Transition

4/15/2019

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.

4/12/2019

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.

4/5/2019

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.

3/26/2019

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.

3/12/2019

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.

3/7/2019

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.

2/25/2019

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.

2/11/2019

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.

2/4/2019

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).

1/29/2019

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.

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.

 Factsheet:

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