Guiding Your Teen with Special Needs after High School

For parents of teens with special needs, life after high school can be a little scary as routines and relationships undergo major changes. As a parent, you may be unsure of which interests and skills to encourage your son or daughter to pursue. Today, Ellie Van Keulen, Inclusive Education teacher at South Christian High School, shares some tips on guiding your teen with special needs on their journey after high school.

Coffee shop meeting1.Consult Your Contacts. As a parent, you will have to take an active role in developing contacts and potential work for your son or daughter, particularly if he or she has significant disabilities. Talk to friends and family that know your son or daughter well in order to make a wise decision regarding their future following high school. Meet with your son or daughter’s high school teachers and discuss their gifts and strengths. Find out what vision they have for your teen.

Based on your conversations, develop a list of contacts at places where your son or daughter could work or volunteer. Meet with community members at these places and think creatively about how you could craft a possible position for your teen.

2.  Connect with Friends. Help your teen stay connected with friends following high school. This may involve helping them make contacts, teaching them how to email, making phone calls, or making the contacts yourself. Many times, teens with significant needs can’t do this for themselves, so you will need to help them with this.

Friends gathered for Bible studyAlso encourage your son or daughter to go to sports events, concerts, and plays at their former high school, and help them get active in church by joining a Bible study or finding a place to serve. These connections will ease the transition into this new phase of life and give them a sense of purpose. It takes extra work on your part, but the reward is great in that they have friends!

3.  Do Your Research. Look into available clubs or groups to help your son or daughter maintain social contacts. There are plenty of regional options (simply Google “Young Adult with Disability Opportunities” in your area). In Grand Rapids, MI, some of our options include Ready for Life and Compassionate Heart Ministry. There are also national groups, like Young Life Capernaum, that you could pursue.

4.  Investigate Transition and Job Training Options. Look into local transition programs for persons with disabilities.  Consider options like Shepherd’s College (WI), Noorthoek Academy at Grand Rapids Community College (MI), Hope College’s Ready for Life (MI), and Michigan Rehabilitation Services (MI).

There are many job training programs available throughout the U.S. Look into your State Department for options like the Michigan Career and Technical Institute, in your area. Nationwide programs such as Project Search also have placements throughout the U.S. More information is available online or through your transition coordinator or counselor at your teen’s high school.

5. Track Work Experience. Be sure to get summaries of any work experiences, whether volunteer or paid, transferred to any transition options your teen pursues after high school.

6. Pray. Pray with your teen and try to include him or her in decision making when possible. Above all, ask God to guide you and your teen!

Ellie VanKeulen IMGEllie Van Keulen is the Inclusive Education teacher at South Christian High School, where she runs Connections, a program that helps students at all levels of ability establish friendships through peer tutoring, lunch partners, and an annual banquet.

25 Years of Inclusive Education

This year, we are pleased to celebrate twenty-five years since CLC Network launched our first inclusive education program in a Christian school. Since then, inclusive educa­tion has transformed our communities by honoring the image of God in every person, regardless of their abilities.

As we look to the future of expanding inclusion to Christian schools nationwide, we remember how change hap­pened for the Christian Learning Center (as we were known then) and all the faithful partners who believed in our vision: that students with disabilities are part of our Christian cov­enant, and belong in our schools and communities.

Building on our relationships with Christian schools established through CLC Resource Rooms, we were able to convince many schools—fairly quickly—to include students in the general education classroom. We are so grateful to our earliest partners who stepped out in faith and changed our communities for these twenty-five years, and for many years to come.

"The community saw that there was a whole population of students who were being denied a Christian education. We all needed exposure to that population in order to realize the great opportunity." - Bill Gritter, Former Administrator at the Grand Rapids Christian School AssociationOur first school partner was the Grand Rapids Christian School Association (GRCSA), who launched the Christian Learning Center under their gov­ernance in 1979. Bill Gritter, GRCSA’s administrator from 1977- 1993, recalls, “We had a vision for Christian education, that it should be available to all students regard­less of their ability or disability. We took a risk, but we trusted God with that vision.” Gritter continues, “CLC has been such a positive influence in the life of many schools. I think that’s evidence of God’s approval for what we were try­ing to do.”


"Many parents have said that their kids are becoming better people thanks to the inclusion program." - Bill Van Dyk, Principal, Zeeland Christian SchoolZeeland Christian was the first part­ner school to prove that inclusive educa­tion could be possible in West Michigan. Bill Van Dyk was in his second year as administrator at the time; he recalls, “I knew it was a gamble; it would be an unbelievable success or I would have a short career here. Clearly it wasn’t a gamble, since God has blessed it so much.”

Their extraordinary commitment to students with disabilities continues today, with more than 60 students receiving services and participating in general education classrooms at some level. “Miracles are hap­pening here all the time, it’s just life,” shares Van Dyk about the inclusive education program.


