with examples, too.

a. Shaking hands

b. A tap on the shoulder

c. A hug

d. Kiss on the cheek

e. A kick

f. A pinch on your bottom

g. A push on your back

h. A push on your stomach

3) People can use the same body part to touch others in many different ways. For instance, we use hands to shake hands, hit, give high fives, pinch, and tap. We use our arms to hug, to go human guide, and to hit.

4) You can use touch to learn about the world around you. You can also use touch to show how you feel. For example, some people show that they are excited by giving a high five.

5) Sometimes people touch each other by accident. You might brush shoulders as you walk by someone or tap someone’s ankle with your cane.

6) Touching can be used to teach people. Lots of helping people might touch you when showing you or teaching you something. For example, an O&M (Orientation and Mobility) instructor might touch your hand to show you how to hold a long cane correctly. A teacher may take your hands and guide them to touch a tactile map or other object.

7) Remember, even though helping people might use touch to help you, it is your body. You have the right to decide who touches you and how. Usually the teacher will tell you before she touches you. If she doesn’t, you have the right to say, “Please tell me before you touch me. That way I won’t be scared.” You also have the right to say, “Please let me do this by myself. I will ask for help if I need it.”

Discussion Questions

1) Give me examples of how people touch each other.

2) Give me an example of how someone might touch you to show that she is happy.

a. Clap on the back

b. Hug

c. High five

d. Make up your own

3) List some possible ways someone might use his hand to touch you.

4) What can you say if you don’t want someone to help you by touching you?

d. Please let me do this by myself.

e. I’ll tell you if I need help.

f. Make up your own phrase.

Sample Activities

1) Activity Name: Role-play

Materials Needed: None

Description of Activity: Have one student role-play a teacher helping a student learn about an object. Have the teacher start to take the student’s hand and have the student practice different ways to say calmly and clearly that help is not needed.

Lesson 2: People in Our Lives Who Touch Us

Objective

1) Students will be able to state that it is OK for a family member to hug them, but not OK for a stranger to hug them.

Discussion Topics

1) You have named the people who are safe or trusted people in your Relationship Circle. (This is a simplified version of an exercise taken from the Circles Program, published by James Stanfield and Co. This version is taken from: Simpson, Katherine, 1990). Think of your trusted people now, take a quiet moment, and think about your trusted persons’ touch. How do you feel when they touch you, when you touch them? What parts of your body touch them?

Discussion Questions

1) Think of the people in the Relationship Circle (Simpson, 1990) who touch us and under what circumstances. Give examples of a safe touch you might get from:

a. Close family members

b. Relatives

c. Friends

d. Acquaintances

e. Stranger

2) Think of the people in the Relationship Circle (Simpson, 1990) who touch us and under what circumstances. Give examples of an unsafe or “uh-oh” feeling touch you might get from:

a. Close family members

b. Relatives

c. Friends

d. Acquaintances

e. Stranger

Sample Activities

The following chart can be used with sample activities 1 and 2. Tell students that each of the examples will be printed/brailled onto a separate card and used in the next lesson and throughout the personal safety curriculum.

Examples of Touching to Stimulate Students' Own Responses (adapted from a list in Page, et al., 1991)

hugging squeezing really tight shaking a hand

holding hands patting someone’s back tickling

pushing biting scratching

brushing hair walking w/sighted guide hitting

slapping bumping someone rubbing someone’s

put arm around shoulder gently guiding w/soft pressure back

pulling hair brushing teeth doctor’s exam

spanking kissing on cheek wrestling/roughhousing

kissing on lips pressing breasts onto another patting a hand

helping to cut food hand-over-hand to learn new skill

kicking under the table grabbing a wrist wiping a mouth

breathing on face pinching nudging w/hard

pressure

1) Activity Name: Safe touch vs. unsafe touch with a family member

Materials Needed:

· Braille writer and marker

· 3x5 note cards

· Examples of Touching to Stimulate Student Responses chart

Description of Activity: Read or have the students read the examples of touch on the chart. Discuss each item on the list and define any unfamiliar words or phrases. Ask each student if it is OK for a family member to touch him in that way. Would it make them feel safe or unsafe? Ask them if it gives them the “uh-oh” feeling, and describe that feeling as being unsafe.

2) Activity Name: Safe touch vs. unsafe touch with other kinds of people

Materials Needed:

· Braille writer and marker

· 3x5 note cards

· Examples of Touching to Stimulate Student Responses chart

Description of Activity: Do the activities described above with the other people from the relationship circle (acquaintance, friend, helping person, friendly stranger, “uh-oh” stranger).

Lesson 3

How Touch Makes Us Feel--Safe Touch vs. Unsafe Touch

Objectives

1) Students will label kinds of touch as being safe or unsafe.

2) Students will describe the feelings they have when they are safe and when they are not safe and have the “uh-oh” feeling.

3) Students will identify a trusted adult they can talk to if they have an “uh-oh” feeling.

Discussion Topics

1) Some touch can give you a feeling that people care very much about you. This happens after you have done a good job, perhaps when a close family member gives you a warm hug and strokes your head and tells you how proud he is of you. This gives you a good feeling of comfort and safety.

2) Some touch can give you a warning that there is danger nearby. For instance, a friend might pull you back if he sees you ready to step on broken glass or fall off a curb. He does not want you to get hurt. His touch might alarm you. It might feel abrupt, but it is helpful and keeps you safe.

3) Sometimes it happens that a stranger or people you know touch you in a way that makes you feel uncomfortable. Their touch might be too strong, or it may have lasted longer than you like. Or, the person may have touched a part of your body that is private. This gives you an uncomfortable or unsafe feeling. Sometimes we call this an “uh oh” feeling.

4) Sometimes touch can be confusing. For example, it may be quite different if a person pats another on the shoulder compared to a pat on the bottom.

5) Here is a short list of all the ways touch can make you feel: comfortable, supported, cared for, funny, squeamish, icky, angry, safe, unsafe, and uncomfortable.

6) If someone touches you in a way that makes you feel unsafe and gives you the “uh-oh” feeling, it is important to get help from a trusted adult.

Discussion Questions

1) Let’s talk about ways we are touched and how certain touches make us feel. For example, how do these kinds of touch make you feel?

a. Your mom hugs you and says she is proud of you.

b. Someone pushes your hand away when you are looking for a fork on the table.

c. Someone kicks you.

d. A stranger comes up and pats you on the bottom.

Note to teacher: If students state that they do not know how they feel, tell them that it is alright and that this lesson and others in the safety classes will help them to identify their feelings.

2) Give an example of how touch can be used to warn you of danger.

a. Hand on the shoulder to stop you from stepping in a hole.

b. Pulling on your arm to pull you away from a moving car.

c. Etc.

3) Let’s talk about whom you could go to for help if someone’s touch made you feel unsafe or uncomfortable. Give an example of someone you could talk to at home, at school, and at the dorm. Say the person’s name.

a. Home-parent, uncles, group home supervisor, etc.

b. School-teacher, psychologist, principal, etc.

c. Dorm-counselors

Sample Activities

1) Activity Name: Sorting out our feelings

Materials Needed: Three different textures of fabric or paper—a slightly rough fabric, a complex textured fabric, and a soft fabric such as satin or velvet—enough length to tack to 3x5” cards, and a stack of 3x5” cards. You can use the cards referenced in Lesson 2, or read aloud examples from the chart in Lesson 2.

Description of Activity: Show students three textured panels and the stack of cards. Tell them that there is a reason you brought a rough, very textured, and soft piece of fabric. Explain that decisions will be made with each card and that each card will be posted on one of the three pieces of fabric. Each texture represents a feeling—one is for a safe feeling, one is for an unsafe feeling, and the other is for a neutral, or OK, feeling. Now that they have touched the fabric pieces, see if they can tell which piece of fabric might represent an unsafe feeling (burlap or something rough), a safe feeling (satin, silk, or something very smooth and soft) and a neutral feeling (cotton).

Note to Teacher: Some students may not understand the concept of neutral; therefore, categorize all experiences as either safe or unsafe.

Review the kinds of safe, unsafe, or neutral fabric. Choose a format for card selection. It could be random, such as shuffling a deck, or more pre-determined, whereby students are given the card with their own contribution. Whatever the format, be sure to create a predictable pattern. You can also read aloud examples from the chart.

Sort the cards/examples into three piles represented by the different fabrics/feelings. When all of the cards are placed in one of the three categories, congratulate the students for their hard work. It takes courage to give examples that may be painful to think about. Congratulations.

2) Activity Name: Touch and safety

Materials Needed: See list below.

Description of Activity: Tell students to think about or hold their copy of their Relationship Circle—Close family, relative, friend, helper, acquaintance, and stranger. Read the examples from the list below and have the students name the relationship, type of touch, and level of safety:

The father is hugging his daughter “hello” after coming home from work. (good touch, close family—you are safe)
The teacher gives a short pat on the student’s back and tells him he has done good work. (good touch, helper—you are safe)
The babysitter held the girl’s wrist and pushed her into the bathroom. (bad touch by a helper—you are unsafe, get help)
The best friend put her arm around her. (good touch, friend—you are safe)
A passenger put his hand on your knee while riding the bus. (bad touch/stranger—you are unsafe, get help)
The neighbor greeted him and shook his hand. (good touch, acquaintance—you are safe)
The assistant gently took your hand and assisted you to the first step of the bus. (good touch, helper—you are safe)
The older boy told you to go get in the car and grabbed your upper arm. (bad touch/stranger—you are unsafe, get help)
The shopper apologized for accidentally bumping into her and then went on her way. (good touch, stranger—you are safe)
The student pinched the boy on the arm and laughed at him. (bad touch/acquaintance—you are unsafe, get help)
The teacher is touching the student’s forehead to see if he has a fever. (good touch, helper-you are safe)

Note to Teacher: This activity can be a good opportunity to reinforce the idea that regardless of the relationship the student has, she has the right to give or withhold permission to be touched.

3) Activity Name: Incidental learning or discussion

Materials Needed: See list below.

