Briefs

Looking for a summary? Info Briefs describe policy, practice, or research on critical issues and challenges facing the workforce development system in serving youth. Research Briefs consolidate references to key published resources on a given area of focus.

Briefs

  • Este breve informativo trata la importancia de las habilidades sociales y ofrece estrategias que los padres pueden usar para ayudar a sus hijos a desarrollar habilidades para el éxito en el trabajo.

  • This InfoBrief focuses on how intermediary organizations can facilitate the blending and braiding of funds and resources to encourage cross-systems collaboration and, in turn, to improve the educational and employment outcomes for all youth, including those with disabilities. This brief identifies strategies that states can use to support local communities in the “blending” and “braiding” of resources, and outlines how cross-systems collaboration and alternative funding strategies can be facilitated by intermediary organizations.

  • This InfoBrief describes assistive technology and accessible information and gives policymakers information on federal and state accessibility legislation, laws and requirements.

  • This research brief focuses a new type of organization which is changing how employers are engaged in workforce investment. These organizations operate as community-wide intermediaries, linking an array of service providers to businesses and to each other.

  • This InfoBrief is designed to help youth, including youth with disabilities, recognize signs of bullying in the workplace, and to recognize how bullying differs from disability harassment. The brief offers examples of bullying situations at work and offers strategies to help address the issue. Much is understood about the negative consequences of bullying at school, but youth should also be made aware that bullying does not end at school. It is often encountered at work as well.

  • This Innovative Strategies Practice Brief provides practical examples and resources used by promising and exemplary youth programs to engage youth in career exploration. The youth programs and school systems featured in this brief have been recognized by NCWD/Youth as Innovative Strategies.

  • This InfoBrief identifies the benefits to the workforce development system, youth, and the community gained through the professional development of youth service professionals. The brief includes a five-step plan for organizations interested in supporting the professional development of youth service professionals.

  • This Info Brief describes the current status of and opportunities for a comprehensive cross-disciplinary professional development system for youth service professionals. It also discusses next steps for systems, professionals, and policy makers.   

  • This InfoBrief is for those working in One-Stop centers as well as youth and adult service providers who interact with individuals with disabilities. It is designed to help clarify what you can and cannot ask about someone's disability.

  • This InfoBrief for professionals who work directly with youth in workforce development programs explains the principles of Universal Design for Learning (UDL), an educational model that makes any general curriculum accessible to all learners, regardless of learning style. The brief describes how UDL principles can be used in work experiences and training settings to moe effectively and efficiently engage all youth, including youth with disabilities.

  • This InfoBrief focuses on how Workforce Investment Boards (WIBs) can ensure strong business leadership roles in their state and local workforce systems by creating and fostering intermediaries that effectively link employers with One-Stops and their partners. Strategies and examples are shared that illustrate how intermediaries can facilitate, coordinate, and streamline employer engagement responsibilities among WIB partners.

  • This Information Brief is designed to assist educators in working with parents and family members to facilitate students’ career development through the use of individualized college and career planning tools. This brief discusses families’ perceptions of whether and how they were engaged in schools’ implementation of Individualized Learning Plans and describes suggestions from families of youth with and without disabilities about actions schools can take to improve family engagement in the ILP process.

  • This InfoBrief describes the federal and state initiatives that provide financial literacy information for young people with disabilities to learn how to save money and build assets.

  • This InfoBrief explores the importance of making informed decisions about diploma options, understanding the consequences of graduating with different types of diplomas as well as the need for youth, families, and Individual Education Program (IEP) teams to consider these issues early.

  • This article published in the December 2010/January 2011 issue of Our Children, the National PTA Magazine, provides guidance for parents and families on helping students understand graduation requirements and diploma options. Families play a critical role in helping their children understand the options, define college and career goals, and choose a pathway to earning a diploma. For parents of students with disabilities, it is especially important to understand the differences between the standard diploma and any alternatives offered by the school.

