Daily Living Activities &

Demonstration Lesson

Mr. Rajnish Kumar AryaRegistered Professional

Rehabilitation Council of India

C R E PROGRAMMEDated: 2nd July to 6th July 2013

Subject: Teaching of Daily Living Skills

Rasthriya Drushtihin Shikshan & Punarvasan Sanstha

Teacher Training Centre, Nagpur

WELCO

ME

Dedicated to Persons with Visual Impairment, their families, those working with them as a Special Teacher / Teacher/ Social Workers / Teacher Educator

Introduction • Daily Living Activities (DLA) comprise

everything entailed in human life and relationships.

• These are the basic activities necessary during an ordinary day.

• There are hundreds of activities which a person performs from the moment s/he wakes up in the morning till s/he goes to sleep at night.

Please Pay Attention• Daily Living Activities and Daily

Living Skills are having the same meaning.• Here after Daily Living Activities

will be used as Daily Living Skills.• Daily Living Skills usually termed as

DLS.

Relevance of the DLS• The sighted persons normally learn to

perform these activities by themselves by observing other persons.

• A large part of daily living activities are learnt by observation and imitation.

• The environmental deprivation and lack of opportunities also block the development of these daily living activities in the persons with visual impairment.

Cont.

• Medical experts and specials educationists agree with that about 85 per cent of the information are received through our eyes and remaining 15 per cent of the information are form other senses.

• Through her/his other senses, s/he may get an idea of what is going on but s/he cannot learn the exact procedure.

• As visual discrimination is involved in these activities, a visually impaired person cannot learn the same on his own.

Definition of DLS• The activities a person does

daily from the moment he wakes up in the morning and till she/he goes to bed are considered as DLS or DAILY LIVING SKILLS.

Cont.• In other words: The basic activities that

a person employs daily to maintain and keep himself and herself on par with the other and certain activities that are must for a person to live and does on a day to day basis are called “DAILY LIVING SKILLS/ ACTVITIES OF DAILY LIVING or quite recently they are known as SURVIVAL SKILLS” .

Objectives of Teaching DLS• To carry out day to day activities on his/her

or with minimal assistance and safety;• To be independent or to be self sufficient in

all functional activities;• To develop self – confidence;• To be socially integrated;• To develop healthy personal and family

relationships;

Cont.

• To learn scientific management of self and home;

• To become aware of safety precautions to be taken inside/ outside the home;

• To become a well groomed person;• To reduce dependence upon the care-takers as

well as family members;• To expedite comprehensive rehabilitation

including economic independence; and• To develop a positive self image.

Pre – Requisites for Training of DLS

• Adaptation• Assistive Devices• Identifying the difficulties faced by

the individual• As per need, age, occupation and

other personal issues

Procedure for Designing the DLS • Observe daily living skills of sighted persons

of same age groups.• Identify the difficulties faced by individual

with visual impairment in performing such activities and learning the skills.

• Develop specific procedures for each skill with suitable modification.

• Provide appropriate devices and adaptations

Cont.• Explain the procedure orally followed by

sighted persons in performing a particular activity to person with visual impairment.

• Impart essential training in orientation and mobility associated with the effective performing of a particular activity.

• Must develop a system of monitoring and evaluation of the training program.

• Follow up for sustaining the abilities to perform the activities.

Specific Rules for Teaching the DLS• Gather the relevant and needed following

things before initiating the training• Orient of the person • Ensure appropriate use & safety of the

individual• Supervise & Provide Instruction• Follow-up, evaluate and appreciate good

performance

Precaution During Teaching DLS• Should be age appropriate .• Work closely with the family of person

with visual impairment.• Remember person with visual

impairment will master these activities by practice and not by lectures.

• Don’t try to teach more than one skill at a time.

Cont.

• Must divide a skill into a number of sub skills; it will be helpful in teaching.• After the activity is completed; be sure

that one who is your pupil cleans itself.• Equipments if used must be cleaned

and return for the correct storage space.

List of DLS It is very difficult to list out all the DLS.

Here is some broad group given for understanding:

• Self-help skills• Home skills• Cooking skills• Other Skills

Task Analysis It is nothing but listing out the sub

skills in an activity. To exemplify let me take a skill: Combing hair for girl

Combing Hair for Girl• Indentifying Comb• Identifying Oil• Applying Oil• Holding the Comb • Brushing the Hair/ Combing• Making Plaits• Using Ribbons/ Back-Pin • Different Styles of Plaits

Bibliography

Books• Drishitibadha-Sikshan; All India Confederation

of the Blind, Delhi• Learning through Doing; Blind People

Association, Ahmadabad• Sikshak Prashikshak Lekhmala;• Training Module on Visual Impairment; Sarva

Siksha Abhiyan, Delhi• Visual Impairment Handbook; Blind People

Association, Ahmadabad

Cont.Websites• American Foundation for the Blind: Living with

Vision Loss• Royal National Institute of Blind People: Daily L

iving Skills Teaching Activities• Texas Department of Assistive and Rehabilitati

ve Services: Organizing Items• World Health Organization: Visual Impairment

and Blindness

Performa of Lesson Plan for DLS

1.General Information

a. Name of the Pupil ………………………………………………..…………………b. Age…………………………………. c. Gender ……………………………………….d. School …………………………………………………………………d. Class ………e. Date …………………………………………………………………… f. Time………….g. Skill to be Developed……………………………………………………………..h. Assistive Devices……………………………………………………………………..

2. Objectivesa. …………………………………………………………………………………………………b. ………………………………………………………………………………………………….c. ………………………………………………………………………………………………….d. ………………………………………………………………………………………………….

3. Skill Development a. Explanation ……………………………………………………………………………

b. Demonstration …………………………………………………………………….. c. Practice ………………………………………………………………………………………

S. No. Skills / Sub SkillsPerformance

Good Average Bad

Difficulties Faced by the Pupil

Things to be Focused in the Further Practice Session

4. Check List

5. Remarks of the Teacher/ Spl. Educator/ Int. Teacher………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Name of Teacher/ Spl. Educator/ Int. Teacher …………………………………………

Signature ………………………

For any further query may contact:rajnish.spledu_bhu@yahoo.com

Thanks