Description of Activity: Look out for opportunities to talk about people, touch, and feelings. If you see any of the kinds of touch described below, point them out and talk about who is touching, why, and how it feels. You can also use this list to discuss hypothetical kinds of touch your student might encounter.

a. A stranger pulling or pushing the student’s arm in an attempt help him find the first step of the bus.

b. The bus driver helping the student place money in the coin box.

c. The student pulling up her shirt to ask that her bra strap be fixed.

d. Student asking for help with her jacket zipper or fanny pack

e. Classmate slaps peer’s knee and laughs at a joke.

f. The man drove up next to you when you were walking to your house, and you knew how to get there. He rolled down the window and asked you if you wanted help.

g. The teenager telling you about an empty seat near the driver.

h. The store clerk grabbing the girl’s wrist in an attempt to help her find the restroom.

i. The man who passed you on the sidewalk and muttered curse words under his breath as he passed.

j. The woman in the store who introduced herself and told you that she wanted to volunteer at your school.

k. The homeless person wrapped up in a sleeping bag calls out when your student’s cane tapped him.

REFERENCES

Paige, Carolyn, Wright, Sarah & Schaefer, Melanie, (1991). The project action curriculum: Sexual assault awareness for people with disabilities. Seattle, Seattle Rape Relief.

Simpson, Katherine (editor), (1990). The Family Education Program: A Curriculum and Training Manual for teaching Sexuality, Self-Esteem, and Abuse Prevention to Students with Developmental and Learning Disabilities. Concord, CA: Planned Parenthood: Shasta-Diablo.

Lesson 1: Planning Ahead

Objectives

1) Students will describe when, where, and with whom it is safe to travel.

2) Students will describe what they should wear when going out into the community.

3) Students will describe what materials they should take along when going into the community.

Discussion Topics

1) Being smart and planning ahead is the best way to stay safe when you are traveling in the community. You can do things that will help you to be safer even before you leave your house. This means you are in control of staying safe.

Planning when, where, and with whom you travel can help keep you safe. Remember, it is better to travel in pairs when possible. Travel in well-lit areas with lots of other people around. It is always safer to go out in the community during the day. Before you even leave the house, tell others where you will be and when you think that you will be back.

2) An emergency contact person can be a friend, family member, or trusted helper who can come and help you if you are lost or hurt. It is important to pick a good emergency contact person and carry her name and number with you, so you are prepared if you need help.

3) It is a good idea to have your cane for traveling and identification purposes (if you use a cane), a working cell phone (if you have access to it and know how to use it), money to use for public phone, and a watch. That way, you are prepared to travel safely, be on time, and contact people if you have an emergency. You should also carry your ID and the number of an emergency contact person.

4) Plan what you are going to wear. If you think it might rain, bring a raincoat. If it is sunny, wear light clothing, use sunscreen, and bring a hat and sunglasses to protect your face. If you are going out at night, wear light-colored clothing to make yourself more visible.

5) You need to plan ahead for the kind of transportation you are using. If you are using paratransit type transportation, you need to plan ahead and make a reservation. The day of your travel, be sure to know your pick up time. If using the public bus, be familiar with the schedule and times.

Discussion Questions

1) When is the safest time of day to go in the community?

a. During the day is the best time. It is always safer to be outside during the day.

2) Where is the safest place to be in the community?

a. In a well-lit place with lots of other people around.

3) Is it safer to travel by myself or with someone else?

a. It is safer to travel with a friend, family member, or helper. If you have to go out at night, or go in an isolated place, it is always a good idea to have someone with you. Bad people who might want to bother you or hurt you look for people who are alone. Having someone with you helps keep you safe.

4) Do you know the phone number of your counselor/teacher/staff person/family member, etc., who could help you if you got lost or hurt?

a. It might be hard to remember a phone number if something bad or scary happens. Keep the name and number of an emergency contact person in your wallet so you can call him if you need help. It would also inform police officers whom to call if you need help or are hurt (TCRC, 2001).

5) What else can I do to be safe?

a. Tell someone at home where you are going and when you will be back. That way if something bad happens, and you are late, then someone can come and find you and help you. Plan the kind of transportation you are using and know when you are leaving and returning.

6) What should you bring with you when you go out into the community?

a. Always bring a wallet, change for a pay phone, an ID, your cane, and emergency contact numbers.

7) What should you wear when you go out into the community?

a. If it is cool, bring warm clothing.

b. If it might rain, bring an umbrella or raincoat.

c. If it is hot, wear light clothing and bring a hat or glasses. A hat with a brim and/or sunglasses protects your face from the sun. Wear sunscreen on sunny days so you don’t get sunburned. You may want to bring a bottle of water with you so you don’t get thirsty and sick.

Sample Activities

1) Activity Name: Incidental learning

Materials Needed: Community destination

Description of Activity: While in the community with the student, discuss the areas you are in. Are they dark or well-lit? Crowded or isolated? Would it be a safe place to hang out in during the day? At night?

2) Activity Name: Planning before you go out

Materials Needed: None

Description of Activity: List all the things you need to bring with you when you go out (e.g., money, cell phone or change for pay phone, ID, wallet, cane, maybe bus tickets, fanny pack or bag, appropriate clothing for the weather, and emergency contact information).

3) Activity Name: Planning before you go out

Materials Needed: Pen or brailler and paper. For students who do not read, use tactile icons to represent the objects listed above.

Description of Activity: Using the verbal list generated above, write a checklist of all the items you need to bring when you go in the community. For students who do not read print or braille, you can create a board with tactile icons or real objects to review as a class and post by the door.

Lesson 2: Your ID

Objective

1) Students will be able to explain why it is important to have their ID with them and whom it is safe to show their ID to.

Discussion Topics

1) It is really important a) to have an ID (identification) card that states who you are and b) to have with you the name and number of an emergency contact person with you when you go out in the community. Some people forget their IDs at home. It is a bad idea to leave your ID at home.

2) If there is a problem and you need to get help from the police, the police will need to see your ID.

3) If you cannot remember the emergency contact person’s phone number, have it written and placed in a safe place in your wallet.

4) There are many different kinds of IDs. The most important kind of ID is one you can get from the DMV. It usually looks a lot like a driver’s license with a photograph of you, and it is sometimes called a “state issued ID.” Other kinds of IDs include school IDs, work IDs, and transportation IDs. Some IDs contain personal information including phone number or address, and others may just have your name or other information.

5) Your ID has your personal information on it. You should only show your ID to certain helping people who have a good reason to see it. It is OK to show your ID to police. Sometimes it is OK to show your ID to a bank teller, the doctor, or a store clerk if you are paying with a check or credit card. Nobody else needs to see your state issued ID. Your ID has personal information, like your address. That information is private. It is a bad idea to show people you don’t know your ID. If a stranger reads your ID and knows where you live, that person could go to your home and try to hurt or rob you.

Discussion Questions

1) What is an ID?

a. It is an identification card that has your name and usually your picture on it.

2) Why it is important to have your ID with you every time you leave home?

a. If you get hurt, the police will want to see your ID in order to help you. Police officers can look at your ID to see where you live and that helps them to know whom to call to come help you.

3) What if I forget my ID at home, or if my ID is locked up someplace safe?

a. You need to have your ID with you every time you go out into the community. Tell your family or staff that you need it in case there is an emergency.

4) Whom is it OK to show your ID to?

a. It is OK to show your ID to police.

b. Sometimes it is OK to show your ID to a bank teller, the doctor, or a store clerk if you are paying with a check or credit card.

c. Nobody else needs to see your ID, because it has your private personal information on it. A bad stranger who sees your ID might use your personal information to follow you home and try to hurt or rob you.

5) Should I show my ID to a bus driver or paratransit driver?

a. A bus driver or paratransit driver has the right to ask to see your transportation ID. This kind of ID proves that you have the right to pay a discounted fare on the bus and have the right to use paratransit. It is also called a “discount card.”

b. You do not need to show your state issued ID to a bus driver or paratransit driver.

Sample Activities

1) Activity Name: Role-play

Materials Needed: ID and a familiar or safe person

Description of Activity: Students show ID to a safe person upon request, such as a teaching staff or parent.

2) Activity Name: Role-play

Materials Needed: Emergency contact information and ID

Description of Activity: Upon request by a safe person, the students are to give/show ID and paper with the emergency contact person’s name, relationship, and phone number to call if hurt or lost.

3) Activity Name: Role-play

Materials Needed: ID

Description of Activity: Student asks care provider/staff person for her ID before leaving the house. Staff says no, that there isn’t time to get it because they are going to be late. Coach the student to ask again and explain why she needs it. After the role-play discuss the importance of being assertive.

4) Activity Name: Incidental learning

Materials Needed: Community destination with store clerks and/or transportation personnel nearby

Description of Activity: When in the community, ask student to identify

people whom it might be OK to show her ID to. Possible right answers include a police officer, bank teller, or bus driver.

Lesson 3: Your Personal Information is Private

Objective

1) Students will demonstrate during a role-play a non-confrontational refusal to answer a stranger who asks for personal information.

Discussion Topics

1) When you are traveling in the community you might need to talk to people you don’t know. Sometimes you need to get help from someone you don’t know. You need to be careful not to show or tell personal information to strangers, even if they are trying to help you. Sometimes strangers will want to talk to you or help you when you do not need help.

2) There are ways to resist unwanted help and to keep your personal information private. The important things to remember are to say “NO. GO AWAY. LEAVE ME ALONE,” if someone is bothering you. You can go into a business or get help from a bus driver. They are helpers and they can help you if someone is bothering you.

Discussion Questions

1) Should you give personal information, like your address, to strangers?

a. No, if you tell someone your name and address, then that person could go to your house and try to hurt or rob you.

2) Should you tell a stranger where you are going?

a. No, because that person could try to follow you in order to hurt or rob you.

3) What if it is a person you see at the store every week? Doesn’t that make that person a friend?

a. Just because you see a stranger every week does not mean that this person is your friend or even an acquaintance. This person is a stranger (for more information see Chapter 3, lessons 1 and 2).

4) But what if I see this person every day? She smiles at me and she buys the same kind of cereal I like at the grocery store. Does that make her a friend or an acquaintance?

a. You do not know her. She is not your friend or acquaintance.

5) What could you do if a stranger asks you for personal information, like your name?

a. You could try ignoring the stranger or just walking away. Or you can say something like, “I don’t answer personal questions.”

6) If a stranger keeps bothering you and asking personal questions, he is being rude. Do you have to say nice things to people who are bothering you?

a. No! You don’t have to be polite if someone is being rude.

