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Transition from school to the community can mean many things: finding a job, starting a certificate program, entering community college, attending a four-year program etc. Transition also means changes to supports, such as health care, social security benefits, where to live, and many other areas of life. Most importantly, it means making decisions for one's self and self-determination. You will find resources on all of these topics and more in this section.

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Posted on 03/27/2015

What can you do?

The campaign for disability employment

This is the question that “Who I Am” was created to address. “Who I Am” features nine real people with disabilities. Rather than be defined by disability, these individuals are the sum of their many life roles — which includes working in jobs they love.

Posted on 03/18/2015

A Guide for Professionals Serving Youth with Educational and Career Development Challenges

A key strategy in all the projects was to build bridges among workforce development organizations (schools, rehabilitation agencies, youth development organizations, One-Stops Centers) for the purpose of providing a set of quality services to youth based on person-centered planning. The organizations responsible for the pilot projects recognized the importance of arming youth, as well as themselves, with as much information as possible about personal goals, career interests, skills, and knowledge in order to assist the young people in making informed choices about their future. Knowing how to ensure that quality assessments occurred was identified as a common need.

Posted on 03/18/2015

AAC Basic and Implementation:

How to Teach Students who "Talk with Technology

Who We Are:
The Colorado Department of Education’s school-based SWAAAC (Statewide Assistive Technology, Augmentative and Alternative Communication) teams provide multidisciplinary assistive technology services in school districts around the state to enable students with disabilities to have equal access to the curriculum and full participation in their education and classroom.

Posted on 03/18/2015

Assistive Technology

Assistive technology devices are identified in IDEA 2004 as: "Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities."

Posted on 03/18/2015

Culturally Responsive Positive Behavioral Support Matters

In this What Matters brief, we explore the critical role of addressing and supporting behavior and socialization in schools as educators, students, families, schools, and communities embrace the waves of diversity that surge through our schools and institutional systems.

Posted on 03/18/2015

Effective Interventions in Droupout Prevention:

A Practice Brief for Educators

Preventing youth from dropping out of school is an enormous challenge for school systems, especially students who display aggressive behaviors at school. While many aspects of managing student behavior in the classroom are challenging, chronic and severe aggressive behaviors are most difficult to manage. The aggressive student is often characterized as verbally (i.e., defiant, use of profane and negative language) and physically (e.g., fighting, spitting, biting, hitting) abusive towards teachers and students.

Posted on 03/18/2015

Fair and Effective Discipline for All Students:

Best Practice Strategies for Educators

Disciplining students, particularly those with chronic or serious behavior problems, is a longstanding challenge for educators. They must balance the needs of the school community andbthose of the individual student. At the heart of this challenge is the use of punitive versus supportive disciplinary practices.

Posted on 03/18/2015

Handbook for Implementing a Comprehensive Work-Based Learning Program:

According to the Fair Labor Standards Act

Work-Based Learning (WBL) is an effective approach in delivering career and technical education and training to youth with disabilities. The WBL approach provides these services in community workplace settings rather than in conventional school environments. Because, WBL activities take place in workplace settings, they must comply with the provisions of the Fair Labor Standards Act (FLSA) administered through the U.S. Department of Labor and state labor laws.

Posted on 03/18/2015

Health Care Transition:

for Youth with Disabilities and Chronic Health Conditions

The increasing number of youth with disabilities and chronic health conditions surviving into adulthood has necessitated a shift in the approach to educational, health, employment, and independent living services. The emphasis has shifted toward ensuring inclusion and full participation of individuals with disabilities and chronic health conditions in education, meaningful employment, and community living. To achieve these goals as adults,youth with disabilities and chronic health conditions may require support and services to help them transition in all aspects of their adult lives, including employment, independent living, and health care. The receipt of adequate health care is a vital component of this vision. Health affects all aspects of life—school, community, and job success are all associated with health.

Posted on 03/18/2015

Healthy Transitions:

A Pathway to Employment for Youth with Chronic Health Conditions and Other Disabilities

All youth need to be connected to programs, services, activities, and supports that prepare them for meaningful post-secondary school options, enhance their ability to manage their physical, mental, and emotional well-being, and develop life-readiness skills to make informed choices. This is especially true for youth with disabilities, including those with chronic health conditions.

Posted on 03/18/2015

Impact of Social Media on Adolescent Behavioral Health California

Teenagers throughout the country regularly use the internet, cell phones, and video games gather information and communicate with others.

