The Office of Special Education and Rehabilitative Services (OSERS) is pleased to publish A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities. This guide is being issued by OSERS, the Rehabilitation Services Administration, and the Office of Special Education Programs to advance our efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to be engaged in the 21st century workforce. To learn more, click here.
The New York State Office of Adult Career and Continuing Education Services- Vocational Rehabilitation (ACCES-VR), with the State Rehabilitation Council, is developing the State Plan for Vocational Rehabilitation and Supported Employment Services for Federal Fiscal Year 2016 (beginning October 1, 2015).
To assist in the development of the State Plan, individuals with disabilities, their families, advocates, employers and services providers are invited to attend the public meetings to provide comments on the provision of vocational rehabilitation services. The public comment period extends from January 26, 2015 through February 23, 2015.
The current State Plan for Vocational Rehabilitation and Supported Employment Services is available for review.
Suggested Questions for Discussion:
- The Workforce Innovation and Opportunity Act (WIOA) requires joint planning in the provision of services. How should ACCES-VR and the Department of Labor collaborate in providing employment opportunities for individuals with disabilities?
- How can New York State improve employment outcomes for youth? What is ACCES-VR’s role in the process?
- What can ACCES-VR do to educate the business community about hiring individuals with disabilities?
- How can supported employment services be improved?
For more information and a schedule of locations, click here.
On Tuesday, December 2, 2014, from 2:00pm to 4:00pm ET, the Youth Transitions Collaborative in partnership with the, Office of Special Education and Rehabilitative Services (OSERS), will host a free technical assistance webinar entitled, Determined to Succeed: Preparing for Postsecondary Education and Employment.
At this webinar, OSERS funded Technical Assistance Centers, and Rehabilitation Research and Training Centers will share guidance, tools, and resources on the importance of self-advocacy and transition planning.
To register for this webinar, click here.
From the CEEDAR Center at the University of Florida: “Recognizing that evidence-based practices (EBPs) account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the CEEDAR Center professionals, along with their partner Great Teachers and Leaders, offer innovation configurations (ICs) to promote the implementation of evidence-based instructional practices in teacher preparation activities. ICs are designed to evaluate current teacher preparation and professional development (PD) by determining the extent to which EBPs are taught, observed, and applied within teacher preparation and PD programs.” A section of this tool addresses secondary transition.
Find our more via Innovation Configurations | CEEDAR.
From Eduardo M. Ochoa, Assistant Secretary for Postsecondary Education
Subject: Guidance Regarding Comprehensive Transition and Postsecondary (CTP) Programs for Students with Intellectual Disabilities
Dear Accrediting Agency Executive Director:
This communication serves to make you aware of new provisions under title IV of the Higher Education Act, as amended (HEA), that affect accrediting agencies.
The Higher Education Opportunity Act, Pub. L. 110-315, added provisions to the HEA in sections 760 and 766 that enable eligible students with intellectual disabilities to receive Federal Pell Grant, Supplemental Educational Opportunity Grant, and Work-Study funds if they are enrolled in an approved program. These programs, which can be degree, certificate, nondegree, or noncertificate programs, are referred to as comprehensive transition and postsecondary (CTP) programs for students with intellectual disabilities (http://www.gpo.gov/fdsys/pkg/PLAW-110publ315/pdf/PLAW-110publ315.pdf).
The regulations governing the eligibility of CTP programs are in 34 CFR Part 668, Subpart O. Under those regulations, an institution that currently participates in the federal student financial aid programs under title IV of the HEA is eligible to apply to have its CTP program determined to be an eligible program for the federal student aid programs. The institution must submit an updated Electronic Application for Approval to Participate in the Title IV Federal Student Aid Programs (E-App) to the Department (34 CFR 600.20). The application must include a detailed description of the CTP program and must indicate how the program meets all of the regulatory requirements for a CTP program.
Read more at http://www.ifap.ed.gov/dpcletters/GEN1101.html