President Obama signed the Autism CARES Act into law on August 8. AUCD's Director of Public Policy wrote this blog post about the law.
At least six states commit to supporting successful and outcome-based programs and strategies for high school transition services and closing the labor force participation gaps for youth and young adults with disabilities
Work experiences have been proven to improve outcomes for youth with disabilities transitioning out of high school. From 2004 to 2006, an average of 8% of youth with disabilities applied for vocational rehabilitation services. Of those who applied, only 56% actually received services. The Six by '15 Campaign wants at least six states to commit to supporting internships, scholarships, and other evidence-based services to help youth with disabilities transitioning from high school to higher education and employment.
ASAN has prepared a comprehensive toolkit to empower people with disabilities, their families, and other disability advocates to help youth with disabilities manage their own health care as they transition to adulthood.
A Policy Brief from ASAN
This policy brief addresses the health care needs of autistic youth as they transition to adulthood. The brief, produced by the Autistic Self Advocacy Network (ASAN) and funded by the Special Hope Foundation, provides recommendations to ensure that young adults with Intellectual and Developmental Disabilities (I/DD) receive consistent access to quality health care, as well as support in taking on adult levels of autonomy with respect to their own health care needs. Please direct any inquiries on this resource to Samantha Crane at email@example.com.
A Report from the US Senate Committee on Health, Education, Labor, and Pensions, Tom Harkin, Chairman
Senator Harkin�s report offers bold steps to improve employment of young people with disabilities and fully realize the ADA�s promise of equality, while spotlighting the barriers to employment and setting a high goal for increasing workforce participation of the �ADA Generation.�
This paper promotes four core concepts that are essential to the development and implementation of effective transition plans and process: (1) Self-determination should be the foundation for transition planning; (2) Transition should be viewed through a cultural lens; (3) Interagency collaboration is essential to effective transition (4) Transition planning should include all the perspectives, disciplines, and organizations that will impact the transitioning student.
This paper was written for and by directors and staff UCEDDs and LENDs with the aim of promoting a dialogue among key stakeholders and facilitating their engagement in pursuing a more comprehensive, coordinated, supportive, and successful transition process for youth with disabilities from adolescence to young adulthood. See AUCD's press release for additional information.
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