Serving Youth with Hidden Disabilities

People with non-apparent disabilities, which include specific learning disabilities, Attention Deficit/Hyperactivity Disorder, Traumatic Brain Injuries, emotional disorders, and chronic illnesses, make up the largest numbers of individuals with disabilities. Because of the nature of hidden disabilities, identification and the assignment of needed interventions and supports are more difficult. Parents and professionals often have an inadequate understanding of the nature of hidden disabilities or useful accommodations. Most importantly, youth with hidden disabilities are less likely than others to disclose their disability because they want to avoid being stigmatized or being labeled. Consequently, youth with these disabilities may enter educational, training, and employment programs without communicating their disability and need for accommodations or special assistance.

According to the U.S. Department of Education Office of Special Education Programs, of the approximately 6 million children in special education programs in the United States, almost one half, or 2.9 million, have learning disabilities. (There are several studies that suggest workforce development and particularly programs focused on literacy probably include a substantial proportion of participants (ranging from 50% to 80%) with learning disabilities). Therefore, for this population alone, it is important that workforce development programs and youth service practitioners have a working knowledge of how to (a) identify and screen for hidden disabilities; (b) assure that appropriate formal diagnosis occurs, if needed; and (c) ensure that appropriate accommodations and support services are provided in the career preparation process.

The National Collaborative on Workforce and Disability for Youth's recently released Career Planning Begins With Assessment: A Guide for Professionals Serving Youth with Educational & Career Development Challenges discusses in detail specific learning disabilities (SLD). More information on the assessment guide can be found at here.

Youth Development Symposium

The 5th Annual Youth Development Symposium (formerly sponsored by DOL/ETA Region 5), sponsored by the National Association of Workforce Development Professionals (NAWDP) and the Great Lakes Employment and Training Association (GLETA), will be held in downtown Chicago November 16-18. The symposium will provide "best practices" information, program models, WIA guidance, and response to the issues that concern workforce development professionals who plan and deliver youth programs. More information and registration is available at http://www.deed.state.mn.us/youth/5th_YDS.htm

Awards for Students with Disabilities

The Yes I Can Awards honor children with disabilities who have made significant achievements. Each year, 27 winners are selected for their accomplishments in academics, the arts, athletics, community service, employment, extracurricular activities, independent living skills, technology, and self-advocacy. The deadline for nominations is December 20, 2004. More information and nomination forms can be found at http://yesican.cec.sped.org/awards/index.html.

Award to Honor Improving the Quality of Life for People with Disabilities

The American Association of People with Disabilities (AAPD) and the Rehabilitation Institute of Chicago are seeking nominations for the Henry B. Betts Award.

This annual award is designed to honor a living individual whose work and scope of influence have significantly improved the quality of life for people with disabilities in the United States and around the world. The honoree will receive an unrestricted $50,000 cash award at AAPD's annual Leadership Gala in Washington , D.C.

The deadline for submitting nominations is October 15, 2004 . See the AAPD web site for complete program guidelines and nomination forms.