THE SAFE PROGRAM:��A resource for young adults with IDD to protect themselves from airborne diseases in the workplace.
SAFE Curriculum Instructor’s Guide
Lesson 1
Level 1 (Least support needed):
Ask the question to the class allow for students to discuss with a person sitting near them. Allow the pairs to share their ideas. Use the provided list or create your own based on student knowledge.
Level 2 (Needs support):
Ask the question and discuss as a group. You can show the provided list and see if students know about these common IADs.
Level 1 (Least support needed):
Ask students to fill in the “K” and the “W” sections on their own. Discuss answers as a group.
Level 2 (Needs support):
Complete the “K” and “W” sections together, as a class.
Level 1 (Least support needed):
Discuss some ideas as a group, and then watch each video on viruses and bacteria. Allow students to take notes using the provided worksheet. They should write (or draw) at least 2 important ideas they learn from each video. Discuss what they wrote for notes after watching the videos.
Level 2 (Needs support):
Discuss some ideas as a group, and then watch each video. Stop after each one and complete the worksheet as group. Another option is to not use the worksheet at all, and just discuss each video as a class.
Level 1 (Least support needed):
Play a game with students. Create 2 teams and ask a list of true/false questions about common IADs and germs. You can ask individuals from each team or ask them to answer questions as a team. The team with the most points wins.
Level 2 (Needs support):
Complete a “game” as a group. Ask students to write “T” (for true) on one side of a piece of paper, and “F” (for false) on the other side. Ask the true/false questions and have the class hold up the “T” if they think it’s true and “F” if they think it’s false.
Level 1 (Least support needed):
Ask students to fill in the “L” sections on their own. Discuss answers as a group.
Level 2 (Needs support):
Complete the “L” sections together, as a class.
SAFE Curriculum Instructor’s Guide
Lesson 2
Level 1 (Least support needed):
Allow students to read “Germ Warfare” on their own and answer the questions. Discuss their answers as a class.
Level 2 (Needs support):
Popcorn read (taking turns reading as a class) “Germ Warfare,” or read it to the class yourself. Answer the questions together.
Level 1 (Least support needed):
Students can work with a partner to discuss a definition for high touch surfaces. They can work on the My Ideas worksheet to write or draw examples of high touch surfaces.
Level 2 (Needs support):
Work as a class to discuss a definition for high touch surfaces. As a group, work on the My Ideas worksheet to write or draw examples of high touch surfaces.
Level 1 (Least support needed):
Students read and answer questions on their own. They can write their answer for each question on a piece of paper. Check answers as a class.
Level 2 (Needs support):
Work as a class to discuss each question and decide if the answer is thumbs up or thumbs down.
Slide 15 has a video to illustrate how germs spread inside vs outside.
Watch the video and discuss as a class.
The key concept for students to understand is that germs spread more easily inside, than outside.
Level 1 (Least support needed):
Students complete the chart on their own. Share with a partner the best places/activities to stay healthy and avoid the spread of germs.
Level 2 (Needs support):
Work as a class to complete the chart and then discuss the best places/activities to stay healthy and avoid the spread of germs.
These are come example answers:
Level 1 (Least support needed):
Have student participate in the following activity:
Review slides 20 and 21 and allow students to practice using an actual mask.
If you agree with this statement, stand in the front of the room: I am confident that I know how to put on my mask properly.
If you agree with this statement, stand in the back of the room: I am a little or not confident at all that I know how to put on my mask properly.
Partner with someone from the opposite side of the room to discuss how to properly wear a mask.
Level 2 (Needs support):
Complete the same activity as Level 1, but do not have students discuss with a partner. Facilitate a discussion with students from the front and students from the back. Help the students from the front answer some questions from the students in the back. After the discussion, review slides 20 and 21. Allow students to practice with an actual mask.
1. Explain that 1 ruler equals 1 foot. Social distancing requires 6 feet. That means a person needs to stand 6 rulers apart from another person. Allow students to put down 6 rulers end-to-end to visualize 6 feet.
This Photo by Unknown author is licensed under CC BY-NC.
2. Have sections of yarn cut into 6-foot pieces. Have each student find a partner. Give each group a section of yarn and have them each hold one end of the yarn. They can stretch apart and see how far 6 feet measures.
*Pictures follow the last slide. Print out each picture to use for this activity, or use you own.
Slides 26-32 focuses on vaccines. These slides require review and discussion. Go through each slide one at a time and present the information.
Slide 27 has a video explaining vaccines. Check for understanding with the class after watching.
Slide 33 is a review activity for the whole lesson.
Level 1 (Least support needed):
Students complete the matching activity on their own. They can write down their answers on a piece of paper. They can check their answers with a partner or as a class.
Level 2 (Needs support):
Work as a class to complete the matching game. Review each answer as needed.
Please refer to the chart for information on each answer:
Level 1 (Least support needed):
Use the SAFE Social Stories worksheet and cut out each of the stories. Assign students a partner and give each group one social story. They can act out the situation, or they can just talk about how they would handle the situation.
Level 2 (Needs support):
Discuss each situation as a class. Decide how to handle each situation, then allow students to role play with you, or each other to practice what to say.
Lesson 5 discusses what to say and do when others are sick.
Slide 51 focusing on reassuring students that all of the feelings they have about IADs are totally normal. Everyone experiences anxiety and fear.
Slide 52 is a whole class activity. Discuss stress management and ask students to think of ways in which they manage stress. Toss a beach ball or another soft ball around and when a student catches the ball, they can share their idea for stress management.
Slide 53 illustrates various ways to relieve stress. Ask students to name each activity. Ask students to vote on which activity they prefer for relieving stress.
Lesson 6 focuses on advocacy. This is a difficult concept for students to understand. There are two parts to this lesson. First, helping students to feel good about themselves and reduce stigma. Second, providing information on self-advocacy and helping students to understand where and how to use it.
Slides 55 and 56 can facilitate a class discussion on feeling different or less than others. Students may worry about their own abilities, or they may worry that others will perceive them as incapable of doing things independently.
Slide 57 points students towards self-advocacy as a means to feeling good about themselves and demonstrating to others their capabilities. There is a video on this slide featuring an adult with autism (Luke, same person as earlier slide) discussing what self-advocacy means to him.
Level 1 (Least support needed):
Students should write the word, “Self-Advocate,” in the middle circle. Students can work independently or with a partner to write at least one idea for each section of the worksheet. Review answers and provide the key points you want them to write in each section.
Level 2 (Needs support):
Students should write the word, “Self-Advocate,” in the middle circle. Work with the class to fill in each section of the worksheet. You can discuss ideas as a class, and then provide the key points you want them to write in each section.
*Talking points are on the next slide.
Who is a Self-Advocate?
What is Self-Advocacy?
When is Self-Advocacy Useful?
Where Can you Self-Advocate?
Why is Self-Advocacy Important?
How do you Self-Advocate?
Slide 59 introduces the activity on slide 60. Students will work with a partner (or in groups of 3 or 4). Assign each team a number. Click on the numbered box and a social situation appears in which students need to figure out how to self-advocate. Students can act out each scenario, or they can just talk about what they would do in that situation.
Hand washing
This Photo by Unknown author is licensed under CC BY-SA.
Vaccines
Coughing into elbow
Social Distance
This Photo by Unknown author is licensed under CC BY.
Wear a mask
Put on a jacket
Eat healthy foods
Visit the dentist
Travel to another place