Completion of career and technical education (CTE) courses and work-based learning (WBL) programs have been shown to close the career readiness gap. In this resource, the authors provide information from seven years of operating SOS, a high-quality WBL program. SOS is built on the collaboration of special education, CTE, vocational rehabilitation (VR) and the business community.
Due to the COVID-19 pandemic, day and employment service providers have had to quickly determine how best to provide supports for people they serve. For many this means transitioning to services and supports that can be provided remotely. This brief from the Institute for Community Inclusion is one in a series developed to help community providers continue to provide services to those who are currently working, seeking employment, or engaged in community-based day supports.
Due to the COVID-19 pandemic, day and employment service providers have had to quickly determine how best to provide supports for people they serve. For many this means transitioning to services and supports that can be provided remotely. This brief is one in a series developed to help community providers continue to provide services to those who are currently working, seeking employment, or engaged in community-based day supports.
Find more ICI COVID-19 resources at covid19.communityinclusion.org
Due to the COVID-19 pandemic, day and employment service providers have had to quickly determine how best to provide supports for people they serve. For many this means transitioning to services and supports that can be provided remotely. This brief is one in a series developed to help community providers continue to provide services to those who are currently working, seeking employment, or engaged in community-based day supports.
Find more ICI COVID-19 resources at covid19.communityinclusion.org.
This Executive Summary provides a brief overview of the entire Report on Model Accreditation Standards for Higher Education Programs for Students with Intellectual Disability: Progress on the Path to Education, Employment, and Community Living by the 2016-2020 NCC Accreditation Workgroup. It includes the model accreditation standards and recommendations to Congress and the Department of Education.
The 2016-2020 National Coordinating Center Accreditation Workgroup submitted this statutorily mandated report to the US Department of Education Secretary and relevant Congressional committees in May 2021, summarizing the work of this Accreditation Workgroup and outlining revisions to the Model Program Accreditation Standards that were developed by the 2011-2015 Workgroup. This new report includes highlights of lessons learned from public input and a field test of the original standards, as well as recommendations to Congress and the Secretary of Education.
Volunteer work, internships, and unpaid job exploration can be effective strategies for individuals with disabilities looking to gain work-related experience, as well as assessments and training at places of business. However, such activities must be undertaken carefully, with a clear understanding of the purpose of these activities. All parties must know what is permitted from a legal perspective, as well as practical considerations regarding the appropriate use of volunteer and unpaid work experiences.
Lesbian, gay, bisexual, transgender and queer (LGBTQ) students with disabilities face unique challenges as a result of their disability status and potential bias related to their sexual orientation, gender identity and/or gender expression. Educators, counselors, parents/guardians and other adult allies play an important role in ensuring the safety, inclusion and well-being of these students, all of which are essential to academic and social-emotional growth in the classroom and school communities.
This report presents the findings of the Massacusetts Task Force on Higher Education for Students with Intellectual Disabilities and Autism Spectrum Disorder (ID/ASD), convened by the House and Senate Co-Chairs of the Joint Committee on Higher Education. The report describes higher education opportunities for students with ID/ASD nationally and statewide, and includes specific findings and recommendations to increase access to inclusive higher education and ensure citizens with ID/ASD have equal opportunity to reach their potential.
The National Center for Learning Disabilities (NCLD) has created this essential guide for educators about privacy laws and online learning. The shift has raised questions about how to protect student data privacy, particularly for students in special education. A new guide from the National Center for Learning Disabilities and the Future of Privacy Forum addresses educators concerns and summarizes key privacy laws. The guide reviews laws like FERPA, COPPA, HIPPA, and more, and highlights exactly how each law applies to distance learning.
