InfoBrief NATIONAL COLLABORATIVE ON WORKFORCE AND FOR ISSUE 41 • December 2015

Supporting Families of Students with in Postsecondary : Learning from the Voices of Families

This Info Brief is intended to create increased under- with Disabilities, which was held January 22 standing of the important role that families can play in through February 11, 2015. During the dialogue, fam- the postsecondary success of students with disabili- ilies provided insights into areas in which they and ties. For the purposes of this brief, a postsecondary their postsecondary students could benefit from sup- institution is defined as any accredited institution of port. Strategies and resources that postsecondary higher learning offering 2-year, or 4-year degrees, institutions can use to better engage families and ad- or other institutions offering professional certificate dress the support gaps identified during the dialogue programs. It is based in large part on findings from a are provided to enable institutions to partner more national online dialogue titled Connecting with Fami- closely with families to promote the education and lies: Supporting the Postsecondary Success of Young employment success of youth with disabilities.

This Information Brief is intended to assist administrators as well as faculty and staff in postsecondary education settings to better understand the value of engaging families of students with disabilities as partners in their students’ success. In response to input received during a national online dialogue in 2015, ideas and resources are provided about actions postsecondary institutions can take to better assist these families in supporting their young children’s education and career development efforts. Supporting Families of Students with Disabilities in Postsecondary Education ISSUE 41 • DECEMBER 2015 better able to identify educational and other services that are useful in assisting youth to meet goals for the “Students don’t suddenly become able to future (Young, Morgan, Callow-Heusser & Lindstrom, communicate and plan well just because 2014). they turn 18, or just because they finish high school. Postsecondary schools need to find a Although the long-lasting effects that parent involve- path through the legal jungle to allow parents ment variables have on the academic achievement (or other advocates) to participate in planning of adolescents and young adults suggest that parent involvement during high school and beyond still re- courses; registering; planning and implementing mains an important source of guidance and support, accommodations; and asking questions. Banning there is a tendency among both parents and school the parent from the process is a dangerous idea personnel to misinterpret the emerging adult’s desire

