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A National Study on Graduation Requirements and Diploma Options for Youth with Disabilities (December 2004)
NCSET Topical Report
This Topical Report examines the results of a national study on the status of state high school graduation policies and diploma options for youth with disabilities. The study focused on state policies in relation to their intended benefits as well as possible unintended consequences for youth with disabilities. The study addresses issues concerning high school exit exams as well as single, multiple, and alternative diploma options. Available in PDF format (48 pages, 825 KB).

Accommodations for Students with Disabilities in High School (January 2002)
NCSET Issue Brief
NCSET's Issue Briefs examine current challenges in secondary education and transition. The issue addressed is that fewer students with disabilities in middle schools and high schools use accommodations than students with disabilities in elementary schools. Written by Martha Thurlow of the National Center on Educational Outcomes.
http://www.ncset.org/publications/viewdesc.asp?id=247

Addressing the Needs of Culturally and Linguistically Diverse Students With Disabilities in Postsecondary Education (February 2004)
NCSET Information Brief
Persons with disabilities usually must overcome a variety of challenges not faced by their peers without disabilities in order to gain entry to and succeed in postsecondary education. These challenges are often especially difficult for persons with disabilities of culturally and linguistically diverse heritage. This brief identifies the major challenges of postsecondary education for persons with disabilities of culturally and linguistically diverse heritage and provides recommendations to postsecondary institutions for supporting the educational success of these students.
http://www.ncset.org/publications/viewdesc.asp?id=1411

Alternative Schools and Students With Disabilities: Identifying and Understanding the Issues (October 2004)
NCSET Information Brief  
This brief outlines the responses of state directors of special education to a telephone survey about major issues regarding students with disabilities and alternative schools in their states. Resources for further information are also provided.
http://www.ncset.org/publications/viewdesc.asp?id=1748

Building Bridges Toward Science Careers for Youth with Disabilities (April 2004)
NCSET Research to Practice Brief
This brief outlines results of a research project designed to (a) create a model facilitating greater access for students with disabilities to postsecondary education and careers in science and technology, and (b) investigate issues related to the transition from high school to college for students with disabilities. The researchers sought to gather information to promote a seamless transition for high school students with disabilities to math, science, engineering, and technology education at community colleges.
http://www.ncset.org/publications/viewdesc.asp?id=1494

Creating Environments That Work for All Youth: Increasing the Use of Evidence-Based Strategies by Special Education Teachers (December 2006)
NCSET Research to Practice Brief
With a goal of increasing the use of evidence-based practices in special education programs and improve student outcomes, a research demonstration project was developed through a unique partnership of special educators, parents, administrators, and investigators. This brief reports on the method, implementation, and initial findings from this project.
http://www.ncset.org/publications/viewdesc.asp?id=3396

Cultural and Linguistic Diversity: Implications for Transition Personnel (October 2005)
NCSET Essential Tool
This Essential Tool summarizes current research about transition issues and Culturally and Linguistically Diverse (CLD) youth with disabilities. It also offers information on how transition personnel can effectively support these youth by building on their strengths and enhancing natural supports available within their families and communities. Also included are numerous practical tools, and information on further resources.
http://www.ncset.org/publications/essentialtools/diversity/default.asp

Diploma Options for Students with Disabilities (February 2005)
NCSET Information Brief  
Diploma options represent alternative means of graduating from high school. This brief outlines the different types of diploma options, discusses the benefits of systems with single diploma options and those with multiple diploma options, and provides information about further resources on the topic.
http://www.ncset.org/publications/viewdesc.asp?id=1928

An Effective Model for College Students With Learning Disabilities and Attention Deficit Hyperactivity Disorders (February 2004)
NCSET Research to Practice Brief
College students with learning disabilities and attention deficit hyperactivity disorders who participate in the Virginia Commonwealth University Supported Education Model tend to stay in school and progress in their educational programs, according to a study conducted by the Virginia Commonwealth University Rehabilitation Research and Training Center on Workplace Supports. This brief describes the VCU Supported Education Model and results of the study.
http://www.ncset.org/publications/viewdesc.asp?id=1415

