Service Coordination
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
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
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
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
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
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
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
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/
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
National Standards & Quality Indicators: Transition Toolkit for Systems Improvement  (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
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
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 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 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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