 IEP
& Transition Planning
NCSET Resources
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).
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
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 also addresses youth development,
youth employment, and how One Stop career centers can be accessed
to support students with disabilities in their career development.
Additional resources are included.
http://www.ncset.org/publications/viewdesc.asp?id=703
An
Effective Model for College Students With Learning Disabilities
and Attention Deficit Hyperactivity Disorders (February 2004)
NCSET Research to Practice Brief
College students with learning disabilities and attention deficit
hyperactivity disorders who participate in the Virginia Commonwealth
University Supported Education Model tend to stay in school and
progress in their educational programs, according to a study conducted
by the Virginia Commonwealth University Rehabilitation Research
and Training Center on Workplace Supports. This brief describes
the VCU Supported Education Model and results of the study.
http://www.ncset.org/publications/viewdesc.asp?id=1415
Building
Bridges Toward Science Careers for Youth with Disabilities (April 2004)
NCSET Research to Practice Brief
This brief outlines results of a research project designed to (a)
create a model facilitating greater access for students with disabilities
to postsecondary education and careers in science and technology,
and (b) investigate issues related to the transition from high school
to college for students with disabilities. The researchers sought
to gather information to promote a seamless transition for high
school students with disabilities to math, science, engineering,
and technology education at community colleges.
http://www.ncset.org/publications/viewdesc.asp?id=1494
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
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
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
Family Expectations and Involvement for Youth with Disabilities (September 2005)
NCSET NLTS2 Data Brief
The National Longitudinal Transition Study-2 (NLTS2) provides the first national picture of the involvement of families in the educational development of their secondary-school-age children with disabilities. This Data Brief describes family involvement at home and at school, including a comparison of levels of involvement for families of youth with disabilities with those for families in the general population. It also discusses involvement in a school-based activity that is specific to families of youth with disabilities: participation in individualized education program (IEP) meetings. Finally, parent expectations for their children’s attainment of postsecondary education and independence are highlighted.
http://www.ncset.org/publications/viewdesc.asp?id=2473
IDEA
1997 Temas de Transición (July 2002)
NCSET Parent Brief
This is the Spanish-language edition of the Parent Brief entitled
"IDEA 1997 Transition Issues: The IEP for Transition Aged Students."
Este artículo explica los requerimientos para la transición
bajo IDEA, la composición y funcionamiento del Equipo de
Transición del Programa de Educación Individualizada
(Individual Education Program—IEP) y los factores especiales
a ser considerados por el equipo de IEP. También delinea
el papel que juegan los estudiantes, padres, personal de la escuela
y personal de la agencia en el equipo de transición del IEP.
http://www.ncset.org/publications/viewdesc.asp?id=2129
IDEA
1997 Transition Issues: The IEP for Transition Aged Students
(July 2002)
NCSET Parent Brief
This brief explains the requirements for transition under IDEA,
the composition and functioning of the Individual Education Program
(IEP) Transition Team, and special factors for the IEP Team to consider.
It also outlines the roles of students, parents, educators, school
staff, and agency staff on the IEP Transition Team.
http://www.ncset.org/publications/viewdesc.asp?id=423
Increasing
Rates of School Completion: Moving from Policy and Research to Practice
(May 2004)
NCSET Essential Tool
This cutting-edge manual for educators, administrators and policymakers
describes eleven proven interventions for increasing school completion
among youth with disabilities. The interventions selected are only
those that include research or evaluation designs and were published
between 1988 and 2003. Also included are reproducible handouts containing
current statistics and information on dropout, a concise literature
review, and information on related Web sites, journal articles,
publications, and organizations.
http://www.ncset.org/publications/essentialtools/dropout/
Increasing
School Completion: Learning from Research-Based Practices that Work
(August 2004)
NCSET Research to Practice Brief
This brief identifies and describes five research-based practices
proven effective in increasing rates of school completion. The practices
utilized random samples or comparison groups and had statistically
significant results for the treatment group on the variable of enrollment
status.
http://www.ncset.org/publications/viewdesc.asp?id=1646
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/
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
Key Provisions on Transition: IDEA 1997 compared to H.R. 1350 (IDEA 2004) (January 2005)
This NCSET document identifies the major changes between IDEA 1997 and H.R. 1350 (IDEA 2004) concerning transition services.
http://www.ncset.org/publications/related/ideatransition.asp
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
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
Self-Determination:
Supporting Successful Transition (April 2003)
NCSET Research to Practice Brief
This brief outlines research on self-determination suggesting that
youth with disabilities who actively direct their own lives are
more likely to successfully transition into adult life. In addition,
the brief addresses development of self-determination skills and
student-led Individualized Education Program meetings. Also included
are descriptions and contact information for several self-determination
curricula and helpful Web links.
http://www.ncset.org/publications/viewdesc.asp?id=962
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
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
Supporting
Youth With Disabilities to Access and Succeed in Postsecondary Education:
Essentials for Educators in Secondary Schools (December 2002)
NCSET Issue Brief
This brief outlines the differences in assistance determination
and provision encountered by youth with disabilities as they transition
into postsecondary environments. It offers related recommendations
on improving the transition process for youth with disabilities
and addresses the importance of student inclusion in the Individualized
Education Program (IEP) process.
http://www.ncset.org/publications/viewdesc.asp?id=706
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
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
Universal
Design for Learning and the Transition to a More Challenging Academic
Curriculum: Making it in Middle School and Beyond (April 2005)
NCSET Parent Brief
This brief describes universal design, a process for creating environments
that support the learning of students with diverse abilities, styles,
and needs. In universal design, versatility is built into the environment
from the start. Further resources are also provided.
http://www.ncset.org/publications/viewdesc.asp?id=2165
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
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.
http://www.ncset.org/publications/viewdesc.asp?id=1310
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.
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
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