The tool is based on the Think College Standards for Inclusive Higher Education. There are eight standard areas, illustrated by the graphic to the left, with a total of 88 benchmarks. The online survey gives program staff the opportunity to reflect on current level of implementation for each benchmark. At the completion of the survey, a comprehensive report that details current level of implementation in each standard area is provided, along with resources to assist in increasing implementation in each area.
Call for Session Proposals: Multiple Perspectives on Access, Inclusion, and Disability Annual Conference
Celebrate Our Progress And Write Our Future History 15th Annual Conference | April 13 - 14, 2015
This year's conference will celebrate the progress we have made and the journey still ahead. What have we learned? Where are we going? What are the important questions for the next 25 years?
The Boggs Center is pleased to announce the publication and availability of The New Jersey Action Blueprint for Transition to Adult Health Care. The Action Blueprint is the culmination of the ideas and work of the stakeholder group, The New Jersey Developmental Disabilities Transition to Adult Health Care Forum. Convened by The Boggs Center on Developmental Disabilities (NJ UCEDD) with funding from The Special Hope Foundation, this stakeholder Forum addressed pressing issues in health care transition, and focused on shifting the predominant paradigm in health care transition from pediatrics being 'ready' to send patients to preparing the adult health care system to 'receive' emerging adult patients.
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 email@example.com.
A Report from the US Senate Committee on Health, Education, Labor, and Pensions, Tom Harkin, Chairman
Senator Harkin�s report offers bold steps to improve employment of young people with disabilities and fully realize the ADA�s promise of equality, while spotlighting the barriers to employment and setting a high goal for increasing workforce participation of the �ADA Generation.�
This paper promotes four core concepts that are essential to the development and implementation of effective transition plans and process: (1) Self-determination should be the foundation for transition planning; (2) Transition should be viewed through a cultural lens; (3) Interagency collaboration is essential to effective transition (4) Transition planning should include all the perspectives, disciplines, and organizations that will impact the transitioning student.
This paper was written for and by directors and staff UCEDDs and LENDs with the aim of promoting a dialogue among key stakeholders and facilitating their engagement in pursuing a more comprehensive, coordinated, supportive, and successful transition process for youth with disabilities from adolescence to young adulthood. See AUCD's press release for additional information.
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