  • This InfoBrief addresses the need for youth to acquire work skills and offers strategies parents and families can use to work with their youth to develop skills that lead to success on the job. This InfoBrief also includes information on how to incorporate work skill development into school documents, such as the Individualized Education Program and the Summary of Performance.

  • This InfoBrief discusses the importance of soft skills and offers strategies parents and families can use to help their child develop skills for employment success.

  • 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.

  • This InfoBrief discusses challenges faced by youth and young adults with mental health needs during their transition to adulthood and describes strategies used by youth service professionals to avoid age-related transition cliffs and prevent service interruptions during this critical stage of development. This InfoBrief is based on a rich body of research about transition-age youth with mental health needs published in four separate reports in the last two years, including two produced by the National Collaborative on Workforce and Disability for Youth.

  • This InfoBrief provides information about One-Stop Centers and how the services at One-Stop Centers can help youth enter the workforce.

  • After three years of intense debate and compromise, America’s federal statute governing special education has been revised, enacted and, for the most part, will take effect July 2005. The revisions of IDEA contained in the new law, Public Law 108-446, build on and more closely align IDEA with the No Child Left Behind Act. They also modify important requirements around individualized student planning, transition, litigation, and due process protections, monitoring and enforcement, and federal funding. This InfoBrief is a summary of some of the major provisions in the new law.

  • This brief was informed by over a decade of work by the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) including the white paper, "Preparing All Youth for Academic and Career Readiness: Implications for High School Policy and Practice." This brief calls attention to the need to implement policies and practices that will improve high school and post-school outcomes for all students, including those with diverse learning and support needs. Recommendations for federal, state, and local policy makers are outlined.

  • This InfoBrief details information from a variety of sources, including the Bureau of Labor Statistics and Monthly Labor Review, which point to increasing expansion in technology career fields and explains what this means for HS/HT programs

  • 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.

  • The Office of Disability Employment Policy (ODEP) of the US Department of Labor (DOL) is testing a new organizational strategy — intermediary organizations. By aligning and brokering multiple services across institutional and funding sources, intermediary organizations can play an important role in improving employment outcomes for youth with disabilities while at the same time assisting employers in meeting their need for qualified skilled workers. This InfoBrief is for policymakers and program managers at the state and community level that are involved in developing intermediaries.

  • This InfoBrief focuses on targeted career planning efforts for youth. The brief provides basic information on math, science, and technology as a fundamental need in our day-to-day lives, and highlights suggested academic coursework to better prepare young adults for the top growing careers.

  • This brief describes the new federal and state programs and agencies that provide services for people with disabilities to live independent and productive lives.

  • This InfoBrief is for anyone who interacts with youth with disabilities and would like to know about the programs under the Workforce Investment Act of 1998. The brief provides background on those parts of the Workforce Investment Act that cover service to youth so that youth, families, and service providers can better connect to the workforce development system.

  • This Policy Brief describes findings from a case study of four states using individualized learning plans as a strategic education policy to personalize student’s educational experience in an effort to raise their academic achievement and better prepare them for post-secondary education and employment.

  • This InfoBrief is for anyone who interacts with youth with disabilities and would like to know about the programs under the Workforce Investment Act of 1998. The brief provides background on those parts of the Workforce Investment Act that cover service to youth so that youth, families, and service providers can better connect to the workforce development system.

  • This InfoBrief focuses on how youth-serving organizations can become more effective as intermediary linkages between youth and employers by adopting certain practices. This brief offers basic employer-friendly strategies that will assist intermediaries and their representatives in making productive connections with employer customers that can result in successful work experiences for youth. Increasingly, state and local workforce boards and their youth-service-providing partners are realizing the need to assess their capacities and strategies to link with and provide supports to employers.

  • This InfoBrief describes the systems’ service barriers faced by youth with mental health needs as they reach adulthood, while highlighting new models and strategies designed to break down those barriers and help them to transition successfully into the workplace.

  • This Policy Brief calls attention to the challenges faced by youth and young adults with mental health needs during their transition to adulthood and provides information to help policymakers at the state and local level develop and improve service delivery systems for this population.

