ABSTRACT
Students with SCD take longer to learn skills than their same-age peers and frequently experience difficulty generalizing what they learn in one setting to other settings (Westling & Floyd, 1990). As a result, the curriculum content for students with SCD must be carefully considered to ensure that skills targeted for instruction will increase participation in valued everyday activities in inclusive, age-appropriate settings. In this section, life skills that fall within the domains of domestic, leisure/recreation, and community are defi ned, and instructional practices for teaching skills in each domain are explored. The vocational domain is purposefully omitted since it is covered elsewhere in this book.
