A Web resource page of the National Dissemination
Center for Children with Disabilities
NICHCY Connections...
to Transition for
Students with
Specific Disabilities
Launched May 2006
Approx. 8 pages when printed
Author
Kyrie Dragoo
Research/Information Analyst, NICHCY
Having a particular disability can affect transition planning. This final
chapter in NICHCY's Transition Suite is a collection of materials on
transition planning with a specific disability in mind. The Table of Contents
at the right lists, in alphabetical order, the disabilities for which these
materials were produced. If you're interested in a disability that isn't listed
in the Table of Contents, we suggest you either:
- contact us for assistance by phone or email (1.800.695.0285, nichcy@aed.org),
- visit our Search for Info page and search for
an organization focused on the disability in which you're interested, or
- consult the "organizations" listing on our fact
sheets (should we offer one on the disability you're interested in).
The transition suite has other stand-alone pages as well. We've tried not to
list the same resources in different pages, so you may want to visit those other
pages for foundational information about transition planning and services, Transition
101 especially, if you haven't done so already. The suite consists of:
- Visit CHADD.
www.help4adhd.org/en/about/wwk5
CHADD is the Children and Adults with Attention-Deficit/Hyperactivity Disorder.
Through CHADD's National Resource Center on AD/HD, you have access to several
transition-related publications for those with AD/HD. The link above drops
you into the fact sheet page, where you can find (in English and in Spanish):
Succeeding in College (#13), Legal Rights: Higher Education and the Workplace
(#14), Succeeding in the Workplace (#16), and Managing Money (#17).
- Supports in college.
www.ncset.org/publications/viewdesc.asp?id=1415
College students with learning disabilities and attention deficit hyperactivity
disorders who participate in the Virginia Commonwealth University Supported
Education Model tend to stay in school and progress in their educational programs,
according to a study conducted by the Virginia Commonwealth University Rehabilitation
Research and Training Center on Workplace Supports. This brief describes the
VCU Supported Education Model and results of the study.
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- Issues in transition for students with autism.
www.projectforum.org/docs/autism_secondary_transition.pdf
This 9-page document describes the efforts of several state education agencies
(SEAs) to address the needs of transition-aged students with autism, describes
the major barriers to providing effective secondary transition services to
this population, and generates policy recommendations.
- From the Autism Society of America.
www.autism-society.org/site/PageServer?pagename=livinghighschool
Among other things, Life After High School lists activities the transition
planning team should undertake beginning in junior high/middle school to prepare
a student with autism for what's to come.
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- Guide for students who are deaf-blind considering college.
http://hknc.org/Publications.htm
A useful tool for deaf-blind high school students, including those with Usher
syndrome, and deaf-blind adults needing further education to enhance career
opportunities.
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Deaf / Hard of Hearing
- Online transition training for students who are deaf or hard of hearing.
www.pepnet.org/train.asp
"Gates to Adventure" is designed for students who are deaf and hard
of hearing, ages 14-adult. The instructional goal of the training is to enhance
students' understanding of skills needed for successful transition from secondary
to postsecondary education. Teacher's guide available at: http://199.17.224.24/training.asp
- Career stories.
www.netac.rit.edu/goals/menu.html
This website tells the career stories of individuals who are deaf or hard
of hearing.
- For teachers/students or anyone who works with or supports people who
are deaf or hard of hearing.
www.netac.rit.edu/publication/tipsheet/
NETAC is one of four regional centers working with secondary and postsecondary
institutions to improve educational access for students who are deaf or hard
of hearing. At the link above, you'll find many tipsheets to help you in this
work.
- Postsecondary education options.
www.heath.gwu.edu/PDFs/deaf.pdf
This 16-page guide from the HEATH Resource Center takes a look at students
who are deaf or hard of hearing in postsecondary education.
- A guide for postsecondary counselors.
www.jsu.edu/depart/dss/pec/counseling/document.html
Students who are deaf or hard of hearing in the postsecondary level sometimes
present challenges to disability service providers and counselors. This guide
explains in some detail how to support these students.
- More for postsecondary professionals---online training.
http://199.17.224.20/cover.htm
"Orientation to Serving College Students Who are Deaf or Hard of Hearing"
is an introductory course designed for higher educational professionals who
work with students who are deaf or hard of hearing. It explains issues relevant
to communication and learning in postsecondary education.
