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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).

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

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 also addresses youth development, youth employment, and how One Stop career centers can be accessed to support students with disabilities in their career development. Additional resources are included.
http://www.ncset.org/publications/viewdesc.asp?id=703

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

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

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

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

Family Expectations and Involvement for Youth with Disabilities (September 2005)
NCSET NLTS2 Data Brief
The National Longitudinal Transition Study-2 (NLTS2) provides the first national picture of the involvement of families in the educational development of their secondary-school-age children with disabilities. This Data Brief describes family involvement at home and at school, including a comparison of levels of involvement for families of youth with disabilities with those for families in the general population. It also discusses involvement in a school-based activity that is specific to families of youth with disabilities: participation in individualized education program (IEP) meetings. Finally, parent expectations for their children’s attainment of postsecondary education and independence are highlighted.
http://www.ncset.org/publications/viewdesc.asp?id=2473

IDEA 1997 Temas de Transición (July 2002)
NCSET Parent Brief
This is the Spanish-language edition of the Parent Brief entitled "IDEA 1997 Transition Issues: The IEP for Transition Aged Students." Este artículo explica los requerimientos para la transición bajo IDEA, la composición y funcionamiento del Equipo de Transición del Programa de Educación Individualizada (Individual Education Program—IEP) y los factores especiales a ser considerados por el equipo de IEP. También delinea el papel que juegan los estudiantes, padres, personal de la escuela y personal de la agencia en el equipo de transición del IEP.
http://www.ncset.org/publications/viewdesc.asp?id=2129

IDEA 1997 Transition Issues: The IEP for Transition Aged Students (July 2002)
NCSET Parent Brief
This brief explains the requirements for transition under IDEA, the composition and functioning of the Individual Education Program (IEP) Transition Team, and special factors for the IEP Team to consider. It also outlines the roles of students, parents, educators, school staff, and agency staff on the IEP Transition Team.
http://www.ncset.org/publications/viewdesc.asp?id=423

Increasing Rates of School Completion: Moving from Policy and Research to Practice (May 2004)
NCSET Essential Tool
This cutting-edge manual for educators, administrators and policymakers describes eleven proven interventions for increasing school completion among youth with disabilities. The interventions selected are only those that include research or evaluation designs and were published between 1988 and 2003. Also included are reproducible handouts containing current statistics and information on dropout, a concise literature review, and information on related Web sites, journal articles, publications, and organizations.
http://www.ncset.org/publications/essentialtools/dropout/

Increasing School Completion: Learning from Research-Based Practices that Work (August 2004)
NCSET Research to Practice Brief  
This brief identifies and describes five research-based practices proven effective in increasing rates of school completion. The practices utilized random samples or comparison groups and had statistically significant results for the treatment group on the variable of enrollment status.
http://www.ncset.org/publications/viewdesc.asp?id=1646

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/

Introducing the NLTS2 (January 2002)
NCSET NLTS2 Data Brief  
This introductory NLTS2 Data Brief is the first in a series that will highlight the major findings and results of this transition study of youth with disabilities. This issue describes the NLTS2 project.
http://www.ncset.org/publications/viewdesc.asp?id=248

Key Provisions on Transition: IDEA 1997 compared to H.R. 1350 (IDEA 2004) (January 2005)
This NCSET document identifies the major changes between IDEA 1997 and H.R. 1350 (IDEA 2004) concerning transition services.
http://www.ncset.org/publications/related/ideatransition.asp

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

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

Programs and Practices for Special Education Students in Alternative Education Settings (January 2007)
NCSET Research to Practice Brief
This brief shares some findings from the University of Oregon’s descriptive study, “What do they do there? Examination of alternative education schools, programs, and practices for special education students.”
http://www.ncset.org/publications/viewdesc.asp?id=3448

Self-Determination: Supporting Successful Transition (April 2003)
NCSET Research to Practice Brief
This brief outlines research on self-determination suggesting that youth with disabilities who actively direct their own lives are more likely to successfully transition into adult life. In addition, the brief addresses development of self-determination skills and student-led Individualized Education Program meetings. Also included are descriptions and contact information for several self-determination curricula and helpful Web links.
http://www.ncset.org/publications/viewdesc.asp?id=962

Social Activities of Youth with Disabilities (March 2004)
NCSET NLTS2 Data Brief
This brief provides highlights of the results of the National Longitudinal Study-2 in regard to social activities of youth with disabilities. Researchers asked parents how often youth interact with friends by getting together outside of school, receiving telephone calls from them, and being invited to other youths' social activities. They also asked whether youth had taken part in various extracurricular activities during the previous year.
http://www.ncset.org/publications/viewdesc.asp?id=1470

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

Supporting Youth With Disabilities to Access and Succeed in Postsecondary Education: Essentials for Educators in Secondary Schools (December 2002)
NCSET Issue Brief
This brief outlines the differences in assistance determination and provision encountered by youth with disabilities as they transition into postsecondary environments. It offers related recommendations on improving the transition process for youth with disabilities and addresses the importance of student inclusion in the Individualized Education Program (IEP) process.
http://www.ncset.org/publications/viewdesc.asp?id=706

Teaching Social Skills (October 2004)
NCSET Information Brief  
This brief outlines the importance of social skills education for youth with disabilities, identifies specific skills needed by youth, provides guidance for choosing and implementing social skills programs, and offers information about creating a positive school climate that fosters the development of social skills.
http://www.ncset.org/publications/viewdesc.asp?id=1749

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

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

Who Are Secondary Students in Special Education Today? (June 2003)
NCSET NLTS2 Data Brief
This report of the demographic characteristics of youth with disabilities participating in the National Longitudinal Study-2 provides important information about factors other than disability that affect the educational and transition experiences of youth with disabilities.
http://www.ncset.org/publications/viewdesc.asp?id=1008

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

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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