  • This InfoBrief explores the important role families and other caring adults play in the career planning, job search, and job retention of youth with disabilities.

  • This InfoBrief is for anyone who interacts with youth with disabilities and would like to know about the programs under the Workforce Investment Act of 1998. The brief provides background on those parts of the Workforce Investment Act that cover service to youth so that youth, families, and service providers can better connect to the workforce development system.

  • This InfoBrief examines how the Guideposts for Success can be used as a framework from which families of youth with disabilities can consider the support needs of their youth during the transition planning process. It is based on information presented in the Family Guideposts, a National Collaborative on Workforce and Disability for Youth (NCWD/Youth) publication that looks at the original Guideposts from the perspective of families, highlighting proactive roles families can play in the five Guidepost areas and offering examples of how families can become informed, supportive, and engaged in their youth’s transition. This information will also be helpful to professionals seeking strategies to effectively partner with families, and to advocates looking to empower families in the transition process.

  • This InfoBrief is for administrators and youth service professionals who provide programming to young people and want to connect their programs to the workforce development system.

  • This InfoBrief identifies the benefits to the workforce development system, youth, and the community gained through the professional development of youth service professionals, including a five-step plan for policymakers interested in supporting the professional development of youth service professionals in their local areas.

  • NCWD/Youth’s Guideposts for Success provide a framework for what all youth, including youth with chronic conditions and disabilities, need to make a successful transition to further education, careers and adulthood. One of the key elements of the Guideposts under Connecting Activities is health care. Drawing on a number of recent health care-related reports, this Policy Brief identifies strategies for improving health care transition for youth with chronic conditions and disabilities.

  • This Info Brief introduces families, including families of youth with disabilities, to a new way of looking at career development for youth. This brief discusses the three phases of career development, highlights Individualized Learning Plans as a tool for facilitating the career development process, and offers strategies on how families can be involved.

  • This Innovative Strategies Practice Brief provides practical examples and resources used by promising and exemplary youth programs to conduct career interest inventories with youth. The youth programs featured in this brief have been recognized by NCWD/Youth as Innovative Strategies. NCWD/Youth's Innovative Strategies features workforce development programs and practices that serve youth with disabilities, either as a target population or as part of other youth populations.

  • Individualized learning plans (ILPs) are becoming an important tool used by states to support youth in becoming college ready and career ready. This policy brief highlights key findings and policy recommendations generated as a result of ILP research studies by NCWD/Youth and its partners. The brief includes separate but complementary recommendations for state officials, district/school officials, educators, organizations interested in supporting family engagement in schools, special education administrators and support organizations, national organizations, disability organizations, and Federal officials.

  • 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.

  • This InfoBrief discusses career planning and vocational assessment for transition-age youth.

  • This InfoBrief highlights NCWD-Youth’s The 411 on Disability Disclosure, and explores the role families and advocates play in helping youth understand the importance of appropriate disability disclosure.

  • This InfoBrief describes how administrators and policymakers can use the concepts of youth development and leadership in developing and administering programs that serve all youth and activities specifically geared toward youth with disabilities. The brief is based on a longer paper, Youth Development and Leadership, A White Paper, published by The National Collaborative on Workforce and Disability for Youth. Youth Development and Leadership in Programs

InfoBriefs

  • Este breve informativo trata la importancia de las habilidades sociales y ofrece estrategias que los padres pueden usar para ayudar a sus hijos a desarrollar habilidades para el éxito en el trabajo.

  • This InfoBrief focuses on how intermediary organizations can facilitate the blending and braiding of funds and resources to encourage cross-systems collaboration and, in turn, to improve the educational and employment outcomes for all youth, including those with disabilities. This brief identifies strategies that states can use to support local communities in the “blending” and “braiding” of resources, and outlines how cross-systems collaboration and alternative funding strategies can be facilitated by intermediary organizations.

  • This InfoBrief describes assistive technology and accessible information and gives policymakers information on federal and state accessibility legislation, laws and requirements.