7) What can you say if someone keeps bothering you?

a. You could say, “Leave me alone!” Use confident posture and a loud, firm voice. Let’s practice saying “LEAVE ME ALONE!” together in a loud, firm voice. You can even put out your hand with your palm facing out and fingers up as you say it, “LEAVE ME ALONE! I DON’T KNOW YOU!” (TCRC, 2001).

8) What should you do if a stranger is bothering you?

a. You should get away and get help. Let’s all say that together, “Get away and get help!” (TCRC, 2001).

9) What are some other things you could say? Think for a minute about what you would say to make a stranger leave you alone.

10) What if I say, “Hey buddy, leave me alone; I know kung fu!” Is that safe to say, or dangerous?

a. It is dangerous to say that because you might make the person angry.

11) What would be safer?

a. Ignore the stranger.

b. Walk away.

c. Get away and get help.

12) What if a police officer asks for my personal information? Is it OK to give personal information to a police officer?

a. Yes, it is OK to give personal information to a police officer. Police officers are a special kind of helping people, and they might need your personal information to help you.

b. If a police officer asks you for personal information, ask to see police ID to make sure he or she is a real police officer. The police have a special kind of ID called a badge. Even if you can’t see it, you can still touch their badge. A badge is a bumpy piece of metal that is about the size of an ID card.

13) Is it OK to give personal information to a helper, like a customer service clerk?

a. It is OK to tell the helper your first name.

Sample Activities

1) Activity: Role-play

Materials Needed: Seat or bench

Description of Activity: Students are sitting at a bus stop (or airport, on paratransit, in a taxi cab, etc.) when a stranger starts up a conversation and starts asking personal questions about where the student works and how much money she makes. Students will respond that they do not give out personal information.

2) Activity Name: Incidental learning

Materials Needed: Community setting

Description of Activity: When the students make contact with people in

the community, ask them to identify helpers and strangers.

Lesson 4: Keeping your Money Safe

Objectives

1) Students will identify that their money is for their own use.

2) Students will demonstrate where and how they can safely carry their money when in the community.

Discussion Topics

1) Everyone needs money to buy things. People are proud of earning money because having money gives them the independence to do important things, like buy food, go to the movies, or pay rent.

2) It is your job to keep your money safe. You can keep your money safe by carrying it in a safe place, like a fanny pack (also called a waist pack, belt bag, or hip pack) or in your front pocket. Never show your money to a stranger.

3) If someone else asks you questions about your money, you do not have to answer that person. It is even OK to lie and say that you do not have any money. It is OK to lie if it keeps you safe (TCRC, 2001).

Note to Teacher: This concept can be confusing to some students, and may contradict personal moral and religious beliefs. Consider each student’s cognition and experiences before deciding if you want to teach the idea that it is OK to lie if it keeps you safe.

4) You should avoid talking about your money while in the community, because a dangerous stranger might try to steal it.

Discussion Questions

1) Where is the safest place to keep your money?

a. When you carry money in the community, always keep it in a wallet. The best place for your wallet is in your fanny pack or in your front pocket.

b. Keep your fanny pack zipped up tight so your wallet does not fall out.

2) Why is it a bad idea to let people see your money or your wallet?

a. If a bad person sees your money, he might decide to steal it from you.

3) What about if I am in a store or if I need to pay for the bus? I have to take my money out then, don’t I?

a. Yes, but you should be ready to put it away as soon as possible. You should always organize and fold your money before you go out into the community. That way you can pay quickly and put your wallet away quickly. That keeps your money safe.

4) Do you think that it is hard or easy for someone to steal your wallet?

a. It is hard for someone to steal your wallet if it is in a fanny pack or front pocket.

b. It is easy for someone to steal your wallet if it is in your hand or in a back pocket.

5) If a stranger asks you questions about your money, is it OK to lie?

a. A stranger should never ask you about your money. Your money belongs to you. Information about your money is private information. It is OK to tell a stranger, “I don’t have any money,” even if you have some. It is OK to lie if it keeps you safe.

6) What if I am in the community and my girlfriend wants to know how much money I have so we can go to a movie? Is it OK to tell her?

a. Sometimes girlfriends and boyfriends or family members talk about money. But it is dangerous to talk about money in public. Someone might hear you and try to steal your money. Information about your money is private, so only talk about it in private.

b. You could tell your girlfriend, “Let’s talk about this later, in private.”

7) So now we know that we shouldn’t talk about our money in the community. So, where is it safe to talk about money?

a. You should talk about your money in a private place (for more information on public and private places, see Chapter 5, lesson 1). The safest place to talk about money is usually at home.

Sample Activities

1) Activity Name: Role-play

Materials Needed: Teacher and student

Description of Activity: Student is waiting for a paratransit pickup and a stranger tries to strike up a conversation. Student will not engage in any conversation or give out personal information.

Stranger: “Hi, mind if I join you?

Student responds.

Stranger: “Cool. My name is Sarah, what about you?”

Student responds.

Stranger: “I am waiting for a ride. I am having a great day—I just got a raise at my job and I am going to go shopping to celebrate! I think I’ll even be able to move into a new apartment! Isn’t that great?”

Student responds.

Stranger: “I think I have seen you before at the grocery store. You work nearby? What kind of money do you make? Want to go shopping with me?”

Student responds.

2) Activity Name: Demonstration

Materials Needed: Wallet and two adults

Description of Activity: (adapted from TCRC, 2001, page 67) Teacher demonstrates how it only takes a second for someone to steal a wallet.

The teacher pulls a wallet out of her pocket and explains to the students that she is holding the wallet in her hands. Teacher asks, “Is it safe or dangerous for me to take out my wallet and show my money to people in public?”

Student responds.

Teacher: “How long does it take for someone to steal your wallet?” Before students have the chance to respond, another teacher grabs the wallet out of her hands and runs out of the room.

Teacher: Explains what happened to the students and then adds, “It takes one second for someone to steal your wallet.”

3) Activity Name: Incidental learning

Materials Needed: Community destination, money, and wallet and/or fanny pack

Description of Activity: Before going into the community, student will place money in fanny pack or wallet. Student will state why that is the best place for the money.

Lesson 5: Looking Confident

Objectives

1) Students will demonstrate a confident posture and gait.

2) Students will demonstrate how to walk at as quick a pace as possible while using their cane (if applicable).

3) Students will show how to keep head up and eyes forward and to keep moving when confronted by strangers.

4) Students will demonstrate how to keep wallet and bags in a safe place.

Discussion Topics

1) How do you look when you are walking around in the community? It is important to look as strong and confident as possible. A few strategies for looking confident and strong can make a big difference.

2) Here are some tips:

a. Walk quickly. Hold onto your cane firmly and move it smoothly in front of you.

b. Keep your chin up and head facing the direction you are walking. Do not turn your head towards strangers.

c. Your wallet should be put in a safe place, like a fanny pack or your front pocket.

d. Your backpack should be on both shoulders. If you have a purse, carry it over the shoulder and hold it close to your body.

e. Know your route or direction. Walk as if you know exactly where you are going.

Discussion Questions

1) Why is it important to look confident and strong?

a. People pay attention to how you move and hold your body. If you look confident and strong, people will be more likely to respect you. If you look weak and scared then bad people are more likely to pick on you.

2) What can you do to make yourself look confident and strong?

a. Walk quickly. Keep your head up and eyes facing forward. Hold onto your cane firmly and move it with confidence. Do not make eye contact with strangers. If you do these things, it makes you look confident and powerful.

3) What else can you do to look strong and confident?

a. Look prepared and in control. That means not carrying too many things. Hold onto your bags tightly and use a backpack to carry stuff if possible. Keep your wallet in a safe place, like a fanny pack or your front pocket.

Sample Activities

1) Activity Name: Role-play

Materials Needed: Open area to walk in (hallway or sidewalk), wallet, bag or backpack, and cane (if applicable)

Description of Activity: In a hallway or sidewalk, student puts wallet safely tucked away. She is holding bag firmly or has backpack on both shoulders.

Student walks at a brisk pace (within reason for each individual student). Student should have head up, eyes facing forward, and cane firmly in hand.

Stranger walks toward student from opposite direction. Approaches student and says, “Hey, how’s it going?”

Student will ignore stranger or answer briefly while continuing to move forward, eyes straight ahead. Student does not slow down.

2) Activity Name: Incidental learning

Materials Needed: Bag or personal belongings

Description of Activity: While in the community, ask student to take a moment to evaluate if he appears confident. How is his posture? Eye contact? Voice? Where are any bags and personal belongings?

Lesson 6: Uh Oh, I’m Lost, Now What?

Objective

1) Students will demonstrate an understanding of safe people to ask for help if they are lost.

Discussion Topics

1) It can be scary to get lost and not know where you are. Sometimes you need to get help from someone you don’t know. Even if you are lost and need someone to help you, you still want to be careful about showing or telling personal information to strangers.

2) If you are lost, you probably will need help to get home or to your destination. Go into a business and ask a clerk, or get help from a bus driver. They are helping people and they can help you.

Discussion Questions

1) How do you know that you are lost or need help to find someplace?

a. If you don’t recognize where you are, then you are lost. You need to get help.

2) What should you do if you realize that you are lost?

a. Stop walking and try to figure out where you are. Get help from a safe person.

3) Who are safe people to ask for help if you are lost?

a. Helping people like people who work in a business or bus drivers are safe people.

b. You can also get help from friends or family members. You can call your emergency contact person if you are really stuck and need help.

4) How can you find safe people to ask for help?

a. Find a nearby store or business.

b. Wait at a bus stop and ask the driver for directions.

c. Call home for help if you have a cell phone or are near a pay phone.

5) How can these safe people help you?

a. They can give you verbal directions to get to your destination.

b. They can give you a guide to your destination.

c. They can help you find a phone to call home for help.

6) How should someone guide me to a destination?

a. You should use proper Human Guide (also called Sighted Guide) technique. You might need to show the helper how to do it. You might need to use the Hines Break technique that your O&M instructor taught you. (Hines Break is a technique visually impaired people use to gently pull away from someone who is trying to guide them incorrectly. The visually impaired traveler simultaneously pulls away from someone who has grabbed her arm and gently grips the guide’s arm instead.) Tell the guide where you want to go and have the person explain how you are going to get there.

