L-R Sandi Cole and Teresa Grossi


IU Centers to Receive Indiana Department of Education Funding to Establish Center on Teacher Quality to Improve Outcomes for Students with Disabilities (IN UCEDD)

Indiana University�s Center on Education and Lifelong Learning and Community Living and Careers will receive funding to establish and operate the Indiana Center on Teacher Quality as part of a federally funded $5 million State Personnel Development grant to the Indiana Department of Education.



Aggies on the spectrum (TX UCEDD)

Students, staff seek to create new club for Autistic Adults

A new student organization is paving the way for students with autism to have their voices represented on campus.



Iowa's Money Follows the Person Program Reaches Milestone (IA UCEDD)

In December 2015, Iowa's Money Follows the Person (MFP) program transitioned its 500th individual from a congregate setting to a new life in the community.



How Can I Help My Child Have A Purposeful Life (TX UCEDD)

The Center on Disability and Development (CDD) at Texas A&M University, Down Syndrome Association of Brazos Valley (DSABV), Families of Autistic Children Engaged Together for Support (FACETS), and the Brazos Center for Independent Living (BVCIL) are hosting a free workshop series for parents of children with exceptionalities. Please attend our workshop series kickoff on January 7th, 2016.



University of Wyoming Designated as ECHO Superhub (WY UCEDD)

The University of Wyoming was designated as one of four ECHO superhubs that will build capacity in education and health care access in the United States and around the world. The superhub is hosted through Wyoming Institute for Disabilities (WIND), Wyoming's University Center for Excellence in Developmental Disabilities.



HDI's Community Based Work Transition Program gives students with disabilities a more secure future (KY UCEDD)

It is important for all people to be able to enter the workforce and have a quality of life that makes them happy, regardless of any disability. The Human Development Institute's (HDI) Community Based Work Transition Program (CBWTP) assists those with disabilities in joining the workforce as they transition from high school to adult life. HDI's program is different from others of its kind by focusing on students with significant disabilities who require a personalized vocational service in order to obtain and maintain employment.



Rural Institute for Inclusive Communities (MT UCEDD) CAC Featured Prominently at Transition Conference

Thirteen members of the Rural Institute Consumer Advisory Council (CAC) traveled to Great Falls, Montana, in November for the 2015 Montana Youth in Transition Conference. Young adult and parent CAC members presented two workshops ("Puzzle Pieces: Putting Together the Pieces of Adult Life" and "SMART Surfing: Tips for Staying Safe on the Internet"); co-presented with representatives from various agencies at five additional workshops; hosted an information and resource table at the Youth Vendor Fair; recruited CAC members from underrepresented areas of the state; and nominated Emerging Leaders to share their stories of inclusive employment, education, housing, and/or recreation with other Montanans.



UGA to Launch Inclusive, Post-secondary education program in 2017 (GA UCEDD)

Students with intellectual or developmental disabilities will soon be able to enjoy the full UGA experience with the launching of a new inclusive, post-secondary education program, Destination Dawgs, beginning in spring 2017.





Got Transition Releases New Resources for Young Adults and Health Care Providers

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.



Healthcare Transition For Youth With I/DD

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



High Expectations: Transforming the American Workforce as the ADA Generation Comes of Age

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.�


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.

The Benefits:

  • 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