Learn Psychology has produced several guides that include information and actionable advice that students can utilize to maintain mental well-being in college. With more students taking on more rigorous academic loads, now, more than ever, the need for student access to mental health resources is imperative. Key elements of Learn Psychology resources include: -- A comprehensive look at the some issues that college students may experience during their academic career; -- Tips for how to identify and cope with warning signs of mental health issues with peers; -- A list of top mental health organizations and resources students can utilize; -- Advice from a number of experts who have excelled in assisting college students with mental health issues. To access these guides, please click on View Page Now or go to: http://www.learnpsychology.org/mental-health/
This guide was developed in collaboration with the National Collaborative on Workforce and Disability - Youth. Statewide implementation of quality comprehensive career development programs and activities is a promising strategy that states can use to achieve the dual goals of college and career readiness for all high school students. This guide is designed to support states in their efforts to increase college and career readiness among all youth, including youth with disabilities, by providing functional and pragmatic guidance on implementing quality comprehensive systems of career development. To access a PDF version of the guide, please click on View Page Now.
Th Center on Transition Innovations has published this Fast Facts: Work-Based Learning for Students with Disabilities Center on Transition Innovations Work-based learning experiences for students with disabilities are supervised, school-coordinated activities which provide opportunities for students to achieve employment related competencies in a workplace environment. These activities extend the classroom into the workplace and are related to students’ career interests and program of study. Work-based learning experiences involve assessment of students’ interests, aptitudes, and abilities while learning about career possibilities. These experiences can also increase the likelihood of employment and community integration for students with disabilities when they become adults, help to teach 21st century workplace readiness skills, and support national and state initiatives. To access Fast Facts, please click on View Page Now or go to: http://centerontransition.org/documents/publications/Work_Based_Learning_Fast_Fact.pdf
The U.S. Department of Justice has issued technical assistance on the obligation of testing entities, both private and public, to ensure that the test scores of individuals with disabilities accurately reflect the individual's aptitude, achievement, or the skill that the exam purports to measure, rather than his or her disability. The document discusses who is entitled to testing accommodations, what types of testing accommodations must be provided, and what documentation may be required of the person requesting testing accommodations. The document also discusses prohibited flagging policies and how test scores for test-takers receiving disability-related accommodations should be reported. For a copy of the Guidance Document, please click on View Page Now or go to: http://www.ada.gov/regs2014/testing_accommodations.html or to To find out more about the ADA, visit www.ada.gov or call the Justice Department's toll-free ADA Information Line at 1-800-514-0301 or 1-800-514-0383 (TDD).
This webinar is sponsored by the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) and will be held on Thursday, July 16, 2015, from 2:00 – 3:30 PM Eastern Time. In order to increase the employment outcomes of all students, including those with disabilities, postsecondary education professionals must infuse students' educational experience with career exploration opportunities and employer interaction. Today's "multi-media youth" are visual - they need to see it to be it. Whether you work in career services, student services, disability services, or as an instructor, you'll learn practical strategies from this webinar to help you develop the employer relationships needed to increase learning and employment opportunities for students at your institution. Presenter Patricia D. Gill will share practices drawn from a research-based training curriculum and lessons from national transition programs to help you find, get connected to, and create meaningful relationships with employers. To register for this webinar, please click on View Page Now or go to: https://iel.adobeconnect.com/employers-postsecondary/event/event_info.html
