EDUC 619

Collaboration and Transition the School and the Community

Description of Artifact
This class was a waived course. The original course was SPED 416 Career Education and
Transition, taken at UW-Eau Claire in the fall of 2006. This specific artifact was an assignment
that was given to us to help the students in our program that were preparing to transition into
the community. Each of us had to prepare an assessment interview. This interview would be a
guide to help our students with their transition to the next phase of their lives. We were
allowed to complete this assignment with a partner, or individually. After our assessment
interview was complete, the second part of the assignment was to interview one of the
students that we were working with during our thirteen week field placement. This was a
unique and enjoyable experience. The classroom that I completed my field experience in was
at Chippewa Falls High School. Two of the students that I worked with during my field
experience are still employed by a local grocery store. This, I would say is a success story in
itself.
Professional Growth
This part of special education was completely new to me. The experience that I had working
with special education students was at the elementary level, and it was volunteering in a
classroom, not teaching. Never before had it crossed my mind what high school aged special
education students did after graduation. Taking this course opened my eyes to the community
that I lived in. It wasnt until after this course that I noticed individuals with special needs
working out in the community at a variety of different jobs. One of these individuals actually
went to the same high school that I attended. This gentleman has been employed by a local
restaurant for the past twenty two years. A good friend of mine is the general manager of the
restaurant and told me that Brian is one of her best employees. Collaboration between the
school and the community makes a big difference in the lives of our students today, and in their
futures as members of the community. It is our professionalism that guides and fosters their
success. This course really broadened my original perspective of special education.
Impact on Student Learning
The artifact submitted for this course may seem a bit overwhelming to a CD student, but with
our help it will also be beneficial to their transitioning to the next phase of their life. All of the
questions put together on the student assessment interview are items that they will need to
know and discuss after leaving high school. The interview will assist our students in their daily
living, work, and being a community member. The assessment interview covers a number of
areas: Self-determination/Interpersonal Relationships/Independent Living/Health and Fitness,
School and Future goals, Access to the community that they live in, Employment, and Daily
Living Skills. All of these questions will be answered differently by each individual that is given
the assessment interview. As the special education teachers we will need to guide our students
on the path that them, their parents, and teachers will be the best fit for them. Transition
planning is a partnership with students with disabilities, their families, school and post school
service personnel, local community representatives, and employers. The purpose of transition
planning is to help our students choose a living situation. It is also our job as special educators
to ensure that our students graduate with community living skills and can access post
secondary education if so desired.
Understanding and Application of Standards
When discussing transitioning between school and the community, the Development and
Characteristics of Learners is an important consideration. In order for our students to live as
fulfilled contributing members of the community, they will need our guidance and the support
of their families to make this a successful transition. Individual Learning Differences play a big
role in choosing a transitional plan that will be a good fit for each of our students. Special
education teachers are responsible for shaping their classroom environments into a place that
encourages independence and self-advocacy. Learning Environments and Social Interactions
are another important part of our students transition plan. All of our students should have the
opportunity to have a positive learning environment. Social Skills will be a taught in our
positive learning environments.