Self-advocacy | Youth

Displaying
results

Students Get Involved!

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 […]

What’s Important to Native Youth?

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.

Civic Engagement Toolbox for Self-Advocates

(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: […]

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.

Module 1: Top 10 Basics of Special Education

by Lisa Küpper July 2007 (see Editor’s note, below)   ** Este módulo está disponible en español: Los 10 Datos Principales Acerca de la Educación Especial Editor’s note | January 2018 | This module was first produced by the National Dissemination Center for Children with Disabilities (NICHCY) in 2007. NICHCY no longer exists, and most […]

Student with a Disability on the IEP Team

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 […]

ABLE National Resource Center Website

The ABLE National Resource Center aims to educate individuals with disabilities and their families, ABLE program administrators, financial institutions, and other relevant stakeholders about the benefits of ABLE accounts. On its website, find state-by-state ABLE program updates and side-by-side comparisons of ABLE program components. There are also videos and webinars, as well as FAQs and summaries of rules and regulations.

Applying for Social Security Disability Benefits for Transition Age Youth

2014 | This webcast, produced by the VCU RRTC*, provides a summary of the eligibility requirements for the most common Social Security benefits received by transition-age youth: Supplemental Security Income (SSI), Child’s Benefits, and Childhood Disability Benefits. Instruction is provided about how to begin the application process for each benefit as well as what to expect during the application process.

Search within Results

Refine Results

Audiences
Formats
Languages
Produced By
Highly Rated