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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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NCSET Resources

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.

Bullying and Teasing of Youth with Disabilities: Creating Positive School Environments for Effective Inclusion (December 2003)
NCSET Issue Brief
Bullying has been proven by numerous studies to be a serious problem nationwide. Harassment of youth with disabilities in particular has been steadily increasing. Whole school anti-bullying/anti-violence programs are necessary to address this problem effectively. This Issue Brief provides clear definitions of bullying, teasing, and disability harassment. It also outlines research about bullying and harassment, and describes two effective, comprehensive, whole-school, anti-bullying programs. Finally, the brief offers recommendations and resources for further action.

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.

Choices in Transition: A Model for Career Development (February 2006)
NCSET Information Brief  
This brief describes the Choices in Transition program for low-income ethnic minority youth with disabilities in Chicago. The program supports these youth in the process of transition in order to improve their educational and vocational success and increase their self-determination. Recommendations for improving the transition outcomes of youth with disabilities are included.

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.

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.

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.”

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.

The Voices of Youth: Perspectives and Recommendations from Young Adults Involved in Juvenile Corrections (February 2006)
NCSET Information Brief  
This brief describes two exceptional programs for adjudicated youth with disabilities. It also includes commentary and recommendations from three young adults who live at the residential facilities where these programs are being implemented.

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.

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This page was last updated on January 12, 2022.