HumanCubeAssignment

StudentContext

JamaineCampbell
December20,2014

Introduction
Historical

DannylivesontheKwagiutlreservationjustsouthofPortHardy.ThehardshipstheKwagiutlfaceas
theresultofracistgovernmentpoliciesandbeingexposedtoabigotedcolonialpresenceontheir
traditionalterritoriesbeganmuchearlierthatthoseoftheGwasalaandtheNakwaxdaxw.(Document
Reference)Therefore,theyhavehadslightlymoretimetoadjustandarerelativelymorefunctionalin
comparison.Nottomention,theycurrentlyresideintheirtraditionalterritories,theGwasala
Nakwaxdaxwwhereforciblyrelocatedinthemid60s.Dannyissurroundedbyafairamountof
dysfunction,partyingandsubstanceabuse.

LearningEnvironment:

ThestudentwewillbeobservingforthisassignmentisayoungmanIworkedextensivelywithnamed
DanielHunt.Danielis18yearsoldandhasbeendiagnosedwithFASD(fetalalcoholspectrumdisorder.
DanielhasbeeninattendanceatEkeMeXilearningcenterinPortHardyBCfor5yearsnow.EkeMe
Xiisanalternateeducationprogramwhichprimarilyservesthestudentsfromthe3FirstNationsbands

(listedlater)inthesurroundingareawhodonotfitintotheregularschoolsystem.Beahvioralissues,
absenteeism,alackonunderstandingwithregardstotheplightofFirstNationsisoftenthecausefor
studentsnotfittingin.EkeMeXicaterstoFirstNationscultural,socialandemotionalneeds.Therehas
traditionallybeenbetween20and50studentsenrolledintheprogram,whichservesgrades812and
adultgraduptotheage35.Theadultgradsarethosewhowishtocompletehighschoolwitha
specializedleavingcertificate.OnanygivendayafterOctober,theattendancehoversaround30%60%.
ThecenteritselfislocatedontheGwasalaNakwaxdaxwreservationjustnorthofPortHardy.This
reservationisasafeplacetolearnandvisit,butthecommunitymemberswithinithavesuffered,and
continuetosuffertheflagrantindignitiesexacteduponthembytheCanadianandBritishColumbian
governments.TheforciblerelocationofatheGwasalaandNakwaxdaxwnationsfromtheir
homelandsandthesubsequentburningoftheirvillages.(GovernmentDocument)Asaresult,thereisa
greatdealofdysfunctionandhurtinthecommunity.Thestudentsatthecenterwhocomefromthis
communityreflectthis,similartothestudentsfromtheothertwoneighboringFirstNations
communities.

DuringhistimeatEkeMeXitherehasbeenlittlehelpdedicatedspecificallytoDannysneeds.Though
herequiresamodifiedprogram,therehasbeennoneputinplaceforhim.Forhisfirstyearthere,one
teacherandoneeducationassistantrantheschool.Inlateryears,therewasaSEW(SpecialEducation
Worker)hiredwhodoesverylittleforDannyspecifically.Giventhenatureoftheschoolandits
students,2peoplemotivatinganentireschoolfullofdifficultstudentsages1335inachallengeenough.
Tryingtojugglethespecialneedsofastudentwhooftengoesunnoticedaddstothatchallenge.Assuch,
Dannyisoftenfounddisengagedandsleepingsomewhereintheschool.

HomeLife:

Dannysmothermadechoiceswhilepregnantwhichledtohimhavingcognitiveimpairmentsforwhich
hehasbeendiagnosedwithFASD.Dannylosthismotherataveryearlyageandhisfatherspendshis
dayspickingbottlesandcanstomakemoneytosupporthisalcoholaddiction.Formostofhislifehehas
livedwithhisauntywhoontheaboriginaleducationsteeringcommittee.Aswellasbeingonthe
aboriginaleducationsteeringcommittee,hisauntyisalwayshelpingcoordinatecommunityfunctions
andcanbefoundinthekitchenworkingwellintothenightatmostofthem.FromtimetotimeDanny
tagsalong.Moreoftenthannot,heisleftathomealonetoplayhisvideogames.Hisfamilyisvery
culturalandhisgrandfatherisanhonoredhereditarychief.Dannyoftenattendsculturalevents.He
rarelyparticipates.Heiswelllovedandhisbasicsaretendedto.Thereisstillagreatdealtobedesired
withregardstoDannyshomelife.

