Aligning School & Community Resources
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
Challenges
in Coordinating Related Services and Supports in Secondary and Postsecondary
Educational Settings (December 2002)
NCSET Issue Brief
Current practices and policies, including differences between youth
and adult service delivery systems and the lack of interagency collaboration,
complicate service coordination for youth with disabilities. This
brief, written for secondary and postsecondary educational administrators,
state policy makers, rehabilitation counselors, and researchers,
identifies the barriers to successfully managing supports for individuals
with disabilities and provides recommendations for overcoming these
barriers.
http://www.ncset.org/publications/viewdesc.asp?id=719
Communities of Practice: A Strategy for Program Improvement (August 2005)
NCSET Information Brief
This Information Brief defines Communities of Practice, outlines seven principles essential for development of vibrant Communities of Practice, and offers examples. Further resources are also suggested.
http://www.ncset.org/publications/viewdesc.asp?id=2349
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
Community
Resource Mapping: A Strategy for Promoting Successful Transition
for Youth with Disabilities (May 2003)
NCSET Information Brief
This brief introduces a dynamic process for creating synergistic
community collaboration among those concerned with youth development,
and for maximizing the community's human and financial resources
that support youth. The brief includes a detailed explanation of
Community Resource Mapping, a list of the benefits of mapping, examples
of mapping efforts, whom to contact information for further information,
plus related resources.
http://www.ncset.org/publications/viewdesc.asp?id=939
Connecting
Employers, Schools, and Youth Through Intermediaries (December
2002)
NCSET Issue Brief
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
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
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/
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
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
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 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) nondiscrimination.
This brief examines 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 |