7) What if someone you don’t know comes up to you and asks if you need help? What should you do then?

a. That person is a stranger. If you need assistance crossing the street or finding a nearby store it is sometimes OK to get directions from a stranger. Be very careful. If the stranger gives you an “uh-oh” feeling, do not accept her help.

b. If you get a stranger to guide you, ask to be taken to the nearest store or familiar landmark. Do not go someplace far away with a stranger. It is always safer to get directions from a stranger than it is for that person to guide you.

c. Never get into a car with a stranger or be taken to an isolated place. If a stranger wants you to go someplace that you do not want to go, say “No, thank you.” Do not go with the stranger.

d. If a stranger offers you help and you say “No, thank you,” the stranger should listen. If a stranger keeps bothering you after you said that you do not need help, it is OK to say, “Leave me alone!” You should try to get away from that person.

Sample Activities

1) Activity Name: Incidental learning

Materials Needed: Community destination

Description of Activity: While in the community, identify possible locations (e.g., bus stop, store, gas station) where it is safe to go for help if you get lost.

2) Activity Name: Incidental learning

Materials Needed: Community destination in a shopping area

Description of Activity: Help students to identify safe people to ask for help when in the community. Model how to ask for and clarify directions.

For example:

You are in the mall, and you need to find the food court. You talk with your student about how you need help and where you are going to get it. You go into a store and ask, “Excuse me, where is the food court?”

The clerk responds with something like, “Right over there” and points.

You say, “Which way?”

The clerk answers, “Go out the door and turn left. It is past the escalators.”

You repeat the directions and thank the clerk.

After you find the food court, you talk about what you did and then role-play with your students.

3) Activity Name: Role-playing

Materials Needed: None

Description of Activity: Practice suggested phrases (Kaufman & Hoff, n.d.) to use if someone is bothering the student when she does not want that person’s help. Student generates own phrases to use.

“Hey, I said get away from me.”

“Leave me alone.”

“Stop bothering me.”

“Don’t touch me.”

4) Activity Name: Role-playing use of Hines Break

Materials Needed: None

Description of Activity: Pretend that someone is about to help you find your destination. The helper takes the student’s arm and says, “Come with me.”

The student replies, “Excuse me, I would like to take your arm. Let me show you how,” then gently pulls arm away and takes the helper’s arm at the elbow.

5) Activity Name: Role-play

Materials Needed: None

Description of Activity: Student pretends to walk into a shop and asks for help from a customer service person who is helpful and patient. Student will listen carefully and thank the customer service person.

6) Activity Name: Role-play

Materials Needed: None

Description of Activity: Student pretends to walks into a shop and asks for help from a customer service person who is impatient and gives unclear directions. Student will remain calm and repeat request for help.

7) Activity Name: Role-play

Materials Needed: None

Description of Activity: Teacher pretends to be a stranger and walks up to student and offers help, says that he will give him a ride home. Student will say “No, thank you.” If stranger is persistent, student will use confident body language and tell the person to leave him alone.

Lesson 7: Stranger Danger

Objectives

1) Students will demonstrate in a role-play situation how to get away from a stranger who is trying to convince them to go with him.

2) Students will demonstrate in a role-play situation how to politely but clearly deflect unwanted attention (e.g., “Excuse me, do you need any help?” reply with “No, thank you”) and assertively respond to dangerous attention (“Leave me alone!”).

Discussion Topics

1) Most people love to get out of the house and travel in the community. We often go places by getting rides from family members, friends, or helping people. It is never OK to get a ride from a stranger or an acquaintance. Most people know it is never OK to ask for a ride from a stranger. You should never ever accept a ride that is offered from a stranger, even if the person seems really nice.

2) If someone is bothering you while you are in the community, go into a business or get help from a bus driver. They are helpers and they can help you.

3) If someone is bothering you, get away and get help. Go to a safe place where there are lots of people. You do not want to go someplace isolated, like an alley or an empty parking lot. Go to a nearby store or look for a bus stop with people there. Other people can help keep you safe from a dangerous stranger. Bad people will usually leave you alone if there are lots of people nearby who can help you.

4) Sometimes strangers will approach you with unwanted help or to ask personal questions. Nice strangers will listen to you if you say clearly, “I don’t need help, thanks” or “I’m busy right now.” If a stranger keeps bothering you after you are polite, it is OK to speak up and say, “Leave me alone!” in a clear, loud voice. Use your confident posture.

5) If a stranger bothers you after you refused help, then GET AWAY and GET HELP!

Discussion Questions

1) Who are the people who take you places and give you rides?

a. Friends, family, and helpers.

2) Should you get into a car with a stranger?

a. Never ever get in a car with a stranger. What if you have seen the person before and she seemed really nice? What if she offers you a special treat?

b. Sometimes even bad people pretend to be nice to try and trick you. Never ever get in a car with a stranger!

3) What can you say or do if a stranger asks you to get into a car?

a. Ignore the stranger or walk away. You could stand up straight and say, “I am waiting for someone” or “LEAVE ME ALONE!”

4) What if the stranger keeps following you and asking or telling you to go with him?

a. Get away and get help! This is a dangerous person who wants to hurt you. You can call the police or use 9-1-1.

5) Is it safe or dangerous to walk up to cars with strangers in them?

a. It is dangerous. The stranger might be trying to trick you. You should never get close to cars with strangers in them.

6) What if a stranger grabs your arm and tries to make you get into the car with her/him?

a. Hit and yell and kick! You can hit the stranger with your cane. Hitting is OK to keep you safe. Use the Hines Break that your O&M teacher taught you to pull your arm away and then push the person away. Get away and get help.

7) Who do you call if someone tries to grab you and pull you into her car?

a. Run away and call 9-1-1.

8) Who else can you tell?

a. Go into a nearby store or business and ask for help.

Sample Activities

(Warning, some of these role-plays can become very intense and emotional for students.)

1) Activity Name: Role-play

Materials Needed: None

Description of Activity: Student is at a bus stop when a stranger who seems nice invites her to go get something to eat. Student will refuse to go with the stranger.

2) Activity Name: Role-play

Materials Needed: None

Description of Activity: Student is waiting for a friend when someone stops and asks if he is lost. Student will politely refuse the unwanted help.

3) Activity Name: Incidental learning

Materials Needed: Community or neighborhood destination

Description of Activity: When asked, students will identify safe places to go for help if a stranger is bothering them. Students will identify isolated places as unsafe places to go if a stranger is bothering them.

4) Activity Name: Role-play

Materials Needed: None

Description of Activity: Person asks for help looking for a lost pet. Student will refuse to go with the person. Discuss after the role-play that it is OK to refuse to help someone whom you don’t know.

5) Activity Name: Role-play

Materials Needed: None

Description of Activity: Someone approaches student and says there is an emergency (parent is sick, house is on fire, there was an accident, etc.). Student should not go away with the stranger.

6) Activity Name: Role-play

Materials Needed: None

Description of Activity: School psychologist tells student that his father is in the hospital and that his mother is on the way to pick him up. Psychologist offers to walk with him to the office to wait for his mother. Student will demonstrate an understanding that it is OK to go with the psychologist because the psychologist is a familiar person and a helper, not a stranger.

7) Activity Name: Role-play

Materials Needed: None

Description of Activity: Student is approached and asked, “What time is it?” by a stranger. Student can say, “Sorry, I don’t know” and keep walking. Note to Teacher: Some students will have the judgment and skills to decide if the situation is safe and judge if they want to answer or not.

Lesson 8: Safety on Public Transportation

Objectives

1) Students will identify the bus driver as a helping person who can help them solve problems on the bus.

2) Students will respond safely during a role-play situation in which a stranger is bothering them on a bus.

3) Students will demonstrate during a role-play situation what kinds of personal information they should give to a transportation provider.

Discussion Topics

1) Bus stops can be tough places. Strangers might be waiting at the same bus stop as you. You need to have money or your bus pass out and be ready to show your ID to the driver if he asks to see it. It is important to keep your wallet and money close to your body and in a safe place.

2) Sometimes strangers want to ask personal questions, ask for money or favors, and sometimes people will even offer you a ride. Even if a stranger seems nice, you should not talk to a stranger.

3) Remember, the bus driver is a helping person. The front of the bus near the driver is the safest and best place to be. In the front the bus driver can see and hear you. This will help the driver to remember to announce your stop.

4) If you use paratransit, the driver may confirm your name and your address, and the driver might ask for your transportation discount ID. Always ask the driver, “Who are you here to pick up?” before you say your name. That way you are sure that it is a real paratransit driver who is here to pick you up. It is OK to answer some questions because the driver needs to know these things to do a good job. The driver is a helper.

5) You do not want to tell the driver other kinds of personal information about things like how old you are, how much money you make, and whether you live alone. You do not want to show the driver your state issued ID. That kind of personal information does not help the driver. The driver should not ask you about these things. They are private. You should not share that information.

Discussion Questions

1) Should you give personal information to strangers?

a. No, you should never give personal information to strangers.

2) What if you see the same person on the bus everyday? Is it OK to give her personal information? Is that person a stranger or a friend?

a. That person is a stranger. It is not OK to give her personal information.

3) What if someone asks you for money for a bus fare? Is it OK for someone to ask you for money?

a. No, your money belongs to you. You should say “no” firmly.

4) Is it OK to lie to someone who is asking you for money for bus fare?

a. It is OK to lie if the lie helps keep you safe.

b. A stranger should not ask you for money. Your money is for you.

5) What should you do if a stranger keeps asking you for money while you are waiting at the bus stop?

a. You could say in a firm voice, “Leave me alone!” Just get away and get help. Let’s say that together, “GET AWAY and GET HELP!”

6) Where is the safest place to sit on the bus (David et al., 1998)?

a. Near the driver. The driver can help you if someone tries to bother you.

b. The driver has the right to kick people off the bus if they cause problems. That is why it’s important to tell the bus driver if someone is bothering you.

c. Bus drivers can help you. It’s their job. Try to sit near the driver.

7) What if the seats up front are being used by other people?

a. You have a right to sit in the front of the bus. You need to sit near the driver so you can hear when your stop is announced. You can tell the driver, “Excuse me, I am visually impaired. Will you please help me get a seat up front?”

