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National Center on Secondary Education and Transition: Creating opportunities for youth with disabilities to achieve successful futures.

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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.

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.

Creating Mentoring Opportunities for Youth with Disabilities: Issues and Suggested Strategies (December 2002)
NCSET Issue Brief
Mentoring can have a dramatic impact on a young person's life. Despite the increasing prevalence and importance of mentoring programs for youth in general, few of these programs, to date, intentionally include youth with disabilities. This brief summarizes the issues and suggests strategies for creating mentoring opportunities for students with disabilities.

DO-IT: Helping Students With Disabilities Transition to College and Careers (September 2003)
NCSET Research to Practice Brief
This publication summarizes research on issues related to positive school and employment outcomes for students with disabilities. It describes one program, DO-IT Scholars, that successfully applies research findings in a cohesive set of interventions for students who have disabilities. It also shares lessons that can be applied to other college and career preparation programs for teens with disabilities.

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.

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.

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.

Preparing for Employment: On the Home Front (March 2006)
NCSET Parent Brief
This brief describes ways in which youth and families can help youth effectively explore work-based learning outside of school settings.

Quality Work-Based Learning and Postschool Employment Success (September 2003)
NCSET Issue Brief
As the continuing disappointing postschool employment rates for youth with disabilities suggest, there remains a critical need to expand work-based learning opportunities for these youth and to integrate these experiences into secondary education. This brief highlights the benefits of work-based learning, what constitutes quality work-based learning, and selective evidence-based models of work-based learning.

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.

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.

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.

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.

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National Center on Secondary Education and Transition
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This page was last updated on November 29, 2017.