and often places roadblocks in the student’s for autonomy as a developmental barrier to continued way that didn’t need to be there.” —Family family involvement. Studies have shown, however, comments on postsecondary academics that while the desire for autonomy serves as a moder- ator of preferences for certain types of involvement, it Introduction is not a barrier to any type of parent involvement (Xu, 2002). Over the past 40 years, evidence has been steadi- ly accumulating that family involvement is one of the The entry into postsecondary education and em- strongest predictors of children’s school success, and ployment training programs can present particular that families play pivotal roles in their children’s cog- challenges for families and youth with disabilities. In nitive, social, and emotional development from birth the K-12 setting, although the youth may have par- through and beyond (Harvard Family ticipated in or even led their individualized education Research, 2011). programs (IEPs) or Section 504 planning meetings, their families had a clear role to play—that of advo- The evidence has been particularly strong as it relates cate and services coordinator, tasked with making to the post-school success of youth with disabilities. A sure the youth’s education and support needs were literature review conducted by the National Second- being met. In the postsecondary setting, however, the ary Transition Technical Assistance Center and the youth typically performs these functions independent- National Post-School Outcomes Center (Test, Fowler, ly and also must self-advocate by disclosing his or & Kohler, 2013) found that for youth with disabilities: her disability to the disability student services office ● Parental expectations were an evidence-based to be able to access accommodations. While some predictor of post-school success in education youth may relish their newly found freedom to act as and employment. sole decision-maker, others may feel less confident or comfortable in doing so, particularly while they are ● Parental involvement was an evidence-based also adjusting to the new demands associated with predictor of post-school success in employ- postsecondary education. Some youth may want to ment. involve their families even though they may have Moreover, families play a key role in ensuring youth mixed feelings about doing this, while others, some- develop self-determined behavior, which is closely times with negative consequences, choose not to dis- tied to successful education and career outcomes for close or to ask for support of any kind. young people with disabilities (Shogren, Villarreal, Families continue to want to support their youth’s ed- Dowsett, & Little, 2014). Further, when given person- ucational success, but are unsure what form this sup- alized supports, families of youth with disabilities are port should take given the youth’s need and desire 2 Learning from the Voices of Families ISSUE 41 • DECEMBER 2015 to exercise increased self-determination and assume to meet their needs, postsecondary institutions should new adult roles. Nonetheless, because the transition include meaningful engagement of families in the ar- to adulthood takes longer today for both youth with senal of strategies they use to increase retention and and without disabilities than in previous generations, persistence among this population of youth. Families it is likely that the family will continue to provide some of youth with disabilities who participated in the na- level of financial and emotional support both during tional online dialogue provided important information and after the youth exits school (Furstenberg, 2010). that postsecondary institutions can use to assist them Because of privacy concerns associated with the in better supporting the educational and employment Family Educational Rights and Privacy Act (FERPA), success of their youth. however, many colleges and other postsecondary in- stitutions exclude parents from all interactions involv- Findings from the National ing the student thereby effectively precluding them Online Dialogue: What Families from playing any meaningful role. Are Saying In early 2015, the U.S. Department of Labor’s Of- “It would be nice to get to a place where schools fice of Disability Employment Policy (ODEP) and its are actively seeking students with disabilities youth-focused technical assistance center, the Nation- and promoting access as strongly as they al Collaborative on Workforce and Disability for Youth promote academics.”—Family comments on (NCWD/Youth) conducted a national online dialogue access, equity, and accommodations titled Connecting with Families: Supporting Postsec- ondary Success of Young Adults with Disabilities. The Opportunities for youth with disabilities, including purpose of the dialogue was to solicit feedback from those with intellectual and developmental disabilities, families of youth with disabilities to inform the devel- to access postsecondary education are growing (Gri- opment of technical assistance to assist postsecond- gal, et al., 2015), and enrollment rates for students ary institutions in better supporting these families. with disabilities increased 20 percent between 2003 Content experts from the areas of family advocacy, and 2009 (National Council on Disability, 2011). De- postsecondary education, secondary transition, and spite this growth in opportunity, outcomes for postsec- employment facilitated a conversation based on two ondary students with disabilities tend to lag behind main questions: those of students without disabilities. It is estimated 1. How can postsecondary institutions better that youth with disabilities pursue postsecondary ed- assist families like yours in supporting young ucation at a rate significantly lower than their peers adult children’s education and career develop- without disabilities, and less than half who do enroll ment? will complete a program of study (Wagner, Newman,

Cameto, Garza, & Levine, 2005). Additionally, youth 2. What type of information and supports would with disabilities encounter unique challenges in post- be most helpful to you, and other families, in secondary institutions and they and their families note assisting students with disabilities to make that these institutions need to work at “creating a cli- their own decisions and become self-deter- mate of disability awareness and sensitivity” (Oertle & mined adults? Bragg, 2014). Participants were also asked to provide comments on Given that research shows that youth with disabili- how postsecondary institutions and other providers ties in postsecondary settings have better outcomes could better assist families in supporting the educa- when they and their family members are engaged in tional and employment success of youth with disabili- ongoing planning, communication, and collaboration ties. Families were asked to comment across a broad 3 Supporting Families of Students with Disabilities in Postsecondary Education ISSUE 41 • DECEMBER 2015

range of topics including postsecondary academics, 1. Families play a critical role while their stu- preparing for employment, physical and emotional dent with a disability is in postsecondary well-being, access equity and accommodations, us- education. ing technology, and building self-determination. Participants felt strongly that postsecondary students with disabilities benefit from family The online dialogue attracted 430 registrants, 104 of involvement, from finding the best fit for their which were active participants. Of those registered, youth socially and academically to supporting 63 percent identified themselves as parents. The ma- their transition to work. Families also reported jority of students attended community colleges (130), supporting skills building in independent living followed by vocational technical schools (68), univer- and social functioning, as well as providing as- sities (15) and military training programs (12). A large sistance with course selection and health and number of respondents (190) noted that their youth mental health decisions. were engaged in other types of postsecondary edu- cational programs. Ninety-four individual ideas were 2. Supports in postsecondary education submitted, and 405 comments on those submitted should not center only on academics. ideas were offered. Families suggested that in addition to academ- ic supports, postsecondary institutions should The online dialogue generated a wide range of ideas provide supports to address critical needs across all topic areas and upon analysis of the ideas related to self-advocacy, independent living, and related comments, eight broad themes emerged: employment, post-graduation planning, and inclusion into campus life.

