Education programs in Whatcom, Skagit and San Juan counties offer young adults with disabilities vocational training to prepare for life after high school. Friendship is at the core of this transition.
Gabe Oatman, a student in his final year of Bellingham Public Schools’ Community Transitions, said he would love the opportunity to return to the place of his birth with his adoptive father.
He is currently planning a trip to Guatemala with his mentor Brendan Orsillo, a first-year student at Western Washington University with junior standing studying special education.
“It’s been my dream to go to Guatemala,” he said. “Going there would be a big change for me.”
At Western, a course pairs up students from the Woodring College of Education with students enrolled in Community Transitions, or CT, a program designed to prepare students in special education for independent living, employment and post-secondary training. During the spring quarter, mentor groups are working on a vacation planning project on Thursday afternoons where they figure out the logistics of a trip, including airfare, lodging, transportation, entertainment and food costs — all within a budget.
Oatman and Orsillo have also bonded over their love for the Seattle Mariners. They’re both thrilled their baseball team is currently in first place in the American League West.
“Western provides the space and mentors,” said Jeffery Hart, associate professor and director of disability and advocacy at WWU. “Community Transitions will always have a space here. They belong. They’re college age; they should be on a college campus. We want them here. The Bellingham school district has agreed to provide teachers and the curriculum.”
While there is an academic component to the WWU 3/Special Education 446 Practicum, the ultimate goal is for students to build connections, said Liz Madden, Bellingham Public Schools’ Community Transitions special education teacher.
“We want our students to have positive relationships with each other,” she said. “Ideally, the dream is for students to continue to hang out after the class ends.”
Making friends
McKenna Downs, a first-year student majoring in elementary general education and special education, and Natalie Richner, a CT student, both came to class May 15 wearing Seattle Kraken hoodies. They both insisted it was a coincidence.
“This is our fourth week together,” Downs said. She hopes to become a special education teacher after graduating in 2027. “We’re basically hanging out and working together to meet certain goals.”
Richner said the CT program helps her revise her resume and guides her to internship opportunities.
Nora Kimmet, a second-year student at WWU studying speech language and hearing sciences, said she enjoys the slower pace of the class.
“I love working with Erica,” she said. “I love seeing her smile whenever I make a little joke. It’s like I know I’m doing something right, and it’s a good feeling to connect with someone.”
Ari Albert, a second-year student at Western, said she likes the super-casual format of the class. She plans on majoring in elementary education in Woodring.
“It feels more like we’re building friendships rather than me being a mentor,” she said.
Albert said she bonded with CT student Adrian Duplantis over their love of cats and because they are both outgoing and fun people.
“This class is putting me more into the community,” Albert said. “I’m gaining new experiences with different ages of students.”
Creating memories
Laney Tumbusch, a second-year student at Western studying special education, and Kamryn Leishman, who has spent two years in CT, spend their time in class laughing their heads off while planning their excursion to Scotland.
“We have the idea to stay at a castle in Scotland with stained glass windows,” Tumbusch said.
“We want to dress up in 16th century regalia, eat a lot of food and just live it up for a night,” Leishman said.
Maddex Kern, a CT student, and Kylie Johnson, her WWU mentor, said they are both fond of Japan and anime culture.
“We’d like to go see some of the cities in Japan that have a lot of our favorite anime,” Kern said. “Japan would be a big culture shock.”
‘Students gain confidence through Community
Transitions …they are integrating into the community,
making connections and feeling like they belong.’
Johnson, a third-year student at Woodring studying special education kindergarten through eighth grade, said she’s been having a lot of fun in the class while developing a deeper friendship with Kern.
“This class is my favorite part of my day,” Johnson said. “We’re always doing something fun and social. It’s a good way to unwind and connect with other people.”
Almost adulting
Community Transitions at Bellingham Public Schools is now in its 25th year, said Beverly Porter, executive director and parent coalition co-coordinator of The Arc of Whatcom County in Bellingham. Around 80 students enrolled in Bellingham’s Community Transitions program are currently preparing for adulthood responsibilities like looking for a rental home and opening a bank account.