On June 18, 2015, the National Council on Disability (NCD) released a report examining the policies and practices that push the nation’s schoolchildren, especially those most at risk, out of classrooms and into the juvenile and criminal justice systems, and asks and answers whether existing federal laws offer ways to disrupt this pattern, which has come to be known as the “School-to-Prison Pipeline.” In conjunction with its fall quarterly meeting, NCD convened a stakeholder forum in Atlanta in October 2014 to receive testimony on the role of special education in the School-to-Prison Pipeline. The findings and recommendations in the “Breaking the School-to-Prison Pipeline” report are based upon the culmination of that testimony, interviews with experts, and review of available research. As a result of its research, NCD has concluded that the Individuals with Disabilities Education Act (IDEA) can and should be an important part of the solution to the Pipeline crisis, and thus the report’s recommendations focus on ways to improve existing special education delivery and enforcement systems to better meet the needs of students with disabilities, and particularly of students with disabilities of color. To view the report, please click on View Page Now or go to: http://www.ncd.gov/publications/2015/06182015/
In April, the Florida Developmental Disabilities Council announced the posting of a guide that describes Project Achieve, a program that provides a support system for students with intellectual and developmental disabilities who enroll in Career and Technical Education programs at Florida State College at Jacksonville. This inclusive program model assists students with intellectual and developmental disabilities to attend classes and earn certification alongside their peers without disabilities. This guide has two sections. The first is an overview of Project Achieve and the second is a "How To" guide that outlines step-by-step tasks for the development of each phase of the program. Section 1: An Inside Look at Support Postsecondary Career and Technical Program at Florida State College at Jacksonville. This booklet provides an overview of Project Achieve, an inclusive program designed to expand access to Postsecondary Career and Technical programs for students with intellectual and developmental disabilities. Section 2: Launching a Support Postsecondary Career and Technical Program, is for those who are interested in replicating a Support Postsecondary Career and Technical Program at a public state college or community college. This section outlines the tasks involved in developing a program that provides a support system that assists students with intellectual and developmental disabilities to attend classes and earn certification. To access the complete guide, please click on View Page Now or go to: http://www.fddc.org/sites/default/files/ProjectAchieve-Section1.pdf
The February theme for the Disability and Employment CoP is focused on Integrated Resource Team (IRT) strategies in American Job Centers. IRTs were initially used by the Disability Program Navigator grants and has been an essential component of the Disability Employment Initiative and represent partnership and collaboration to address the needs of a person with a disability or multiple challenges to employment. This resource is a demonstration video of a workforce center in Portland, OR, and their DPN bringing together different partners on behalf of an individual who is deaf. Although created in 2010, it is a timely representation of job center staff facilitating access to career pathway through mechanical training curriculum in a community college, and a moving example of the power of cross-agency collaboration. To view this video, please click on View Page Now or go to:. https://disability.workforce3one.org/view/4200927376315461065/info
The U.S. Department of Labor is collaborating with four other federal agencies – the Departments of Education and Health and Human Services, the Corporation for National and Community Service and the Institute for Museum and Library Services – to launch the Performance Partnership Pilot for Disconnected Youth - known as P3. This P3 initiative will fund up to 10 pilots, with start-up grants of up to $700,000, to test innovative, outcome-focused strategies to achieve significant improvements in educational, employment, and other key outcomes for targeted disconnected youth. What’s innovative about P3 is the flexibility it allows the pilot programs to blend together funds that they already receive from different federal sources, to increase program impact. The availability of grant funds was announced on Grants.gov on November 24, 2014 and the closing date for applications is March 4, 2015. To obtain more information about P3 and grant application requirements, please click on View Page Now or go to: http://www.grants.gov/web/grants/view-opportunity.html?oppId=269790
The United States Chamber of Commerce Foundation (USCCF) has convened a national conference on November 19, 2014, in Washington, D.C. The conference is a “call to action where USCCF announces its plans to build a national movement by partnering with employers in regions and communities across the country to advance talent supply chain solutions." In conjunction with the conference, USCCF has released a new report: Managing the Talent Pipeline: A New Approach to Closing the Skills Gap. USCCF notes: “This white paper begins by examining the challenge and need for a ‘demand-driven’ system. From there, it introduces supply chain management and explores key lessons that inform how employers can improve their partnerships with education and workforce providers. To access the full report, please click on View Page Now or go to: http://www.uschamberfoundation.org/sites/default/files/media-uploads/Managing%20the%20Talent%20Pipeline_0.pdf