- A nuts and bolts guide to college success.
http://sunsite.utk.edu/cod/pec/products/2002nuts-bolts.pdf
This 104-page guide provides vital information for deaf and hard-of-hearing
students transitioning into a college environment. It includes information
such as developing self-advocacy skills, communication strategies, pre-college
timelines, financial aid basics, how to access appropriate accommodations,
academic issues, types of personal information required to document needs,
and a variety of other useful topics.
- PEPNET: All but the kitchen sink on postsecondary education for those
who are deaf or hard of hearing.
www.pepnet.org/
PEPNet, the Postsecondary Education Programs Network, is the national collaboration
of the four Regional Postsecondary Education Centers for Individuals who are
Deaf and Hard of Hearing. The goal of PEPNet is to help postsecondary institutions
across the nation to attract and effectively serve individuals who are deaf
and hard of hearing.
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- Helping students with Down syndrome prepare for life after high school.
www.ndss.org/ndssmedia/pdf/transition.pdf
The National Down Syndrome Society offers this 20-page brief.
- The transition from childhood to adulthood and all that comes with it.
www.ndss.org/content.cfm?fuseaction=InfoRes.LifePlanarticle&article=227
Siegfried M. Pueschel authors this lengthy discussion of what you can expect
as children with Down syndrome move into and beyond adolescence: physical
and sexual maturation, medical issues, the transition from school to employment,
social maturation, developing independence, and involvement in recreational
activities. At the link above, you'll also see additional transition-related
topics on the left-menu bar.
- Additional resources at NDSS.
NDSS--the National Down Syndrome Society--offers many other resources you
might be interested in. Any of these strike your transition fancy?
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Learning Disabilities
- Options for your adolescent with LD.
www.transitioncoalition.org/~tcacs/new/files/adol_convert.pdf
This helpful document provides families with information about how to plan
for the transition from school to postsecondary settings and information about
different postsecondary options for adolescents with disabilities.
- Transition planning from secondary to postsecondary education.
www.ldonline.org/article/7756
The National Joint Committee on Learning Disabilities (NJCLD) is concerned
that many students with learning disabilities do not consider postsecondary
education options (2- and 4-year colleges and vocational schools) because
they are not encouraged, assisted, or prepared to do so. In this report, the
NJCLD addresses the rationale for the transition planning process as it applies
to the education of students with learning disabilities, specifically the
progression from secondary to postsecondary education. The roles and responsibilities
of those involved are also outlined.
- Supports in college.
www.ncset.org/publications/viewdesc.asp?id=1415
College students with learning disabilities and attention deficit hyperactivity
disorders who participate in the Virginia Commonwealth University Supported
Education Model tend to stay in school and progress in their educational programs,
according to a study conducted by the Virginia Commonwealth University Rehabilitation
Research and Training Center on Workplace Supports. This brief describes the
VCU Supported Education Model and results of the study.
- Financial aid for college.
www.heath.gwu.edu/PDFs/Financial%20Aid%20for%20Individuals%
20with%20Learning%20Disabilities.pdf
This brief from the HEATH Resource Center looks specifically at financial
aid for students with learning disabilities.
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- Handling your psychiatric disability in work and school.
www.bipolarworld.net/job_school/js27.htm
If you have a psychiatric condition, you may wish to visit this interactive
and informative web site that addresses issues and reasonable accommodations
related to work and school. This site claims to be "the only site designed
exclusively to provide information about the Americans with Disabilities Act
(ADA) and other employment and education issues for people with psychiatric
disabilities."
- Supported employment for individuals with mental illnesses.
www.mentalhealth.samhsa.gov/cmhs/communitysupport/toolkits/employment/
Supported Employment is a well-defined approach to helping people with mental
illnesses find and keep competitive employment within their communities. Supported
employment programs are staffed by employment specialists who have frequent
meetings with treatment providers to integrate supported employment with mental
health services. The National Mental Health Information Center offers indepth
guidance on supported employment for individuals with mental health issues.
- And what about higher education?
www.heath.gwu.edu/PDFs/PamPsyc..pdf
This 11-page guide discusses academic adjustments needed to support students
with psychiatric disabilities in postsecondary educational settings.
