A Think College event in conjunction with AUCD2013
This event will feature both general and concurrent sessions on topics such as Current Strategies, Lessons Learned, Policy and Legislation, Funding, and more. Come, learn, share, and stay to network with colleagues from across the country at the Inclusive Higher Education Reception. Featured speaker: OSERS Assistant Secretary Michael Yudin.
1:30pm ET - 2:30pm ET
This webinar will introduce the EnvisionIT curriculum, a web-based curriculum that is aligned with the national Common Core State Standards (CCSS), summarize the research methods used to pilot and refine EnvisionIT thus far, and recruit applicants who agree to scale-up EnvisionIT within and across school districts in their state.
This Wisconsin Technical Assistance Guide (TAG) was developed to assist in the improvement of communication, coordination, and services for students with disabilities transitioning from school to work. It was designed to be useful for all persons and agencies (stakeholders) involved in the transition process.
Making the Move to Managing Your Own Personal Assistance Services (PAS): A Toolkit for Youth Transitioning to Adulthood
This new toolkit assists youth in strengthening some of the most fundamental skills essential for successfully managing their own PAS: effective communication, time-management, working with others, and establishing professional relationships. Such skills are key to not only enhancing independence, but also thriving in the workplace and growing professionally.
Less than one-half of pediatricians routinely offer adolescent patients with special health care needs (SHCN) support services to transition to adult health care, according to an AAP Periodic Survey of Fellows.
Mentoring Youth with Disabilities
The Need for Mentoring Youth with Disabilities:Youth with physical or mental disabilities represent special populations at risk for juvenile delinquency, victimization, educational failure, and poor employment outcomes and often have multiple, overlapping risk factors. Such youth can and do benefit from mentoring relationships.
The Need for Inclusive Mentoring Programs:Youth with disabilities typically to receive mentoring within disability-specific programs rather than in inclusive, community-based programs that have a diversity of resources that promote education, job readiness, development of employment skills, and/or training in and exposure to entrepreneurial activities.
- Youth with disabilities can participate with their typically developing peers in mentoring programs,
- The community capacity to serve people with disabilities would be enhanced with training, technical assistance, and programmatic supports,
- There is a social value to providing inclusive supports and services, and
- Through building the capacity of community-based mentoring programs to serve all youth well-including those with special physical or mental challenges-is more cost-effective than supporting multiple specialty services.
AUCD has developed a factsheet that provides an overview of mentoring youth with disabilities, and gives examples of promising practices from the AUCD network. Click here: factsheet in PDF