4 Learning from the Voices of Families ISSUE 41 • DECEMBER 2015 3. Families value peer mentoring as a strategy consistent use of technology as a strategy to for student success. support students with disabilities in postsec- Some participants pointed to leveraging a ondary education. Ideas submitted included student’s peers as a strategy to help build so- early inclusion of assistive technology in transi- cial connections, combat the loneliness some tion planning and capacity building for postsec- students with disabilities feel in postsecondary ondary professionals. programs, and to provide functional solutions 8. Self-determination and self-advocacy skills to problems such as transportation/carpooling. need to be built, not assumed. 4. Improved coordination is needed between Some participants pointed out that the self-de- postsecondary education, high schools, termination and self-advocacy skills post- and workforce programs. secondary institutions expect students to be Families pointed to the lack of coordination equipped with are difficult for some students between secondary, postsecondary and career with disabilities. It was suggested that postsec- programs as a significant barrier to students’ ondary institutions support students in building needs being met. They offered that flexible these skills and provide opportunities to prac- 18-21 transition programs, improved opportuni- tice them. ties to earn credits during dual enrollment, and engagement of the business community (for What Can Postsecondary internships and job placement) would result in Institutions Do? new pathways to student success. Through the Connecting with Families: Supporting the

5. Families benefit from ongoing information Postsecondary Success of Young Adults with Disabil- and support. ities national online dialogue it was evident that fam- Parents and other family members of college ilies believe support in the following domains would students tend to receive virtually no information greatly contribute to their feeling of connectedness or training from postsecondary institutions on and to the success of their youth in postsecondary how to assist their with a disabil- education: 1) ensuring greater access to coursework, ity toward college success. Contributors cited 2) focusing on student health, well-being, and social ongoing communication and family workshops connections, 3) collaborating for work preparation as an effective way to keep families informed and employment, 4) celebrating disability and diversi- and involved. ty, and 5) planning for transitions at both ends of the 6. Postsecondary education should adopt postsecondary continuum. Universal Design for Learning (UDL) strate- gies. Ensure Access to Coursework Participants expressed a desire for postsec- Families shared concerns that students with disabili- ondary institutions to implement accommoda- ties do not always have access to coursework or the tion practices that could benefit students with ability to participate in class and demonstrate knowl- or without disabilities. This would be in line edge in a way that is compatible with the disability. with UDL strategies, which aim to give learners They identified UDL and leveraging assistive technol- multiple ways to get information, demonstrate ogy as possible strategies. knowledge, and be engaged in learning. To provide students with equal access to coursework, 7. Assistive technology is an underutilized postsecondary institutions can: strategy. Dialogue participants advocated for broad and ● Assist families to understand UDL so they may assist youth to identify strategies for process- 5 Supporting Families of Students with Disabilities in Postsecondary Education ISSUE 41 • DECEMBER 2015 ing information, demonstrating knowledge, and Focus on Student Health, Well- participating in classroom activities. Being, and Social Connections ● Collaborate with high school special educators Youth in transition to adulthood frequently rely upon to help inform youth and families about cur- their families for social and emotional support. Fami- rent assistive technology (AT) that can assist lies used the online dialogue to express concerns that students in academics and organization, and students with disabilities often feel isolated socially provide on-campus support to students using on campuses and may also need support in making AT. health decisions. Postsecondary institutions should ● Encourage professors and instructors to keep be aware of this concern and work in partnership with online learning management systems accessi- families to assist students in remaining healthy and ble and up-to-date. This includes detailed infor- socially connected. mation about changes in class times, rooms, To help maintain a focus on student health, well-be- assignments, and due dates. ing, and social connections, postsecondary institu- ● Expand the scope and capacity of the Disabili- tions can: ty Student Services (DSS) office to address ac- ademic access issues and to support students ● Inform families of health and mental health in finding solutions using assistive technology resources available, including local pharma- and UDL. cies and campus counseling options, so they ensure youth are aware of these resources to ● Understand that some disabilities may impact support their mental and physical well-being. a student’s ability to request accommodations and advocate for themselves. Recognize that ● Support the inclusion of students with disabil- families can serve as crucial supports in as- ities in social, recreational, and intermural ac- sisting these youth in making solid academic tivities by disseminating information to the DSS coursework decisions. office and ensuring that venues are accessible and transportation is available. ● Support the inclusion of students with disabil-