Dannyisrarelyheldtoaccountforactionsanddecisionsthatarewellwithinhisabilitytomanage.For
instance,hehasnoreliablesleepscheduletospeakof.Heislefttoplayhisvideogamesuntilearlyin
themorningeachnight.Heoftencomestoschoolonlyhavingsleptafewhours.Dannyhas
gastrointestinalsensitivitiesaswell.Whileheisencouragedtoavoidfoodsthatwillupsethisstomach,
heisoftenallowedtoconsumethemthough.Notonlydoesheconsumefoodsthatupsethisstomach,he
doesnoteatregularlyorallthathealthily.Dannymissedfarmoreschoolthanheattends.Heenjoys
schoolanditisoftenabetterenvironmentforhimthanbeingunsupervisedathome,whereheisleftto
hisowndeviseswithregardstoschedulingthoughandlacksthedisciplinetomaketherightchoices.
Despitetheseasonorweather,healmostalwayscomestoschoolwithoutajacketorsocksandisalmost
alwayswearingpajamas.Heseemstobeclean,justunkempt.

Hehasalotoffamilythatloveshimbutveryfewpeopletoactuallyconnectwithonapeertopeer
basis.Ofthetwofriendshewasreallyclosewith,oneisgrowingoutofhisphaseoflifewherehecould
tolerateofrelatetoDannyandtheother,isdevelopingagrowinginterestingirlsandpursuingit.Danny
isnotromanticallyinclinedoratleastshowslittletonosignsofbeingso.Other

GeneralconcernswithDanny

Inhispastschoolexperiences,DannyhashadSEWswhohadbeenhiredtoworksolelywithhim.
UnfortunatelytheSEWshehasdidnotencouragehimtopushhimselforfindcreativewaysforhimto
reachhimfullpotential.Whathappenedinsteadwas,Dannywasspoonfedanswersandwouldonly
havetomaketheslightestcomplaintbeforehisSEWswouldgiveinanddohisworkforhim.Heisnot
madeaccountable.Hebroughttheselearnedhabitstohighschoolandfoundittoughtotransitionto
actuallyhavingexpectationsplacedonhim.Thislearneddependence;lackofdisciplineandmotivation,
coupledwiththeshortageofeducatorsathiscurrentschoolhasledtoDannyreallyfallingthroughthe
cracks.Hezonesoutagreatdeal.Thisisbothasaresultofhisdiagnosisandthelevelofattentionpaid
tohim.

Also,whilehedoesnotcauseanundueamountoftrouble,heisoftensubjecttothedeepcriticism
inherentinpeoplescomingtotermswithhisinabilitytokeepupwithotherstudents.Whileitisoften
true,somehaveattributedtoomanyofhisinabilitiestoDannybeinglazy.Thesesubtlerebukesdonot
gounnoticedbyDannyandoftencausehimtoshutdown.

DannysStrengths

ThoughDannywillentirelydisengagewhenitcomestosomethingheisnotinterestedin,heisnot
tryingtoberude.Ifhegenuinelydoesnotfindsomethingcompelling,hewillshownointerest.Its
almostadmirable.BecausewhensomeoneputsthetimeandeffortintoactuallybeingwithDannyina
fullandhonestway,heisquiteimpressive.IveworkedagreatdealwithDanny,andwhenitcomesto
activitiesheenjoys,hereallyengages.Hedoesunintentionallydisengageattimeswhichisattributedto
hisdiagnosis.Hezonesoutattimeswhiletryingtofocus.Theycouldbesilentseizures.WhenDannyis
engaged,heisveryfunnyandhasadryandcomplexwit.InconversationswhereDannyisfully
involved,itisevidentthathehasaverykeenmemoryandatremendousattentiontodetailsmostothers
wouldnotevennotice.ThisisalsotruewithregardstoDannyslanguagearts,scienceandsocialstudies
skills.Whilehedoesnotreadilyofferuphisknowledge,someattentiveprobingprovesitistherein
abundance.Healsohasanincrediblememoryandattentiontodetail.

SomeoftheactivitiesDannyexcelsatandwillreadilyengageinarevideogames,boardgames,card
games,naturedocumentaries,timewithanimals,films,bloopers,comedyandhumorousconversation.
Shortlyafterlearningtoplaypoker,Dannyhandilyandroutinelybeatsothermoreexperienced
classmatesandstaff.Hisnumbersenseisimpressiveforsomeonewhoputssolittleeffortor
concentrationintomathclass.

