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A Brief Note on IDEA and Service-Learning
by Mary Zimmerle

Transitioning from school to work or from secondary education to postsecondary education can be a challenge for students who are disabled physically, mentally or emotionally. Because of these difficulties, it is essential that educators, policy makers and other involved parties facilitate this process by providing the proper learning tools for independence and self-determination in the world. Service-learning can aid in these transitions by teaching life skills in a supportive and social setting.

In the report Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post-Secondary Education and Employment, released on November 1, 2000, the National Council on Disability and the Social Security Administration presented their findings on the state of special education in relation to transitional opportunities and success. They state, “One of the best strategies for improving the quality of school programs and post school outcomes experienced by students is, unfortunately, the least often used. Carrying out the IDEA transition services requirements, and where appropriate, the Rehabilitation Act provisions for all who are determined eligible for services and supports, enables students with disabilities to move effectively from school to post-school independence and achievement.”

IDEA transition calls for a complete range of services to help students reach their potential in the outside world. An earlier report published by the National Council on Disability on May 9, 1995, Improving the Implementation of the Individuals with Disabilities Education Act: Making Schools Work for All of America's Children, defines transition and the range of services deemed necessary in relation to special education students. “Transition services are a set of activities coordinated with parents, students, school personnel, and community agencies. They are designed using an outcome-oriented process to promote a student's successful movement from school to post-school activities that are comparable to those in which students without disabilities engage.” Collaboration is the key concept, a concept common to the service-learning methodology.

Because of the insistence of collaboration and teamwork in the IDEA standards, special ed students can benefit immensely from service-learning. Through these projects, they will inherently learn civil responsibility and values, as well as important job and communication skills that can aid them in leading a successful and fulfilling adult life. These educational goals fulfill the No Child Left Behind initiative and ensure that the students are well-adjusted for the challenges of the world.

For a discussion in greater detail about how IDEA and service-learning support transition goals and President Bush's initiative, please visit:
http://www.imakenews.com/psla/e_article000094219.cfm.

For the full text of Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post-Secondary Education and Employment:
http://www.ncd.gov/newsroom/publications/transition_11-1-00.html#7

For the full text of Improving the Implementation of the Individuals with Disabilities Education Act: Making Schools Work for All of America's Children:
http://www.ncd.gov/newsroom/publications/95school.html