Posted on 03/18/2015

Increasing the Participation of Young Adults with Disabilities in Apprenticeship Programs

Apprenticeship programs offer young adults, including those with disabilities, a career pathway that provides employment as the individual learns on the job. Individuals who successfully complete an apprenticeship program become journey level workers and receive a widely recognized credential of skills attainment.

Posted on 03/18/2015

Independent Living for Children

In Out-Of-Home Care

The purpose of the independent living advisory committee was to advise the Division of Children and Family Services on the Division’s programs and policies on independent living services for youth exiting care at age 18.

Posted on 03/18/2015

Individuals with Intellectual and/ or Developmental Disabilities:

Use of Assistive Technology Device in Support Provision

During a four-year period, from 1988–1992, two significant events occurred that greatly influenced assistive technology (AT) and intellectual disability: the passage by Congress of the Technology-Related Assistance for Individuals with Disabilities Act of 1988 and publication by the American Association on Intellectual and Development Disabilities (AAIDD) of Mental Retardation: Definition, Classification, and Systems of Supports(Luckasson et al. 1992), which emphasized the importance of support provision. In the years since, the two (AT and support provision) have been aligned closely.

Posted on 03/18/2015

Living Your Life:

Recreation for People with Disabilities

When people with disabilities are creating their everyday to-do list, we prioritize a lot of things over fun. Leisure isn’t something that we get to put at the top of our list most of the time. Sometimes we have to remind ourselves that recreation is important, and we must make it a part of our lives!

Posted on 03/18/2015

Moving into Adulthood for Youth with Disabilities Serious Health Concerns

For families with youth who have disabling conditions, the end of high school coincides with a number of changes for which they may be unprepared: school to work, home to independent living, pediatric to adult health care, among others. In their chapters in On Your Own without a Net: The Transition to Adulthood for Vulnerable Populations,edited by D. Wayne Osgood, E.Michael Foster, Constance Flanagan, and Gretchen Ruth (forthcoming, University of Chicago Press), Robert Blum, and Patience Haydock White and Leslie Gallay examine the needs of youth with disabilities and other serious health issues as they leave childhood for adulthood. This brief summarizes those findings.

Posted on 03/18/2015

National Resources for Parents of Children and Youth with Disabilities

Parents of youth with disabilities have unique opportunities to promote their successful transition to post-secondary education, employment and full adult participation in society.

Posted on 03/18/2015

Plotting the course for success

When you opened this workbook, you made an important decision. You, and another person in your life, have decided to enter a mentoring relationship. This is a serious commitment—one that requires you and the other person to have some very frank conversations and clear understandings before you engage in this relationship.

Posted on 03/18/2015

Positive Behavioral Interventions and Supports:

Application of a Behavior Analytic Theory of Action

In 1996, the Office of Special Education Programs (OSEP), U.S. Department of Education, funded the National Technical Assistance Center& on Positive Behavioral Interventions and Supports (PBIS) to assist schools apply "positive behavioral interventions and systems to achieve socially important behavior change"

Posted on 03/18/2015

Postive Behavior Support:

Learning to Prevent or Reduce Anxiety in Students

Positive Behavior Support (PBS) seeks to enhance the educational experience by reframing problem behaviors.

Posted on 03/18/2015

Preparing Youth and Young Adults for Apprenticeship Programs

Far too many youth, particularly those with disabilities, leave secondary education without a clear plan for post-secondary studies and careers. Youth with disabilities are half as likely as their peers to participate in post-secondary education.

Posted on 03/18/2015

Preventing the Use of Restraint and Seclusion with Young Children:

The Role of Effective, Positive Practices

Seclusion (involuntary confinement) is an extreme procedure that is not developmentally appropriate and should serve no purpose as an intervention with young children. In the authors' opinion, young children must never be alone in a room or isolated completely from social interaction.

Posted on 03/18/2015

Program Serving Transition-Aged Youth:

A Comparative Analysis of the U.S. and 10 Other Countries in the Organisation for Economic Co-Op

This report summarizes policies and programs of 10 countries in the Organization for Economic Co-Operation and Development (OECD) that aim to improve the transition of youth with disabilities to appropriate and gainful employment.

