These in-depth how-to documents serve as convenient references. Subjects include: how to design an in-school-after-school-program; how to assess individuals; how to serve a specific populations such as individuals with psychiatric disabilities; how to build and sustain partnerships among an array of state and local agencies; how to finance transition services for youth; and how to design universally accessible facilities and programs.

A Young Person's Guide to Health Care Transition

A Young Person’s Guide to Health Care Transition is about making the transition from pediatric to adult health care. This brief will review topics youth should consider around transitioning to adult health care, living a healthy lifestyle, and paying for health care. Youth need to be a part of conversations about health care. Most youth rely on their parents to handle decisions about their health care and health coverage. Before you know it, you may be expected to make these decisions on your own, if you are not doing so already. This brief will provide some information and help you think about ways you can start planning now for your transition from pediatric to adult health care.

Apprenticeship Workshop Training Modules

With the support of the U.S. Department of Labor's Office of Disability Employment PolicyNCWD/Youth developed two sets of apprenticeship training modules and a strategic planning exercise that can be used after either module. The modules can be used by individuals to learn independently about apprenticeship, or a facilitator can use the modules to train groups. These materials will be useful for youth service professionals, workforce board administrators, state and local apprenticeship coordinators, representatives from community colleges and other training providers, and potential and current apprenticeship employers.

By Youth for Youth: Employment

By Youth, for Youth: Employment was written by youth for youth who want to know more about finding and keeping the right job. It is important to consider what makes a job right for each young person, where to look, and how to write a resume and interview. Youth with disabilities also need to consider disability disclosure in the workplace and how to ask for accommodations, if needed. After accepting a job offer, youth can take advantage of opportunities for mentoring and continuing to build their skills. This brief covers each of these topics and provides information on supports like vocational rehabilitation and transportation. 

Career Planning Begins with Assessment: A Guide for Professionals Serving Youth with Educational and Career Development Challenges

This guide serves as a resource for multiple audiences within the workforce development system. Youth service professionals will find information on selecting career-related assessments, determining when to refer youth for additional assessment, and additional issues such as accommodations, legal issues, and ethical considerations. Administrators and policymakers will find information on developing practical and effective policies, collaboration among programs, and interagency assessment systems.

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.

Cyber Disclosure for Youth with Disabilities

This document is a supplement to The 411 on Disability Disclosure: A Workbook for Youth with Disabilities which helps youth learn about disability disclosure and what it means for them. Search sites like Google, social networking sites like Facebook, and micro-blogging sites like Twitter have added a new element to disclosure. Now it is possible to disclose disability status on the internet without even being aware of it. This can be as simple as a picture of a person using a wheelchair, a comment on a friend’s blog about disability, or a profile posted on a disability organization’s website. The goal of this document is to provide youth suggestions on how to make informed decisions about their own disability disclosure and to manage their disclosures online.

Designing Statewide Career Development Strategies & Programs

Statewide implementation of quality comprehensive career development programs and activities is a promising strategy that states can use to achieve the dual goals of college and career readiness for all high school students. This guide is designed to support states in their efforts to increase college and career readiness among all youth, including youth with disabilities, by providing functional and pragmatic guidance on implementing quality comprehensive systems of career development.

Fostering Inclusive Volunteering and Service Learning

This guide provides information useful to youth service professionals and others interested in facilitating youth engagement in volunteer activities. It describes how youth benefit from volunteering, different types of volunteer opportunities, and ways to assist youth to prepare for, access, and learn from their experiences. It also provides relevant resources and tools that can enhance and foster successful outcomes.

Guideposts for Employers Success

The Guideposts for Employer Success are organized with the explicit purpose of helping workforce development policy makers and program providers reduce identified barriers. There are two categories within the framework. The first focuses on what system designers (state and local) need to do. The second looks at what individual programs which include a wide array of education and training institutions such as community rehabilitation centers, secondary and post secondary institutions, apprenticeship programs, and One-Stop Centers need to do.

Guideposts for Success

The transition from youth to adulthood is challenging for almost every young person. This is particularly true for young people with disabilities. Yet, it is in those crucial transition-age years that a young person's future can be determined. The Guideposts addresses what all youth, including youth with disabilities, need to successfully transition to adulthood. The Guideposts organizes developmental activivities into five areas: school preparation, youth development and leadership, career preparation, connecting activities, and family involvement.

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.

Guiding Your Success Tool

The Guiding Your Success Tool helps youth and young adults think about and plan for the future. Youth can work on this tool by themselves, with peers, or with a caring adult. The tool does not have to be completed all at once or in one day. It can be done in sections or a couple of questions at a time.

High School/High Tech Program Guide: A Comprehensive Transition Program Promoting Careers in Science, Technology, Engineering and Math for Youth with Disabilities

High School/High Tech (HS/HT) is recognized as one of the most successful strategies for assisting youth with disabilities as they transition from high school to post-school activities, including postsecondary education and employment. This guide provides information and materials used by the HS/HT programs throughout the country including program materials, tips for partnership development, service strategies, activities, curriculum, success stories, and examples of systemic change. This guide can be used by existing HS/HT programs for program improvement and expansion, and by new and developing programs to guide their implementation efforts.

