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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).

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

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

Enhancing Academic Achievement and Transition Outcomes Using Technology (September 2005)
NCSET Information Brief  
It is critical that innovative curricula emerge that combine standards-based academics with transition planning to facilitate access to general education, including multiple-outcome measures and learning supports. In response to this challenge, the Nisonger Center at Ohio State University (OSU) developed a standards-driven, computer-based curriculum for students with disabilities in grades 8 through 10. This brief describes the curriculum and the principles behind it.
http://www.ncset.org/publications/viewdesc.asp?id=2472

High School Graduation Requirements and Students with Disabilities (February 2005)
NCSET Information Brief  
An increasingly common graduation requirement for secondary schools is a passing score on an exit examination. This brief outlines issues and controversies surrounding the use of exit examinations, including the reasons proponents support the use of such exams. The brief also lists some of the intended and unintended consequences of using such exams.
http://www.ncset.org/publications/viewdesc.asp?id=1994

High Schools With Authentic and Inclusive Learning Practices: Selected Features and Findings (July 2003)
NCSET Research to Practice Brief
This brief outlines the major findings of a research study conducted by the Research Institute on Secondary Education Reform (RISER) on authentic and inclusive learning practices at four high schools. Authentic learning practices involve students in using disciplined inquiry to construct in-depth knowledge for themselves and others, and inclusive learning refers to the use of developmentally and individually appropriate accommodations and supports. The brief also discusses the implications and challenges presented by the study's findings.
http://www.ncset.org/publications/viewdesc.asp?id=1096

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

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

Professional Development for Transition Personnel: Current Issues and Strategies for Success (August 2005)
NCSET Information Brief  
After more than two decades of federal transition legislation, students with disabilities continue to have significantly poorer postschool outcomes as compared to their peers without disabilities. One reason for these outcomes is that educators are inadequately prepared to provide the services required under the Individuals With Disabilities Act (IDEA). This brief provides an overview of critical issues related to transition professional development and highlights current models of improving results for youth by supporting practitioners with in-service and pre-service training.
http://www.ncset.org/publications/viewdesc.asp?id=2440

Students with Disabilities who Drop Out of School: Implications for Policy and Practice (July 2002)
NCSET Issue Brief
Amid new school accountability policies and stiffer promotion and graduation requirements, what interventions work to lower an unacceptable high dropout rate for students with disabilities? Using research-based information, this Issue Brief defines the problem and articulates proven intervention strategies.
http://www.ncset.org/publications/viewdesc.asp?id=425

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



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