CT students take classes part time while seeking out a job setting that’s right for them, Porter said. They’re learning how to manage their time while commuting on the WTA bus, working and fitting errands into their daily schedule.
“Students gain confidence through Community Transitions,” Porter said. “They are integrating into the community, making connections and feeling like they belong.”
CT students start the program after their senior year of high school but won’t receive their diploma until they wrap up their transitions coursework, which takes around three years, Porter said. By graduation, CT students have devised a plan for their future.
“Graduation day from CT should be the beginning of their adult life,” Porter said.
Plans are in the works for Community Transitions to expand into a new building at Whatcom Community College, with construction scheduled to start in June. The building should be open to students by fall 2026, Madden said.
A legal obligation
The Individuals with Disabilities Education Act, or IDEA, is a federal law that protects the rights and educational access of students with disabilities in Washington state. All public schools in Washington state are responsible for implementing these services with regulations further defined by the state, said Becky Mudd Bell, director of special programs in the San Juan Island School District.
A majority of the Western students serving as mentors to CT students are studying to become special education teachers, Madden said.
“A part of the Washington state requirement for special education teachers is to have exposure and practical experience in a variety of settings,” she said. “They will be working with people with disabilities, and with the CT experience, they are actively engaging with people.”
Gov. Bob Ferguson signed legislation in May 2025 to guarantee special education instruction for public school students in Washington state until they are 22 years old or graduate high school — whichever comes first. Previously, the age limit was 21 years old.
Upon graduation, students with disabilities across Washington state fill out a variety of transition assessments like surveys, questionnaires and interviews required by law, Porter said. These assessments help students with disabilities identify the skills needed to achieve post-high school goals.
In Whatcom County, 74% of students with disabilities who graduated in the 2022-2023 academic year have found employment or have pursued further education two years after high school, according to the latest data from Seattle University’s Center for Change in Transition Services, or CCTS.
Thriving after graduation
San Juan County has services for residents with developmental disabilities to help them find meaningful employment with Sherwood Community Services, as well as community inclusion groups to form social bonds, said Jami Mitchell, human services manager of San Juan County Health and Community Services.
“We encourage high school students who are eligible for services provided by a Developmental Disabilities Administration, or DDA, to connect with transition services well before they are set to graduate,” Mitchell said. “With a few years of planning, we can support job skills development, benefits counseling, resume building, enrollment in programs serving individuals post-school, and work on job placement by the time graduation rolls around.”
Currently, the San Juan County School District supports 144 students enrolled in Individualized Education Programs, or IEPs, Bell said.
“Eligibility isn’t always based on a developmental disability; some students may have vision or speech impairments, or other qualifying disabilities,” Bell said. “Every plan is unique, targeting the student’s specific needs.”
After the 2022–2023 academic year, around 76% of San Juan County students who had an IEP either have found a job or continued their education two years after high school, according to Seattle University’s CCTS.
“Our students tend to have better outcomes than the Washington state average, which is currently 69%,” Bell said.
A bridge from school to work
The Skagit County Developmental Disabilities Program provides support to high school students – and their families – to help them prepare for life after high school with workshops about employment, transportation, healthy relationships and community involvement, said Jess Nelson, developmental disabilities program coordinator for Skagit County Public Health.
Skagit County students enrolled in an 18-22 transition program can also take part in Bridges, a program which connects students to an employment provider, Nelson said. They help guide students and their family in navigating applications to a variety of agencies available throughout Skagit County.
“Our goal for all individuals with intellectual and developmental disabilities is a full and meaningful life with the support in place to make that a reality,” Nelson said. “We want students to transition from school into adult life and find successful, competitive, integrated employment, inclusive recreational activities to experience, accessible housing and transportation options, with the ability to thrive as a valued member of our community.”
— By Catherine Skrzypinski