Dannyisalsoagreatreader.Thoughhehasnothadagreatdealofpracticeanddoesnotreadofhisown
volition,Dannysurpassesmostofhisclassmateswhenitcomestoeffectivelyreadingoutloud.With
somesimpledirectiontohelphimrecognizeandincorporatepunctuationintohisdelivery,Dannyahs

excelledagreatdealinashorttime.Asitissomethingforwhichhereceivesagreatdealofpraise,
Dannygladlyvolunteerstoreadmorethanisaskedofhimduringclassreadingtime.Itisonethingto
readwell,itisanothertocomprehendwhatisbeingread.Whilesomestudentscanreadwell,theyoften
havetogobackandreviewwhattheywasactuallybeingsaid.Dannydoesnothavethisproblem.
Again,hedoesnotoftenvolunteerwhathehaslearned,but,somefocusedprobingrevealsthathehas
notonlycomprehendedwhathesread,butmadesomefairlycomplexconnectionsaswell.

AlthoughDannywouldnotoftenpickupanovelonhisown,hereallytookalikingtofactbooks.He
likesthosetodowithanimalsandinterestingphenomena.That,andhealsolikesbookslikethe
Guinnessbookofworldrecords.

Heisalsoaverygentleyoungmanwhohastobepushedquitefartoexhibitanyviolenceoreven
anger.OnceIsawanotherstudentsbugandprodhimforfarlongerthananyonecouldreasonable
tolerate,evenafterbeingaskedtostop.Dannyfinallytackledthisstudenttothegroundandhithim.
ThiswasaveryrarethingforDannytodoandcompletelyunderstandable.Helovesoneononetime
andduringit,hewillsparkupsomeprettyinterestingconversationsforanyonehisage.Heloves
animalsandconnectswiththemverytenderly.Hecanbeverysweetandwellmanneredaswell.

AnotherqualityDannyhasisthatheiswellawareofhisshortcomings,andbesidesmilkingthemin
attemptstotaketheeasyroute;Dannyissurprisinglywelladjustedandcontentedwithhisreality.

ImprovementswhichwouldserveDanny

AstherelationshipsDannyhashadinthepastandthosehecurrentlyhasarenotverydeep,Dannyhas
nothadmuchopportunitytotakeadvantageoftherichandnaturallyoccurringsocialchecksand
balancesdeeprelationshipsaffordus.Neitherhashedonemuchinthewayofregularselfreflectionand
analysis.Assuch,heoftenshutsdownwhenconfrontedwithtasksheisnotfamiliarwithyet,arewithin
hisability.That,andhisselfpreservationskillarehoveringaroundatadangerouslevel.Onethatmight
seehimrunintosomesignificantissuesinlateryears.TheskillsIhopetohaveDannyacquirewiththis
setoflessonsareoneswhichwillhelphimtoidentifyhisfeelingsandimmediateneeds,andtheskills
forhimtobeabletobrainstormandundertakestepstotendtothem.

CubeAssignmentLessonPlan
Name:JamaineCampbell
Grade

11

Topic

Date

December 21, 2014

AllottedTime

None

Citesourcesusedtodevelopthisplan:
TheoriesofDevelopment(ConceptsandApplications)
1. Rationale:Whyisthislessonrelevantatthistimewiththesestudents?
As Daniel Hunt needs to better his ability to recognize and then tend to his feelings and physiological
needs, the following exercises are designed to help provide him with the skills to do so.
2. ProvincialLearningStandards:Whatcompetenciesandconceptsandcontentdoesthislesson
develop?
3. Assessment

LessonOutcome
Whatwillstudentslearn?

Danny will learn to recognize

and understand many common
needs and feelings such as
anger, frustration, boredom
and hunger and fatigue.

SourcesofEvidence
What product or action will
show what students have
learned?
When discussing feelings or
needs, he will be able to
correctly identify those in
question in himself and in
others. He will be able to do
so fluently.

Criteria
Whatwillyoulookforinthis
evidence?
Process of elimination,
focused consideration of the
indicators, appropriate use of
learned terms and a fluency
and familiarity with them.

