1. Amy SpearsJanuary 20, 2013 EEX 6065UCF Spring 2013

2. Engaging Youth With and Without SignificantDisabilities in Inclusive Service Learning byEric W. Carter, Beth Sweedeen, and Colleen K.Moss Where to teach secondary students withdisabilities? Classroom or Community? Service learning Service Learning Programs The Natural Supports Project Cooperation for National and Community Service 3. Service learning opportunities beneficial forsecondary students with disabilities Many students with disabilities have a hardtime transferring skills and information There is a need for volunteer work and a needfor the students to learn these skills. 4. Are schools helping students thrive? Important for team to work together to create atransition plan Students should be able to have a say in theirtransition plan Students use self-determination skills toidentify their strengths and interests to choosewhat they want to do after graduation. Service Learning opportunities help thesestudents find their strengths and interests. 5. High School Physical Education Teachers Beliefsabout Teaching Students with Mild to SevereDisabilities by Kevin M. Casebolt and Samuel R.Hodge 5 physical education teachers interviewed indifferent schools Overall attitude towards including students withdisabilities in their class positive, but all teachersfelt additional training was needed Additional support should be given for physicaleducation teachers when it comes to teachingstudents with special needs 6. Many physical education teachers left to fendfor themselves Little or no training for these teachers Unreasonable to expect them to know how toadapt their lessons if they dont understand thedisability or the student Access to adaptive P.E. coaches county-wide 7. Needs of students with disabilities not beingmet Is it the least restrictive setting if they are notable to learn? Teachers should be aware of and trained forany accommodations the student might need inphysical education Schools and counties need to understand theneed for training all teachers that come incontact with students with disabilities Best learning environment 8. Secondary and Transition Programming for18-21 Year Old Students in Rural Wisconsinby Lana L. Collet-Klingenberg and Sharon M.Kolb All services not provided for secondarystudents with disabilities to promote successfultransition Lack of resources 9. Implications that come with planning fortransition to adulthood What accommodations does the city provide? Not enough resources in many towns and cities 10. Many steps an IEP team must go through fortransition services Many questions need to be answered Research local resources and opportunities forstudent Have everything prepared before graduation 11. Carter, E. W., Swedeen, B., & Moss, C. K. (2012).Engaging youth with and without significantdisabilities in inclusive service learning. Teachingexceptional children,44(5). Retrieved January 20,2012 Casebolt, K. M., & Hodge, S. R. (2010). High schoolphysical education teachers beliefs about teachingstudents with mild to severe disabilities. PhysicalEducator ,67(3). Retrieved January 20, 2013 Collet-Klingenberg, L. L., & Kolb, S. M. (2011).Secondary and transition programming for 18-21year old students in rural wisconsin. Rural SpecialEducation Quarterly, 30(2). Retrieved January 20,2013