Volume 1 Issue 1

September, 2006      


  Announcements - New projects, legislative alerts, calls to participate
  Project Updates - What's NSSTAC been doing
  Events - Upcoming NSTTAC and other national events
  Indicator 13 - News and information
  Resources - Publications and products
  Funding Opportunities - Grant opportunities and funding resources, including scholarships
  Websites to explore - Featured Web sites
  Success Stories - The readers' perspective
  State Focus - Useful tools that have been developed in specific states
  Additional Information - Additional topics of interest

NSTTAC Notes:
An electronic publication of the National Secondary Technical Transition Assistance Center is being sent to hundreds of recipients, representing parents, teachers, researchers, administrators, adult-service providers, and adolescents participating in secondary transition services. Future bi-monthly issues will feature secondary transition information from across the country, offering readers an informative guide to the current status of transition research and resources. Over the coming years NSTTAC is looking forward to meeting and hearing from readers in our effort to improve the lives of youth with disabilities, as they prepare for life beyond secondary school.


Readers can also visit the project website (www.nsttac.org) for further information, including:
  • Current information regarding secondary transition,
  • Secondary transition resources for students, parents, and professionals, and
  • project activities.

October will be National Disability Employment Awareness Month (NDEAM)
Congress enacted Public Law 176 in 1945 establishing October as the month to recognize the contributions Americans with disabilities are making in the workplace. http://www.dol.gov/odep/

*** See special note at the end of the newsletter ***

NDPC-SD Newsletter
Sign up for the National Dropout Prevention Center for Students with Disabilities newsletter (eNews) by contacting: reimer@clemson.edu
To view previous issues go to: http://www.ndpc-sd.org/enews/index.htm
 

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Knowledge Generation Update
David Test and the NSTTAC staff at UNC Charlotte are developing training resources to accompany the Indicator 13 Checklist. Examples and non-examples of postsecondary goals, annual goals, transition services, coordination of services, transition assessment, and courses of study for several sample secondary students will be available at www.nsttac.org by September, 2006. NSTTAC’s technical assistance will be based on evidence-based transition strategies, which are the focus of the literature review that is currently being conducted. Staff have been working with the NSTTAC Knowledge Generation Expert Panel to insure that the findings will be most useful to administrators and practitioners. Results will be organized in a manner that indicates (a) the area of transition programming (e.g., student development, interagency coordination) the research supports, as well as (b) the level of evidence for the research, based on the evolving Institute for Educational Sciences' (IES) framework. Final products from this review should be available through the website by Winter, 2007. For further information, contact chfowler@email.uncc.edu or dwtest@email.uncc.edu.

Capacity-Building Institute (CBI) Updates
This past year, Paula Kohler coordinated NSTTAC's role in state-wide transition institues in Oklahoma and New Mexico. The Institutes served over 750 professionals, representing numerous local school and regional teams. Key participants included special educators, Vocational Rehabilitation counselors, and other service providers. The CBI in NM focused on improving employment and secondary education outcomes and interagency collaboration, while the OK Institute focused on student-centered planning and development. For further information, contact paula.kohler@wmich.edu.

Dissemination Update
In addition to the newsletter and various out-reach activities, recent dissemination activities included presentations at the Region 2 (New York, New Jersey, Puerto Rico and the US Virgin Islands) Technical Assistance Conference, Pennsylvania State Transition Conference, and New Hampshire's APEX II Project. For further information, contact Larry Kortering at korteringlj@appstate.edu.
 

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Making the Connection: Indicators 1,2, 13  & 14 of the State Performance Plans
September 20th, 2006, Denver CO.
This forum, which is being held in conjunction with the National Accountability Conference on Special Education and Early Intervention, will make the connection for states regarding data collection and programming for Indicators 1, 2, 13, and 14. The forum is presented by the National Secondary Transition Technical Assistance Center in partnership with the National Dropout Prevention Center for Students with Disabilities, the National Post-School Outcomes Center, and the U.S. Department of Education’s Office of Special Education Programs. http://nsttac.org/nsttac/?FileName=denver_registration_form

Conference: 18th Annual National Dropout Prevention Network Conference, San Antonio, TX.
October 22-25, 2006

The 18th Annual National Dropout Prevention Network Conference is designed to enhance the leadership skills of all adults who are seeking to strengthen interventions among school, community, and family, especially those in at-risk situations. Topics include high school improvement strategies, transition programs, truancy prevention and reduction strategies, instructional strategies for students with disabilities, service-learning, and alternative schools. http://www.dropoutprevention.org/NDPC%2DSD/calendar/
 

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In December 2005, states were requested to submit State Performance Plans on 20 indicators for IDEA Part B services and 14 indicators for IDEA Part C services, to the Office of Special Education Programs (OSEP). Beginning February, 2007 states will submit the data collected on performance indicators in their Annual Performance Reports. NSTTAC's focus is on Indicator 13.

