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References

Brault, M. W. (2012). Americans with disabilities: 2010. Washington, DC: U.S. Census Bureau. Retrieved from http://www.census.gov/prod/2012pubs/p70-131.pdf (PDF, 24 pages)

Bureau of Labor Statistics, U.S. Department of Labor. (2015). People with a disability less likely to have completed a bachelor's degree. The Economics Daily. Retrieved from https://www.bls.gov/opub/ted/2015/people-with-a-disability-less-likely-to-have-completed-a-bachelors-degree.htm

Center for Advanced Studies in Child Welfare. (2013). Older youth with disabilities in foster care: The prevalence and experience of older youth with disabilities in foster care in Minnesota. University of Minnesota. Retrieved from http://cascw.umn.edu/wp-content/uploads/2013/12/policyreportFINALWEB.pdf (PDF, 4 pages)

Centers for Disease Control and Prevention. (2015). Disability inclusion. Retrieved from http://www.cdc.gov/ncbddd/disabilityandhealth/disability-inclusion.html

Centers for Disease Control and Prevention. (2016). Chronic disease overview. Retrieved from http://www.cdc.gov/chronicdisease/overview/

Employer Assistance and Resource Network on Disability Inclusion. (2017). Creating an accessible and welcoming workplace. Retrieved from http://www.askearn.org/topics/creating-an-accessible-and-welcoming-workplace/

Federal Partners in Transition. (2016). What to Know About Youth Transition Services for Students and Youth with Disabilities. Retrieved from https://www2.ed.gov/about/offices/list/osers/transition/products/fpt-fact-sheet-transitionservices-swd-ywd-3-9-2016.pdf (PDF, 4 pages)

Hill, K., & Stenhjem, P. (2006). Youth with disabilities aging out of foster care: Issues and support strategies. Impact, 19(1). Retrieved from https://ici.umn.edu/products/impact/191/over16.html

Honeycutt, T., Lyons, J. A., & Moreno, L. (2014). International efforts to serve youth with disabilities: Lessons for the U.S. disability support system. Washington, DC: Mathematica. Retrieved from http://www.mathematica-mpr.com/~/media/publications/PDFs/disability/drc_intl_youth_ib14-01.pdf (PDF, 6 pages)

Job Accommodation Network. (n.d.). JAN Workplace Accommodation Toolkit: Building Your Inclusive Workplace. Retrieved from http://prod.askjan.org/toolkit/#

Karmel, T., & Nguyen, N. (2008). Disability and learning outcomes: How much does the disability really matter? Retrieved from http://files.eric.ed.gov/fulltext/ED503404.pdf (PDF, 15 pages)

Kessler, R., Avenevoli, S., Costello, J. E., Georgiades, K., Greif Green, J., Gruber, M., . . . Ries Merikangas, K. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the National Comorbidity Survey Replication Adolescent Sample. Archives of General Psychiatry, 69, 372–380.

Lipscomb, S., Haimson, J., Liu, A.Y., Burghardt, J., Johnson, D.R., & Thurlow, M.L. (2017). Preparing for life after high school: The characteristics and experiences of youth in special education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with other youth: Full report (NCEE 2017-4016). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/pubs/20174016/pdf/20174016.pdf (PDF, 271 pages)

Morningstar, M. E., Lattin, D. L., & Sarkesian, S. (2009). It’s more than just the law: People make it happen. Transition Coalition.

Muller, E. (2011). Reentry programs for students with disabilities in the juvenile justice system: Four state approaches. Retrieved from https://heath.gwu.edu/files/downloads/reentryprogsforswdinthejuvenilejusticesystem_fourstateapproaches.pdf (PDF, 12 pages)

National Center for Education Statistics. (2016). Table 1. Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographics for the United States, the 50 states, and the District of Columbia: School year 2013–14. Retrieved from http://nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_2013-14.asp

National Center for Education Statistics. (2017). Children and youth with disabilities. Retrieved from http://nces.ed.gov/programs/coe/indicator_cgg.asp

National Center on Family Homelessness. (2011). The characteristics and needs of families experiencing homelessness. Retrieved from https://files.eric.ed.gov/fulltext/ED535499.pdf (PDF, 9 pages)

National Center for Homeless Education. (2015). Supporting homeless children and youth with disabilities: Legislative provisions in the Mckinney-Vento Act and the Individuals with Disabilities Education Act. Retrieved from https://nche.ed.gov/downloads/briefs/idea.pdf (PDF, 13 pages)

National Collaborative on Workforce and Disability. (n.d.-a). Terms in definitions. Retrieved from http://www.ncwd-youth.info/definitions

National Collaborative on Workforce and Disability. (n.d.-b). Universal access quick reference guide. Retrieved from http://www.ncwd-youth.info/quick-reference-guide/universal-access