The U.S. Department of Labor's Employment and Training Administration (ETA)is hosting a webinar on November 4, 2014, 12:00 - 1:00 PM, Eastern Time. The Workforce Innovation and Opportunity Act (WIOA) emphasizes sector partnership strategies as key elements of a successful workforce system. ETA will be providing a webinar series to showcase the opportunities ahead. Join the series to learn from states and local areas who are leaders in the use of sector strategies to improve their local economies and deliver for job seekers and employers. This November 4th webinar features Kentucky’s work with economic development, workforce development and education partners in this first of the Building Sector Strategies webinar series. To register for this webinar, please click on View Page Now or go to: https://www.workforce3one.org/view/5001428739480318011/info
Cerebral Palsy (CP) is considered the most common childhood disability. It can result in life-long speech and language impairments, sensory deficits, intellectual disabilities, behavioral problems, and seizures. Rates of employment for people with CP in the United States are reported to be lower than for those with other types of disabilities. The purpose of this research was to learn how VR services affected employment outcomes among adults with CP. Five VR services were shown to play a central role in the employment success of people with CP: -- Job Placement Assistance --On-the-Job Training -- On-the-Job Support – Specifically, work and social skill development tailored specifically to the environment, workplace accommodations, and employee education about disability and consumer advocacy -- Maintenance – For example, food, clothing, shelter, and emergency healthcare -- Rehabilitation Technology – For example, adaptive tricycle (for therapeutic cycling), adapted vehicles, augmentative communication devices Other factors that affected employment outcomes included the individuals’ gender, age, educational level, and receipt of cash benefits (SSDI/SSI). Transition services in high school could be key to positive employment outcomes. Individuals who received cash benefits such as SSI and SSDI had reduced employment outcomes. Lack of information about work incentives programs, fear of losing benefits, or severity of disability may account for this. To access this study, please click on View Page Now or go to: http://research2vrpractice.org/research/initiatives
The National Dropout Prevention Center for Students with Disabilities (NDPC-SD), funded by the U.S. Dept. of Education, Office of Special Education Programs (OSEP), works in collaboration with Education Development Center, Inc. (EDC), and the National Dropout Prevention Center at Clemson University. In a time when graduation rates are showing notable improvement among students of color and students with disabilities, there are still great challenges that remain. The National Dropout Prevention Center for Students with Disabilities has published a monograph that explores the problem of high school dropout rates among American Indian, African American, and Latino males with disabilities. The report provides an in-depth look into the specific obstacles that impede this young population from graduating, while offering direction and articulating crucial changes that must be made to better serve these students. To access the full report, please click on View Page Now or go to: http://www.ndpc-sd.org/knowledge/EDC-2014-web-monograph.html
On behalf of the U.S. Departments of Labor, Education, and Health and Human Services, you are invited to participate in the National Dialogue on Career Pathways to be held on September 23, 2014. This important event will bring national attention to the critical role career pathways systems play in creating a strong economy where workers can gain the skills needed for good jobs and employers can hire workers with the skills they need. The meeting will be available via live stream broadcast at http://prg.mediasite.com/mediasite/Play/f1574e1999094289ab581d5b834de4d91d. The meeting will feature messages from our federal agency leaders on the importance of career pathways as a job driven training strategy. During the day’s meeting, you will also hear presentations and panel discussions from some of the nation’s leading state and local area career pathways practitioners providing insight into their experiences and promising practices, ranging from cross-agency partnership building to innovative strategies to help students, workers, and businesses. In addition, there will also be thought-provoking discussions with leading policy experts, business leaders, and philanthropists on the future of career pathways. To view the National Dialogue on Career Pathways Agenda please click on View Page Now or go to: NDM Agenda 9-4-14.pdf