“It would be extremely helpful to families if ities in all aspects of campus life, including instructors would back up changes they make student government, advisory bodies, special to their assignments or course calendar with interest clubs, and Greek organizations. a note to the class on the online learning ● Establish a network of peer mentors that can management system.”—Family comments on act as a resource for students with disabilities.

postsecondary academics Consider bringing together students, their peer mentors, and family members for special cam- “Computers are very helpful especially if you add pus events. apps like ZoomText or word prediction. However ● Conduct parent information workshops on a number of are not competent in some supporting physical and mental health, and of these technologies. Some who are willing healthy decision making in all youth, including always learn from their students; but some who those with disabilities. are resistant often become barriers, refusing students to take notes on their computers, for example.”—Family comments on using “We’ve been able to hire some wonderful peer technology mentors who take my son out once a week to do guy things. We’ve also been able to find good 6 Learning from the Voices of Families ISSUE 41 • DECEMBER 2015

tutors through the nearby university. (He’s at the To establish collaborations centered on work prepara- community college.)” tion and employment, postsecondary institutions can:

● Sponsor information sessions with students “It would be helpful if disability support services and families to discuss the youth’s career would include an inclusion specialist whose role goals and how they are related to current would be to proactively plan and coordinate postsecondary education choices as well as activities for all students with an emphasis on resources available to secure internships and ensuring students with disabilities participate. paid employment. Include training on ‘inclusive practices’ for ● Engage internship providers and potential resident assistants and residential staff.”— employers to build awareness of effective Family comments on physical and emotional strategies for providing job accommodations to well-being students with disabilities. (See Job Accommo- dation Network in Resources section below). Collaborate Around Work ● Partner with secondary education and tran- Preparation and Employment sition programs to improve career-focused transition planning for students with disabili- Families who participated in the online dialogue clear- ties. This may include strategies to strengthen ly saw preparation for competitive employment as the individualized education programs and individ- desired outcome of postsecondary education. They ualized learning plans to better prepare youth are seeking better coordination between postsecond- to choose high school coursework related to ary education and the systems that provide employ- postsecondary goals. ment supports for people with disabilities and suggest stronger career readiness and employment search ● Collaborate with agencies and programs— in- programs on college campuses. cluding vocational rehabilitation—providing employment support for adults with disabilities to make sure their policies support postsec- 7 Supporting Families of Students with Disabilities in Postsecondary Education ISSUE 41 • DECEMBER 2015 personal best potential, even if they’ll never be completely independent, by teaching life and social skills.”—Family comments on preparing for employment

Celebrate Disability Diversity Families noted that postsecondary institutions some- times do not recognize disability as an aspect of di- versity.

To celebrate disability diversity, postsecondary insti- tutions can:

● Collaborate with Parent Training and Informa- tion centers and other disability-focused orga- nizations to reach out to families of high school students with disabilities through open houses or information sessions that highlight opportu- nities in higher education. ● Celebrate the anniversary of the Americans ondary education and student paid work expe- with Disabilities Act (July 26th, 1990) and rience while in college. National Disability Employment Awareness ● Partner with your local Ticket to Work Employ- Month (October) and work toward developing ment Network or Workers Incentive and Plan- coursework in disabilities studies as part of the ning Assistance (WIPA) provider to conduct postsecondary program offerings. parent training sessions so families can better ● Provide families and students clear, concise, understand Social Security benefits and work family-friendly information regarding accessing incentive programs.(See Resources section on academic accommodations and disability-relat- Page 10). This will help dispel many long-held ed supports on campus and train families, stu- myths that youth who receive benefits cannot dents, and staff on the appropriate application work competitively. of the Family Educational Rights and Privacy Act (FERPA). “Many students with disabilities live in fear that ● Heighten staff appreciation of disability di- after they finish college they will lose critical versity through training sessions. Hold staff benefits, such as Medicaid and Mediwaivers, but accountable for working with students with typically colleges don’t have the experience or disabilities to identify appropriate accommoda- systems in place to help the students and their tions and creative ways to demonstrate knowl- families make informed decisions.” edge when needed. ● Create a phone or messaging resource so “Postsecondary institutions and families can families can speak directly to a DSS staff or partner with centers (CILs) for independent family liaison to get questions answered in living (found at www.ncil.org) to maximize real-time. independence. CILs help individuals reach their ● Explore creating a postsecondary program

8 Learning from the Voices of Families ISSUE 41 • DECEMBER 2015 on campus for students with intellectual and developmental disabilities. Work to make sure such a program allows students to leave with credits or a credential that prepares them for competitive integrated employment.

“My son has found professors at the college level to be very much less considerate of the students in his class who may have disabilities. Any way to require professors to take a ‘Disability Diversity’ class much like the ‘Cultural Diversity’ class my son must take?”—Family comments on postsecondary academics on skills needed in emerging career fields and Help Plan for Transitions at how secondary and postsecondary education Both Ends of the Postsecondary can help build these skills.

Continuum ● Provide pre-graduation orientation sessions for postsecondary students with disabilities and Planning and support for students transitioning to their families on what to expect after college. postsecondary education is a high priority for families. This may include information about search- There was also an identified need to support students ing for a job, interviewing skills, disclosure in as they prepare to leave postsecondary education for employment setting, and internships, as well employment and life in their communities. as an overview about how to access assistive To help students and families plan for transition to and technology and common community supports. from postsecondary education, postsecondary institu- ● Offer job placement assistance for college tions can: graduates with disabilities that includes help ● Encourage families and students to use their identifying job accommodations and transpor- individualized education program (IEP) and tation options. other transition planning tools, such as individ- ualized learning plans, to link student goals, in- “The years of work, starting in Pre-K, through terests, and accommodation needs with plans elementary, middle, and high school, required for postsecondary education. much more time than today. The reason is

● Create fact sheets with tips for parents to help after all those years my 23-year-old daughter youth in building decision-making and self-de- has gained a great deal of independence termination skills needed for campus life and and self-direction. My point is the technology academic success. may require years of effort but the outcomes ● Partner with Parent Training and Information can be wonderful. Thank goodness for all the centers and other disability-focused and led assistive technology that helped create all these organizations to provide information work- opportunities. Certainly the iPhone, iPad and shops for families, special education teachers, apps have been true game changers.”—Family and school transition and guidance counselors comments on using technology 9 Supporting Families of Students with Disabilities in Postsecondary Education ISSUE 41 • DECEMBER 2015 Resources for Postsecondary she learns to take charge of her future through the use of an ILP. Institutions and Families ● Graduation Options and Diploma Require- National Collaborative on ments: What Families Need to Know: This Workforce and Disability for Youth article from Our Children, the national PTA magazine, outlines the changing landscape of Funded by the U.S. Department of Labor’s Office of graduation requirements and diploma options Disability Employment Policy, NCWD/Youth (www. to ensure students graduate prepared for col- ncwd-youth.info) offers a wide variety of resources fo- lege and careers. cused on improving transition-related outcomes for all youth, including those with disabilities. There is exten- ● Youth and Disability Disclosure: The Role sive information regarding career planning, employ- of Families and Advocates: This Info Brief ment skills, and the role of families, including: highlights NCWD/Youth’s The 411 on Disability Disclosure, and explores the role families and

● Understanding the New Vision for Career advocates play in helping youth understand Development: The Role of Family: This Info the importance of appropriate disability disclo- Brief introduces families to career develop- sure. ment. It highlights ILPs as a tool to promote ● career development and provides tips for how Using Universal Design for Learning: Suc- families can be involved. cessful Transition Models for Educators Working with Youth with Learning Disabil-