National Collaborative on Workforce and Disability. (n.d.-c). Individualized Learning Plan. Retrieved from http://www.ncwd-youth.info/ilp

National Collaborative on Workforce and Disability. (n.d.-d). Youth involved in the juvenile correction system. Retrieved from http://www.ncwd-youth.info/youth-in-juvenile-corrections

National Transition Center on Transition. (2016). Age Appropriate Transition Assessment Toolkit Fourth Edition. University of North Carolina at Charlotte. Retrieved from http://www.transitionta.org/system/files/toolkitassessment/AgeAppropriateTransitionAssessmentToolkit2016_COMPLETE_11_21_16.pdf (PDF, 64 pages)

NICHCY. (n.d.). Transition to adulthood. Retrieved from http://nichcy.org/schoolage/transitionadult/

Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., . . . Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International. Retrieved from http://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf (PDF, 218 pages)

Pecora, P. J., Kessler, R. C., Williams, J., O’Brien, K., Downs, A. C., English, D., ... Holmes, K. (2005). Improving family foster care: Findings from the Northwest Foster Care Alumni Study. Retrieved from http://www.casey.org/northwest-alumni-study/

Quinn, M., Rutherford, R., Leone, P., Osher, D., & Poirier, J. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71(3), 339–345.

Rutherford, R., Bullis, M., Anderson, C., & Griller-Clark, H. (2002). Youth with disabilities in the correctional system: Prevalence rates and identification issues. College Park, MD: Center for Effective Collaboration and Practice, American Institutes for Research.

Simonsen, M., Fabian, E., & Luecking, R. G. (2015). Employer preferences in hiring youth with disabilities. Journal of Rehabilitation, 81(1), 9–18.

Stenhjem, P. (2005). Youth with disabilities in the juvenile justice system: Prevention and intervention strategies. Minneapolis, MN: National Center on Secondary Education and Transition. Retrieved from http://www.edjj.org/Publications/NCSETIssueBrief_4.1.pdf (PDF, 6 pages)

United Nations. (2006). United Nations Convention on the Rights of Persons with Disabilities. Retrieved from http://www.un.org/disabilities/documents/convention/convention_accessible_pdf.pdf (PDF, 28 pages)

Unruh, D., Waintrup, M., Canter, T., & Smith, S. (2010). Improving the transition outcomes of adolescent young offenders. In D. Cheney (Ed.), Transition of secondary students with emotional and behavioral disorders: Current approaches for positive outcomes (2nd ed., pp. 189–208). Champagne, IL: Research Press.

U.S. Department of Education. (2000). A Guide to the Individualized Education Program. Washington, DC: Office of Special Education and Rehabilitative Services. Retrieved from http://www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf (PDF, 40 pages)

U.S. Department of Education. (2012). OSERS transition data fact sheet. Washington, DC: Office of Special Education and Rehabilitative Services. Retrieved from http://www2.ed.gov/about/offices/list/osers/products/transition/transition-datasheet-2011.pdf (PDF, 12 pages)

U.S. Department of Education. (2013). Protecting students with disabilities. Washington, DC: Office for Civil Rights. Retrieved from http://www2.ed.gov/about/offices/list/ocr/504faq.html

U.S. Department of Education. (2014). New Accountability Framework Raises the Bar for State Special Education Programs. Retrieved from https://www.ed.gov/news/press-releases/new-accountability-framework-raises-bar-state-special-education-programs

U.S. Department of Education. (2017). Every Student Succeeds Acts (ESSA). Retrieved from https://www.ed.gov/esea

U.S. Department of Health and Human Services. (2014). United States adolescent physical health facts. Retrieved from http://www.hhs.gov/ash/oah/adolescent-health-topics/physical-health-and-nutrition/fact-sheets/us.html

Wehman, P., Sima, A. P., Ketchum, J., West, M. D., Chan, F., & Luecking, R. (2015). Predictors of successful transition from school to employment for youth with disabilities. Journal of Occupational Rehabilitation, 25, 323–334.

Welch, V., Jones, C., Stalker, K., & Stewart, A. (2015). Permanence for disabled children and young people through foster care and adoption: A selective review of international literature. Children and Youth Services Review, 53, 137–146.

Wilkins, J., & Huckabee, S. (2014). A literature map of dropout prevention interventions for students with disabilities. Clemson, SC: National Dropout Prevention Center for Students with Disabilities, Clemson University. Retrieved from http://www.ndpc-sd.org/documents/wilkins-huckabee-lit-review.pdf (PDF, 78 pages)

Other Resources on this Topic

Resources

Youth Topics

Youth Voices

Youth Briefs

How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities

Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference

Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues

Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions

Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs

Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth

Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).