The primary focus of this domain is to promote a student's independent living skills; this includes self-advocacy, self-determination, community participation, and healthy relationships.  The term that bridges these skills is called inclusion. Inclusion extends past the educational curriculum and includes activities that will help transition the student into adulthood (i.e., going out in the community, engaging in extracurricular activities, etc.) The idea of inclusion allows students with and without disabilities to build skills that are necessary for independence. Inclusion must also factor in student engagement and involvement. "Communicating the positive interactions or contributions a student is making within a club or activity may also increase parental support for the child’s participation" (Carter et al., 2010). Living in and participating in the community is the way to gain this independence. All students possess different skills regarding community living and participation. To better develop these skills, instructors and transition coordinators should first administer transition assessments that focus on independent living. After the assessment, a concept map should be introduced. The goal of the concept map is to decide what to teach so that the student promotes the skills in need. The following artifacts demonstrate the competencies related to community-referenced curriculum and programs.