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Transition with Service-Learning
by Cindy Belliveau and Sarah John

Individual Transition Plans (ITP) can be easily addressed by service-learning projects. We've provided some project ideas based on the Transition Checklist from http://www.iep4u.com/, but you and your class can clarify these ideas or create new ones based on the students' and community needs. Each service idea can be used by all students preparing for work or further education, not only special education students. Pennsylvania State Career and College Exploration Academic Standards can also be met by any of these service-learning options.

"Identify personal learning styles and the necessary accommodations to be a successful learner and worker."
Students can assist in school or local libraries that are developing a career exploration section. The section might include CD-ROMs, books, journals and instruments that assist in identification of learning styles. Students can also explore the concept of learning styles and work with younger students to help them explore their own styles of learning. This activity addresses academic standard 13.1.11.A—Abilities and Aptitudes.

"Identify career interests and skills, complete interest and career inventories and identify additional education or training requirements."
During their service-learning experiences in the community, students can be encouraged to research career options at the various service sites. For example, if students are serving at a local nursing home, they can interview staff and learn about the jobs that are essential to operating a nursing home. They will be surprised to find the quantity and variety of jobs necessary, from administrative assistants, to physical therapy aides, to gardeners, etc. This activity addresses academic standard 13.1.11.C—Community-Based Jobs.

"Explore options for post-secondary education and admission criteria."
Students can host a career fair to be held at the school. They could organize all aspects of the fair by making contacts through phone, e-mail and letters to the appropriate organizations and individuals.

"Identify interests and options for future living arrangements, including supports."
Students can conduct a community housing inventory through personal exploration of local communities and Internet searches. They can then plot the locations of the various types of living sites in their community on a map. This map can then be distributed and used by a wide range of individuals and organizations.

"Learn to communicate effectively your interests, preferences, and needs."
Service-learning experiences are rich with possibilities to build communication skills. Students can be responsible for contacting agencies, arranging visits and communicating with staff at the various sites. Students would benefit greatly from sharing their service experience with others through verbal presentations. This activity addresses academic standard 13.3.A—Work habits.

"Be able to explain your disability and the accommodations you need."
Students can write and design their own advocacy brochures and informational packets for various disabilities. They can also help write informational packets explaining the IEP process to parents. Teachers should ensure that students are involved in discussions about service sites, opportunities and the full participation of all students, with and without disabilities. This activity addresses academic standard 13.2.D—Workplace Health and Safety Practices.

"Learn and practice informed decision-making skills."
Many service-learning projects involve food in some way. Deciding where to get the food, how much to purchase, how to pay for it and where to deliver it are some of the decisions that students can make. There are caterers and restaurants that would be happy to provide students with information regarding these services. This information will help students compare and contrast options and make informed decisions about their food purchases. Take the next step and have students present why they feel a certain suppliers would provide the best deal. In the end, lunch can be decided by the most convincing argument. This activity addresses academic standards 13.2.11.F—Evaluate individual career plan using decision-making skills, and 13.4.A – Pricing strategies.

"Investigate assertive technology tools that can increase community involvement and employment opportunities."
Students can research local distributors of assertive technology devices and request a representative to present the latest devices to the class or school community. Students could write the introduction for the speaker and invite community members to the presentation. This activity addresses academic standard 13.2.G—Manipulative and Motor Skills in the Workplace.

"Broaden your experiences with community activities and expand your friendships."
Students can ask other classes to join them in service-learning projects. Most projects that meet in an on-going format will foster friendships. Some students may even like to lead team-building activities to foster relationships with fellow students and community members. They can also host a “bring a community partner to school day” where community members shadow students, attend classes and lunch, etc. Students would then shadow community partners. Two days together could be a good starting ground for friendship. The pair could even sign a “cohort contract” agreeing to attend one community event together in the next two months. Many academic standards can be strengthened by networking skills. This activity would aid students in Career Awareness and Planning, Career Acquisition and Career Retention.

"Pursue and use local transportation options outside of family."
Students could develop the transportation plans for each of their service-learning outings.

This list is just a start. Each of these service-learning activities will help students learn to become well-rounded community members, making the transition from school to work much smoother and more effective.