Hitting The Open Road After High School: How to Choose Your Own Adventure to Success!

This publication is intended to help youth think about their options and plan ahead by examining what options are available after high school and what activities and supports can assist youth in being sucessful. 

Individualized Learning Plans How-to Guide

This guide is designed for schools, educators, and other professionals who assist youth with college and career readiness and transition planning. This guide was developed in response to feedback from schools indicating a need for curriculum and implementation guidelines to support whole-school buy-in for implementing individualized learning plans (ILPs). A key goal of the guide is to help schools develop a bridge between college and career readiness efforts through the use of ILPs and help youth achieve prosperous and productive lives. The career development activities and resources in this guide are also useful for youth service professionals in the workforce development system.

Making My Way through College

Making My Way through College is a guide for any student pursuing a degree or other type of credential (e.g., certification, license) at a two-year or four-year community college, college, or university. You will find information on a variety of topics relevant to preparing for and succeeding in college and transitioning from college into the world of work. Much of the information provided is relevant to all students, but the primary focus of the guide is on navigating the college experience for students with disabilities or those who think they may have a disability.

Making the Move to Managing Your Own Personal Assistance Services (PAS): A Toolkit for Youth with Disabilities Transitioning to Adulthood

This new guide assists youth in strengthening some of the most fundamental skills essential for successfully managing their own Personal Assistance Services (PAS): effective communication, time-management, working with others, and establishing professional relationships.  Such skills are key to not only enhancing independence, but also thriving in the workplace and growing professionally. Whether moving from school or a home setting to work, college, or living on their own, transition-age youth and their families or friends would benefit from the information and guidance offered by the toolkit.  Sample worksheets, questions, and charts provide readers clear, helpful examples of things to consider along the path to greater independence.  And stories from real youth and their families give practical insight and guidance for youth with disabilities who want to manage their own PAS. 

Making the Right Turn: A Guide About Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System

This Guide provides professionals with well-researched and documented facts, offers evidence-based research, highlights promising practices, and provides the Guideposts for Success for Youth Involved in the Juvenile Corrections System, in addition to pointing out areas requiring further attention by policymakers and identifying promising practices.

Negotiating the Curves Toward Employment: A Guide About Youth Involved in the Foster Care System

This guide applies the Guideposts for Success to meeting the needs of youth in foster care with and without disabilities. The Guide includes facts and statistics about youth involved in the foster care system; gives examples of states and communities that are changing policy and practices; identifies areas requiring further attention by policy makers and providers of services; and identifies resources and tools to assist cross-system collaborative efforts.

Paving the Way to Work: A Guide to Career-Focused Mentoring

This guide is intended for individuals designing mentoring programs for youth, including youth with disabilities, in the transition phase to adulthood.

Personal Competencies for College & Career Success: What Colleges Can Do

Many students, including students with disabilities, enter postsecondary education lacking the personal skills, knowledge, and attributes they need to achieve their education and career goals. To increase student retention, completion, and career readiness, postsecondary institutions need to include youth development and leadership opportunities that help students build personal competencies.

Road to Self-Sufficiency: A Guide to Entrepreneurship for Youth with Disabilities

This guide serves as a resource for organizations working with youth on career exploration and employment options, and policymakers who support youth programs through policy and practice. The Guide shows how entrepreneurship education can be implemented in programs and offers suggestions on how to introduce self-employment as an option for all youth, including youth with disabilities.

The 411 on Disability Disclosure: A Workbook for Families, Educators, Youth Service Professionals, and Adult Allies Who Care About Youth with Disabilities

Adults in the lives of young people with both visible disabilities and those with disabilities that are not apparent to others can benefit from using this workbook. This workbook helps adults make informed decisions about teaching a young man or woman about his or her rights and responsibilities in disclosing his or her disability, a decision that will affect the young person’s educational, employment, and social life. This workbook will help adults learn how to support a young person with a disability as he or she takes steps in becoming more independent and self-sufficient. In fact, making the personal decision to disclose a disability can make the young person more confident in himself or herself and the choices he or she makes.

The 411 on Disability Disclosure: A Workbook for Youth with Disabilities

This guide is designed for youth and adults working with them to learn about disability disclosure. This workbook helps young people make informed decisions about whether or not to disclose their disability and understand how that decision may impact their education, employment, and social lives.

Transition Truths: An Overview of Transition Systems

This tool describes the systems that may affect youth with and without disabilities as they transition from youth to adulthood. Youth can use this tool with youth service professionals and other caring adults to learn about their rights within these systems, plan for their transition, and identify changes they can advocate for in their communities. Youth service professionals can use this tool in working with youth and in identifying ways to connect youth to additional supports

Tunnels and Cliffs: A Guide for Workforce Development Professionals and Policymakers serving Youth with Mental Health Needs

This guide is designed to help workforce development professionals, administrators, and policymakers increase their understanding of youth with mental health needs and the supports necessary to help them transition into the workforce successfully. it provides practical information and resources for youth service professionals on how to support these youth and information for policy makers on how to address system and policy obstacles in order to improve service delivery systems for youth with mental health needs.

Use of Social Security Work Incentives to Promote Work-Based Learning in Youth Employment and Training Programs

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).

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