4. Resources,MaterialandPreparation:Whatresources,materialsandpreparationarerequired?
Some free time and space for Danny and an educator.
Cards for activities 3 and 6.
A kitchen and some food.
Transportation and scheduled meeting times
Clifford

5. 1st Lessons Development

Pacing

Introduction:Howwillyouintroducethislessoninamannerthat
engagesstudentsandactivatestheirthinking?

Tell Danny he has no regular class work or classes to worry about for extended
periods of time on an on going basis, and that we are just going to hang out,
talk and play games. The notion of not having to take part in regular classes
will thrill him.

Teaching/LearningSequence:Whatstepsandactivitiesareyou
goingtousetohelpstudentsacquireandpracticetheknowledge,skills
and/orattitudesneededtomeettheoutcome?

Spark a natural conversation with him about general points of interest I know
he has and slowly integrate the following topics into it, so as to gauge what his
familiarity with and relationship to them are.
Discomfort
Frustration
Misunderstanding
Disinterest

Introversion
Focus
Distraction
Embarrassment

Fatigue
Diet
Immune System
Exercise

ThesearealltermsIfeelDannyneedsanincreasedunderstandingoftohelp
himmakesenseofsituationsinwhichhesuffersfrustrationorregularlyshuts
down.Theseconversationscantakeplacewhiledoingactivitiesthatenthuse
Dannyifheisnottakingtotheconversationwell.Suchactivitiescouldinclude
playingdice,cards,walking,goingorgoingforadrive.

Closure:Howwillyousolidifythelearningthathastakenplaceand
deepenthelearningprocess?

None. So long as the terms and the meanings behind them are covered with at
least some depth, weight and detail. The conversation ought to take place as
naturally as possible with no review or debriefing.

Connection to Practitioner:

In the spirit of John Locke, this lesson has been designed to progress Dannys
understanding along by small steps. Whereas he might otherwise be too
bashful to participate in a discussion about sensitive terms such as these if
front of the class, dealing with him one on one ought to alleviate such worries.
Also, so long as Danny puts in some semblance of a reasonable effort, he will
not feel put on the spot or fearful of being judge for being wrong. This
approach should eliminate his fears by gentle degrees, as a teacher cant do
much with a fearful child.

At least 45
minutes but as
long as the
lesson takes to
achieve a
baseline
understanding
of Dannys
relationship to
and
understanding
of these and
like terms. The
lesson ought to
be spread out
over several
days.

6. 2nd Lessons Development

Introduction:Howwillyouintroducethislessoninamannerthat
engagesstudentsandactivatestheirthinking?

Tell Danny we are going to head out and visit different people in the
community to chat with them about their feelings as well as their day-to-day
habits. Again, the notion of not having to be in class will really intrigue Danny.

Teaching/LearningSequence:Whatstepsandactivitiesareyou
goingtousetohelpstudentsacquireandpracticetheknowledge,skills
and/orattitudesneededtomeettheoutcome?

Times will be arranged for Danny and I to go and visit a least 5 different
community members over the course a next week or so. These visits will vary
in length but will focus on exposing how the key terms we went over in the last
lesson play into the lives of the people we visit.
There are many different characters in the community whos lives and caring
dispositions would make them wonderful valuable people to visit for the
purpose of this lesson. Examples include.

Chief Tom Henderson, whose busy schedule, hard work ethic,

wizened disposition and reliability make it very important to him to
have his sleep, diet and exercise habits in order.
Wata, who specializes in traditional food and medicines, and, who also
lives on the same Kwagiutl reservation as Danny could talk to him
about how a good diet benefits not only hunger pangs, but all other
aspects of life, like sleep, energy, mood, and bodily functions. She
might also have some solutions to his frequent gastro intestinal distress.
Elder, Betty Walkus could explain to Danny some of the complex
emotions that sometimes keep us from achieving our best in life. As a
recovering alcoholic, residential school survivor and a decades long
educator, she has a keen and brilliant sense of the troubles his and other
communities in the area face, and how they relate to certain common
character dispositions. Having struggled through being misunderstood,
sick, marginalized and down and out, she is certainly well versed on
what it takes to take hold of your own fate and get your life on track.
She is also great at touching base with students and working on their
level to explain herself.
Closure:Howwillyousolidifythelearningthathastakenplaceand
deepenthelearningprocess?

