SPECIAL ED SPEAKS

Teaching community participation means helping students learn how to use everyday community resources like grocery stores, libraries, and recreation centers. It also includes building social and communication skills—such as making friends, handling conflicts, and staying safe in the community. Teachers can provide students with opportunities to volunteer, get involved in civic activities, and connect with adult service agencies that support life after high school.

When teaching community participation, it’s important to focus on skills that students will actually use in their daily lives, such as grocery shopping, using public transportation, ordering at a restaurant, going to the library, or visiting the bank. Each of these skills should be broken down into clear, manageable steps and taught in a way that allows students to practice repeatedly until they feel confident and independent.

Whenever possible, practice skills in the community, not just in the classroom. For example, role-play making a shopping list, then buying items in class. Then, provide opportunities to take trips to the local store to shop. If you can, partner with local businesses or organizations that welcome student visits.

Teachers can help students build social and communication skills by practicing real-life interactions such as greetings, small talk, asking for help, and advocating for their needs. Role-play and social stories are effective tools to model these situations, such as asking a bus driver for directions or ordering food at a restaurant, giving students the confidence to use these skills in the community.

Provide direct instruction on community safety skills, such as crossing the street, being aware of strangers, and handling money responsibly. It’s equally important to prepare students for unexpected situations by practicing what to do if something goes wrong, like missing a bus, losing a wallet, or feeling unsafe, so they can respond calmly and appropriately.

Involving students in planning community outings helps build independence and responsibility by letting them choose a destination, research hours of operation, budget money, and create a schedule. Teachers can also encourage choice-making and goal setting, such as setting a personal goal like, “This week, I want to learn how to order food by myself,” to give students ownership of their learning.

Research shows students who receive effective transition services are more likely to get and keep a job, pursue higher education or training, live more independently, and participate actively in their communities.

MILD/MODERATE DISABILITIES: Focus on independent navigation, money management, and self-advocacy.

MODERATE/SEVERE DISABILITIES: Focus on supported participation, using assistive technology, and engaging in meaningful roles with staff or peers.

TEACHER TIP: Always celebrate successes, even small ones. Confidence is key to community participation!