Posted on 03/18/2015

Providing supports to youth with disabilities transitioning to adulthood:

Case descriptions from the Youth Transition Demonstration

Post-school employment rates for youth with significant disabilities remain intractably low. An important policy concern is whether youth who receive disability cash benefits from the Social Security Administration (SSA) are obtaining the necessary supports to make a successful transition to adult life. The SSA initiated the Youth Transition Demonstration (YTD) projects in an attempt to develop services and supports to assist youth in making a successful transition into adulthood. This article provides a detailed description of the intervention components for the YTD projects and presents three case descriptions to illustrate how youth can potentially benefit from these services. The selected cases in this paper illustrate the potential for youth with disabilities to leverage project services and move into employment.

Posted on 03/18/2015

Resource Directory:

for Children and Young Adults with Special Health Care Needs

This resource directory is for the families of children and young adults who have a serious illness or long-lasting condition for which they need extra healthcare and support services.

Posted on 03/18/2015

Schoolwide Positive Behavior Support:

Primary System and Practices

Schools need to identify observable, measurable, specific, and achievable annual outcomes, which will become the metric by which success of an intervention is judged.

Posted on 03/18/2015

Six Core Elements of Health Care Transition 2.0

Transitioning Youth to an Adult Health Care Provider

Got Transition is pleased to share this updated package of the Six Core Elements of Health Care Transition for use bypediatric, family medicine, and med-peds providers to benefit all youth, including those with special needs, as they transition from pediatric to adult-centered healthcare.

Posted on 03/18/2015

Supporting the Career Development of Youth with Learning Disabilities

A key strategy in all the projects was to build bridges among workforce development organization for the purpose of providing a set of quality services to youth based on person-centered planning.

Posted on 03/18/2015

Technology and Literacy for Adolescents with Disabilities

A sound decision-making framework can assist teachers in adopting and embracing current technologies and looking toward Web 3.0 in order to create universally accessible learning environments to advance literacy learning for all students, and especially students with disabilities.

Posted on 03/18/2015

The Affordable Care Act and Children and Youth with Autism Spectrum Disorder and Other Dev

The Association of Maternal & Child Health Programs (AMCHP) supports state maternal and child health (MCH) programs and provides national leadership on issues affecting women and children.

Posted on 03/18/2015

Transition from Pediatrics to Adult Medical Systems:

for Young Adults with Disabilities or Special Health Care Needs

ACHIEVA is southwestern Pennsylvania’s largest provider of comprehensive services and supports for people with disabilities and their families. ACHIEVA serves more than 14,600 individuals with disabilities and their families and is the only agency of its type in southwestern Pennsylvania that provides lifelong supports. From early intervention therapies for infants to in-home support for medically fragile senior citizens, ACHIEVA provides a full spectrum of services for people of all ages and abilities and their families.

Posted on 03/18/2015

Transition Health Care Checklist:

Preparing for Life as an Adult

A resource to help youth and young adults with special health care needs and disabilities make a successful transition to adult living that includes their education, health and community living.

Posted on 03/18/2015

Transition to Adulthood:

A Health Care Guide for Youth and Families

This guide is intended to help young people with disabilities and their families plan for the transition to adulthood in health care contexts. It includes information on how to ensure that young adults have the support they need to make healthcare decisions, how to access continued healthcare coverage and decide which kind of coverage to get, and how to find an adult-oriented doctor.

Posted on 03/18/2015

Unleashing the Power of Innovation for Assistive Technology

The unprecedented increases in federal funding, coupled with new guidance from the U.S. Department of Education, school district purchasing power, and developments in consumer electronics, present an unparalleled opportunity to unleash the creative power of innovation to meet the needs of all students, particularly those with disabilities.

Posted on 03/18/2015

Using Apple Technology to Support Learning for Students with Sensory and Learning Disabilities

The science of learning seeks to understand the relationship between brain development, social interaction, and learning by drawing on the fields of psychology, neuroscience, machine learning, and education.This research holds great promise for improving our teaching practices for all students and helping us develop more effective approaches to teaching children with sensory and learning disabilities.

Posted on 03/18/2015

Youth Skills for LIFE

Independent Living Skills Curriculum

Research shows that there is a growing number of youth who are aging out of foster care without the needed independent living skill to survive as prosperous and productive citizens. These older youth are more likely to drop out of high school, have unplanned pregnancies, experience homelessness and a variety of other ailments of life due to the lack of skills needed to transition into adulthood.

Posted on 03/16/2015

A Guide to Community Employment and Rehabilitation Services

  • Determine if you are eligible for services
  • Explore what employment supports you need
  • Transition from school to work
  • Look for and identify job opportunities
  • Find a job and stay employed
  • Learn how to do your job
  • And more!

