Learning Disabilities

Youth and young adults with learning disabilities are overrepresented in a wide array of government-supported programs including adult education, vocational rehabilitation, welfare, corrections, and others. Many young people may not even be aware that they have a learning disability, although they may know that they have not done as well as many of their peers. This information is intended to help youth service professionals better understand issues related to learning disabilities so that they can help youth with learning disabilities develop individual strategies that will enable them to succeed in the workplace. NCWD-Youth addresses the needs of youth with learning disabilities from a “disability rights” perspective—a model that concentrates less on remediation and more on skill acquisition through accommodated approaches.

Charting the Course: Supporting the Career Development of Youth with Learning Disabilities

This Guide is intended to help practitioners, administrators, and policymakers in secondary and postsecondary education programs, transition programs, One-Stop Career Centers, youth employment programs, and community rehabilitation programs to improve services and outcomes for youth, ages 14 to 25, with diagnosed and undiagnosed learning disabilities. This Guide includes numerous quick reference charts, tables, and tools for counselors, career advisors, and other professionals who work directly with youth. In-depth information is provided on a variety of topics, including the types and impact of learning disabilities, needed supports, and research-based interventions. This Guide is intended to increase awareness of the fact that the workforce development system serves many youth who have learning disabilities that may never have been identified and many others who may know they have a learning disability but choose not to disclose. Although focusing primarily on youth with learning disabilities, many of the strategies and approaches advocated in this Guide, which are premised on universal design, may be of practical use for other youth.

Guideposts for Success for Youth with Learning Disabilities

The Guideposts for Success for Youth with Learning Disabilities provide guidance to caring adults and youth service professionals for improving services and outcomes for youth, ages 14 to 25, with diagnosed and undiagnosed learning disabilities.

Helping Youth with Learning Disabilities Chart the Course: A Guide for Youth Service Professionals

This InfoBrief describes challenges faced by youth and young adults with learning disabilities as they reach adulthood, while highlighting strategies youth service professionals can implement to help youth to transition successfully into the workplace.

Learning How to Learn: Successful Transition Models for Educators Working with Youth with Learning Disabilities

This InfoBrief identifies and explains selected classroom-based strategies that incorporate strategic learning. General and special educators can implement the following strategies to engage students with disabilities (particularly those with learning disabilities) in order to prepare students to transition from secondary to postsecondary and workplace settings. The aim of this brief is to provide teachers with background knowledge and skills so that they can integrate evidence-based practices into the classroom to aid student learning.

Using Universal Design for Learning: Successful Transition Models for Educators Working with Youth with Learning Disabilities

This InfoBrief identifies and explains selected classroom-based strategies within the Universal Design for Learning (UDL) model. General and special educators can implement the following strategies to engage students with disabilities (particularly those with learning disabilities) in order to prepare students to transition from secondary to postsecondary and workplace settings. The aim of this brief is to provide teachers with background knowledge and skills so that they can integrate evidence-based practices into the classroom to aid student learning.

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