Indicator 13 is the “percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals” (20 U.S.C. 1416(a)(3)(B)).

NSTTAC has developed a checklist to assist states in collecting data on Indicator 13; a draft is available to view at www.nsttac.org. NSTTAC is in discussion with OSEP staff to obtain approval for the proposed Indicator 13 Checklist as a tool states may use for data collection. There also will be an interactive web-based version available to complete online or printed out; providing  definitions and examples for each item.

State Performance Plan (SPPs) resources are available through the Federal Resource Center network at http://www.rrfcnetwork.org/content/view/248/358/

Other OSEP funded Technical Assistance and Dissemination centers have analyzed State Performance Plans on other Part B Indicators:

  • Indicator 3: National Center on Educational Outcomes www.nceo.info
  • Indicator 4: Center on Positive Behavior Intervention and Supports www.pbis.org
  • Indicator 5: National Institute for Urban School Improvement www.urbanschools.org
  • Indicators 6 and 12: National Early Childhood Technical Assistance Center www.nectac.org
  • Indicators 7 and 8: Early Childhood Outcomes Center www.the-eco-center.org
  • Indicators 9 and 10: National Center for Culturally Responsive Education Systems www.nccrest.org
  • Indicators 11 and 15: National Center for Special Education Accountability Monitoring www.monitoringcenter.isuhsc.edu
  • Indicators 16 through 19: Consortium for Appropriate Dispute Resolution in Education www.directionservice.org

Most closely related to secondary transition, the National Dropout Prevention Center for Students with Disabilities www.dropoutprevention.org is assisting states in addressing Indicators 1 and 2 (graduation and dropout rates, respectively). The National Post-School Outcomes Center www.psocenter.org has developed a sampling calculator and resources to assist states with Indicator 14, regarding data collection on post-school employment and education. These two centers and NSTTAC will host a forum on September 20, 2020 that will help States in “Making the Connection” among Indicators 1, 2, 13, and 14. Information about the forum is available at www.nsttac.org.
 

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IDEA (2004) Regulations Related to Secondary Transition; on August 14, 2006, the U.S. Department of Education released the official regulations for Part B of the Individuals with Disabilities Education Improvement Act (IDEA, 2004). http://www.ed.gov/policy/speced/guid/idea/idea2004.html#final-regs

Teachers Pay Teachers
is the world's first marketplace, launched in April 2006, where smart educators can buy and sell original course materials. The time has finally arrived for the power of the internet to meet the power of our best educational minds. http://teacherspayteachers.com/

Technical Assistance on Transition and the Rehabilitation Act (TATRA)
and other Parent Information and Training projects, funded by the Rehabilitation Services Administration (RSA) help families learn how to better prepare youth with disabilities for independent living, access adult service systems, and obtain productive employment. The website is a great resource for someone wanting information. http://www.pacer.org/tatra/tatra.htm

Parent Educational Advocacy Training Center (PEATC) is Virginia’s parent education, support, training, and information center is committed to helping children with disabilities, their families and the professionals who serve them. A useful website, providing a  wealth of information and resources in an easy to understand manner. PEATC has produced 'Next Steps,' a guide to planning the transitional steps to adult life for students with disabilities. http://www.peatc.org/

The Families and Advocates Partnership for Education (FAPE) is helping parents and advocates improve educational results for students with disabilities. Offering a large range of current research practices and new resources that have been made available at this website -- http://www.fape.org

IMPACT - Parenting Teens and Young Adults with Disabilities is published by the Institute on Community Integration, and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota. With a long list of articles, all useful in the education of teens and young adults with disabilities, this resource offers a wide range of tools. http://www.ici.umn.edu/products/impact/192/default.html

Guidance and Career Counselor’s Toolkit for counselors who are advising students with disabilities on their post-secondary options. the Toolkit is produced by the Heath Project – George Washington University. The Toolkit has an easy to use guide answers questions and offers advice as to who you should contact to answer a particular question. http://www.heath.gwu.edu/toolkit/toolkit.pdf

