 Community Services
NCSET Resources
Addressing
the Transition Needs of Youth with Disabilities Through the Workforce
Investment Act (WIA) System (December 2002)
NCSET Information Brief
This brief discusses strategies for including work-based learning
and youth development opportunities sponsored by the Workforce Investment
Act in students' IEPs. The brief will also discuss youth development,
youth employment and how One Stop career centers can be accessed
to support students with disabilities in their career development.
http://www.ncset.org/publications/viewdesc.asp?id=703
The
Characteristics, Experiences, and Outcomes of Youth with Emotional
Disturbances (August 2004)
NCSET NLTS2 Data Brief
This NLTS2 Data Brief takes a fresh look at selected characteristics
of youth with emotional disturbances and their households that distinguish
them from other youth with disabilities and/or from youth in the
general population. It also describes aspects of their school histories
and their current school programs and experiences, as well as indicators
of their academic performance and social adjustment at school. Finally,
the activities of youth with ED outside of school are highlighted.
http://www.ncset.org/publications/viewdesc.asp?id=1687
Community Resource Mapping (May 2005)
NCSET Essential Tool
This guide provides step-by-step instructions on understanding, planning, and engaging in the coordination of community resources that support the transition of youth with disabilities to adult life. Designed for use at the federal, state, and local levels, it provides numerous practical tools and resources for initiating a resource mapping process.
http://www.ncset.org/publications/essentialtools/mapping/default.asp
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
Integrating
Service Systems at the Point of Transition for Youth with Significant
Disabilities: A Model that Works (December 2002)
NCSET Information Brief
This brief focuses on coordination and integration of various
services (e.g. education, vocational rehabilitation, developmental
disabilities) so that youth with disabilities receive continued
support to maintain and expand their employment and independent
living outcomes throughout adulthood, in addition to accessing other
community activities. This brief describes a "blended"
service model that addresses this concern. It features a case study
example, and discusses implications for implementing similar models
in individual schools and developmental disabilities service systems.
http://www.ncset.org/publications/viewdesc.asp?id=705
Interagency
Transition Team Development and Facilitation (January 2005)
NCSET Essential Tool
This guide, relevant to national, state, and local levels, offers
instruction on (a) how to build an effective interagency transition
team; (b) how to determine initial roles, responsibilities, and
the team vision; (c) how to conduct interagency transition team
meetings; and (d) how to determine whether or not your interagency
transition team is making progress and meeting its goals. The manual
also includes examples of successful interagency transition teams,
and further resources.
http://www.ncset.org/publications/essentialtools/teams/
Models of Collaboration and Cost Sharing in Transition Programming (January 2007)
NCSET Information Brief
This brief describes two funding tools that are increasingly used in collaborative relationships. Both blended funding and braided funding pool financial resources to maximize outcomes. These tools can help maintain and sustain effective relationships in transition programming.
http://www.ncset.org/publications/viewdesc.asp?id=3447
Putting
Interagency Agreements into Action (September 2004)
NCSET Issue Brief
Interagency agreements among educational and noneducational agencies
can help maximize resources and services for transitioning youth.
This brief describes the components of successful interagency agreements
and how they can be implemented. Information about further resources
is also provided.
http://www.ncset.org/publications/viewdesc.asp?id=1689
Social
Security and Undergraduates with Disabilities: An Analysis of the
National Postsecondary Student Aid Survey (October 2004)
NCSET Information Brief
This brief provides a rich demographic profile of the utilization
of postsecondary education by recipients of Social Security Income
(SSI) and Social Security Disability Insurance (SSDI). The brief
summarizes the results of the National Postsecondary Student Aid
Survey and also provides information about resources for further
information.
http://www.ncset.org/publications/viewdesc.asp?id=1747
Supplemental Security Income (Part 1 of 3): A Bridge to Work (March 2003)
NCSET Parent Brief
This parent brief is part 1 of a 3-part series on supplemental security income. This brief gives parents of youth with disabilities practical information about how youth can use Social Security work incentives to facilitate a gradual transition from dependence on Supplemental Security Income (SSI) to partial or complete financial independence. Social Security work incentives allow a recipient of Supplemental Security Income to earn wages while maintaining SSI cash benefits and Medicaid. Background information, definitions, and specific financial criteria for using SSI work incentives are included.