Posted on 03/16/2015

A Guide to Preparing Your Child with a Disability for Life Beyond High School

The opportunity to acquire a quality education is one of the most exciting advantages any young person could ask for. That’s why we send our children to school – so they can make the most of that opportunity and prepare themselves to become productive adults and valued members of the community. School is the place where children learn academic and social skills that can help them build a satisfying and independent life. No matter what environment that education takes place in – be it public (including charter schools), private, or home schooling – the purpose remains the same.

Posted on 03/16/2015

Advising High School Students with Disabilities on Postsecondary Options

Guidance and Career Counselor's Toolkit

This Toolkit is the result of careful collaboration over many months by staff, faculty, professionals, and consumers. Staff of the GW HEATH Resource Center gratefully acknowledges the following individuals for contributing so generously of their time, expertise, and insight. Each, in his or her own way, ensured a final product we are proud and eager to share not only with counselors who are guiding students toward options after high school, but to anyone interested in the prospects of students with disabilities to lead productive, self-determined, and independent lives.

Posted on 03/16/2015

Arkansas Rehabilitation Association

Scholarship information for Vocational Rehabilitation

Posted on 03/16/2015

Autistic Self Advovacy Network

Introduction. More than a third of youth with special health care needs have been diagnosed with a developmental, emotional, or behavioral disability or condition. Youth with developmental disabilities face numerous challenges with regard to main training effective and continuous health care as they reach adulthood. First, they must ensure that they maintain access to health coverage, either through public insurance programs (e.g., Medicaid) or through private insurance. Second, as legal adults, they must take on responsibility for managing their own health care, with appropriate supports. Third, they must secure age-appropriate health care and must transition from pediatric health care providers to adult-oriented providers or, in the context of family medicine, transition from a pediatric model of health care to an adult model of health care.

Posted on 03/16/2015

Benefits Counseling for Youth who receive SSI or SSDI

What are Goodwill’s Benefits Counseling Services for youth? Goodwill helps transition-aged youth (ages 14–21) understand and use applicable Social Security Administration (SSA) work incentives in support of employment and post-secondary goals identified in the Individualized Education Plan (IEP)

Posted on 03/16/2015

College Programs for students with intellectual and developmental disabilities

Results of a National Survey

Providing transition services for students with intellectual and developmental disabilities (IDD) on a college campus creates opportunities for academic, vocational, and social skills instruction in a community setting with college-age peers. A survey conducted in 2008 of college programs in the U.S. for students with IDD ages 18–21 (Papay & Bambara, 2011) gathered information on these programs and the opportunities they provide.

Posted on 03/16/2015

Connect to Work Transition Resources for Adults and Youth with Disabilities

Illinois workNet Offers Helpful Disabilities Resources  - Work incentives planning and assistance  - Disability benefits and information  - Your rights and advocacy  - Youth in Transition

Posted on 03/16/2015

Credential Development in Inclusive Higher Education Programs Serving Students with Intellectual Dis

Insight - Think College

The term credential, in higher education, refers to a verification of qualification or competency issued to an individual by an accredited institute of higher education. The terms most commonly used for educational credentials are: diploma, certificate, and degree. When students complete coursework and master content they earn credits. Credit hours are the building block components for educational credentials. (US Department of Labor, nd) The value of a college credential is fairly well understood. In some cases the benefit is very clear, such as when a credential is required in order to work in a certain industry or occupation (nursing licenses, for example). In other cases, the value of holding a credential is less clear-cut. It is sometimes difficult to quantify how much a college credential contributes to a hiring advantage, higher earnings, enhanced job security, or advancement along a career pathway (US Department of Labor nd.)

Posted on 03/16/2015

Current Status of Meaningful Credentials for Students With Intellectual Disabilities

Attending TPSID Model Demonstration Programs

In 2010, the Office of Postsecondary Education awarded grants to 27 institutions of higher education (IHEs) to create or expand access to higher education for students with intellectual disabilities in 23 states. These model demonstration projects, known as Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), were asked to create meaningful credentials for students who completed their programs.

Posted on 03/16/2015

Disability Benefits Counseling

The Disability Benefit Specialist at Aging and Disability Resource Center Southwest Wisconsin—Iowa County offers benefits counseling for adults ages 18 to 59 with physical disabilities, developmental disabilities, mental illness and/or substance use disorders.

