Developmental Disabilities and Transition

Got Transition has updated an extensive set of resources related to health care transition, including a section on Developmental Disabilities and transition.



AUCD2015: Submit a Proposal Today

Deadline: June 2

AUCD is currently accepting proposals for our 2015 conference. This call for papers includes submissions for concurrent interactive presentations, concurrent panel presentations, single presentations, and posters. Read more about the format and requirements for each event on the Presentation Details page, especially noting the revamped poster session formats. Proposals are welcomed on a multitude of topics on all things disability, including but certainly not limited to advocacy, behavior supports, disability studies, employment, health and wellness, leadership development, self-determination, technology, and much more.



Learn about Postsecondary Opportunities for Students with Intellectual Disabilities in Think College's Annual Report

The Think College National Coordinating Center's Annual Report for Transition and Postsecondary Education Programs for Students with Intellectual Disabilities is now available on the Think College website. This report represents the most comprehensive knowledge base related to postsecondary education access and outcomes for people with intellectual disabilities.

 From left: JoAnne Malloy, Clinical Assistant Professor, Institute on Disability/University of New Hampshire; Michaela Joj, Research Assistant; Jonathon Drake, RENEW Master Trainer; Pia Pode Milwertz, Project Coordinator


RENEW Program Travels to Denmark (IOD NH UCEDD/LEND)

In December 2014 Institute on Disability (IOD) staff members Dr. JoAnne Malloy and Jonathon Drake travelled to Denmark to train 25 Danish Mental Health and Vocational Education Practitioners to implement the Rehabilitation for Empowerment, Natural Supports, Education, and Work (RENEW) program in their practice.



Improving Lives of Youth with IDD in the Foster Care System: The Child Well-Being Program (SCDD NY UCEDD)

Many people are often surprised to learn that there are a significant number of children and youth within the foster care system that have an intellectual or developmental disability (IDD). Nationally, estimates of children impacted by IDD range from 28% to more than 50%, with similarly high percentages in New York. Huge gaps in services and support exist for this group. Due to the level of complexity and need these children have, they tend to have difficulty accessing services specific to their individual challenges and remain in the foster care system for a longer period of time. In response to these known challenges, Strong Center for Developmental Disabilities (SCDD) developed a new program to meet the needs of these youth.



Project HEAL Project HEAL (MD UCEDD/LEND) Recognizes an Outstanding Law Firm Partner

Project HEAL (Health, Education, Advocacy, and Law), a community-based program of the Maryland Center for Developmental Disabilities at Kennedy Krieger Institute, recognizes Ballard Spahr, LLP, a law firm partner, for their exceptional generosity and support in 2014.



Think College Northeast Regional Capacity Building Institute (MA UCEDD)

Think College Northeast Regional Capacity Building Institute (MA UCEDD)  Copy to Calendar

Monday, June 15, 2015 - Tuesday, June 16, 2015
Location: Boston, MA

This event will focus on offering strategies and resources to support the growth and development of inclusive postsecondary education options for students with intellectual disabilities. Presentations will be offered in strands: Program Development, Employment Outcomes, Inclusive Academics, and Policy/Legislation/Research.

Read More >





Healthcare Transition For Youth With I/DD

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



High Expectations: Transforming the American Workforce as the ADA Generation Comes of Age

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.�



A Collaborative Interagency, Interdisciplinary Approach to Transition from Adolescence to Adulthood

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.

The Benefits:

  • 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