National Truancy Program Registry is supported by the National Center for School Engagement. This site offers a chance for truancy programs to interact and provides a resource for locating local truancy programs. The resource does not offer advice about truancy, but rather provides numerous resources that offer information. http://www.schoolengagement.org/index.cfm/Truancy%20program%20Registry

Gates to Adventure is a free online transition curriculum created by the Postsecondary Education Programs Network (PEPNet) through a grant from the U.S. Department of Education. Gates to Adventure is designed for students who are deaf or hard of hearing, ages 14 through 21, but can be used with any students. The instructional goal of the training is to enhance students' understanding of skills needed for successful transition from secondary to postsecondary education. http://www.pepnet.org/train.asp

Colleges with Comprehensive Programs for Students with Learning Disabilities provides a list of specific universities. By clicking on the names of the colleges and universities, you will be taken to the pages of their websites which detail their learning disabilities programs and, in most cases, list the names of and contact information for staff able to answer your questions.
http://www.college-scholarships.com/learning_disabilities.htm

The Job Accommodation Network (JAN) is a free consulting service designed to increase the employability of people with disabilities. It provides individualized solutions for worksite accommodations, technical assistance regarding the ADA, and other disability-related legislation. http://www.jan.wvu.edu/

Your Employment Selections (YES!) is a motion-video, internet-based job preference program for youth and adults with disabilities. This program allows youth and adult participants with limited or no reading skills to watch videos of jobs, listen as a narrator describes key tasks in each job, and select preferred ones. The program shows motion video for 120 different jobs. the program is produced by the Technology, Research, and Innovation in Special Education (TRISPED) Project at Utah State University. http://www.yesjobsearch.com/index.cfm

 

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National Gardening Association, Home Depot Offering Grants For Young Garden Projects
Organizations wanting to engage children with disabilities in garden projects in 2007 may apply for Youth Garden Grants through the National Gardening Assn. and Home Depot. Treatment facilities, camps, schools, community centers, clubs, youth groups and intergenerational groups throughout the nation are eligible to apply as long as groups include at least 15 children between the ages of 3 - 18. Applicants need to demonstrate a child-centered plan that emphasizes children and youth working in an outdoor garden. Winning programs receive educational materials from NGA and a Home Depot gift card. For more information go to http://www.kidsgardening.com/YGG.asp

Nation's Governors Urge Students To Apply For $790 Million In New Grants Qualified Pell Grant-eligible students are able to apply for new grants worth between $750 and $4,000. The new Academic Competitiveness (AC) grants and the National Science and Mathematics Access to Retain
Talent (SMART) grants provide $790 million in funding for this fall and $4.5 billion over the next five years.
The Department of Education estimates approximately 500,000 students will qualify to receive these grants.
Students can receive more eligibility and application information for these grant programs online at http://www.federalstudentaid.ed.gov or by calling 1- 800- 4FEDAID (or 1-800-433-3243).  
 
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The following websites can be linked to from the NSTTAC website www.nsttac.org:
  • College Planning for Students with Disabilities
  • Parent-Child Connectedness Research
  • National Consortium On Leadership and Disability for Youth Web Site
  • PEPNet, the Postsecondary Education Programs Network
  • Division on Career Development and Transition
  • Federal Resource Center (FRC)
  • Regional Resource Centers for Special Education (RRCs)
    • Northeast Regional Resource Center (NERRC)
    • Mid-South Regional Resource Center (MSRRC)
    • Southeast Regional Resource Center (SERRC)
    • North Central Regional Resource Center (NCRRC)
    • Mountain Plains Regional Resource Center (MPRRC)
    • Western Regional Resource Center (WRRC)
  • National Association of State Directors of Special Education, Inc.
  • National Center on Educational Outcomes (NCEO)
  • National Center on Secondary Education and Transition (NCSET)
  • National Dissemination Center for Children with Disabilities (NICHCY)
  • National Dropout Prevention Center for Students with Disabilities (NDPC-SD)
  • National High School Center
  • National Longitudinal Transition Study 2 (NLTS2)
  • National Post-School Outcomes Center (NPSO)
  • National Transition Network (NTN)
  • Office of Special Education Programs (OSEP)
  • The PACER Center
  • Self-Determination Technical Assistance Center Project (SDTAC)
  • Technical Assistance Alliance for Parent Centers
  • The Youthhood

