Transition from high school
With the newest amendments to the Individuals with Disabilities Education Act, or IDEA, a new component has been added to the Individualized Education Plan (IEP). Beginning no later than age 16, each student now must have included in the IEP a statement of the transition services that he or she needs in order to prepare for such postschool outcomes as employment, postsecondary education, adult services, independent living, and community participation.
News items related to the topic: Transition from high school
Improving transition for youth with autism
Vanderbilt Kennedy Center researchers are adapting a parent advocacy curriculum to improve transition from high school for youth with autism spectrum disorder (ASD) as they pursue postsecondary education and/or employment.
Next Steps at Vanderbilt takes huge leap forward, thanks to federal grants
The quality, impact, and reach of Next Steps at Vanderbilt will be expanded thanks to a 5-year, $1.93 million grant to Peabody College awarded by the Office of Postsecondary Education, U.S. Department of Education.
TennesseeWorks partners collaborate on initiatives to transform employment landscape for people with disabilities
TennesseeWorks, a statewide partnership of agencies and organizations committed to improving employment outcomes for Tennesseans with disabilities, is collaborating with key partners on several initiatives and activities.
Erik Carter was expert speaker at Congressional briefing
Changing post-school pathways of youth and young adults with severe disabilities was the focus of Erik Carter’s presentation at a Congressional briefing, March 4, 2016, sponsored by the Friends of the Institute of Education Sciences (FIES).
Vanderbilt University dependents with intellectual challenges to receive tuition benefit
Vanderbilt University has decided to expand its popular dependent tuition assistance policy to include students with intellectual disabilities.
What’s next after high school? “Voices of parents”
Since it’s known that parental expectations influence what students with intellectual and developmental disabilities (IDD) do after high school, a VKC research study examined parents’ expectations, preferences, and concerns related to employment.
Public Policy Update: VKC educates to advocate on employment, aging caregivers, and expansion of the STEP UP Scholarship
Highlights of 2016 educational advocacy efforts include the presentation of the Expect Employment report to Governor Haslam, lowering the age of primary caregiver eligibility for DIDD waivers from 80 to 75, and expanding TN STEP UP scholarships for 4-year college programs.
People related to the topic: Transition from high school
Erik Carter, Ph.D.
Cornelius Vanderbilt Chair and Professor of Special Education
Julie Lounds Taylor, Ph.D.
Assistant Professor of Pediatrics and Special Education; Associate Director, IDDRC Biostatistics and Bioinformatics Core E; Deputy Director of Organizational Research and Interventions, Vanderbilt Center for Autism & Innovation
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