The school is not an island unto itself. Students with intellectual disabilities are included in regular school programs because they are a part of society. The purpose of schooling is to facilitate students' success in the larger community. The community is a very appropriate setting for many of the curricular needs of students with intellectual disabilities. To facilitate students' success in the community after graduation, transition planning should begin early. Practical, hands-on experiences in the community can be a part of students' programs from Kindergarten through to Grade 12.

Students need to develop awareness of the physical and social characteristics of their community, the resources it offers, their right of access to these resources, and their responsibilities to that community. Emphasis on the development of age-appropriate and independent living skills will enable students to use community resources and facilities more effectively. Each community offers unique resources; because of this, the information below focuses on general areas.

Students with intellectual disabilities often have delayed adaptive behaviour. Instruments such as the Vineland Adaptive Behaviour Scales and the Adaptive Behaviour Scale (AAMR) are used as part of the assessment process to determine what the student can and can't do in the areas of personal independence and social responsibility. Adaptive behaviour scales such as these can be sources of information to use as a reference when planning for community experiences.

• Students in adapted programs may require additional experience in the community to learn, practice and apply skills related to the prescribed learning outcomes.
• Students in modified programs may require more functional, community-referenced goals and objectives, and ongoing opportunities to practice skills in different settings.
• Every opportunity should be taken to incorporate relevant community experiences into the traditional subject areas, rather than creating separate "community" programs which can have inappropriate life skills training. For example, students should go shopping as a part of the Home Economics program, skating as part of the physical education program, explore streams as a part of the science program, do work experience as a part of career and personal planning.

It is as important for students with intellectual disabilities to engage in work experience as it is for others in their peer group. Career and Personal Planning 11/12 includes a 30 hour (1 credit) mandatory work experience component. School districts determine criteria for the work experience components of locally developed career programs.

Plans for work experience for students with intellectual disabilities should be noted in the student's IEP. The work experience program should prepare students for entry into community-based day programs, work, or post-secondary studies. Students should develop pre-employment skills and be involved in community-based work experience opportunities as appropriate.

Work experience should ideally be a meaningful reflection of the individual student's abilities and interests. Success in getting and keeping a job is a complex accomplishment for any individual. Factors which affect this success, such as physical stamina, social interaction, personal hygiene, motivation and task-oriented behaviour are interrelated and should be developed over a series of years. These behaviours and attitudes can be reinforced and integrated into all areas of the curriculum and in all grades.

Parents, teachers and support staff can work together to foster in students a positive attitude towards the world of work and an understanding of the contributions which people with disabilities have made in society. Attention given to the development of positive behaviours and values will help to ensure student success in work environments.

Specific career skills to be taught will depend on an individual's ability, interests and personality. The skills selected should be economically useful and provide the individual with the means to obtain and keep a job. Training goals can be adjusted over time to ensure that students develop marketable skills appropriate for a rapidly changing society. The employment opportunities and requirements of the individual's community also need to be considered when skills are being selected.

Work experience should provide a variety of opportunities to prepare students for the transition to the community. For some students with more significant disabilities, work experience may focus on preparing a student for a successful transition to a group home or community-based day program.

Teachers may wish to consider some of the following suggestions when planning work experience:

• Set up school-based responsibilities and jobs for all the students in the class at the elementary level, in preparation for secondary work experience (e.g., library monitor, mail distributor)
• focus on social skills needed in the work place such as eye contact, cooperation, punctuality and attention to task
• watch for strengths and interests that may contribute to success in work/community
• modify programs with respect to what is needed for transition into the community
• involve the students in community awareness experiences, such as investigation of police stations, transportation systems, banks
• work on skills for independent living as part of class activities
• put safeguards in place for travel in the community (e.g., going in pairs, self-protection)
• find out if a teacher assistant can serve as a job coach
• provide for work experience placements in a variety of different settings and on a variety of tasks (e.g., active, outdoor work in a nursery; office work)
• share your knowledge of and experience with the student with the employer and review the placement to ensure that it complements the students program
• tie secondary programs into community college programs
• focus on the goal of decreasing supervision and increasing the student's independence in work settings
• check into options available from the B.C. Association for Community Living (e.g., work experience, job coaches, recreation/leisure services, social skills training)