3.+Toolbelt+Theory

= = =[|Toolbelt Theory authored by Ira Socol]= "Toolbelt Theory" suggests that we must teach our students how to analyze tasks, the task-completion environment, their own skills and capabilities, an appropriate range of available tools… and let them begin to make their own decisions. Services to those labeled "disabled" are far too often presented as "gifts from concerned people," the style is, of course, medical, with evaluations, and prescriptions, and implementations set up by professionals. None of this builds independence. None of this builds life skills. None of this prepares students for life after school. And, truly, none of it is realistic because it all pretends that one defined, professionally chosen, solution will solve all of a person's needs forever. And, obviously, that is as ridiculous as it sounds.


 * Toolbelt Theory** is based in the concept that students must learn to assemble their own readily available collection of life solutions. They must learn to choose and use these solutions appropriately, based in the task to be performed, the environment in which they find themselves, their skills and capabilities at that time, and the ever-changing universe of high and low-tech solutions and supports. After all, few of us have a toolbox with just one screwdriver, or just the tools we were given when we were ten-years-old.

• Break the dependence cycle • Develop lifespan technology skills • Limit limitations • Empower student decision making • Prepare students for life beyond school
 * So, the Toolbelt is designed to:**