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This issue of the Buzz shares resources to help foster young people’s self-determination and self-advocacy skills. Self-determination skills are important to us all; they are a vital part of making choices, setting goals, and speaking up for ourselves. This is certainly true for our children with disabilities.
Resources updated, March 2019 Independent living is about life, isn’t it? It’s about choice, seeing to your own affairs, and pursuing your talents, interests, passions, and selfhood as independently as possible. We all would like to see our young people grow to adulthood and find their place in the world, doing for themselves to the […]
(2018) | Useful to youth with disabilities and to Parent Centers and others working with youth self-advocates The National Center for Family/Professional Partnerships (NCFPP), in collaboration with the Autistic Self-Advocacy Network, Kids As Self-Advocates, and Youth MOVE, offers a webinar series that supports the identification of leadership as a journey and supports understanding and learning […]
Resources updated, June 2018 There’s a very simple and common sense reason why IDEA 2004 requires that students with disabilities be invited to attend every IEP meeting where postsecondary transition goals will be considered: It’s their lives. And those lives are changing. Adulthood is approaching, and with it will come a world of responsibilities and […]
Links updated, March 2019 The Parent Center network has a common list of 14 priority topics we are expected to address. The list comes to us from the Office of Special Education Programs (OSEP) at the U.S. Department of Education. Welcome to the Hub page that focuses on the priority topic of “best practices in self-advocacy skills building.” […]
This summary infographic presents the findings of the 2017 State of Native Youth Report: Our Identities as Civic Power, from the Center for Native American Youth (CNAY). It will support Parent Centers in: (1) working with youth with disabilities who are American Indian/Alaska Native (AI/AN); (2) understanding what Native youth have identified as the major issues facing young people in their community; (3) expanding outreach to and relationships with Native communities; and (4) adapting youth-oriented trainings to include Native voices that will resonate with AI/AN youth.
(2017, February) | Useful to Parent Centers and other groups that work with advocates and self-advocates to become involved in political advocacy. From the Autistic Self-Advocacy Network (ASAH), this series of plain language toolkits focus on the basics of civic engagement. Civic engagement means actively participating in our democracy. The entire toolkit series is available at: […]
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.
While the date of publication for this training module was July 2007, the information provided about the 10 basics of the special education process is still accurate. The requirements of the law (IDEA) have not changed since this module was written. What’s most likely out of date as of January 2018 will be the many references to resources of further information or assistance on the steps involved in special education.
Most recently reviewed, August 2017 This info in Spanish | Esta información en español Table of Contents What IDEA says Who decides if the student attends the meeting? Resources for involving students in IEP meetings What IDEA Says Operating on the premise that the student with a disability—who is the focus of all this […]