Describe how to modify the home to accommodate an individual with special needs.
Description should include
- changing the structural design (e.g., ramp/elevator in place of stairs, floor and other surfaces, doorway widening, counter height, cabinet pull-out shelves)
- placing adaptive equipment (e.g., gates, hand railings, grab bars, nonslip mats, door handles, elevated toilets)
- positioning of home furnishings (e.g., lighting, rugs, large furniture)
- smart home technology (e.g., door locks, light switches, security systems/cameras, appliance apps).
- What are common obstacles to modifying the home for an individual with special needs?
- What are some physical barriers that would require modifications to the structure of the home?
- How can a human services professional assess the need for modifications?
- How has technology made it easier to accommodate individuals with special needs?
- How do clients communicate their need for modifications to the home?
- How can a human services professional communicate information about planned modifications to a client’s home?
- What government agencies must be notified prior to making modifications to a client’s home?
- What skills are needed to create a blueprint for modifications to a structure?
- How does a human services professional determine what modifications may be necessary for clients?
- How would a human services professional determine adaptive equipment needed to help clients overcome physical barriers?
- What are some obstacles that may be faced by clients after modifications are made to the home?
Related Standards of Learning
The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
- Apply information from texts to clarify understanding of concepts.
- Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
- Analyze technical writing for clarity.
- Paraphrase and synthesize ideas within and between texts.
- Draw conclusions and make inferences on explicit and implied information using textual support.
- Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
- Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
Other Related Standards
FCCLA National Programs
Families First: Families Today
Families First: Meet the Challenge
Families First: You-Me-Us
Power of One: A Better You
Power of One: Family Ties
Power of One: Working on Working
FCCLA: STAR Events (2019)
National Programs in Action
Public Policy Advocate
National Standards for Family and Consumer Sciences Education
Analyze management and living environment issues of individuals and family conditions that influence their well-being.