8) What would you do if someone is mean to you on the bus? What if someone calls you names?

a. You could ignore that person.

b. You could tell the bus driver.

c. You could move to another seat closer to the bus driver.

9) Should you respond to the person by calling that person names or throwing something back?

a. No, he could get mad and hurt you. Get away and get help. You can do that by moving closer to the bus driver and asking the driver for help.

10) Do you know why it is important to stay awake and alert on the bus?

a. You could miss your stop if you are not paying attention.

b. Someone might steal your stuff if you are asleep or not paying attention.

11) What can you do to keep your bag/backpack safe on the bus?

a. Sit close to the driver.

b. Use your confident posture and always stay awake.

c. Keep your bag on your lap.

12) What if a paratransit driver asks me for my name and wants to see my ID?

a. It is OK to tell the paratransit driver some personal information after you make sure that the driver is here for you. Ask the driver, “Who are you here to pick up?” If the driver knows your name then you know that the driver is here for you.

b. It is OK to confirm your name with the paratransit driver AFTER the driver says your name. It is OK to show the driver your transportation discount ID if the driver asks for it.

13) What if the driver asks me personal questions? For example, what if the driver asks me if I am dating anyone?

a. You can say, “I’m sorry, I do not answer personal questions.” The driver does not need to know that kind of personal information about you.

b. That kind of information is private. You share information about your life with family, friends, and sometimes trusted helpers. You do not need to answer that question.

Sample Activities

1) Activity Name: Incidental learning

Materials Needed: Bus route to follow, bus passes or money, materials needed to travel in community (e.g., cane, ID, wallet, watch, bus schedule information, change or cell phone, number of emergency contact person)

Description of Activity: Before student gets on the bus, student describes where they should sit and why.

2) Activity Name: Role-play

Materials Needed: None

Description of Activity: Student is at a bus stop when a stranger asks for money or bus tickets. Student will say “no” assertively.

3) Activity Name: Role-play

Materials Needed: None

Description of Activity: Student gets on the bus and all of the reserved seats in the front are full. Student will ask the driver for a seat up front.

3) Activity Name: Role-play. Note to teacher: This role-play can be very upsetting for some students.

Materials Needed: Soft objects, such as pieces of paper

Description of Activity: Student gets on the bus and sits down. Two teenage kids start laughing, muttering derogatory names, and throwing things at her. Student will move or ask the driver for help.

Lesson 9: Panhandlers and Solicitors

Objectives

1) Students will identify themselves as the owner of their money.

2) During a role-play situation, students will ignore or say “no” if someone asks them for money.

Discussion Topics

1) Sometime strangers in the community will ask you for money. Some people will say that they need your money for food or bus fare. Sometimes people will ask for money for a charity. It’s sometimes hard to say “no” to panhandlers who stop you on the street and ask you for money.

2) Your money is yours, and it is for you to spend on yourself. It is not for strangers, even if you feel sorry for them. If someone else asks you questions about your money, you do not have to answer them. Did you know that it is OK to lie to keep yourself safe? You can lie and say that you do not have any money.

3) If someone tries to ask you for money, you can ignore her or say “no.” If the person keeps bothering you, say, “No! Leave me alone!”

Discussion Questions

1) Who does your money belong to?

a. My money is mine. It is not for other people; it is for me to spend on myself.

2) If someone asks you for money, and you have money in your pocket, is it OK to lie to him?

a. Yes, it is OK to lie if the lie helps keep you safe.

3) Sometimes people have sad stories about why they really need money. It makes me feel so sorry for them that they are in such trouble. Do you think that we should do the nice thing and give them money?

a. No. My money is mine, and your money is for you. There are lots of people who have problems with money. It is not your job to help them.

b. There are lots of people someone could go to for help if he has a problem, like a doctor or a police officer. It is not your job to help him (TCRC, 2001).

c. When you have a tough time, you don’t ask strangers for help. You ask friends, family, or helping people.

4) What can you say or do to a stranger who asks for money?

a. It is hard to know what to do because most people were taught that it is important to be nice to everyone (David et al., 1998). You don’t have to talk to or be nice to strangers. You could ignore that person or walk away.

5) What if someone keeps bothering you and asking for money?

a. You can say, “NO! Go away; leave me alone.”

Sample Activities

1) Activity Name: Role-play

Materials Needed: None

Description of Activity: Student is waiting at a bus stop when a stranger comes and sits down and starts talking about his problems and why he needs money. Student will refuse to talk to the stranger and will get away from the stranger if he is persistent.

2) Activity Name: Role-play

Materials Needed: None

Description of Activity: Well-dressed stranger outside the grocery store asks for a donation to a local charity. Student will ignore her or say “no,” keep walking. If the stranger is persistent, student will say, “NO, leave me alone!” and get away by going into the store and asking for help. Discuss the importance of using a loud, firm tone of voice.

3) Activity Name: Incidental learning

Materials Needed: Community destination

Description of Activity: If student encounters a panhandler or solicitor in the community, model a polite refusal such as “No, sorry” or “No, thank you.” If the solicitor is aggressive, state firmly, “No, leave me alone” and walk away. Discuss with student what you did and why. Encourage student to speak up the next time he encounters that situation. Also discuss the importance of using a loud, firm tone of voice.

Lesson 10: When Do You Call 9-1-1?

Objectives

1) Students will be able to name 9-1-1 as the number to call if they are in danger.

2) Students will demonstrate understanding that they do not call 9-1-1 if someone is rude to them or if there was an emergency yesterday.

Discussion Topics

1) Sometimes we have serious problems called “emergencies,” and we need help from a police officer. Sometimes we have smaller problems that other people like friends, family, or helping people can help us with, and we do not need help from the police.

2) What can you do if you have an emergency? You can call 9-1-1. Did you know that you don’t need any money to call 9-1-1 from any phone? You can also use a cell phone to call 9-1-1. Someone in a store can help you to call 9-1-1.

3) You should call 9-1-1 only if you are in danger right now. If you have a problem, but you are not in danger, you can call your emergency contact person for help (for more information see Chapter 6, Lesson 2).

Discussion Questions

1) What is an example of an emergency?

a. Someone is trying to hurt you or tried to pull you inside a car. If there is a fire. If someone is seriously hurt and needs a doctor immediately. If someone tries to rob you. These are all examples of something dangerous that is happening right now.

2) What number do you call in an emergency?

a. 9-1-1

3) Who will come and help me if I call 9-1-1?

a. You will get the police, the fire department, and an ambulance if you call 9-1-1.

4) When you use a phone to call 9-1-1, how much does it cost?

a. It is free to call 9-1-1 at a pay phone. You do not need any money.

5) What if I am too scared to talk on the phone?

a. You can call 9-1-1 anyway on a pay phone or a landline. Dial the number and leave the phone off the hook so the 9-1-1 operator can hear what is happening. If you can’t talk into the phone then the operator will send two police officers to check on you and make sure that you are OK. If you call from a pay phone or a land line, the second you call, your address appears on a computer and the operator knows where to send the police officer (9-1-1 for Kids Inc., 2001).

6) If I call on a cell phone and am too scared to talk, will the operator be able to send a police officer to help me?

a. No, this does not work with a cell phone. Only a pay phone or a land line.

b. Calling 9-1-1 from a cell phone will connect you to the California Highway Patrol. The operator does not know your phone number and address. You need to know where you are and to be able to explain it to the operator.

7) What should I say when I call 9-1-1?

a. The operator will ask many questions. Try to answer as clearly and calmly as you can. The operator will ask things like your name, what the emergency is, who is with you, and the address you are at right now (Newman, 1985).

b. Be sure to tell the operator that you are visually impaired. That information helps the operator to ask the right questions.

8) When should I call the regular number for the police or my emergency contact person instead of 9-1-1?

a. If someone tried to hurt or rob you a few days ago. If you are lost but not in danger. Like we said earlier, if something dangerous is happening right now, call 9-1-1. But if something dangerous happened a while ago, call the regular number for the police or your emergency contact person.

9) What if someone just tried to pull you into a strange car?

a. Call 9-1-1 because it just happened.

10) What if someone grabbed your bag and ran away with it yesterday?

a. Call the non-emergency number because it happened a while ago.

11) Should you call 9-1-1 if someone says something rude to you, like calls you a name?

a. No, this is not an emergency.

12) Is it OK to call 9-1-1 as a joke?

a. No, it is never OK to call 9-1-1 as a joke. 9-1-1 operators and police officers are busy helping people with real emergencies and do not have time for jokes. You can get in trouble if you play with 9-1-1 and you do not have an emergency.

Sample Activities

1) Activity Name: Group discussion

Materials Needed: List of discussion questions

Description of Activity: Discuss when to call 9-1-1. People sometimes get confused about what is considered an emergency. Emergencies are any serious or life-threatening situation that requires immediate help from a police officer, firefighter, or emergency medical help.

Which one of these scenarios is an emergency?

Emergency vs. Not an Emergency:

a. Your friend dares you to call 9-1-1.

b. Your neighbor is having a loud party.

c. Your neighbor’s dog is barking.

d. Someone is hurt very badly.

e. You cannot find your CD player.

f. A cat is stuck in a tree.

g. You are bored and lonely at home and want to talk to someone.

h. You are walking home and a stranger in a car tells you he/she will take you home.

i. Your wallet is stolen.

j. You are at home with your father. He falls and hurts himself. You talk to him, but he does not speak.

2) Activity Name: Role-play

Materials Needed: Unplugged phone and a list of questions to ask student

Description of Activity: Unplug the phone and have the student practice dialing 9-1-1. Give scenario to student. Examples could include 1) your money is stolen in front of the local shopping center, 2) a stranger tries to get you to get in her car, and 3) your friend has a seizure and falls down and cuts his head and is bleeding badly and is not answering your questions.

The teacher can pretend to be a 9-1-1 operator (9-1-1 for Kids, Inc., 2001):

a. Student dials 9-1-1. (Stay calm and speak clearly.)

b. Student is asked the location/address where help is needed.

c. Student gives name and the phone number calling from.

d. Student describes the problem and indicates if just happened or is still in progress.

e. Student gives the description of the suspicious person and/or vehicle. Note to Teacher: Be aware that cognition and vision will vary for each student.

f. Student answers all the questions as quickly and accurately as possible.

g. Student follows the directions given by the 9-1-1 operator.

h. Student stays on the phone as long as it is safe to do so.