Posted on 03/16/2015

DORS: Rehabilitation Services Manual

This resources is for the state of Maryland. This is DORS Rehabilitation Services Manual.

Posted on 03/16/2015

Financial Planning for a child with disabilities

FINANCIAL PLANNING FOR A CHILD WITH DISABILITIES Parents who have a child with a physical or mental disability or a child with a potentially chronic illness must financially plan not only for immediate needs, but perhaps for the child’s entire life. Here are several financial planning issues you may need to consider.

Posted on 03/16/2015

Handbook for Vocational Rehabilitation Services

NYS Commission for the blind (NYSCB)

This resource is for New York State The NYSCB Handbook for Vocational Rehabilitation Services will familiarize you with the New York State Commission for the Blind Vocational Rehabilitation Program.The vocational rehabilitation program can provide you, as a legally blind individual in New York State, with assistance in achieving your goals as an independent, participating member of the community. NYSCB also administers other programs for individuals who are legally blind and who are not pursuing a vocational goal.

Posted on 03/16/2015

Helping Youth Transition from out-of-home care to adulthood

Minnesota’s county and tribal social workers have a responsibility to assist adolescents in out-ofhome care with preparation for successful adulthood. This work is required by Minnesota Statutes, section 260C.212 subdivision.1(c)(11). It is also good social work practice and acknowledges a primary adolescent need to discover self and gain autonomy. Minnesota statute requires that youth age 16 and older who are in out-of-home care because of a permanency disposition have an independent living plan. It is important to understand that an independent living plan does not conflict with, or replace the goal of achieving permanency for adolescents. In fact, youth who are state wards and youth whose permanency disposition is longterm foster care, should be the highest priority for county services that promotes preparation for independent living and permanency. These youth will leave child welfare system without the support of their birth families. It is the counties and tribes responsibility to assure that they leave out-of-home care with a high school diploma; employment and/or acceptable post-secondary education; health care coverage; a savings account; a safe and affordable place to live; a means of transportation; knowledge of community resources; and connections to positive adults and family members. The purpose of this practice guide is to provide social workers with the information and resources to do this work effectively.

Posted on 03/16/2015

How You Can Help Your Child Learn to Be a Good Self Advocate

It is never too early to start teaching your child how he or she can advocate for himself or herself. Like many other important life skills, self-advocacy is a critical tool your child needs in order to achieve goals, increase self-sufficiency, and become a successful young adult. It is a life long process that begins with your child learning by watching you, as a parent, be a good advocate.

Posted on 03/16/2015

Individualized Housing Options Resources Guide for Persons with Disabilities

Putting the pieces together one person at a time

"Create your vision for where you want to live" The Individualized Housing Options (IHO) guide will help a person discover housing options, plan a move, learn about help and supports and develop a person-centered housing support plan that is workable into the future. Many individuals with a disability want to move out of their family’s home, a foster care home, group home, nursing home or other institutional settings. They want to rent, lease, or own their own living space.

Posted on 03/16/2015

Leadership: A Guide for Promoting Leadership skills in youth with disabilities

One goal of the Natural Supports Project is finding and sharing new ways to encourage leadership opportunities for youth with disabilities. During the summer of 2009, the Natural Supports Project staff interviewed 32 young adult leaders with disabilities ages 18--30 to gather their perspectives on what makes someone a leader and to ask their advice on how to best support leadership development in youth with disabilities. This guide was developed to share their advice and strategies with families, school staff, other adults who work with youth, and with youth with disabilities who want to develop their leadership skills.

Posted on 03/16/2015

National Gateway to Self-Determination

The Impact of College on Self-Determination

To borrow a phrase from the poet Laura Hershey, "you get proud by practicing." Pride and belief in oneself are cultivated when young people have the opportunity to be in places and with people who support and promote that growth—safe places for them to "practice." College and university campuses are designed to be such places. These learning and living environments provide opportunities for growth in self-efficacy and self-determination which, in turn, foster increased confidence in the young people that attend.

Posted on 03/16/2015

Navigating Medicare and Medicaid

A resource guide for people with disabilities, their families, and their advocates

This guide explains the critical role Medicare and Medicaid have come to play in the lives and the futures of roughly 20 million children, adults, and seniors with disabilities—and gives people with disabilities new information to help them navigate these complex and confusing programs.

