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Youth Development & Leadership

NCSET Resources


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

Bullying and Teasing of Youth with Disabilities: Creating Positive School Environments for Effective Inclusion (December 2003)
NCSET Issue Brief
Bullying has been proven by numerous studies to be a serious problem nationwide. Harassment of youth with disabilities in particular has been steadily increasing. Whole school anti-bullying/anti-violence programs are necessary to address this problem effectively. This Issue Brief provides clear definitions of bullying, teasing, and disability harassment. It also outlines research about bullying and harassment, and describes two effective, comprehensive, whole-school, anti-bullying programs. Finally, the brief offers recommendations and resources for further action.
http://www.ncset.org/publications/viewdesc.asp?id=1332

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

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

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

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

Supporting Dynamic Development of Youth with Disabilities During Transition: A Guide for Families (March 2004)
NCSET Information Brief
This brief offers concrete, useful information about adolescent development to guide families in supporting youth with disabilities. It also provides the compassionate perspective of a parent of a youth with a disability regarding the transition process. Finally, the brief offers a list of further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1432

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

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

Youth Leadership Forums—Providing Leadership Development Opportunities for Youth with Disabilities (March 2006)
NCSET Information Brief  
This brief outlines findings of youth development research, describes the components and benefits of Youth Leadership Forums (YLFs), and introduces the Iowa and Kansas YLFs.
http://www.ncset.org/publications/viewdesc.asp?id=2845

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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