Project SUCCESS:
Service-Learning and Students with Disabilities
By Wil Morales

Project SUCCESS has given me more respect for people who are "different." The first thing I notice is not their disability and what they can't do; it's what they can accomplish that really counts. I feel that I get as much out of our projects as the people we are helping. I have met some of my closest friends through Project SUCCESS. The skills I've learned, people I've met, experiences I've had, will last me a lifetime.

-Project SUCCESS Participant

Project SUCCESS is a multi-state, community- and school-based service-learning program that pairs school-aged students into two-person service teams. By design, each team is comprised of one youth with a disability and one youth without a disability. Working together, these teams research and assess community needs. Once an issue is identified, the students develop and coordinate a community service project that benefits the community. Each team member takes on essential roles during planning and implementation. They work as equals-collaborating to overcome obstacles and embracing their team's diversity.

Sponsored by United Cerebral Palsy (UCP) Associations, Project SUCCESS receives funding from the Corporation for National and Community Service and Learn and Serve America. Since its inception in October 1997, Project SUCCESS has seen a great upsurge in interest in community service in its project locales. Molly Brannon, National Director for Project SUCCESS, boasts, "Our three original sites, located at UCP affiliates in San Diego, Pittsburgh, and Northern Virginia, have collectively recruited over 200 students, who have planned and conducted 44 community service activities, totaling 2,425 volunteer hours!"

Individually, Project SUCCESS sites have plenty to boast about as well. The site in San Diego was the first program to be adopted by a local middle school. Due to the efforts of Project SUCCESS supporters, the students now have an opportunity to participate in Project SUCCESS as an elective course during the school day. "We are now working with another local school that has expressed an interest in adopting our curriculum," says Natalie Maniace, San Diego project director. "The school system is very progressive and they recognize the unique partnerships we bring and the impact this program has on the students and the community."

Once a week, approximately 27 students participate in the interactive curriculum that covers team building exercises, identifying community needs, planning an activity, reflection, celebration, and much more. Each exercise includes tips on modifying activities for students with various disabilities to ensure they can all participate regardless of individual abilities. For students with and without disabilities, the skills and perspectives they acquire go a long way toward developing leadership, self-esteem, awareness of others, and a commitment to the community.

For more information on Project SUCCESS or the Project SUCCESS curriculum, contact Molly Brannon at (800) 872-5827, ext. 7119. For more information on how to develop an inclusive service-learning program at your school, call Natalie Maniace at (619) 278-5420.

The Keys to Partnerships

Get the support of principals who can provide institutional support such as classroom space and teacher assistants. They are necessary allies. Identify similar volunteer programs that may already exist within the school and develop a partnership. Start as an after-school program or club. Continue to build partnerships and collaboration with programs like AmeriCorps, AmeriCorps VISTA, Volunteer Centers, and Foster Grandparents.

Wil Morales was project director for Access AmeriCorps for two years, providing training and technical assistance on recruiting individuals with disabilities and creating inclusive environments. He is currently project director for TECH CONNECTIONS in Atlanta, Georgia.