"The biggest beneficiaries of inclusion are the general education students. They are changed. Kids with special needs bring so many gifts we don't always recognize, but they are there." - Greg Yoder, Teacher Consultant, CLC Network, Former Inclusion Specialist, Creston Christian School“We made a lot of mistakes; inclusion was brand new!” shares Greg Yoder, a CLC Network teacher consultant and former inclusion spe­cialist at Creston Christian School. “But it was such a support­ive environment, with a strong sense of community and lots of prayer. Over years, the program became a model of good inclusion.”

"Inclusive education helped our school grow in size. People wanted to be a part of this community, because the challenges of some students strengthened the entire student body." - Tom Visser, Former Principal, Creston Christian SchoolTom Visser, Creston’s principal at the time, welcomed twenty students from CLC’s former program at Seymour Christian to their school. “God’s providence put people into the right posi­tions at the right times. The year leading up to this was one of my most difficult; we had to trust God and we didn’t know where it would take us. It’s easy to say afterwards, that was the Holy Spirit working, but it was a challenge to trust Him at the time.”

Creston Christian School closed their building in 2010, and their inclusion students are now served at both Rockford Christian School and Grand Rapids Christian Elementary.


"Understanding has grown around disabilities. Kids are more willing to approach someone with a disability and aren't afraid of them; often more so than their parents. They are good teachers for all of us." - Scott Schermer, Inclusive Education teacher, Jenison Christian SchoolInclusive Education teacher Scott Schermer remembers well the beginning years of inclu­sion at Jenison Christian. “With one of the first resource rooms (in 1980), inclusion was the next logical step for us,” he shares. Approximately twelve students with special needs enrolled in Jenison for the first year.

“Our school became much more repre­sentative of the body of Christ, where everyone belongs and has a place.” Schermer remembers a school-wide biking event, and the school pur­chased tandem bikes so that kids with mobility issues could still participate. “A big part of the success was the strong focus on the social atmosphere as part of our student learning.”


Bob Van Wieren, Byron Center Christian School’s adminis­trator, was new to the school when CLC proposed an inclusive education model. But after learning about inclusion and its poten­tial, he developed a lifelong commitment to the idea and fostered that commitment in the school. Today, Van Wieren serves as President of the CLC Network board.

Van Wieren gives credit to CLC Network’s Executive Director, R.H. “Bear” Berends, for convincing so many local schools to try inclusive education. “When he started talking about all of our children being part of the covenant, about belonging to all of us, that really made sense to me. The school community never really balked at the idea, it just felt like this is the way the Kingdom is supposed to be.”


As students began to graduate after their eighth grade year from the inclusive education program at Zeeland Christian School, many enrolled at nearby Holland Christian High School. Stan Konynenbelt, a parent and board member for Holland Christian at that time, explains, “The special education teachers took ownership of the need for these students to be a part of our school, even though inclusion can get difficult as kids get older.”

Konynenbelt recalls, “As a parent, I never felt like there was any risk to sending our daughter to the inclusion programs at Zeeland Christian or Holland Christian, because the staff and leaders shared our faith and sense of purpose. When we are united in faith, it makes a big difference to what we can accomplish.”


"Inclusion has come into every part of our students' lives -- we've seen graduates [without disabilities] take what they've learned here and bless their communities in so many other ways." - Ellie Van Keulen, Inclusive Education teacher, South Christian High SchoolEllie Van Keulen can still point out her first classroom at South Christian: a small room tucked away in a back hallway. Today, her classroom is at the very heart of the school. Shortly after launching inclusive education and enrolling CLC students at South Christian, parents and school leaders wanted their students to become more socially involved.

“I knew the students in my classroom, but I didn’t know most of the students in the hallways,” recalls Van Keulen. That was the spark that started South Christian’s Connections program. This program includes peer tutoring, lunch partners, an annual ban­quet, and other ways for students to establish friendships. Today, nearly half of the entire student body is involved in the Connections program, making inclusion an active reality.

Since 1994: 58 MORE SCHOOLS

CLC continued to partner with even more schools, eventu­ally staffing educational support services in more than 49 West Michigan schools by 2000. Now, as a consulting firm, we bring this expertise and experience to more than 58 schools in 4 states.

We are always grateful to our partners who have brought us to this point in our history, and for those who continue to challenge us to do more for the Kingdom!

To learn more about how your school can welcome and support students at all levels of ability, contact us at 616-245-8388 or by email.

This article originally appeared in the Spring 2014 Inclusive, CLC Network’s bi-annual newsletter. Click here to read the original article, or sign up to receive the Inclusive in your mailbox.

Elizabeth pictureElizabeth Lucas Dombrowski is the advancement director at CLC Network.