Posted on 03/16/2015

Opening Doords to Self-Determination Skills

Planning for Life After High School

Planning for Life After High School A Handbook for:  - Teachers  - Students  - School Counselors  - Parents

Posted on 03/16/2015

Post-School Outcomes for Transitioning Youth with Developmental Disabilities

Can we predict integrated employment?

While strides have certainly been made, youth with disabilities continue to have less than desirable post-school outcomes (Newman, Wagner, Cameto, & Knokey, 2009; Wagner, Newman, Cameto, Levine & Garza, 2006). Although youth with developmental disabilities typically stay in school longer than their peers and often receive costly long-term funded supports as adults, national surveys document dismal employment outcomes for adults with developmental disabilities (Butterworth, Smith, Hall, Migliore & Winsor, 2008; Migliore & Butterworth, 2008).

Posted on 03/16/2015

Promoting Increased Competitive Integrated Employment for Youth with Disabilities

Session Overview  - Why Employment matters  - Federal Investments  - How can we work together on this important policy area

Posted on 03/16/2015

Research to Pracxtice Brief

Self-Determination: Supporting Successful Transition

Self-determination is a concept reflecting the belief that all individuals have the right to direct their own lives. Students who have self-determination skills have a stronger chance of being successful in making the transition to adulthood, including employment and independence (Wehmeyer & Schwartz, 1997). Starting with the 1990 re-authorization of the Individuals with Disabilities Education Act (IDEA)(P.L. 101-476), transition services must be based on student needs and take into account student interests and preferences. To accomplish this goal, students must be prepared to participate in planning for their future. Several curricula have been developed to address the need for self-determination skills among adolescents, including the skills needed to take control of the Individualized Education Program (IEP) process. Selected curricula are identified an described at the end of this brief.

Posted on 03/16/2015

School Help For Homeless Children with Disabilities: Information for Parents

If you and your family are dealing with homelessness, it might be tough enrolling your children in school and making sure they attend every day. If your children have special needs, the issues might be even tougher. For example:

  • You might not know whom to talk to about school services.
  • You might not know if your children’s problems in school are caused by a disability or the stress of being homeless.
  • You and your family might move from one temporary housing situation to another; or your children might change from one school to another.
  • You might have trouble finding time and transportation for meetings at school.
  • You might not understand the special education process. There are two laws that help make sure that homeless children and youth with disabilities can enroll and do well in school. Those laws are: 1) The McKinney-Vento Homeless Assistance Act; 2)The Individuals with Disabilities Education Act

Posted on 03/16/2015

Social Network Sites: Consider the benefits, concerns for you teenager

Social networking sites have become an integral part of today’s culture, especially for teens. Of the 65 percent of teens using sites such as Face-book and MySpace, 61 percent use them to send messages to their friends and 42 percent send messages to friends every day this way, according to a recent study by the Pew Internet & American Life Project.

Posted on 03/16/2015

Social Security: Benefits for Children with Disabilities

Our website,, is a valuable resource for information about all of Social Security’s programs. At our website, you also can:

  • Apply for retirement, disability and edicare benefits;
  • Review your Social Security Statement;
  • Get the address of your local Social Security office;
  • Request a replacement Medicare card; and
  • Find copies of our publications

Posted on 03/16/2015

SSA's Youth Transition Demonstration (YTD) Evaluation

Design, implement, and rigorously evaluate demonstration projects intended to -  - Improve transition outcomes for youth with disabilities (especially employment outcomes)  - Reduce dependency on SSI and SSDI

Posted on 03/16/2015

State Funded Housing Assisstance Programs

State Funded Housing Assistance Programs is intended to be a resource about the design and administration of housing assistance programs funded by states. This report grew out of questions from various State Mental Health Authorities (SMHA), including those participating in the Olmstead Policy Academy sponsored by the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA), about ways that states are working to design and implement strategies to support people with mental illness and other disabilities in integrated settings.

Posted on 03/16/2015

Statewide Strategic Planning

Promoting Postsecondary Education Options for Individuals with Intellectual Disabilities

Inclusive postsecondary education (PSE) for individuals with intellectual disabilities (ID) has gained momentum nationally. While once a dream for youth with ID, many individuals are now attending college/university and receiving essential supports to enable their participation in the academic, social, residential, and recreational aspects of college life. Postsecondary opportunities vary by state, with activities ranging from strategic planning to pilot projects to established programs.

