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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

Connecting Employers, Schools, and Youth Through Intermediaries (December 2002)
NCSET Issue Brief
Employers sometimes receive requests for school involvement from multiple sources within the same school. This can hamper the development of a positive school-employer partnership, decrease opportunities for work-based learning for youth with disabilities, and cause confusion for employers. This brief, written for secondary educators, employers, and disability service providers, addresses the primary issues in promoting the participation of employers in work-based learning experiences for youth with disabilities. In addition, it outlines strategies for how employers can more effectively engage youth with disabilities by working with intermediary organizations.
http://www.ncset.org/publications/viewdesc.asp?id=721

Creating Mentoring Opportunities for Youth with Disabilities: Issues and Suggested Strategies (December 2002)
NCSET Issue Brief
This brief addresses the need for expansion of mentoring opportunities for youth with disabilities. Specifically, the brief a) outlines some of the benefits of mentoring for youth, b) defines the issue of the need for expanded mentoring opportunities for youth with disabilities, and c) presents strategies for including youth with disabilities in mentoring programs.
http://www.ncset.org/publications/viewdesc.asp?id=704

DO-IT: Helping Students With Disabilities Transition to College and Careers (September 2003)
NCSET Research to Practice Brief
Summarizes research on outcomes for students with disabilities in postsecondary school and describes one program, DO-IT Scholars, that successfully applies research findings in a cohesive set of interventions for students who have disabilities. The brief also shares lessons that can be applied to other college and career preparation programs for youth with disabilities.
http://www.ncset.org/publications/viewdesc.asp?id=1168

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

Quality Work-Based Learning and Postschool Employment Success (September 2003)
NCSET Issue Brief
This brief highlights the benefits of work-based learning for youth with disabilities and outlines the elements of quality work-based learning. In addition, the brief provides selected evidence-based models of work-based learning and information on further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1192

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

Tapping Employment Opportunities for Youth with Disabilities by Engaging Effectively with Employers (December 2002)
NCSET Research to Practice Brief
Studies show that work-based learning experiences, especially paid work integrated into curriculum, lead to improved postschool employment outcomes for all youth with disabilities, regardless of primary disability label or required level of support. Examining employer perceptions of hiring and accommodating individuals with disabilities is an important consideration in making work-based learning opportunities available to youth with disabilities. This brief addresses studies that explore employer perspectives on managing supports and accommodations for youth with disabilities, and the implications of these studies for transition practice and employment services for youth with disabilities.
http://www.ncset.org/publications/viewdesc.asp?id=716

Work-Based Learning and Future Employment for Youth: A Guide for Parents and Guardians (October 2003)
NCSET Information Brief
Setting high expectations early in life is an important step in order for youth to develop the skills to succeed in the future. This guide for parents and guardians of youth with disabilities outlines how work-based learning helps youth identify interests, strengths, skills, and needs related to career development. Specific examples are provided, as well as further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1222

Youth Employment (December 2003)
NCSET NLTS2 Data Brief
This NLTS2 Data Brief provides a detailed description of employment trends for youth with disabilities documented within the National Longitudinal Study-2. The NLTS2 has gathered data on work-study employment and regular paid employment of youth with disabilities, with a focus on hourly pay, disability categories, demographic differences in employment, and individual differences such as gender, age, race/ethnicity, and household income in relation to employment. This brief provides a concise and organized presentation of the results, including descriptive graphs.
http://www.ncset.org/publications/viewdesc.asp?id=1310

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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