Lesson 11: Responding to an Attack

Objectives

1) Students will demonstrate in a role-play a calm and non-confrontational response if they are mugged/robbed.

2) Students will demonstrate in a role-play use of a loud voice and assertive language if a stranger tries to get them to go with him.

3) Students will describe ways to get away and where they can go to get help.

4) Students/instructor will locate local resources for self-defense training.

5) Students will demonstrate a non-confrontational response in a role-play if a person says mean things or tries to start a fight.

Discussion Topics

1) There are bad people who may want to rob or hurt you. Bad people look for people who are alone, in isolated areas, and weak looking. You can try to avoid these people by traveling with other people, staying in well-lit areas with lots of other people around, and looking confident and strong.

2) Sometimes people say mean or stupid things. They might say something rude about your visual impairment. If a stranger says mean things to you, you should not argue with her or get in a fight. That person could be a violent person, and she could hurt you. You can ignore the stranger, walk away, or say, “Leave me alone!” If someone keeps bothering you, get away and get help.

3) Your money belongs to you. You now know that if someone asks you for money, you don’t have to give it to him.

4) If a bad person threatens you by saying she has a knife or a gun and wants your money, you should give it to her. You do not know if the bad person does or does not have a weapon. It is more important to stay safe than it is to keep your money. You can’t spend your money if you are in the hospital or if you are dead!

5) Tell the person where your money is. Let the person tell you whether they will get it or if you should take it out. You don’t want to scare someone with a weapon by reaching into your pocket without telling him what you are doing (TCRC, 2001). Give the person your wallet and then get away fast!

6) If you have money and someone is threatening you, don’t lie and say that you don’t have any money. It might make that person mad and she might hurt you. If someone asks you for money, you can lie and say that you don’t have any. If someone threatens you, just give it to her. Remember, your money and stuff can be replaced, but you can’t (Bozeman, 2004)!

7) If someone tries to hurt you or a stranger tries to get you to go someplace with him, get away and get help. If you can get away from that person, get away fast. Yell, “No, leave me alone!” and then get away and get help. You can get the attention of other people by being loud and yelling things like “Help!” and “Fire!” and “Call 9-1-1!” (David et al., 1998).

Note to teacher: Saying untrue things to get attention and help from others like “Fire” may be confusing for some students. Use your judgment to decide how you want to teach this concept.

8) It is OK to fight back if people are trying to hurt you or to force you to go with them. Hit and kick them using the self-defense techniques you learned from your self-defense teacher. Use the Hines break that your O&M teacher taught you. It is even OK to hit with your cane. Fight back and get away as soon as you can. Get away and get help!

9) Review:

a. If someone is making fun of you or being mean, don’t argue or fight. First step is to ignore it, and then you can walk away, and finally say, “Leave me alone!” If the person keeps bothering you, get away and get help. You do not need to call 9-1-1 unless someone threatened to hurt you.

b. If someone threatens you and asks for your money, don’t argue or fight. Just give it to her and then get away and get help. If it just happened, then call 9-1-1.

c. If someone tries to hurt you or to get you to go with him, get away and get help. Yell and try to get attention of people nearby. You can say “No, leave me alone” or “Fire, call 9-1-1!” If someone grabs you and tries to make you go with him, fight back. Hit and kick and use your self-defense techniques. Then get away and get help. You can call 9-1-1.

Discussion Questions

1) What are some safe things you can do if a stranger says mean things to you?

a. Walk away.

b. Ignore it.

c. Say, “Leave me alone!”

2) Should you argue with a stranger who says mean things to you?

a. No, you could make that person even madder and you could get hurt.

3) What if the person keeps bothering you?

a. Get away and get help

4) Should you call 9-1-1 if someone is being mean to you?

a. No, this is not an emergency that the police need to know about.

5) What should you do if a stranger threatens you and asks for your money?

a. Give the money to him

b. Then get away and get help

c. Call 9-1-1.

6) Why should you tell the stranger where your money is before you reach for it?

a. So the person doesn’t get scared and try to hurt you.

7) Should you lie about your money to someone who is threatening you?

a. No, it might make that person angry and want to hurt you.

8) What should you do if someone tries to hurt you or to force you to go someplace with her?

a. Yell and fight back!

b. Get away as soon as possible.

c. Get help.

d. Call 9-1-1.

9) What are some things you could yell?

a. Leave me alone!

b. Fire!

c. Call 9-1-1!

d. Make up your own.

10) Let’s practice saying those in a loud, clear voice. Use your confident body posture!

a. Leave me alone!

b. Fire!

c. Call 9-1-1!

d. Make up your own.

Sample Activities

1) Activity Name: Role-play

Materials Needed: Wallet

Description of Activity: Stranger tells student, “I have a knife. Give me your wallet!” Student will give the robber her wallet and then walk away. Student will describe a safe place to get away and get help. Student will identify this situation as a time to call 9-1-1.

2) Activity Name: Identifying local resources

Materials Needed: Resource list (self-defense section), phone book, directory assistance, or access to the Internet, materials for taking notes

Description of Activity: Discuss the need for self-defense training with students. Talk about any relevant resources on the list. Together make your own list of schools or classes in the area and plan a way to begin self-defense training within the next few months. You can conduct your own trainings if you feel comfortable doing so.

3) Activity Name: Role-play

Materials Needed: None

Description of Activity: Stranger starts making fun of the student. Student will 1) ignore, 2) walk away, or 3) say, “Leave me alone!” The mean person stops. After the role-play, discuss which response they choose initially (ignore, walk away, or “Leave me alone!”).

4) Activity Name: Role-play

Materials Needed: None

Description of Activity: Stranger starts making fun of the student. Student will 1) ignore, 2) walk away, or 3) say, “Leave me alone!” The person keeps saying mean things, and the student walks away and gets help. After the role-play, discuss which response they choose initially (ignore, walk away, or say, “Leave me alone!”). Ask, “Should you call 9-1-1?”

5) Activity Name: Role-play

Materials Needed: None

Description of Activity: Stranger tries to make the student come with her. Student will use assertive language and a loud voice to refuse and will get away and get help. After role-play, discuss ways to fight back (hit, kick, bite, Hines Break, use cane) if the stranger had been persistent.

6) Activity Name: Role-play

Materials Needed: A self-defense instructor

Description of Activity: Instructor will role-play a stranger who tries to make the student come with him. Student will use assertive language and a loud voice to refuse and will try get away and get help. Instructor tries to physically prevent the student from leaving; student uses self-defense techniques to get away.

REFERENCES

Bozeman, Laura A. (2004). Environment and personal safety: No vision required. Journal of Visual Impairment and Blindness 98-7, New York, NY: AFB Press, p. 434

David, Wendy, Kollmar, Kelly & McCall, Scott. (1998). Safe without sight: Crime prevention and self-defense strategies for people who are blind Boston, MA: National Braille Press.

Kaufman, Al & Hoff, Karissa (No date). Teaching personal safety training to people who are visually impaired. [Handout]. Atlanta, GA.: Center for the Visually Impaired

Newman, Susan. (1985). Never Say Yes to a Stranger New York, NY: Putnam Publishing (p.107

Tri-Counties Regional Center. (2001). Safe and strong: Personal safety strategies for people with developmental disabilities, part 1: safety in the community Cicero, NY: Program Development Associates (p. 41)

9-1-1 for Kids A Children’s Educational Program. Online, Available: http://911forkids.com/dilemma.php, Long Beach, CA: 9-1-1 for Kids, Inc. (2001)

9-1-1 for Kids A Children’s Educational Program. Online, Available: http://911forkids.com/whatdoisay.php, Long Beach, CA: 9-1-1 for Kids, Inc. (2001)

PRE TEST/POST TEST ASSESSMENT 1: SAFETY IN THE HOME

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. Why might someone want to break into your home?
2. Is a criminal more likely to enter your house if the lights are on? Why or why not?
3. You live on the first floor of an apartment building. When you leave, do you keep the windows open or locked? Why or why not?
4. You leave an outgoing message on your telephone machine. Do you say you are not home? Why or why not?
5. If you come home and have a feeling that something is not right, should you enter your home? Why or why not?
6. If you leave your house or apartment for a few days, what can you do to stop someone from breaking in?
7. Should you put your first and last name on your mailbox? Why or why not?
8. You find the door is partly open to your house/apartment. Should you enter?
9. What should you do if you think there is a stranger in your house?
10. Name two ways to prevent criminals from entering your home.

Notes:

PRE TEST/POST TEST ASSESSMENT 2: SAFETY IN THE HOME

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. You are at home, and a person calls you and asks if you work outside of the home during the day. What should you do?
2. You are at home, and a person calls you and begins to ask you personal questions. Do you answer these questions? Why or why not?
3. Someone knocks on your door. Do you ask who it is before or after you open it?
4. Someone knocks on your door and says he/she is the plumber, ready to fix your toilet. If you are expecting him/her, what do you do?
5. Someone knocks on your door and says he/she is the plumber, ready to fix your toilet. If you are not expecting him/her, what do you do?
6. A stranger comes to your door crying and asks you to help her or him. What should you do?
7. Someone rings your doorbell and says he is there to fix something in your home. He gives a name of a company. How can you find out if she/he is who she/he claims to be?
8. What is one way someone may trick you in order to try to enter your house?
9. The phone rings. Someone tells you that you have just won a trip, but needs your address to send you the prize. What should you do?
10. Someone comes to the door and tells you she had a car accident and would like to use your phone to call the police. What should you do?

PRE TEST/POST TEST ASSESSMENT 3: SAFETY IN THE HOME

Score: /10

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. If someone breaks into your house and asks for your money, is it better to give it to him or say “no”?
2. What is more important: keeping yourself safe or keeping your belongings from being stolen? Why?
3. Explain your escape route from your home/dorm/apt., etc.
4. If someone has broken into your house, and you have just called 9-1-1 from your neighbor’s house, should you wait for the police at your neighbor’s or at your house?
5. What do you do if you are at home and hear someone walking in your house?
6. What do you do if you are at home and the doorbell rings?
7. What do you do if you are at your house and someone throws a rock through your window?
8. If someone breaks into your house and demands you give him/her your watch, what should you do?
9. If there is a stranger in your house, is it better to get away and get help as soon as possible or try to reason with the person?
10. If there is a stranger in your house, and you can get out easily, is it better to get out or call 9-1-1 from your house?

