The School of Expressive Arts and Learning, Inc. 2010
School of Expressive Arts and Learning “Putting Children First”

Transition Program

The S.E.A.L. Transition Team invites students to be an active member in

creating their own personal program within the structure and existing systems

that is tailored to their individual interests, career aspiration and family

guidelines.  Because the program is structured with low instructor to student

ratios, participants will benefit from customized activities while also developing

critical living skills through regular practice under the supervision of Vocational


Living Skills

Throughout a student’s time in the S.E.A.L. Transition Program, they will receive supervised instruction and evaluation of executive functioning in: Daily living tasks Self care Organization Effective communication Emotional intelligence and Financial management These   interactions   are   intended   to   support   students   to   gradually   transition   from interdependence to independence at school, at home and in their communities. 

Employability Skills

A collaboration with interest inventories, aptitude tests and guardian input, students will explore the educational and training requirements in their fields of interests. Participation in both vocational and volunteer community programs Job Coaching On Site Vocational training, through: Vending machine services (purchasing, stocking, keeping inventory, banking) Day-to-day janitorial & cleaning services School lunch food preparation School library program Elementary incentive program (stock & facilitate)

Community Connection

The S.E.A.L. Transition Program acknowledges the necessity to incorporate activities that showcase the importance of balancing our “working lives” with recreation, leisure and volunteer experiences.  In addition to the programs above, students are also afforded the opportunity to participate in monthly outings to explore healthy outlets to relieve and decompress from the stress of daily life.
Requirements of Transition Legislation (IDEA, 2004; P.L. 108-446) Clarifies that the purpose of each student’s full appropriate public education is to “prepare them for further education, employment and independent living.” What is your student’s personal goal(s)? college v. trade school employment v. career undecided v. unmotivated Helping a person find his/her place in society as a productive citizen contributes to the greater good of both the person and the larger community.


Breakfast Club

Independent Living Center

Twice a week, the Transition students offer a ‘Breakfast Club’ that is available to the staff of their school. This service provides staff with the opportunity to purchase a hot, healthy breakfast that includes items from breakfast sandwiches to smoothies to a waffle and oatmeal bar.  The students involved in this programming are responsible for menu development, weekly purchasing of food items, food preparation, cleaning and delivering as well as the facilitation of state-of-the-art cash register transactions.  Students are trained on professional and proper food handling practices and each obtain their Illinois Food Handler Certification in this process. The daily tasks parallel the duties of employees at cafes, restaurants or banquet halls.
Students will practice and refine pertinent vocational skills to prepare themselves to enter numerous fields of employment.  The current training stations being facilitated under a trained professional include: Assembly Clerical Data Entry Grocery Retail/Inventory
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