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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

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

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

Collaboration Between General and Special Education: Making it Work (July 2003)
NCSET Issue Brief
Special education and general education teachers nationwide now find they need to develop new skills and strategies to meet the challenges of providing access to the general curriculum for all students, including those with disabilities. This brief calls for greater collaboration between general and special education teachers as one strategy for facilitating this access. The brief outlines a five-step model for implementing collaborative relationships and provides further resources for practitioners.
http://www.ncset.org/publications/viewdesc.asp?id=1097

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

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

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

Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act (3rd ed.) (February 2005)
NCSET Essential Tool
By following the information and examples in this manual, school personnel can proceed with confidence to operate effective work-based learning programs consistent with the Fair Labor Standards Act (FLSA). Sample forms, agreements, and supporting documentation required under the Individuals with Disabilities Education Act and FLSA are included in the examples whenever possible. This document also includes contact information for offices and personnel of the U.S. Department of Labor Wage and Hour Division and organizations involved in planning and delivering transition services for youth with disabilities, as well as information on Supplemental Security Work Incentives available to transition-aged youth with disabilities.
http://www.ncset.org/publications/essentialtools/flsa/default.asp

In Their Own Words: Employer Perspectives on Youth with Disabilities in the Workplace (September 2004)
NCSET Essential Tool

It is essential for educators, transition specialists, workforce development professionals, family members, and youth to understand employers' needs, circumstances, and perspectives as they establish work-based learning experiences. This publication features the experiences of employers in their own words. Eleven employers from various fields write about how they became involved in providing work experiences for youth with disabilities, what made it work, and what they recommend to individuals or organizations representing youth.
http://www.ncset.org/publications/essentialtools/ownwords/default.asp

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

National Standards & Quality Indicators: Transition Toolkit for Systems Improvement This is a PDF file that requires a PDF-plug in, such as Adobe Acrobat Reader. (2005 National Leadership Summit Edition)
The National Alliance for Secondary Education and Transition (NASET) developed this document, which outlines standards and indicators that can be used to help assure high-quality transition for youth who are moving from a secondary school setting to the adult world. The standards and indicators identify practices that create quality secondary education and transition experiences for all youth. These standards can guide state and local administrators and practitioners responsible for planning and implementing comprehensive transition systems for youth, ultimately becoming a catalyst for constructive change in transition practices and policies nationwide.
http://www.ncset.org/teleconferences/docs/TransitionToolkit.pdf

Person-Centered Planning: A Tool for Transition (February 2004)
NCSET Parent Brief
This brief provides a concise description of person-centered planning and an explanation of the benefits of this process. The brief also provides action steps for implementing person-centered planning, references within the Individuals with Disabilities Education Act that support the process, and a list of additional resources.
http://www.ncset.org/publications/viewdesc.asp?id=1431

La Planificación Centrada en la Persona: Una Herramienta para la Transición (February 2004)
NCSET Parent Brief
This is the Spanish-language edition of the Parent Brief entitled "Person-Centered Planning: A Tool for Transition." Este artículo proporciona una descripción concisa de una planificación centrada en la persona y una explicación de los beneficios de este proceso. El artículo también provee los pasos a dar para implementarlo, referencias dentro de la Ley de Educación para Personas con Discapacidades (Individuals with Disabilities Education Act—IDEA) que apoyan el proceso y una lista de recursos adicionales.
http://www.ncset.org/publications/viewdesc.asp?id=2126

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

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 Services for Students Aged 18-21 with Intellectual Disabilities in College and Community Settings: Models and Implications of Success (December 2006)
NCSET Information Brief
This brief provides an overview of some successful models of transition services being implemented in postsecondary settings, describes one such model implemented by the Baltimore City Public School System in three local colleges, and presents some of the implications and strategies for success of this model.
http://www.ncset.org/publications/viewdesc.asp?id=3395

Youth with Disabilities in the Juvenile Justice System: Prevention and Intervention Strategies (February 2005)
NCSET Issue Brief  
This brief provides proactive solutions to juvenile delinquency problems of all youth, including those with disabilities, involved in the juvenile justice system. In particular, the brief focuses on the models of restorative justice and wrap-around services. Information on additional resources is also provided.
http://www.ncset.org/publications/viewdesc.asp?id=1929


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