● Helping Youth Develop Soft Skills for Job ities: This Info Brief identifies and explains Success: Tips for Parents and Families: selected classroom-based strategies within the This Info Brief discusses the importance of soft Universal Design for Learning (UDL) model. skills and offers strategies parents and families ● can use to help their develop skills for Making My Way Through College: A Guide This Guide employment success. for Students with Disabilities: provides information and resources on prepar-

● Individualized Learning Plans Across the ing for and succeeding in college and transi- U.S.: This interactive map highlights the status tioning from college into the world of work that of ILPs in each state. Families can use this will be relevant to any student pursuing a de- map to learn more about ILPs in their state and gree or other type of credential (e.g., certifica- how students with disabilities are included in tion, license) at a two-year or four-year college ILP activities. or university. ● Kickstart Your ILP: This youth-focused guide provides a breakdown of ILP activities by Other Helpful Organizations and grade level. Materials ● Promoting Quality Individualized Learning ● Association on Higher Education and Dis- Plans: A “How-to Guide” focused on the ability (AHEAD): AHEAD is a professional High School Years: This How-to Guide pres- membership organization for individuals in- ents a wide range of curricula and strategies volved in the development of policy and in the to assist schools in successfully implementing provision of quality services to meet the needs ILPs. of persons with disabilities involved in all areas ● “Shelly Saves the Future: A Story of Career of higher education. www.ahead.org Development” Informational Comic: This ● Association of Higher Education Parent/ comic follows the high school senior, Shelly, as Family Program Professionals (AHEPPP): 10 Learning from the Voices of Families ISSUE 41 • DECEMBER 2015 AHEPPP is a professional association of Successfully Preparing Students with Disabili- higher education professionals who are work- ties for the Postsecondary Environment. www. ing to engage families to help ensure student normandale.edu/Documents/osd/Resource_ well-being and success. www.aheppp.org Guide-Reduced_Size.pdf ● American Council of the Blind (ACB): ● National Youth Transitions Center: Planning Guide to a Successful College Experience. Ahead: Financial Aid for Students with Disabil- www.acb.org/node/387 ities. https://heath.gwu.edu/2014-2015-heath- ● Autistic Self Advocacy Network: Navigating nytc-planning-ahead-financial-aid-students- College. www.autisticadvocacy.org/home/proj- disabilities ects/books/navigating-college ● PACER Center: An extensive number of ● Center for Parent Information and Re- materials and resources relating to the role of sources: Serves as a central resource of families of youth with disabilities are available information and products to the community online. www.pacer.org/transition of Parent Training Information (PTI) Centers ● Ticket to Work: Provides access to employ- and the Community Parent Resource Centers ment services for social security beneficiaries. (CPRCs), so that they can focus their efforts www.chooseworkttw.net/findhelp on serving families of children with disabilities. ● Transition Year: Emotional Health & Your Col- www.parentcenterhub.org lege Student: A Guide for Parents. www.transi- ● DO-IT: The DO-IT (Disabilities, Opportunities, tionyear.org/_downloads/parent_pdf_guide.pdf Internetworking, and Technology) Center is ● Work Incentives Planning and Assistance dedicated to empowering people with dis- (WIPA): The WIPA program enables beneficia- abilities through technology and education. It ries with disabilities to make informed choices promotes awareness and —in both about work and supports working beneficiaries the classroom and the workplace—to maxi- to make a successful transition to self-suffi- mize the potential of individuals with disabilities ciency. www.socialsecurity.gov/work/WIPA.html and make our communities more vibrant, di- ● WNY College Connection: College Parents verse, and inclusive. www.washington.edu/doit section of their website. www.wnycollegecon- ● Job Accommodation Network (JAN): JAN nection.com/parents-college-parents.100049. is the leading source of free, expert, and con- content fidential guidance on workplace accommoda- tions and disability employment issues. Work- References ing toward practical solutions that benefit both Furstenberg, Jr., F. F. (2010). On a new schedule: employer and employee, JAN helps people Transitions to adulthood and family change. The with disabilities enhance their employability, Future of Children, 20(1), 67-87. and shows employers how to capitalize on the value and talent that people with disabilities Grigal, M., Hart, D., Smith, F. A., Domin, D., add to the workplace. www.askjan.org Sulewski, J., & Weir, C. (2015). Think College ● Landmark College: A Guide to Accessing National Coordinating Center: Annual report on College Readiness. https://aea8transition. the transition and postsecondary programs for files.wordpress.com/2013/04/guide-to-assess- students with intellectual disabilities. Boston, MA: ing-college-readiness-v5pgs1.pdf University of Massachusetts Boston, Institute for Community Inclusion. ● Minnesota State Colleges and Universities (MnSCU): Postsecondary Resource Guide: 11 Supporting Families of Students with Disabilities in Postsecondary Education ISSUE 41 • DECEMBER 2015 Harvard Family Research Project (2011). Resource Secondary Transition Technical Assistance guide for high school transitions: Annotated Center. Retrieved from http://www.nsttac. bibliography. Harvard Graduate School of org/sites/default/files/assets/pdf/pdf/ebps/ Education. Retrieved from http://hfrp.org/ ExecsummaryPPs.pdf publications-resources/browse-our-publications/ Wagner, M., Newman, L., Cameto, R., Garza, N., resource-guide-for-high-school-transitions- & Levine, P. (2005). After high school: A first annotated-bibliography look at the postschool experiences of youth Oertle, K. M., & Bragg, D. D. (2014). Transitioning with disabilities. A report from the National students with disabilities: Community college Longitudinal Transition Study-2 (NLTS2). Menlo policies and practices. Journal of Disability Policy Park, CA: SRI International. Retrieved from www. Studies, 25(1), 59-67. nlts2.org/reports/2005_04/nlts2_report_2005_04_ complete.pdf National Council on Disability. (2011). National disability policy: A progress report. Retrieved from Xu, Z. (2002). Do early adolescents want family http://www.ncd.gov/progress_reports involvement in their education? Hearing voices from those who matter most. The School Shogren, K. A., Villarreal, M. G., Dowsett, C., & Little, Community Journal, 12, 53-72. T. D. (2014). Exploring student, family, and school predictors of self-determination using NLTS2 Young, J., Morgan, R. L., Callow-Heusser, C. A., data. Career Development and Transition for & Lindstrom, L. (2014). The effects of parent Exceptional Individuals, 2165143414546685. training on knowledge of transition services for students with disabilities. Career Development Test, D. W., Fowler, C., & Kohler, P. (2013). and Transition for Exceptional Individuals, Evidence-based practices and predictors in 2165143414549207. secondary transition: What we know and what we still need to know. Charlotte, NC: National

