The voice of Disabilities people have a varied needs and wants in life. The basic needs is we are needed to be treated as people and numbers or even dollar signs. We need an advocate on secretary level to make sure we get adequate Health Services, it is Uniformed from State to State, matches our age group, and were are adequately Educated to meet the changing workforce of both public and private sector.

I believe that many youth with disabilities do not have the independent living skills needed to be successful in tranisitioning to post-secondary education or work. I would like to see a program specifically developed to teach transition age youth skills in daily living, community travel, technology, and communication offered to every transition youth. They would need to demonstrate certain competencies before they... View full idea »

What disincentives exist, if any, in federal laws and regulations to providing effective employment-related services to youth and young adults with disabilities? How do you think these should be addressed?

The ABLE Act has earned 35 cosponsors in the US Senate and 150 cosponsors in the US House and is being led by a bipartisan, bicameral set of Congressional champions, including: Senator Robert Casey, Jr., (D-PA) and Senator Richard Burr (R-NC) and Congressman Ander Crenshaw (R-FL), Congressman Chris Van Hollen (D-MD), Congresswoman Cathy McMorris Rodgers (R-WA) and Congressman Pete Sessions (R-TX).

Under current law,... View full idea »

Create incentives with the expectation of at least partial work for all SSI recipients. I work in the K-12 system and often hear from teens that they aren’t interested in a job since they plan to get SSI and don’t need a job. If individuals had to demonstrate some efforts toward, at least partial employment, it would go a long way toward working with these students and helping them become self-sufficient.

Also,... View full idea »

Each federal (and state and county and city) agency across sectors collects its own data on the populations it serves. We need a data platform shared across agencies that serve youth and adults with disabilities to measure quality, track progress, assist with population planning. This will also decrease the redundant paperwork and administrative burden on already burdened families, youth, physicians, teachers, and service... View full idea »

Create a program that allows older students with disabilities that have successfully transitioned into college or workforce to mentor younger youth with similar disabilities. This could fulfill SSI or HHS requirements. It is empowering for both the youth and their family to view a successful pathway. Hope is an amazing motivator for all.

Time and time again, as a teacher you hear from fellow teachers, "They never talked about this in my teacher prep courses". It's time that future teachers be given intensive, hands-on, real-life instruction in what life is really like for our students with disabilities after high school, transition services, and what skills/ courses would be the most helpful for the future. This instruction should include ALL levels of... View full idea »

As someone who has worked in both the education and rehabilitation services fields, I have observed a serious disconnect between schools doing IEPs/ITPs and the regional VR and adult programs. VR cases should be opened while the student is still in school (Jr and Sr years) and the regional VR counselors assigned should attend IEP/ITP meetings along with an appropriate adult service provider or guidance counselor if student... View full idea »

I know that transition services do not begin technically before 14-16 years of age, but any lesson at any age can teach transition skills like organization, self-advocacy, goal setting etc. Why wait until it is mandatory?

When the Departments of Labor, Education, Health and Human Services, the Social Security Administration, other public agencies work closely together early to support and promote the growth and development of youth with significant disabilities, individuals benefit from the coordination of supports that lead to better outcomes. It is critical that systemic changes allow for flexible braiding of resources, coupled with... View full idea »

Underlying Issues:
 There has been no change in post-school outcomes for students with disabilities over a fifteen year period. The sheer numbers of students who transition into sheltered workshops demonstrate that the majority of students have not been prepared for integrated work in their communities or postsecondary education.
 Students with significant disabilities are often denied access to general education... View full idea »

A concerted effort to blend funding and strengthen partnerships relating to transition and employment.

My county has shown tremendous success with a blended funding model that has partnered School Districts, DVR, state and local government and individual employment providers to offer a seamless transition from school to work. Students and parents/guardians are provided direction and resources preparing them for adult... View full idea »

The (somewhat) concise part:

What's one issue to lack of adult autism / DD providers?

A lack of research being done related this demographic group concerns.

How that may affect local provider availability and Evidence Based Practices being used?

Payers of services are reluctant to pay for non-EBP provisions; fewer ways for providers to be paid; fewer providers willing to set up shop w/o solid and varied payment... View full idea »

As an Employment Specialist and supervisor of a placement department, I am amazed at the number of individuals coming out of high school (and older individuals) who do not have a grasp of the basics needed in order to begin the job search process.

It is never too early to have classes in basic job readiness training: 1) Documentation needed (and how to obtain) for job seekers - photo ID, Social Security Number (having... View full idea »