In late July 2014, Achieve, the nonprofit organization “dedicated to working with states to raise academic standards and graduation requirements, improve assessments, and strengthen accountability,” released the policy brief “The Imperative for State Leadership,” the most recent publication in its Advancing Competency-Based Pathways To College and Career Readiness Series. The report maintains that the implementation of competency-based pathways (CBP) holds “great promise” for achieving the primary aims of the standards-based reform movement: Ensuring that “all students meet or exceed specific outcomes by high school graduation and … have equitable access and exposure to rich instruction and strong support to learn and demonstrate their learning.” According to the report, in order to make sure that students are prepared to succeed in college and in their chosen occupations, states must move beyond providing students with a foundation of “minimal proficiency on basic academic standards,” and instead promote a “mastery of content and skills toward and beyond college and career readiness.” This new focus is essential, the report argues, because the current education system has “perpetuated learning gaps” that grow larger over time. As a result of this, many students never achieve the necessary resources to succeed in college or a career. The report maintains that strong state leadership is critical to advancing CBP learning. Leaders must insist on “rigor throughout graduation requirements, assessment and accountability policies and implementation.” Simultaneously, they must avoid a one-size-fits-all approach because CBPs and states’ transitions to them will differ based on “state priorities and context.” To access this report, please click on View Page Now or go to: http://www.achieve.org/imperative-state-leadership
U.S. Department of Labor (DOL), Employment and Training Administration (ETA) recently released four youth-focused "Flash Trainings." These include: -- Helping Out-of-School Youth Find Money for College: Dependency: https://www.workforce3one.org/view/3001421739886895642/info -- Helping Youth with Criminal Convictions Find Money for College: https://www.workforce3one.org/view/3001421739140411286/info -- Paid vs. Unpaid Internships WIA Youth Flash Training: https://www.workforce3one.org/view/3001421740111685462/info -- Youth Employment Rules WIA Youth Flash Training: https://www.workforce3one.org/view/3001421740170807099/info The first Flash Training is available by clicking on View Page Now. The others are available at the respective URL.
The National Center on Educational Outcomes (NCEO) has issued a report on assessment results among K-12 students with disabilities and English Language Learners with disabilities. The report presents information on publicly reported participation and performance data for the 50 regular states and the 11 unique states (American Samoa, Bureau of Indian Education, Commonwealth of Northern Mariana Islands, U.S. Department of Defense Education Activities, District of Columbia, Federated States of Micronesia, Guam, Palau, Puerto Rico, Republic of the Marshall Islands, and U.S. Virgin Islands). NCEO is housed at the Institute on Community Integration, University of Minnesota. To view a PDF version of the report, please click on Download Now.
Science Magazine and the American Association for the Advancement of Science (AAAS) published From College to Careers: Fostering Inclusion of Persons with Disabilities in STEM, the product of a collaborative project initiated to examine current issues and explore future directions for improving the academic success and career entry rate of postsecondary students with disabilities in science, technology, engineering, and mathematics (STEM) fields. This publication contains chapters prepared by four groups of invited authors who shared their research findings on the topics of accessible environments, programmatic interventions, communications, and sustainability. To access this booklet, please click on View Page Now or go to http://www.sciencemag.org/site/products/collegetocareers/CtC_full.pdf
The Office of Elementary and Secondary Education (OESE) administers the ESEA and the Office of Special Education and Rehabilitative Services (OSERS) administers Part B of the Individuals with Disabilities Education Act (IDEA). The guidance includes Questions and Answers regarding inclusion of English Learners (EL) with Disabilities in EL proficiency assessments and Title III Annual Measurable Achievement Objectives. OESE and OSERS are issuing this guidance to help states and LEAs understand how Part B of the IDEA and Titles I and III of the ESEA address the inclusion of ELs with disabilities in annual state ELP assessments. These are also significant policy guidance documents under Executive Order (EO) #13422. To learn more, please go to: http://www2.ed.gov/about/offices/list/osers/osep/policy.html#elp-qa
To inform the development of the action plan, agencies were asked to summarize the evidence on adult and youth job training strategies and programs to “…determine what information is lacking and identify future research and evaluation that can be undertaken to ensure the Federal programs invest in effective practices.” This document, prepared by the Secretaries of Labor, Commerce, Education and Health and Human Services, with input from several other Federal agencies and staff, presents the results of that evidence summary. To learn more about what works for adults and youth, please go to: http://www.dol.gov/asp/evaluation/jdt/