Posted on 03/16/2015

Successful Transition Models for Youth with Mental Health Needs:

A Guide for Workforce Professionals

This InfoBrief describes the systems' service barriers faced by youth with mental health need as they reach adulthood, while highlighting new models and strategies designed to break down those barriers and help them to transition successfully into the workplace.

Posted on 03/16/2015

Supporting Homeless Students with Disabilities: Implementing IDEA

Best Practices in Homesless Education

Over 1.35 million children and youth experience homelessness each year. These children and youth face challenges that include a lack of basic necessities (food, clothing, medical services); discontinuity of education due to mobility; and trauma caused by the chaos, poverty, and instability of their circumstances. Children and youth who are homeless face additional educational challenges when they have disabilities. Studies indicate that children who are homeless are twice as likely to have learning disabilities and three times as likely to have an emotional disturbance as children who are not homeless. Two federal laws that address the needs of homeless children and youth with disabilities are the McKinney-Vento Homeless Assistance Act and the Individuals with Disabilities Education Act (IDEA).

Posted on 03/16/2015

Tips fot Transition


The Division on Career Development and Transition (DCDT) and the Transition Coalition have collected and disseminated these tips in an effort to enhance public access to information about transition activities. Our intention is to provide resources that are current and accurate. We do not endorse or promote any of the products, Web sites, or ideas presented in the tips. Although every attempt is made to ensure the accuracy of this information, we can make no guarantees. We will, of course, make every effort to correct errors brought to our attention. If you find an error in one of the tips listed, you may contact us. Any or all portions of this document may be reproduced without prior permission, provided the source is cited.

Posted on 03/16/2015

Transition and Postsecondary Education Programs for students with Intellectual Disability

A Pathway to Employment

Higher education leads to a variety of personal and financial benefits, and is an integral part of establishing a successful career path and enhancing earnings over a lifetime (Carnevale, Rose, & Cheah, 2011). However, up until recently, low expectations coupled with minimal opportunities have prevented people with intellectual and developmental disabilities (IDD) from receiving the benefits associated with higher education.

Posted on 03/16/2015

Transition Fair Toolkit

National Secondary Treansition Technical Assistance Center

The National Secondary Transition Technical Assistance Center (NSTTAC) developed this Transition Fair Toolkit to help state and local planning teams implement and evaluate a transition fair.

Posted on 03/16/2015

Transition Services

Helping Students with Disabilities move from school to adulthood

The transition process is designed to help students with disabilities move smoothly from school to adult life. Transitioning to adulthood is difficult regardless of a youth's abilities, so transition planning is key to ensuring success in adulthood for young people with disabilities. Adult services are very different from the services provided to students. There is no right to a job, day program or residence once your child leaves school, so early planning is essential!

Posted on 03/16/2015

Transitioning Youth with Mental Health Needs to Meaningful Employment and Independent Living

This research and report are the result of funding and guidance from the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP). This report has also greatly benefited from the careful direction of Joan Wills and Curtis Richards at the National Collaborative on Workforce and Disability for Youth (NCWD/Youth). Both are committed to quality research and to information and tools that can be readily used by practitioners and policymakers to better serve youth with disabilities.

Posted on 03/16/2015

VCU: Work Incentive Planning and Assistance National Training Center

Part I. The Importance of Considering Social Security Disability Benefits in the Transition Planning Process. The successful transition of students with disabilities from school to work and full community participation is a major policy initiative within several federal agencies including the U.S. Department of Education and the U.S. Department of Labor. In recent years, school to work transition has also become a growing emphasis for the Social Security Administration (SSA). Since many students with disabilities are receiving Social Security disability benefits such as SSI or title II Childhood Disability Benefits (CDB), and so few become employed at substantial levels after completing school, it makes sense for the SSA to be an active partner in these initiatives.

Posted on 03/16/2015

Vocational Rehabilitation (VR): A Young Adult's Guide

Vocational Rehabilitation (VR) Agencies are located in every US state. VR helps people with physical or mental health disabilities achieve employment and live independently by offering vocational counseling and related individualized services. The information below explains how young adults with serious mental health conditions can take advantage of the VR services in their state.

Posted on 03/16/2015

VR in South Dakota

Vocational Rehabilitation in South Dakota. Department of Human Services: Division of Rehabilitation Services & Division of Services to the Blind and Visually impaired.

Posted on 03/16/2015

VR Research in Brief

A partnership in career development for people with disabilities: Collaboration between vocational rehabilitation counselors and families.

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