New Impact Issue Examines Inclusive K-8 Education (MN UCEDD)

Historically, students with the most significant cognitive disabilities were often taught only functional skills in our K-12 schools - how to do self-care, tell time, use money, carry out routine daily tasks. But several laws, including the Individuals with Disabilities Education Act (IDEA 2004) and the Every Student Succeeds Act of 2015 (ESSA), have affirmed that students with disabilities have the right to access the grade-level curriculum. Today, we know how much more students can learn when provided with the opportunity, and growing numbers of families, educators, and students are advocating for higher expectations and a more inclusive educational experience.



Now Archived: Winter Webinar Series from AUCD's Autism Special Interest Group

AUCD's Autism Special Interest Group (SIG) presented its winter webinar series. The goal was to share new and innovative work from AUCD member programs from across the country in brief, accessible presentations tied together across a common topic, and to support conversation around each.



PATHS Program Interviews 2019-2020 Applicants (TX UCEDD)

The process for selecting students for the PATHS 2019-2020 year just completed. With over 80 applications, applicants and their parents are then selected to complete an interview process. They met with the PATHS selection panel to learn more about the program expectations and answer any questions they may have regarding the program. Applicants are then interviewed without their parent to allow the panel to talk one-on-one with applicants and confirm the applicants commitment to the PATHS program and career tract they have selected.



Statewide Transition Capacity Building and Coordination with Texas Workforce Commission and Local Educational Agencies (TX UCEDD)

Individuals with disabilities face challenges in their transition from school to adult life, especially in the transition from school to employment. Federal legislation requires local and state education agencies to work with the state vocational rehabilitation agency to facilitate a smooth transition from school to employment. Texas Workforce Commission (TWC) and Texas Education Agency (TEA) have developed a memorandum of understanding (MOU) to help guide the two agencies for collaborations.



SALT at Mailman Center: Empowering adults with disabilities to take the first steps towards self-advocacy (FL UCEDD/LEND)

"Small acts, when multiplied by millions of people, can transform the world". This quote by Howard Zinn has always resonated with me because it's rooted in the principle that even if we start small, efforts can domino effect into something much greater. I am proud to be an Audiology extern at the University of Miami Mailman Center for Child Development because we believe in opportunities for ALL people, including those with disabilities.



The Rural Institute for Inclusive Communities Partners to Offer Transition Programs for High School Students with Disabilities (MT UCEDD)

Montana high school students with disabilities now have two opportunities to explore and prepare for postsecondary education through the Movin' On in Montana Summer Program and Club.



OHSU UCEDD Hosts Transition Town Hall

The UCEDD at Oregon Health & Science University (OHSU) Institute on Development and Disability hosted a community town hall to highlight transition resources available for families, professionals, and providers. This event was in partnership with Autism Speaks and Autism Society of Oregon, and included sponsorship from the Tiffany Foundation.



Institute on Disability Receives Challenge Grant for an Inclusive College Program (NH UCEDD/LEND)

The Institute on Disability (IOD) at the University of New Hampshire (UNH) has been awarded a $150,000 grant from the John Vance ACCESS Fund, a donor-advised fund of the New Hampshire Charitable Foundation, to support the implementation of the UNH-4U program, a new initiative providing an inclusive college experience to students with intellectual disabilities. The IOD is currently seeking an additional $150,000 in matching contributions necessary to begin the admissions process for students.



MCDD Presentation for Project SEARCH Interns (MD UCEDD)

Maureen van Stone, the Director of the Maryland Center for Developmental Disabilities at Kennedy Krieger Institute, delivered a presentation about the importance of advocacy to Kennedy Krieger's Project SEARCH interns and staff (pictured).



Tuesdays with Liz: Susanna Miller-Raines and all about TPSIDs

Susanna Miller-Raines sits down with Liz to talk about Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs). Susanna gives an overview of what TPSIDs are, how you can find out what TPSID programs are available in your state, and some key acronyms in inclusive higher education.



Join the

Join the "Healthcare Transition 4ALL! - Taking Action Together" National Learning Group  Copy to Calendar

Wednesday, April 24, 2019
3:00 p.m. - 4:30 p.m. ET
Location: Kick Off Call

Join our national learning group! This group will meet monthly for the next 12-18 months to develop a network-wide strategy for implementing healthcare transition efforts that include people with disabilities and families.

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AAIDD 143 Annual Meeting

AAIDD 143 Annual Meeting  Copy to Calendar

Monday, June 24, 2019 - Thursday, June 27, 2019
Location: Twin Cities, MN

The 143rd AAIDD Annual Meeting will provide a forum for researchers, practitioners, policymakers, students and advocates to learn about innovations in our field that are being translated and implemented on a grander scale. Through knowledge translation we can change practices and policies through effectively communicating our research and creating change at all levels. In a political climate that is complex and dynamic, it is important to remain relevant through the thoughtful translation of our knowledge.

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Got Transition Anticipates ACP Pediatric to Adult Care Transition Tools

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 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


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