When classrooms build routines around ADLs and embed language-rich supports, students:
✅ Gain independence
✅ Develop confidence
✅ Generalize communication skills
✅ Increase social interaction
✅ Meet transition and IEP goals
✅ Learn to advocate for their needs
Whether you're supporting a student learning how to tie shoes or preparing another to live independently, the Daily Living Project provides the tools, structure, and communication integration you need to make each step count.
📚 References
- Council for Exceptional Children (2017). High-Leverage Practices in Special Education.
- Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs.
- Erickson, K., & Koppenhaver, D. (2020). Comprehensive Literacy for All.
- Wehman, P. (2013). Essentials of Transition Planning. Brookes Publishing.
- American Speech-Language-Hearing Association (ASHA). Communication Bill of Rights.
- American Association on Intellectual and Developmental Disabilities (AAIDD). Supports Intensity Scale and Life Activities Domains.