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- Career exploration for students with mental retardation.
www.seattleu.edu/ccts/curriculum/Student%20Self-Directed%20Career%20Exploration.html
This online resource is called Student Self-Directed Career Exploration: A
Curriculum for Students with Mental Retardation. It provides a guided process
that students can use to map out their personal network, their areas of interest
and skill, and an action plan for career exploration.
- Pursuing postsecondary education.
www.heath.gwu.edu/Inteldisabilities.htm
The Consortium for Students With Intellectual Disabilities is an exciting
new project to promote postsecondary success for students with intellectual
disabilities. Read all about the Consortium at the link above, and connect
with several databases you can search to identify postsecondary programs for
students with intellectual disabilities.
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- What does health have to do with transition? Everything!
www.ncset.org/publications/viewdesc.asp?id=2967
This Parent Brief provides information on the benefits of and strategies for
including health in the Individualized Education Program (IEP) process.
- The American Academy of Pediatrics, on adolescents transitioning to
adult health care.
http://pediatrics.aappublications.org/cgi/reprint/98/6
/1203?ijkey=f19a8e88edbad0a84421d76471b57faa31d16500
This policy statement describes how the pediatrician can work closely with
patients with special health care needs and their families as an advocate
and educator to help them adapt positively to an adult-focused system of health
care. Issues in health care transitions including independence and dependence,
education and vocational issues, insurance issues and limitations, Social
Security, and hospitalization are outlined.
- MUST VISIT: The Healthy and Ready to Work National Center!
www.hrtw.org/index.html
If you have special health care needs, or are working with a youth who does,
HRTW is the place to come for this specialized transition information. HRTW
focuses on understanding systems, access to quality health care, and increasing
the involvement of youth. It also includes provider preparation plus tools
and resources needed to make more informed choices. Categories under which
information is organized are:
- Systems and services.
www.hrtw.org/systems/index.html
This section of HRTW's website contains materials on using Title V to
facilitate the development of HRTW/transition systems for children, youth,
and young adults with special health care needs and their families.
- Youth involvement.
www.hrtw.org/youth/index.html
This section of HRTW's website will connect you with all manner of youth
materials, with the overarching purpose of making sure that youth are
involved in their own decision making and transition plans.
- Tools & solutions.
www.hrtw.org/tools/index.html
Here, you'll find web-based tools, resources, and strategies that can
be used by youth and their families, health care providers, and state
and local agencies to achieve successful transition from pediatric to
adult health care.
- Health care.
www.hrtw.org/healthcare/index.html
Health care is obviously a top priority for youth with special health
care needs as they transition from pediatric to adult services. Choose
this door in HRTW's website and walk into a giant library of resources
on the subject.
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Traumatic Brain Injury (TBI)
- Postsecondary ed options.
www.heath.gwu.edu/PDFs/Brain%20Injury.pdf
This 16-page guide looks at the characteristics of TBI and how these affect
students in postsecondary educational settings. Suggestions are included for
students, parents and family members, instructors, academic advisors, and
disability support services personnel as to how to help students with TBI
achieve goals in higher education.
- School to work.
www.biausa.org/publications/schooltowork.htm
This discussion of TBI and moving from adolescence to adulthood comes from
the Brain Injury Association of America (BIA).
- Two more from the Brain Injury Association.
Both of these resources deal with issues you might find helpful in transition
planning when TBI is a factor.
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| This
information is copyright free.
Readers are encouraged to copy and share it, but please credit the National
Dissemination Center for Children with Disabilities (NICHCY). |
NICHCY Connections pages are
published in response to questions from individuals and organizations
that contact us. We encourage you to share
your ideas and feedback with us!
Project Director:
Suzanne Ripley
Editor: Lisa Küpper, NICHCY
Author: Kyrie Dragoo, NICHCY
NICHCY thanks our Project Officer, Dr. Peggy Cvach, at the Office of Special
Education Programs (OSEP), U.S. Department of Education. |
| Publication
of this Web resource page is made possible through Cooperative Agreement
#H326N030003 between the Academy for Educational Development and the Office
of Special Education Programs of the U.S. Department of Education. The
contents of this document do not necessarily reflect the views or policies
of the Department of Education, nor does mention of trade names, commercial
products, or organizations imply endorsement by the U.S. Government. |
NICHCY
P.O. Box 1492
Washington, DC 20013
(800) 695-0285
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(202) 884-8441 · fax
nichcy@aed.org
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