PRE TEST/POST TEST ASSESSMENT 4: SAFETY IN THE HOME

Directions: The students will answer questions concerning the following scenario.

Amber is 14 years old. She learned to take the bus from her middle school to her house. Usually her grandmother is there waiting for her. This week, her grandmother is ill. Amber’s mom says, “You are 14 now. I think it is safe for you to use a key to let yourself in. I will be home about one hour after you. Remember all the safety rules we discussed.” Amber is proud of her new responsibility. At lunch, she tells her friend Susan she will go home herself. Susan says, “Great! Let’s invite Beth and go to your house after school.” Amber does not really know Beth well, but she says, “OK.”

When the three girls arrive at Amber’s house, the door is partly open. They enter. While Amber is in the bathroom, the phone rings. Beth answers it as Amber returns. She says, “No, Amber’s mom is not here.”

In about an hour, Amber’s mom comes home from work. Beth says, “Someone called and I told them you were not home.” Amber’s mom is quite upset. She asks Susan and Beth to leave and sits down and has a long talk with Amber.

Score /10

Question	Date	Pre Test Answers	Prompts?	Notes	Date	Post Test Answers	Prompts?	Notes
1. Was it OK for Amber to have the other girls go home with her?
2. Would it make a difference that she did not know Beth well?
3. When they got to the open front door, should they have entered?
4. What could they have done instead?
5.Should Beth have answered the phone in someone else’s house?
6. Was it OK for her to say that the mother was not home?
7. Why was Amber’s mom upset?
8. What could Amber have said when Susan asked to come over that day?
9. Do you think Amber should have another chance?
10. What could have happened with Beth, whom Amber didn’t know well?

Notes:

Lesson 1: Keeping your Home Secure from Intruders

Objective

1) Students will be able to state upon request at least five ways to keep their home secure from intruders.

Discussion Topics (This section is adapted from David et al., 1998)

1) The cheapest way to stop crime is good lighting. Bad people who might want to hurt you or steal your belongings will be scared off, if they think other people can see them. They look for dark houses and places where they can hide. Make sure your home or apartment is well lit, and that you have outside lights by all of your doors. It is a good idea to keep a few lights on indoors before coming home at night, so it looks like someone is at home. Automatic timers can be set to turn on specific lights and appliances on and off at various times. Even if you are completely blind and have no need of lights, it’s a smart idea to turn lights on and off in various rooms so that it appears from the outside that someone is home.

2) Another way to stop a criminal or bad person from breaking into your home is to leave a radio or television on while you are out. If a criminal hears noise from inside, he will likely think someone is home, and will stay out.

3) Finally, you can stop criminals from breaking into your home by putting up fake signs to scare criminals off. These may include a “Beware of Dog” sign or a sign indicating that you have an alarm system.

4) Always lock windows and doors when you are not at home and at night. A long, sturdy stick placed in the metal tracks will also prevent someone from sliding open doors and certain windows. Be especially careful of open windows on the first story of a house or apartment.

5) When leaving an outgoing message on an answering machine or voice mail, do not give away too much information. For instance, do not state your name, or indicate that you live alone, and do not say that you are not home or on vacation. Say something like, “We cannot come to the phone right now, please leave a message, and we will get back to you” instead of saying, “Hi, you have reached Jennifer. I am not home right now, but please leave a message, and I will return your call.”

6) When entering your home, pay attention to anything that seems unusual. If you feel funny or scared, trust your instinct and your “uh-oh” feeling. It might mean that an intruder was, or still is, in your home. Get out and get help. If you have a cell phone, leave your house and call 9-1-1 or your emergency contact person. If you do not have a cell phone, go to a neighbor’s house or a nearby business and get help. Wait where you are, and do not go back home until you have help.

Discussion Questions

1) How does good lighting stop crime?

a. It scares off criminals because they do not want to be seen.

b. Criminals will usually stay away from houses with lights on because they will assume someone is home.

2) What are some other ways to stop crime?

a. Keep the TV or radio on when not at home

b. Put up fake signs such as “Beware of Dog,” or alarm signs.

3) Why is it important to lock your windows and doors?

a. If they are unlocked, it is easy for bad people to break into your house to steal things or hurt you.

4) What would be an example of a safe outgoing message you would leave on your answering machine?

a. Say “we” instead of “I.”

b. Do not use your name.

c. Do not say you are not home.

5) Why is it important to pay attention when you enter your house?

a. A stranger or bad person may have broken in while you were gone.

6) What should you do if you think someone broke into your house while you were gone?

a. Get away and get help.

b. Once you have left, either use your cell phone, or a phone at a trusted neighbor’s house or a nearby store.

c. Call 9-1-1 or your emergency contact person.

d. Do not return to your house until help has arrived.

Sample Activities

1) Activity Name: Small group practice

Materials Needed: Optional tape recorder or answering machine

Description of Activity: Break up into pairs and have each person practice what they would say on an outgoing message and receive feedback. Refer to key points in topics and discussion questions.

2) Activity Name: Scenario/Discussion

Materials Needed: Sample scenarios

Description of Activity: Read each scenario you have, and ask students to describe what they would do in each given situation.

Below is a sample scenario, read and discuss with the group. After each student has successfully demonstrated the correct responses, have each student come up with a potential “uh-oh” scenario they may have when coming home.

You come home and open your front door. As you are entering, your cane hits something on the floor. You realize that your front table has been knocked over and is lying on the floor. What should you do? (Examples include: leave immediately, call 9-1-1 or your emergency contact after leaving, and stay where you are until a safe person arrives to help you.)

3) Activity Name: Incidental learning

Materials Needed: Hand-out for each student in print, large print, braille, or tactile representations of key topics, and blank paper to record responses in print, large print, braille, or tactile representation. Topics include: lighting, fake signs to scare away intruders, auditory signs that you are home, locks, and answering machine.

Description of Activity: Have students evaluate their own living situation, going through each topic systematically to determine what they could do to make it even safer.

Lesson 2: Strangers at the Door or on the Phone

Objective

1) Students will be able to state different ways to interact safely with strangers at the door or on the phone.

Discussion Topics

1) There are many different ways a stranger could get into your home. Ways that someone could get in include entering an unlocked door or window, breaking in, and being invited in.

2) Criminals use various disguises and tricks to gain access to your home. If someone comes to your door, you need to make sure you know who that person is before opening the door to talk or let the person in. Here are some examples of people and the tricks they might use to get into your house (Fremont Police Department, 1996).

a. Ordinary people asking for help, or requesting to come in to use the phone or bathroom.

b. Someone dressed like a maintenance worker, postal worker, or other service worker, pretending he has business at your house or is there to help you. He may also have a fake ID to trick you.

3) Never let someone in that you are not expecting, or don’t know. Here are some ways you can respond if a stranger comes to your door:

a. If you have usable vision, ask for an ID to be slid under your door, or held up to a peephole.

b. If the person does not have ID, keep the door locked and call 9-1-1 or your emergency contact.

c. If the person does have the ID, take the next step to make sure it is real by checking to see if she works for that company. Through the closed door, ask the name of the company, and then call 4-1-1 to get the number. Then call the company to make sure that this person works for that company and has real business with you. If the stranger does not, keep the door locked and call 9-1-1 or your emergency contact.

d. People may come to your door who really need help. Here are some things you can do in this situation: offer to call the police department for them to send help. You can also give directions to the nearest store that will have a phone and bathroom. Remember to keep the door locked while you are talking to the person, even if he seems very nice and like he is in trouble.

4) Bad people may also call you to try to get personal information about you or find out if you are home alone. If they get that information, then they can hurt you or rob you. Here are some ways to keep yourself safe on the phone (David et al., 1998):

a. Do not answer personal questions about yourself or whom you live with. For example, do not answer if the person on the phone asks if your roommate is home, or when he will be home, or if you work during the day.

b. If someone is asking you personal questions, it is OK to just hang up the phone. It is rude for a stranger to ask you personal questions over the phone. It is not rude for you to hang up.

Discussion Questions

1) What are different ways that strangers can get into your house?

a. They can break in a door or window.

b. They can knock on your door and pretend to have business at your house.

c. They can come in through an unlocked door or window.

2) Name ways that criminals may try to trick you into letting them into your house.

a. Pretending that they are ordinary people who need help.

b. Pretending that they are maintenance workers who have business at your house.

3) What are some things to do if a stranger comes to your door?

a. Always keep the door locked.

b. If the person asks for help, send that person to the nearest store/public phone, or offer to call 9-1-1 for her/him.

c. If the person says she is there to do business with you, and you are not expecting anyone, ask for an ID to be slid under the door or held up to the peephole.

d. If they do not have an ID, say, “Go away” and “I don’t have business with you.” If the stranger does not, call 9-1-1 or your emergency contact person.

e. If the person does have an ID, call their business and check that the person is whom he claims to be.

4) What are some things to do if a stranger calls you on the phone?

a. Do not give personal information.

b. Say, “I do not answer personal questions.”

c.Hang up.

Sample Activities

1) Activity Name: Role-play

Materials Needed: Room with a door; optional ID, clipboard, telephone

Description of Activity: Have each student do a role-play with you in which you play the role of a stranger at the front door. Go outside the room and have student practice keeping the door locked/closed. Use different scenarios with the different students, including someone asking for help. Pretend to be a delivery person, telephone repair person, etc. Then get feedback from the rest of the students.

2) Activity Name: Incidental learning

Materials Needed: Telephone, closed door, and naturally occurring situations where people call or come to the door. You could even have another unfamiliar adult pretend to be “the stranger” if needed.

Description of Activity: Model the exact skills discussed in naturally occurring situations with students present. For example if someone comes to the door, keep the door closed, ask for verification, etc. Discuss what you did and why with the students during and/or after.

Lesson 3: Emergency-If a Stranger Is in Your Home

Objective

1) Students will be able to state that they should get away and get help if a stranger is in their home.

