Food+Technology+and+Hospitality+Classroom-+Life+Centred+Career+Curriculum

Food Technology teaching is an area that seemingly takes a lesser role in schools as opposed to more ‘formal’ education from subjects such as Science, Maths and English. Though, the ability to use this area in education is somewhat undervalued at times. As stated recently, (Madaus et al., 2010, p.50) “Given that the food industry is the most common area of employment for young adults with disabilities, and given the importance of food skills as part of independent living, food preparation skills should be considered as part of the ILP’s of many secondary students with disabilities”. The Food Technology and Hospitality classroom thus, creates an environment that is conducive of the learning and development of life skills and future employment opportunities, which are necessary for the inclusion of all students in the classroom and the normalisation of students with individual needs (Foreman, 2008, p. 12).
 * Life-Centred Career Education Training Curriculum- Food Technology and Hospitality Classroom (LCCE) **
 * Why Food Technology and Students with Individual Needs?**

The strategy outlined for the inclusion of students with individual needs in the Food Technology/Hospitality classroom is known as Life Centred Career Education or LCCE curriculum (Madaus et al., 2010). It is designed to address life skills of young adults, aged between 13 and 18 years with a diverse range of disabilities including intellectual, developmental, physical and sensory disabilities (Foreman, 2008, pp. 4-5). LCCE is a curriculum that is set out in a practical and theory environment that incorporates units together to create life skills. The areas included are personal finances, household management, family responsibilities, leisure activities, food preparation, kitchen safety, cleaning food preparation areas, storing and preparing food, demonstrating good eating habits and planning well balanced meals (Madaus et al., 2010 p. 45). The lessons include theory based aspects by which students take small quizzes regularly, based on the principles of Mastery learning where they are required to determine true or false answers (Guskey, 2010). The theory lessons combine visual aids such as mind maps with content and are frequently delivered by guest speakers, especially in areas such as hygiene and safety (Madaus et al., 2010). Practical lessons are adapted around the theory content, much the same as regular curriculum with the exception of breaking down the lessons further. For example, all lesson instructions are written on the board with times that each step must be completed by. Special Aids furthermore assist with the practical classroom lessons.
 * What is LCCE? How does it work?**

For Students with Special needs this form of education is providing a sense of ‘realness’. In that, the skills being taught are increasingly relevant to creating a life of normality. Students are able to learn at their own pace, and develop and grow with this. This form of curriculum has many benefits in terms of students with intellectual and developmental disabilities as they are able to transfer these skills into life and potential job opportunities. The ability to learn about many of these life skills may not be provided with the depth of understanding without LCCE curriculum. Furthermore, this can transcend into an inclusive classroom whereby students with individual needs can work side-by-side with their peers who are learning at a differing pace.
 * What does it offer for Students with a Disability? Especially in terms of Special Needs?**

The link to this article to access further information is embedded below: [] **References-** Foreman. (Ed.). 2008. Inclusion in Action (2nded). South Melbourne, Australia. Cengage Learning. Guskey, T. (2010). Mastery Learning: The core elements of Mastery Learning provide the foundations for other innovative models, including Response to Intervention. Lexington: University of Kentucky. Madaus, J., Pivarnik, L., Patnoad, M., Scarpati, S., Richard, N., Hirsch, D., Carbone, E., Gable, R. (2010). Designing Integrated Instructions- Teaching Food Safety Skills to Students with Disabilities. //TEACHING Exceptional Children//, 42(4), 44-51. **Emily Chilvers** **U3053396**