Danny and I will review and distill key points made during our visit and
explain how they relate to our over all objectives.

Pacing

Connection to Practitioner: John Locke stressed the importance of

exposing youth to people who model the traits and characteristics you
wish to impress upon them and praising them when they emulate the
same traits. Following these community members around and hearing
their wisdom while observing it in action, ought to have the desired
effect as well as serve as a useful reference point for Danny and Is
future work together.

Pacing

7. 3rd Lessons Development

Introduction:Howwillyouintroducethislessoninamannerthat
engagesstudentsandactivatestheirthinking?

Danny loves games and has a real penchant for recalling facts. This portion of
the lesson will focus these preferences and abilities and ought to excite him
into wanting to participate.

Teaching/LearningSequence:Whatstepsandactivitiesareyou
goingtousetohelpstudentsacquireandpracticetheknowledge,skills
and/orattitudesneededtomeettheoutcome?

By turning the feelings and states of being weve found some traction with in
the first two sections of the lesson into a game of pairs, we will capitalize on
what Ive come to recognize as Dannys natural tendencies and strengths.
The game will be comprised of several pairs of cards where one card from
each pair has a feeling or state of being on it, and the other card in each pair
will have an exciting description or a way in which the feeling or state of being
can correlate to an improved life. The cards will be placed face down on a
table so as to make a rectangle or square. Just like in the card game pairs.
Danny will have to use a process of elimination and his great memory skills to
match all of the pairs in the game. Having established some idea of what terms
need working on, which are working well and which can easily be made
exciting, I would make the cards something like this,

Introversion

Discomfort

When you are

not in the
mood to be
around folks
and things
really get on
your nerves.

When your
clothes, the
temperature,
your company
or something
makes you
want to hide or
scream.

Fatigue

Exercise

Immune
System

When youve
been up ALL
night gaming
like a fool and
are so bagged
the world
around you
sucks.

That thing you

say you hate
until you get
into it and love
it
EVERYTIME.
It keeps your
system strong.

The brilliant
part of you
that takes over
when you have
been slacking
off. It fights
colds and flus.

Note:Mostanykid,butespeciallyDannywouldreallyappreciateandgravitate
towardsthecolloquialwordingonthecards.Also,thesecardscouldlaterbe
usedinlieuoftalkingforDannytoexpresshimself.

Closure:Howwillyousolidifythelearningthathastakenplaceand
deepenthelearningprocess?

We will go over all of the cards and Praise him for some of the skills he will
have to have exhibited in order to finish the game and use the cards as a
starting point for more important conversations.

Connection to Practitioner:
Montessori stressed the importance of not forcing adult centric
curriculum on students. Rather, she suggested, educators ought to take
adequate time to suss out a students naturally tendencies and needs,
and cater to them. This game does exactly that. It treads dangerously
close to being prescribed, really, but what isnt? Children practicing
letters is prescriptive and functions under the assumption that students
will someday need a familiarity with them in order to read and write in
the future. They studets dont invent their own letters anew.
Montessori also encouraged the idea of normalization. That is, to take
things that might not regularly be a part of a students life and making it
so. In this instance, its a familiarity and fluency with the states of
being and emotional terms I am looking to normalize for him. Hes
often been in social situations where being emotionally expressive
takes a back seat to being emotionally restricted. Ive often heard terms
like gay, emo or lame used in reaction to such ideas. I have put a stop to
it, but done little to reverse it.

8. 4th Lessons Development

Introduction:Howwillyouintroducethislessoninamannerthat
engagesstudentsandactivatestheirthinking?

Jokingly tell him that hes not only graded high school, but also just finished 8
years of medical school and is now a head doctor on his first day on the job.

Teaching/LearningSequence:Whatstepsandactivitiesareyou
goingtousetohelpstudentsacquireandpracticetheknowledge,skills
and/orattitudesneededtomeettheoutcome?

In this lesson I will have prepared a set of scenarios that I will present Danny
with. These will be multi-media and come in the form of recorded audio, video
clips, written examples and those I read aloud for him, as well as drawings and
cartoon strips. All examples will be for the purpose of having Danny analyze
and attribute the terms we have been studying in the previous 3 lessons to
them.

Closure:Howwillyousolidifythelearningthathastakenplaceand
deepenthelearningprocess?