The Emergence of Psychiatric Disabilities in Postsecondary Education (September 2004)
NCSET Issue Brief  
An unprecedented and growing number of postsecondary students report psychiatric disabilities. This brief provides a brief definition of the issue and an outline of the primary barriers such students face in completing postsecondary education. The brief also offers strategies for postsecondary professionals, recommendations, and further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1688

Enhancing Academic Achievement and Transition Outcomes Using Technology (September 2005)
NCSET Information Brief  
It is critical that innovative curricula emerge that combine standards-based academics with transition planning to facilitate access to general education, including multiple-outcome measures and learning supports. In response to this challenge, the Nisonger Center at Ohio State University (OSU) developed a standards-driven, computer-based curriculum for students with disabilities in grades 8 through 10. This brief describes the curriculum and the principles behind it.
http://www.ncset.org/publications/viewdesc.asp?id=2472

High Schools With Authentic and Inclusive Learning Practices: Selected Features and Findings (July 2003)
NCSET Research to Practice Brief
This brief outlines the major findings of a research study conducted by the Research Institute on Secondary Education Reform (RISER) on authentic and inclusive learning practices at four high schools. Authentic learning practices involve students in using disciplined inquiry to construct in-depth knowledge for themselves and others, and inclusive learning refers to the use of developmentally and individually appropriate accommodations and supports. The brief also discusses the implications and challenges presented by the study's findings.
http://www.ncset.org/publications/viewdesc.asp?id=1096

Motivating Youth with Disabilities to Learn in the Science Classroom (April 2004)
NCSET Information Brief
This brief provides teachers with strategies for motivating students with diverse learning styles, including students with disabilities, in science courses and programs. These strategies include use of case studies, analogies, lab-based education, storytelling, modeling, and role-playing. The brief also includes resources for further study.
http://www.ncset.org/publications/viewdesc.asp?id=1495

Providing a Quality Accommodated Experience in Preparation for and During Postsecondary School (March 2002)
NCSET Information Brief
NCSET’s Information Briefs cover topics of current relevant interest in secondary education and transition, focusing on major trends, developments, and program practices that inform efforts to promote successful learning experiences for youth with disabilities. This brief provides a case example to illustrate the challenges youth with disabilities face without appropriate accommodations. Includes a comparison of minimum and quality accommodations, steps toward a quality accommodated experience, and national resources to support youth, families, and professionals.
http://www.ncset.org/publications/viewdesc.asp?id=198

Supporting Youth With Disabilities to Access and Succeed in Postsecondary Education: Essentials for Educators in Secondary Schools (December 2002)
NCSET Issue Brief
Recent efforts to improve the postsecondary school outcomes of youth with disabilities have focused on curriculum quality and exposure to non-academic opportunities. Of equal importance is ensuring that students with disabilities are active participants in the Individualized Education Program (IEP) process and understand the differences between secondary and postsecondary school environments, especially in regard to provision of supports, services and accommodations. This brief outlines the differences in assistance determination and provision encountered by youth with disabilities as they transition into postschool environments. It also offers related recommendations on improving the transition process for youth with disabilities.
http://www.ncset.org/publications/viewdesc.asp?id=706

Universal Design for Learning and the Transition to a More Challenging Academic Curriculum: Making it in Middle School and Beyond (April 2005)
NCSET Parent Brief
This brief describes universal design, a process for creating environments that support the learning of students with diverse abilities, styles, and needs. In universal design, versatility is built into the environment from the start. Further resources are also provided.
http://www.ncset.org/publications/viewdesc.asp?id=2165

What Algebra and Biology Students Have to Say About Universal Design for Learning (October 2005)
NCSET Research to Practice Brief
This brief outlines the findings of a study of whether universal design for learning (UDL) improves how students with mild disabilities perform in general education. The study's findings illustrate how students perceive individual interventions anchored by three key UDL principles--multiple ways of representing course content, multiple options for student expression and control, and multiple options for engagement and motivation. These individual interventions were used in standard-track high school algebra and biology classes.
http://www.ncset.org/publications/viewdesc.asp?id=2568

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This page was last updated on Monday, May 19, 2003

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