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Six Core Elements of Health Care Transition

Health care transition, or HCT, is the process of moving from a child/family-centered model of health care to an adult/patient-centered model of health care, with or without transferring to a new clinician. It involves planning, transfer, and integration into adult-centered health care. There’s a federally funded national resource center on health care transition (HCT) called Got Transition®. The Center has just issued the 3rd edition of its Six Core Elements of Health Care Transition, which lays out the basic components of a structured transition process and includes an Implementation Guide and customizable sample tools in English and Spanish. Read more about this revised and updated toolkit and access its different components in either English or Spanish here.

Early Intervention Directory (Birth-3)

Link updated, February 2020 The Military & Community Family Policy, Office of Special Needs’ Early Intervention Directory is organized to help you quickly obtain the information you need to make decisions for your child with special needs. The directory will enable you to: Identify and learn about the early intervention provider serving your new location […]

Social Security Benefits for Children with Disabilities

(2018) | Useful for Parent Centers in understanding SSI benefits for children with disabilities and for sharing with families whose children are under the age of 18. A child with a disability who is younger than 18 years of age may be eligible for Supplemental Security Income (SSI). Have a look at SSA’s Child Disability […]

Launching Inclusive Efforts Through Community Conversations

A community conversation is a way to bring a diverse set of community members together to collectively brainstorm strategies and resources that can be used to address a challenge facing the community. Launching Inclusive Efforts Through Community Conversations is a practical guide for families, service providers, and communities in planning, holding, and following up on a community conversation about some aspect of inclusion of children, youth, or adults with disabilities, such as increasing access to the general curriculum or meaningful work opportunities for youth. As the guide states: “We can create the future we want to see by starting with the power and connections we have.”

Find out more about the guide and where to access it.

Measuring What Matters | Medición de lo importante

(2018, July) | Useful to Parent Centers and early childhood programs tracking family progress toward expected outcomes. Using data to track family and program progress is an essential part of strengthening parent, family, and community engagement (PFCE). Tthis three-part webinar series from the National Center on Parent, Family, and Community Engagement (NCPFCE) describes how programs […]

Webinar Series on Family, School, and Community Engagement

Useful to Parent Centers, school systems, community partners, and families, all of whom play a role in successful stakeholder engagement in education. This webinar series makes clear that effective family engagement is not a one-time program or the choice of a good school. Rather, it’s a set of day-to-day practices, attitudes, beliefs, and interactions that […]

Building Stakeholder Knowledge about Data

Data play a role in virtually every aspect of administering early intervention programs (IDEA Part C) and preschool programs (Part B 619). State lead agency staff partner with stakeholders for a variety of purposes, including collaborating to improve programs and preparing annual reports on how programs are implemented. This toolkit from the DaSy Center orients stakeholders to IDEA data and other data-related topics to help them meaningfully participate in conversations about important programmatic issues and decisions.

The toolkit is a resource for IDEA Part C and Part B 619 stakeholders, such as representations on the State Interagency Coordinating Council (SICC) and the State Advisory Panel (SAP), who provide input on issues and decisions that relate to or affect programs that serve young children with development delays and disabilities and their families. Stakeholders can use this toolkit independently, or Part C/Part B 619 staff can work through the toolkit with stakeholders in a facilitated manner.

Learn more about and access the toolkit, including the 7 sections it contains and the questions that guide how information and learning are organized in each section.

Charting the LifeCourse Toolkit

This toolkit is designed to help caregivers understand the value of respite, learn from real life examples, and create a respite plan that enhances the lives of all family members. It’s meant for family caregivers of a child or adult with a disability, chronic condition, or functional limitation (or professionals who work with family caregivers). The toolkit, which is available in English and Spanish, is built upon the Charting the LifeCourse Framework, which was created BY FAMILIES to help individuals and families of all abilities and all ages: (a) develop a vision for a good life, (b) think about what they need to know and do, (c) identify how to find or develop supports, and (d) discover what it takes to live the lives they want to live.

Supporting Young Children Who Have Experienced Trauma | Webinar 1

(2017, September 14) | Useful to Parent Centers, professionals, and families in understanding and responding to childhood trauma. A national survey of adverse childhood experiences (ACEs) indicate that nearly half of all children in the United States have experienced one or more serious traumatic events by the time they are 18 (National Survey of Children’s […]

Alternate Assessment Systems – Dynamic Learning Maps

The Dynamic Learning Maps® (DLM®) Alternate Assessment System Consortium is made up of a collection of state departments of education developing and using the Dynamic Learning Maps Alternate Assessment System. DLM assessments are computer-based and serve the small proportion of the student population with significant cognitive disabilities for whom general state assessments are not appropriate, […]

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