Cooking curriculum for individuals with disabilities

Since the passing of the Individuals with Disabilities Education Act (IDEA), an increasing number of students are being mainstreamed into public schools. As a result, the percentage of students with secondary disabilities in schools for the deaf is increasing. Therefore, strong life skill curriculums are necessary in the schools. Contrary to popular belief, people aff1icted with mental retardation and learning disabilities are capable of and enjoy preparing foodstuff, (Cox, 1981). Cooking is a skill that every person should have. A cookbook designed for individuals with disabilities will help individuals become more independent. A visual step-by-step cookbook will enable individuals with disabilities to complete cooking tasks independently and successfully. Five professionals in the special education field were interviewed to discuss the need for a visual step-by-step cookbook. Three of these individuals are teachers involved with a life skills curriculum; two work in group homes for deaf individuals with mental retardation. The teacher interviews gave insight into which cookbooks schools use now, if any. Interviewing group home staff provided information about how often the individuals with disabilities are cooking and what methods they are using. The information gathered showed that the development of a visual cookbook was necessary