  • This InfoBrief is designed to help youth, including youth with disabilities, recognize signs of bullying in the workplace, and to recognize how bullying differs from disability harassment. The brief offers examples of bullying situations at work and offers strategies to help address the issue. Much is understood about the negative consequences of bullying at school, but youth should also be made aware that bullying does not end at school. It is often encountered at work as well.

  • This InfoBrief identifies the benefits to the workforce development system, youth, and the community gained through the professional development of youth service professionals. The brief includes a five-step plan for organizations interested in supporting the professional development of youth service professionals.

  • This Info Brief describes the current status of and opportunities for a comprehensive cross-disciplinary professional development system for youth service professionals. It also discusses next steps for systems, professionals, and policy makers.   

  • This InfoBrief is for those working in One-Stop centers as well as youth and adult service providers who interact with individuals with disabilities. It is designed to help clarify what you can and cannot ask about someone's disability.

  • This InfoBrief for professionals who work directly with youth in workforce development programs explains the principles of Universal Design for Learning (UDL), an educational model that makes any general curriculum accessible to all learners, regardless of learning style. The brief describes how UDL principles can be used in work experiences and training settings to moe effectively and efficiently engage all youth, including youth with disabilities.

  • This InfoBrief focuses on how Workforce Investment Boards (WIBs) can ensure strong business leadership roles in their state and local workforce systems by creating and fostering intermediaries that effectively link employers with One-Stops and their partners. Strategies and examples are shared that illustrate how intermediaries can facilitate, coordinate, and streamline employer engagement responsibilities among WIB partners.

  • This Information Brief is designed to assist educators in working with parents and family members to facilitate students’ career development through the use of individualized college and career planning tools. This brief discusses families’ perceptions of whether and how they were engaged in schools’ implementation of Individualized Learning Plans and describes suggestions from families of youth with and without disabilities about actions schools can take to improve family engagement in the ILP process.

  • This InfoBrief describes the federal and state initiatives that provide financial literacy information for young people with disabilities to learn how to save money and build assets.

  • This InfoBrief explores the importance of making informed decisions about diploma options, understanding the consequences of graduating with different types of diplomas as well as the need for youth, families, and Individual Education Program (IEP) teams to consider these issues early.

  • This InfoBrief addresses the need for youth to acquire work skills and offers strategies parents and families can use to work with their youth to develop skills that lead to success on the job. This InfoBrief also includes information on how to incorporate work skill development into school documents, such as the Individualized Education Program and the Summary of Performance.

  • This InfoBrief discusses the importance of soft skills and offers strategies parents and families can use to help their child develop skills for employment success.

  • 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.

  • This InfoBrief discusses challenges faced by youth and young adults with mental health needs during their transition to adulthood and describes strategies used by youth service professionals to avoid age-related transition cliffs and prevent service interruptions during this critical stage of development. This InfoBrief is based on a rich body of research about transition-age youth with mental health needs published in four separate reports in the last two years, including two produced by the National Collaborative on Workforce and Disability for Youth.

  • This InfoBrief provides information about One-Stop Centers and how the services at One-Stop Centers can help youth enter the workforce.

  • After three years of intense debate and compromise, America’s federal statute governing special education has been revised, enacted and, for the most part, will take effect July 2005. The revisions of IDEA contained in the new law, Public Law 108-446, build on and more closely align IDEA with the No Child Left Behind Act. They also modify important requirements around individualized student planning, transition, litigation, and due process protections, monitoring and enforcement, and federal funding. This InfoBrief is a summary of some of the major provisions in the new law.

  • This InfoBrief describes the characteristics of and issues faced by youth involved with the juvenile justice system, including those with disabilities. It provides a framework for youth service professionals to help these youth avoid or transition out of the juvenile justice system, promotes cross-systems collaboration, and highlights promising practices currently being implemented around the country. This InfoBrief is based on Making the Right Turn: A Guide about Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System, available at: http://www.ncwd-youth.info/juvenile-justice-guide.