Discussion Topics (This section is adapted from David et al., 1998)

1) If you think a stranger has entered your home, get away and get help! Make a plan with your safe person with different ways to get out of your house quickly. These ways might include: front door, back door, fire escape, or first story windows. Get out of the house first, then find a phone and call 9-1-1. Stay where you are until help arrives.

2) If you enter your home and feel that an intruder is already there, get away and get help (for more information see Chapter 6, Lesson 10).

3) If an intruder confronts you, do not argue. Make it clear that the intruder can take whatever he wants. While most of your property can be replaced, you cannot!

4) If someone tries to hurt you, fight back and get away as soon as possible (for more information see Chapter 6, Lesson 11).

Discussion Questions

1) What should you do if you think a stranger has entered your home?

a. Get away and get help.

b. Use your plan on how to get out quickly.

c. Once you are out, find a phone and call 9-1-1.

2) Multiple Choice: What should you do first if someone is in your home? Why?

a. Pick up your home phone and call 9-1-1

b. Get away and get help.

3) What should you do if a bad person is in your home and demands your watch or money?

a. Do not argue or fight.

b. Give it to the person.

c. Remember: your stuff can be replaced, but you can’t!

4) What should you do if a bad person is in your home and tries to hurt you?

a. Fight back.

b. Yell and make noise.

c. Get away and get help as soon as possible.

Sample Activities

1) Activity Name: Scenario

Materials Needed: Written scenario, list of key discussion points

Description of Activity: Read the following scenario to the students and/or make up others: You are at home and you hear the crash of glass breaking in your living room. Then you hear the thump of someone walking through your house. What should you do? Key discussion points include: get away and get help. Follow your plan to get out of the house, if confronted, do not argue, and get away and get help before you call the police.

2) Activity Name: Planning your escape

Material Needed: Paper to write down individual plans in print, braille, or tactile markers, or tape recorder and tape to record ideas

Description of Activity: Brainstorm with students possible ways to escape their home, apartment, dorm, or classroom. Then practice the escape plan together and provide feedback.

REFERENCES

David, Wendy, Kollmar, Kerry & Mc Call, Scott. (1998). Safe without sight: Crime prevention and self-defense strategies for people who are blind. Boston, MA: National Braille Press.

Fremont Police Department. (1996). About personal safety. South Deerfield, MA: Channing L. Bete Co.

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. Give a few reasons why it is good to be able to talk about touch and touching in a CSB Safety Class.
2. Name some parts of the body that are generally safe to be touched and under what circumstances.
3. Name the parts on your body that you should not allow anyone to touch.
4. What kind of touch can you expect from a friend?
5. Name helpers who need to touch in order to help (dentists, doctors...)
6. Give an example of touch that might give you a feeling of discomfort or the ”uh oh” feeling.
7. Tell how you like to be touched when someone is helping you to explore an object.
8. What would you say/do if someone touched you in a way that made you feel uncomfortable?
9. Give a few examples of unfriendly touches.
10. Someone you do not know took your arm and told you to go with her. What would you do?

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. If you are going to touch or hug a friend, should you ask her first?
2. Name a type of touch you use your hands with?
3. Name a type of touch you use your arms with?
4. How might a friend touch you to show he is happy?
5. What should you say if you do not want someone to touch you?
6. Is it OK to hug a stranger? Why or why not?
7. Is it OK to hug a friend? Why or why not?
8. Tell me an example of an “uh-oh” or unsafe touch.
9. Tell me an example of a safe or OK touch.
10. What should you do if you ask a friend if you can give her a hug, and she says no?

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. If you go to your friend’s bedroom and the door is closed, what should you do?
2. Which bathroom is private, the one in your home, or the one in the library?
3. What makes a room private? (You can close the door; you are alone; people don’t come in and out; people cannot see you.)
4. What makes a room public? (People can come in or out; there are many people; people can see you.)
5. Is it OK to dress in your bedroom if the door is closed and the blinds are closed?
6. Is it OK to dress in the bedroom if the door is closed, but the blinds are open?
7. If you are getting dressed in your bedroom and someone knocks on the door, what should you do?
8. Why is the bathroom at the bowling alley a public space? (You cannot always close the door and be alone, and there are many people coming and going.)
9. If you share a bedroom with a roommate, is the bedroom a private or public space?
10. What room at your home is the most private? Why?

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. Name the female private parts.
2. Name the male private parts.
3. How do you know which of your body parts are private (the parts that are covered by a bathing suit)?
4. Which of the following is a private part: nose, leg, or breast?
5. Is it OK to go to school in your underwear? Why or why not?
6. Is it OK to show your arms at school? Why or why not?
7. Is it OK for someone to touch your private parts without your permission? (No, but sometimes helping people or doctors may have to touch us)
8. Name the body parts that must be covered if you are a man or a boy.
9. At what age is it OK to walk around the house in your underwear? Why? (Only a baby or a toddler up to three or four years of age. Older kids and grown ups wear their clothes in public)
10. Name the body parts that must be covered if you are a girl or woman.

Question	Date	Pre Test Answers	Prompts?	Date	Post Test Answers	Prompts?
1. Show me your identification, cane, emergency contact information, and cell phone (if appropriate), and where the items go when traveling in the community.
2. Which is safer and easier to carry, two shopping bags or a backpack?
3. Let’s pretend I am a stranger and I say, “Hey, come get in my car.” What should you say? Note: Firmness, loudness of voice
4. If you are at the grocery store and you need help, what can you say to customer service? Note: Is student clear and polite?
5. Unplug the phone and ask student to dial 9-1-1
6. If a stranger is trying to hurt you, is it OK to fight back?
7. Why is it important to carry an ID when you go in the community?
8. Show me where you keep your wallet when in the community.
9. Stand up and show me how to walk while looking strong and confident.
10. What should you do if you get lost while in the community?

California School for the Blind

Editors

By

Table of Contents

CHAPTER 1: INTRODUCTION…………………………………………………….

CHAPTER 2: USING AND ADAPTING THIS CURRICULUM…………...……..

CHAPTER 3: PEOPLE IN OUR LIVES……..…………………………………..…

Pre/Post Tests for Chapter 3……………………..…………………..………….….

CHAPTER 4: TOUCHING……………….…………………………………………..

Pre/Post Tests for Chapter 4……………………..………………………………….

CHAPTER 5: PRIVATE VS. PUBLIC…………………..……………………….…

Pre/Post Test for Chapter 5………………………….…...…………………………

Lesson 1: Public and Private Space………………………………………………

Lesson 2: Private Body Parts………………………………………………………

Lesson 3: Private and Public Clothing……………....…………………………….

CHAPTER 6: SAFETY IN THE COMMUNITY………………………………........

Pre/Post Tests for Chapter 6……………………..………………………………….

Lesson 1: Planning Ahead…………………………………………………………..

Lesson 2: Your ID…………………………………………………………………….

Lesson 3: Your Personal Information Is Private………………………………….

Lesson 9: Panhandlers and Solicitors…………………………………………….

CHAPTER 7: SAFETY IN THE HOME…….…………………........................….

Pre/Post Tests for Chapter 7……………………..………………………………….

Lesson 1: Keeping Your Home Secure from Intruders …………………………

Lesson 2: Strangers at the Door or on the Phone……………………………….

Lesson 3: Emergency-If a Stranger Is in Your Home………………………….

RESOURCE LIST……………………………………………………………………

1

Elaborated Table of Contents

CHAPTER 1: INTRODUCTION…………………………………………………….

CHAPTER 2: USING AND ADAPTING THIS CURRICULUM………………….

CHAPTER 3: PEOPLE IN OUR LIVES………………………………………..….

Pre/Post Tests for Chapter 3…………………..……………………..………….…

CHAPTER 4: TOUCHING………………………………………………………….

Pre/Post Tests for Chapter 4……………………..……………………………….

CHAPTER 5: PRIVATE VS. PUBLIC…………………..…………………………

Pre/Post Tests for Chapter 5………………………….…...………………………

· Lesson 1: Public and Private Space……………………………………..

Objective 1: Students will learn to identify public vs. private space.

· Lesson 2: Private Body Parts. …………………………………………….

Objective 1: Students will identify, define, and name the private body parts.

· Lesson 3: Private and Public Clothing…………………………………….

Objective 1: Students will correctly identify which clothing is used for private and non-private parts, and where it is appropriate to wear certain clothing.

CHAPTER 6: SAFETY IN THE COMMUNITY……………………………........

Pre/Post Tests for Chapter 6.…………………..………………………………….

· Lesson 1: Planning Ahead……………………………………………….. Objective1: Students will describe when, where, and with whom it is safe to travel.

Objective 2: Students will describe what they should wear when they are going out into the community.

Objective 3: Students will describe what materials they should take along when going into the community.

· Lesson 2: Your ID…………………………………….…………………….

Objective 1: Students will be able to explain why it is important to have their ID with them and whom it is safe to show their ID to.

· Lesson 3: Your Personal Information is Private…………………………

· Lesson 9: Panhandlers and Solicitors.......................................……….

CHAPTER 7: SAFETY IN THE HOME……...………………........................….

Pre/Post Tests for Chapter 7…………………..………………………………….

· Lesson 1: Keeping Your Home Secure from Intruders ……………….

· Lesson 2: Strangers at the Door or on the Phone………………………

· Lesson 3: Emergency-If a Stranger Is in Your Home………………….

1

CHAPTER 1: INTRODUCTION

· Students’ Rights and Responsibilities

Physical Abuse

Examples of physical abuse (CAGO, 2003)

Sexual Abuse

Examples of sexual abuse fall into two categories, sexual assault and sexual exploitation (CAGO, 2003).

Emotional Maltreatment

Neglect

Signs of neglect

REFERENCES

PRE TEST/POST TEST ASSESSMENT

Use this form to create/modify your own assessment tools.

Score: /10

· Pre/Post Tests for People in Our Lives

Directions: Same as assessment 4, but ask the student to tell her or his own story based on a recent activity, and put in relevant questions.

7) Friendly Stranger:

1) Activity Name: Who are these people? (This activity was adapted from Paige et al., 1991)

· Pre/Post Tests for Touching

· Lesson 1: Different Types of Touch

· Lesson 2: People in Our Lives Who Touch Us

· Lesson 3: How Touch Makes Us Feel-Safe Touch vs. Unsafe Touch

PRE TEST/POST TEST ASSESSMENT 1: TOUCH