We will surely have had some laughs and or enlightened moments throughout
the process and will spend a bit of time at the end of the class recounting them
to each other in hopes of further solidifying key ideas.

Connection to Practitioner:
Please suggest a practitioner whose methods would call for a lesson
such as this.

Pacing

9. 5th Lessons Development

Introduction:Howwillyouintroducethislessoninamannerthat
engagesstudentsandactivatestheirthinking?

I will inform Danny that we get to spend time in the kitchen. He loves
spending time there. Cooking and eating are some of Dannys favorite
activities.

Teaching/LearningSequence:Whatstepsandactivitiesareyou
goingtousetohelpstudentsacquireandpracticetheknowledge,skills
and/orattitudesneededtomeettheoutcome?

In this exercise I will have Danny and his closest friend Clifford work together
to create some healthy dishes. Clifford was very recently on Dannys level
and has a great deal of love for and understanding of him. Clifford has matured
a bit in the last while, but I feel that will only serve to strengthen the efficacy
of this work. Recently Clifford has turned a new leaf and is all about
exaggerating and preaching virtue and positive practices in an attempt to
establish his sense of self in opposition to bad habits and practices. These black
and white terms help him and those around him gain a clear, yet hyperbolized
sense of his standings. This tendency will suit this activity well, as I hope to
prepare meals and discuss how their tastes, health benefits and preparation in
contrast to those of fast convenience food, which Danny usually eats. Danny
has a rudimentary sense of good dietary habits, and next to no practice. With
Clifford and Is help, I hope to increase his zone of proximal development and
have him progress into at least a clear understanding, if not an actual
appreciation of better healthier dietary practices. During this work I will
compare his energy levels and moods after eating his usual meals to his energy
levels and moods after eating his new healthier options. With Cliffords
exaggeratory help, things ought to settle in nicely.

Closure:Howwillyousolidifythelearningthathastakenplaceand
deepenthelearningprocess?

I will debrief our results with the two boys, putting an obvious emphasis on the
healthier results.

Connection to Practitioner:

Vygotskys finding that a students ability can improve drastically when

working on problems with peers or leaders rather than all alone informed this
activity choice. He challenged the efficacy of standardized testing which only
evaluates a students ability to work through tests on his or her own. His
findings proved that students working together or with a leader could not only
meet their standard age expectations, but potentially far exceed them.

Pacing

10. 6th Lessons Development

Pacing

Introduction:Howwillyouintroducethislessoninamannerthat
engagesstudentsandactivatestheirthinking?

Theres not much that will get Danny into this exercise but time, coaxing and
potentially some enthusiasm built up along the way from the other portions of
this project. Any explanations of the activity itself will turn him off as it has to
with emotions and math.

Teaching/LearningSequence:Whatstepsandactivitiesareyou
goingtousetohelpstudentsacquireandpracticetheknowledge,skills
and/orattitudesneededtomeettheoutcome?

In this activity I will have four sets of cards to play a game I will call
situational equations. One set of cards will have positive things on them like, a
healthy meal, a jog, an 8 hour sleep, a good conversation, a board game, a
good mood, etc on them.
Another set of cards will have negative things on them like, a poor sleep, over
sleeping, a nasty argument, a poor meal, etc.
The third set of cards would have neutral things printed on them like,
loud company, an event free day, extroversion, introversion, quiet company
etc.
The last set of cards can have a range of emotions on them or states of being.
Examples could include, A sad day, a sore tummy, an angry mood, a lazy day,
lots of energy, a healthy feeling etc
Onatablewitheitheranadditionsignorasubtractionsignandanequalsign
onit,Iwilleitherplaceanycombinationofthefirstthreesetsofcardsdown
oneithersideoftheadditionorsubtractionsignandhaveDannychooseacard
hethingsoughttogoaftertheequalsign.Or,putacardfromthefourthdeck
aftertheequalsignandhaveDannyselectonestogobeforeandafterthe
additionorsubtractionsigns.

Closure:

Each equation will lead to a short discussion were some appropriate examples
are brought up.

Connection to Practitioner:

In this activity I will be focusing on what Piaget called the Formal operations
period, which runs from about age 11 into adulthood. In this period, people
begin to develop the ability to consider abstract notions and think in
hypothetical terms. This sort of thinking is very underdeveloped in Danny and
exercising these abilities, especially so far as basic life skills go, is essential to
his future success and independence.