Select Page
(2023, July) | Useful for Parent Centers, community organizations, and families supporting teens and youth with psychosis This series of articles comes from the Child Mind Institute, with most articles available in English and Spanish. Organized as a newsletter, the stand-alone articles examine one of the most alarming symptoms of a mental health disorder […]
Educational Technology (OET) provided the guidance “to increase understanding of the Individuals with Disabilities Education Act’s (IDEA’s) requirements regarding assistive technology (AT) devices and services, and dispel common misconceptions regarding AT, while also providing examples of the use of AT devices and services for children with disabilities,” according to a Dear Colleague Letter accompanying the AT guidance.
The guidance, Myths and Facts Surrounding Assistive Technology Devices and Services, highlights 28 myths and facts related to AT devices and services. The guidance provides additional information and resources to support children with disabilities and identifies related requirements addressed in the IDEA
(2023, March) | Useful to: Parent Centers working with LGBTQ+ youth and their families This report provides behavioral health professionals, researchers, policymakers, and other audiences with a comprehensive research overview and accurate information about effective and ineffective therapeutic practices related to youth of diverse sexual orientation and gender identity. The report is available at: […]
Parent Centers, schools, and many community-based organizations work directly with youth who have disabilities, supporting their preparation for adulthood and all the excitement and challenge ahead. This issue of the Buzz will connect you with resources we hope you’ll find helpful in your youth-focused work.
(Available in English and Spanish) | Useful to Parent Centers, other community groups, and families of adolescent children with and without disabilities When it comes to sex and our children (and ourselves), it’s important to have boundaries and hold to them. This article from the Child Mind Institute will help parents and other involved […]
(2020, July) | Useful for Parent Centers, schools, youth, and families involved in transition planning and students exiting high school This 15-page resource is designed to help youth with disabilities take steps to transition from high school to adult life. It speaks directly to youth, moving through Secondary Transition considerations step by step, including: […]
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.
(2020, January) | Useful to Parent Centers and others working with children who’ve experienced trauma. Equipped with rapidly growing knowledge about how trauma can undermine young people’s healthy development and ability to learn, many youth-serving professionals, community leaders, and policymakers are infusing principles of trauma-informed practice into program design, implementation, and policy proposals. Creating Cultures of […]
Turning Rights Into Reality: How Guardianship and Alternatives Impact the Autonomy of People with Intellectual and Developmental Disabilities is an authoritative report submitted by the National Council on Disability to the President and Congress as part of the Council’s independent advisory role. The report examines the challenges faced by individuals with intellectual and developmental disabilities (ID/DD), and how the use of alternatives such as supported decision-making enable some individuals with ID/DD to exercise greater self-determination and economic self-sufficiency. Access the report here.
