Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created…

On a given day, more than 43,000 youths who largely identify as students of color and are disproportionately male are held in residential placement facilities as a result of involvement with the juvenile justice system. More than two-thirds of youths living in placement facilities who participated in a national survey shared aspirations to…

The purpose of this publication is to provide guidance to Minnesota CareerForce youth development professionals on how to intentionally integrate the Guideposts for Success framework into the Individualized Learning Plan (ILP) model. Developed by PACER Center for Minnesota's Partners for Youth Disability Employment Initiative (DEI), this guide…

Section 107 of the Rehabilitation Act of 1973, as amended (Rehabilitation Act), requires the Commissioner of the Rehabilitation Services Administration (RSA) to conduct annual reviews and periodic on-site monitoring of programs authorized under Title I of the Rehabilitation Act to determine whether a vocational rehabilitation (VR) agency is…

While conversations around the inclusion of individuals with disabilities often focus on the educational rights and needs of children with disabilities during their school years, there is a growing recognition that the period of transition from secondary school to adult roles is a critical time in the lives of individuals with disabilities. For…

In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of Neglected or Delinquent (N or D) State coordinators, correctional educators, and providers of…

Hundreds of thousands of children and youth with disabilities across the country are receiving secondary transition services. Secondary transition is the process of preparing students with disabilities for life after they leave high school, including participation in post-secondary education or training, employment and independent living.…

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States (Snyder, de Brey, & Dillow, 2016). Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and…

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States. Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and appropriate public education and provided…

The Office of Special Education and Rehabilitative Services (OSERS) administers programs that assist in educating children and youth with disabilities, provides funding for vocational rehabilitation (VR) services for youth and adults with disabilities and supports research to improve the lives of individuals with disabilities. OSERS established…

To address the economic crisis facing the country, the President signed the American Recovery and Reinvestment Act (ARRA) into law on February 17, 2009. This sweeping legislation provides $789 billion to jumpstart the economy and boost employment. This act includes $463 billion in new spending and $326 billion in tax relief directed at those…

The Committee on Education and the Workforce, to whom was referred the bill (H.R. 27) to enhance the workforce investment system of the Nation by strengthening one-stop career centers, providing for more effective governance arrangements, promoting access to a more comprehensive array of employment, training, and related services, establishing a…

Austin Independent School District served more than 13,000 students in summer programs during 2009, providing opportunities for accelerated learning, maintenance of academic skills between school years, course credit recovery, state achievement tests, or school-level transition activities. This report summarizes this information.

To successfully make the transition from school to adult life and the world of work, adolescents and young adults need guidance and encouragement from caring, supportive adults. The best decisions and choices made by transitioning youth are based on sound information including appropriate assessments that focus on the talents, knowledge, skills,…

This conference report outlines the proposed House of Representatives and Senate compromise regarding disputed provisions in the proposed School-to-Work Opportunities Act of 1994. First, Congress' findings regarding the education needs of noncollege-bound students, youth employment, work-based learning, and educational attainment in the United…