  • This InfoBrief details information from a variety of sources, including the Bureau of Labor Statistics and Monthly Labor Review, which point to increasing expansion in technology career fields and explains what this means for HS/HT programs

  • 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.

  • The Office of Disability Employment Policy (ODEP) of the US Department of Labor (DOL) is testing a new organizational strategy — intermediary organizations. By aligning and brokering multiple services across institutional and funding sources, intermediary organizations can play an important role in improving employment outcomes for youth with disabilities while at the same time assisting employers in meeting their need for qualified skilled workers. This InfoBrief is for policymakers and program managers at the state and community level that are involved in developing intermediaries.

  • This InfoBrief focuses on targeted career planning efforts for youth. The brief provides basic information on math, science, and technology as a fundamental need in our day-to-day lives, and highlights suggested academic coursework to better prepare young adults for the top growing careers.

  • This brief describes the new federal and state programs and agencies that provide services for people with disabilities to live independent and productive lives.

  • This InfoBrief is for anyone who interacts with youth with disabilities and would like to know about the programs under the Workforce Investment Act of 1998. The brief provides background on those parts of the Workforce Investment Act that cover service to youth so that youth, families, and service providers can better connect to the workforce development system.

  • This InfoBrief is for anyone who interacts with youth with disabilities and would like to know about the programs under the Workforce Investment Act of 1998. The brief provides background on those parts of the Workforce Investment Act that cover service to youth so that youth, families, and service providers can better connect to the workforce development system.

  • This InfoBrief focuses on how youth-serving organizations can become more effective as intermediary linkages between youth and employers by adopting certain practices. This brief offers basic employer-friendly strategies that will assist intermediaries and their representatives in making productive connections with employer customers that can result in successful work experiences for youth. Increasingly, state and local workforce boards and their youth-service-providing partners are realizing the need to assess their capacities and strategies to link with and provide supports to employers.

  • This InfoBrief describes the systems’ service barriers faced by youth with mental health needs as they reach adulthood, while highlighting new models and strategies designed to break down those barriers and help them to transition successfully into the workplace.

  • This InfoBrief explores the important role families and other caring adults play in the career planning, job search, and job retention of youth with disabilities.

  • This InfoBrief is for anyone who interacts with youth with disabilities and would like to know about the programs under the Workforce Investment Act of 1998. The brief provides background on those parts of the Workforce Investment Act that cover service to youth so that youth, families, and service providers can better connect to the workforce development system.

  • This InfoBrief examines how the Guideposts for Success can be used as a framework from which families of youth with disabilities can consider the support needs of their youth during the transition planning process. It is based on information presented in the Family Guideposts, a National Collaborative on Workforce and Disability for Youth (NCWD/Youth) publication that looks at the original Guideposts from the perspective of families, highlighting proactive roles families can play in the five Guidepost areas and offering examples of how families can become informed, supportive, and engaged in their youth’s transition. This information will also be helpful to professionals seeking strategies to effectively partner with families, and to advocates looking to empower families in the transition process.

  • This InfoBrief is for administrators and youth service professionals who provide programming to young people and want to connect their programs to the workforce development system.

  • This InfoBrief identifies the benefits to the workforce development system, youth, and the community gained through the professional development of youth service professionals, including a five-step plan for policymakers interested in supporting the professional development of youth service professionals in their local areas.

  • This Info Brief introduces families, including families of youth with disabilities, to a new way of looking at career development for youth. This brief discusses the three phases of career development, highlights Individualized Learning Plans as a tool for facilitating the career development process, and offers strategies on how families can be involved.

  • This InfoBrief explains how schools and families can supplement the required Individualized Education Program (IEP) by using an optional Individualized Learning Plan (ILP) as a tool to help youth successfully transition from high school to employment and postsecondary education.

