In 2010, Renko began a collaboration with Sarah Parker Harris, professor of disability and human development, to begin a pilot program called Participation Through Innovation, which led to a second collaboration, the Chicagoland Entrepreneurship Education for People with Disabilities (CEED). The effort, funded by a two-year, $300,000 grant by the Coleman Foundation in 2014, provides support for entrepreneurs with disabilities.
Keariel Scott, Postsecondary Access and Training in Human Services (PATHS) Class of 2015, was accepted into the Vista College Medical Assistant (MA) program in the fall of 2015. She is currently finishing up her second year in the program and will be on her "externship" at a pediatrician's office in the spring of 2017.
Think College Student Named 40 Under 40 in Vermont Business Magazine Organization: Center on Disability and Community Inclusion (VT UCEDD)
Stirling Peebles, former Think College Vermont student and current Think College Dissemination Assistant, has been recognized by Vermont Business Magazine as a 2016 Rising Star. The Rising Stars program was started in 2010 to show Vermonters-particularly the youth of Vermont-that there are people under the age of 40 who contribute significantly to this state, and that they are a valued resource when it comes to their employers and their communities. The list is comprised of 40 winners all under the age of 40. Award recipients are selected every year by a panel of judges for their commitment to business growth, professional excellence, and involvement in their communities.
The report, Strengthening an Inclusive Pathway for People with Intellectual Disabilities and their Families, recognizes the "great strides" made since President John F. Kennedy established a blue-ribbon panel to address the needs of people with intellectual disabilities and their families and PCPID Chairman Jack Brandt notes that, "despite these advances, the trajectory for a person with an intellectual disability remains limited."
Vanderbilt Kennedy Center (TN UCEDD, IDDRC, LEND) Programs SENSE Theatre, TennesseeWorks, and TRIAD Share Key Tools for Program Replication
Three project replication guides on the topics of community participation through the arts and transitioning practice to community-based employment are now available through the Vanderbilt Kennedy Center for Excellence in Developmental Disabilities (TN UCEDD, IDDRC, LEND).
3:00 p.m. - 4:00 p.m. ET
Dr. Acharya will review the most recent data about health care transition for adolescents and young adults with intellectual and developmental disabilities (IDD). During the webinar, she will describe standard of care for health care transition and highlight strategies to support the transition to aDr. Acharya is a board certified developmental and behavioral pediatrician and internist at the University of Illinois at Chicago and the director of the Illinois Leadership Education in Neurodevelopmental Disabilities (LEND) Program. Dr. Acharya cares for individuals with developmental disabilities using a lifespan perspective from childhood to adulthood. She is particularly interested in supporting adolescents and young adults with developmental disabilities as they transition to adult-systems of care and beyond.dult-centered health care for this population.
Location: Hartford, CT
The AAIDD Annual Meeting is two full days of educational sessions, exhibits, poster presentations, and networking events. There are also optional half-day pre and post conference sessions. Our Annual Meeting provides researchers, clinicians, practitioners, educators, policymakers, local, state and federal agencies, and advocates with cutting edge research, effective practices, and valuable information on important policy initiatives.
In May this year, the American College of Physicians (ACP) will be releasing new transition readiness/self-care assessment and medical summary tools modeled after Got Transition's "Six Core Elements of Health Care Transition."
Got Transition has partnered with the Office of Disability Employment (Department of Labor) and the Youth Transitions Collaborative to create a Transition QuickGuide for youth and young adults (ages 12-30), including those with disabilities and chronic health conditions. The QuickGuide includes information and resources about health insurance, self-care management, transition from pediatric to adult health care, decision-making, and career planning to help young people manage their health care needs in order to make their career goals a reality. A related joint letter from ODEP and HRSA�s Maternal and Child Health Bureau emphasizes the importance of expanding access to health care services and work-based experiences for youth with chronic health conditions and disabilities.
A Policy Brief from ASAN
This policy brief addresses the health care needs of autistic youth as they transition to adulthood. The brief, produced by the Autistic Self Advocacy Network (ASAN) and funded by the Special Hope Foundation, provides recommendations to ensure that young adults with Intellectual and Developmental Disabilities (I/DD) receive consistent access to quality health care, as well as support in taking on adult levels of autonomy with respect to their own health care needs. Please direct any inquiries on this resource to Samantha Crane at firstname.lastname@example.org.
Mentoring Youth with Disabilities
The Need for Mentoring Youth with Disabilities:Youth with physical or mental disabilities represent special populations at risk for juvenile delinquency, victimization, educational failure, and poor employment outcomes and often have multiple, overlapping risk factors. Such youth can and do benefit from mentoring relationships.
The Need for Inclusive Mentoring Programs:Youth with disabilities typically to receive mentoring within disability-specific programs rather than in inclusive, community-based programs that have a diversity of resources that promote education, job readiness, development of employment skills, and/or training in and exposure to entrepreneurial activities.
- Youth with disabilities can participate with their typically developing peers in mentoring programs,
- The community capacity to serve people with disabilities would be enhanced with training, technical assistance, and programmatic supports,
- There is a social value to providing inclusive supports and services, and
- Through building the capacity of community-based mentoring programs to serve all youth well-including those with special physical or mental challenges-is more cost-effective than supporting multiple specialty services.
AUCD has developed a factsheet that provides an overview of mentoring youth with disabilities, and gives examples of promising practices from the AUCD network. Click here: factsheet in PDF