The National Collaborative on Info Brief was written by Sean Roy cooperative agreement from the Workforce and Disability for Youth of the PACER Center. To obtain this U.S. Department of Labor, Office (NCWD/Youth) is composed of publication in an alternate format of Disability Employment Policy partners with expertise in disabil- please contact the Collaborative at (Number #OD-23804-12-75-4-11). ity, education, employment, and 877-871-0744 toll free or email con- The opinions expressed herein do workforce development issues. [email protected]. This Policy not necessarily reflect the position NCWD/Youth is housed at the Brief is part of a series of publica- or policy of the U.S. Department of Institute for Educational Leadership tions and newsletters prepared by Labor. Nor does mention of trade in Washington, DC. NCWD/Youth the NCWD/Youth. All publications names, commercial products, or or- is charged with assisting state and will be posted on the NCWD/Youth ganizations imply the endorsement local workforce website at www.ncwd-youth.info. by the U.S. Department of Labor. development Please visit our site to sign up to Individuals may produce any part systems to in- be notified of future publications. of this document. Please credit the tegrate youth This document was developed source and support of federal funds. with disabilities by the National Collaborative NCWD/Youth, 1-877-871-0744 into their service on Workforce and Disability for (toll-free); 1-877-871-0665 (TTY toll- strategies. This Youth, funded by a grant/contract/ free); [email protected]

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