  • This report examines AmeriCorps as a model that includes an income exemption that allows youth with disabilities who are Social Security beneficiaries to participate in work-based learning experiences and receive a living allowance or stipend without it impacting their benefits.  An overview is initially provided about the importance of work-based learning experiences, including service learning, particularly for youth with disabilities and the current state of policy and practice regarding the use of the AmeriCorps income exclusion.  Recommendations are then provided for increasing the scope and utilization of the existing AmeriCorps exemption and for the expansion of similar incentives to other youth employment and training programs serving transition-age youth with disabilities such as those funded under the Workforce Investment Act (WIA).

  • 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.

  • This InfoBrief discusses career planning and vocational assessment for transition-age youth.

  • This InfoBrief highlights NCWD-Youth’s The 411 on Disability Disclosure, and explores the role families and advocates play in helping youth understand the importance of appropriate disability disclosure.

  • This InfoBrief describes how administrators and policymakers can use the concepts of youth development and leadership in developing and administering programs that serve all youth and activities specifically geared toward youth with disabilities. The brief is based on a longer paper, Youth Development and Leadership, A White Paper, published by The National Collaborative on Workforce and Disability for Youth. Youth Development and Leadership in Programs

Policy Briefs

  • This brief was informed by over a decade of work by the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) including the white paper, "Preparing All Youth for Academic and Career Readiness: Implications for High School Policy and Practice." This brief calls attention to the need to implement policies and practices that will improve high school and post-school outcomes for all students, including those with diverse learning and support needs. Recommendations for federal, state, and local policy makers are outlined.

  • This Policy Brief describes findings from a case study of four states using individualized learning plans as a strategic education policy to personalize student’s educational experience in an effort to raise their academic achievement and better prepare them for post-secondary education and employment.

  • This Policy Brief calls attention to the challenges faced by youth and young adults with mental health needs during their transition to adulthood and provides information to help policymakers at the state and local level develop and improve service delivery systems for this population.

  • NCWD/Youth’s Guideposts for Success provide a framework for what all youth, including youth with chronic conditions and disabilities, need to make a successful transition to further education, careers and adulthood. One of the key elements of the Guideposts under Connecting Activities is health care. Drawing on a number of recent health care-related reports, this Policy Brief identifies strategies for improving health care transition for youth with chronic conditions and disabilities.

  • Individualized learning plans (ILPs) are becoming an important tool used by states to support youth in becoming college ready and career ready. This policy brief highlights key findings and policy recommendations generated as a result of ILP research studies by NCWD/Youth and its partners. The brief includes separate but complementary recommendations for state officials, district/school officials, educators, organizations interested in supporting family engagement in schools, special education administrators and support organizations, national organizations, disability organizations, and Federal officials.

Practice Briefs

  • This Innovative Strategies Practice Brief provides practical examples and resources used by promising and exemplary youth programs to engage youth in career exploration. The youth programs and school systems featured in this brief have been recognized by NCWD/Youth as Innovative Strategies.

  • This Innovative Strategies Practice Brief provides practical examples and resources used by promising and exemplary youth programs to engage youth in work experiences. Work experiences are both paid and unpaid opportunities to work and practice career readiness skills. The work experiences described in this brief include internships, summer jobs, youth-run businesses/entrepreneurship, service projects and volunteer work, and part-time jobs. The youth programs featured in this brief have been recognized by NCWD/Youth as Innovative Strategies.

  • This Innovative Strategies Practice Brief provides practical examples and resources used by promising and exemplary youth programs to conduct career interest inventories with youth. The youth programs featured in this brief have been recognized by NCWD/Youth as Innovative Strategies. NCWD/Youth's Innovative Strategies features workforce development programs and practices that serve youth with disabilities, either as a target population or as part of other youth populations.

  • This Innovative Strategies Practice Brief provides practical examples from promising and exemplary youth programs for implementing youth development and leadership opportunities that help youth develop Connecting competencies. Some of the youth programs featured in this brief have been recognized by NCWD/Youth as Innovative Strategies. NCWD/Youth Innovative Strategiesfeature programs and organizations that serve youth with disabilities either as a target population or as part of other youth populations.

Research Briefs

Need help viewing a document? View our document help page.

Have a comment or suggestion in regard to our site? Please send us your feedback.