http://www.ncset.org/publications/viewdesc.asp?id=937
Supplemental
Security Income (Part 2 of 3): So You Have Decided to Apply (May 2003)
NCSET Parent Brief
This parent brief is part 2 of a 3-part series on supplemental
security income. The brief is tailored for parents of youth with
disabilities and provides a detailed description of the process
for applying for Supplemental Security Income (SSI). The brief outlines
four elements, including a) the process of making an appointment
with a Social Security Administration representative, b) the specific
steps in applying for benefits, c) criteria that the Social Security
Administration uses to determine an applicant's eligibility, and
d) information about the evaluation conducted if the Social Security
Administration cannot initially make a decision about your child's
eligibility.
http://www.ncset.org/publications/viewdesc.asp?id=938
Supplemental
Security Income (Part 3 of 3): Your Right to Appeal (September
2003)
NCSET Parent Brief
This brief guides parents through the Supplemental Security Income
appeals process, providing information about why many applications
are denied, how the decisions are made, and how applicants can respond
effectively. The brief provides detailed information about the four
levels of appeal and discusses three case studies.
http://www.ncset.org/publications/viewdesc.asp?id=1150
The
Transition Planning Process (April 2005)
NCSET NLTS2 Data Brief
This NLTS2 Data Brief provides a national view of the transition
planning process undertaken during high school with and for youth
with disabilities as they prepare for life after school. The information
reported comes from a mail survey of school personnel conducted
as part of the National Longitudinal Transition Study-2 (NLTS2).
Findings from NLTS2 generalize to youth with disabilities nationally
who were 13 to 16 years old in December 2000, to each of 12 federal
disability categories, and to each age group within the age range.
http://www.ncset.org/publications/viewdesc.asp?id=2130
Transition
Planning: Community Mapping as a Tool for Teachers and Students (April 2005)
NCSET Research to Practice Brief
Community mapping can acquaint teachers and students with a community's
culture, resources, transition needs, and assets. This brief describes
the research base for community mapping and provides an outline
of the roles, responsibilities, and materials involved in the community
mapping process. It also provides examples and further resources
for engaging in community resource mapping.
http://www.ncset.org/publications/viewdesc.asp?id=2128
What does Health Have to Do with Transition? Everything! (May 2006)
NCSET Parent Brief
This Parent Brief provides information on the benefits of and strategies for including health in the Individualized Education Program (IEP) process.
http://www.ncset.org/publications/viewdesc.asp?id=2967
What's Health Got to Do With Transition? Insightful and Innovative Programs (March 2001)
NCSET Teleconference Transcript
Transcript of NCSET teleconference call held on March 20, 2001, presented by Patience White, MD, Executive Director, Adolescent Employment Readiness Center, Children’s Hospital; Tom Gloss, Director, Healthy & Ready to Work Federal Initiative, HRSA/Maternal and Child Health Bureau; and Patti Hackett, M.Ed., MCHB HRTW Consultant/Project Coordinator, Disability Studies and Services, Academy for Educational Development.
http://www.ncset.org/teleconferences/transcripts/2001_03.asp
Youth with Disabilities and the Workforce Investment Act of 1998 (December 2002)
NCSET Policy Update
This brief contains an overview of the Workforce Investment Act, workforce investment system management structures, and the One-Stop service system. It focuses on youth programs within WIA, and includes information about (a) funding structures and eligibility for youth activities, (b) Youth Opportunities Grants, (c) youth services and activities, (d) performance accountability, and (e) non-discrimination. This brief discusses implications for youth with disabilities in transition from school to work, and the wider benefits to workforce investment systems of effectively serving youth with disabilities.
http://www.ncset.org/publications/policy/2002_12.asp
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