The University of Arkansas at Little Rock offers a Guide to Making the Transition from High School to College for students and faculty.  Representing one of the many resources available from the Disability Support Services at the University of Arkansas; the transition guide breaks down the steps sequentially for students to plan an effective transition from high school to college. The webpage is broken down into a clear and concise layout that is easy to comprehend. http://www.ualr.edu/dssdept/transition.html

The Ontario High School Transition Program
provides information for parents on how to help their child prepare for transition. The webpage has useful links at the top allowing parents the ease of going directly to the information that they require. The main headings are understanding transition, planning for transition, transition meeting outline, transition services flow chart, local agency information, college bound checklist, and armed forces links. http://www.ontariosd.k12.or.us/ohs/Transition.htm#trans

Gretchen Everhart School, Tallahassee, Florida
has produced a guide for parents and families to prepare students with disabilities to enter post-secondary environments. As well as the transition guide there is access to a transition services section that has a wealth of information. The table of contents breaks the process down into clear steps which directly link to each specific topic. http://www.everhart.leon.k12.fl.us/waguide.htm

Parents' Guide to Transition: What Happens After High School?
The Montana Systems Change for Transition Services for Youth with Disabilities Project produced this Guide. This site provides information about school and community-based transition-related resources. http://www.pluk.org/trans.html

The National Center on Secondary Education and Transition (NCSET) offers a website that is a resource tool with a variety of sources for information about different aspects of transition. It offers a broad overview of secondary transition. http://www.ncset.org/topics/ieptransition/default.asp?topic=28

An overview of transition services by Rockingham County Public Schools allows the visitor to work through the process of developing a transition plan. This site breaks down what each step means and provides parents with possible ideas to help their child.  http://www.rockingham.k12.va.us/RCPS_sped/transerv.html

Family Village, a global community of disability-related resources, is produced by the Waisman Center at the University of Wisconsin- Madison. This website provides a long list of websites related to secondary transition. The sites are separated into different areas including transition information, general career, interest inventories, independent living, employment, health, civil rights and legal information, post-secondary education, transportation, programs and benefits, and supports for youth and young adults. http://www.familyvillage.wisc.edu/sp/TRANS.HTML

Access Transition, by the Alliance for Technology Access, provides students with a variety of tools and information to help them understand transition. There is a very good section looking at the role of technology in secondary transition and at student’s ability to use technology. In some sections there are links to more detailed information to help you understand a topic, should you require it. There is no content list at the start of the page therefore to find specific information requires students to search through the information, although each section is clearly titled. http://www.ataccess.org/resources/fpic/transition.html 

Designing Individualized Education Program (IEP) Transition Plans
provides a brief overview of what to think about when producing a transition plan. For each piece of information it shows how it relates to the requirements of the law. http://ericec.org/digests/e598.html

Transition to College: Strategic Planning to Ensure Success for Students With Learning Disabilities is a Parent Advocacy Brief that explains what ‘IDEA’ means by transition and how it should be implemented. A checklist is provided along with a long list of resources available to parents. http://www.ncld.org/content/view/972/456129/

Planning for College with a Student with a Disability? You may wish to visit a guide that is a supplement to Education Quest Foundation’s College Prep Handbook. Created by Project NETS at the University of Nebraska – Lincoln. The publication is for students with disabilities planning to attend postsecondary education institution and their parent or guardians. In 6 short steps it guides you through process of transitioning from high school and helping you explore you options and the choices you need to make. http://www.answers4families.org/family/pdf/DisabilityHB.pdf

Youthhood Website offers a series of interactive activities for students who are preparing for the transition from school to post-secondary schooling or employment. http://www.youthhood.org/
 
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Heather's Story
Heather is a 20-year-old student with cognitive disabilities who will be graduated from public school in June 2007.  Heather and her family had planned for her to work in the community after graduation, and she prepared for this goal by working at a variety of community-based instruction vocational sites through her school transition program. She has been successful in attaining paid employment during the school day at a day care where she delivers meals to each classroom with the support of a job coach. Family participation, interagency collaboration, and student focused planning were essential to her success.
 
If you know of a student with a disability who is making strides in transitioning from school to adult life, share their story with NSTTAC!
E-mail the story as an attachment to Larry Kortering at:
korteringlj@appstate.edu
 
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New York State, TransQual Online – Cornell University
This online tool allows teachers to ensure that they have met all the criteria for meeting the transition needs of a student. For every area there is a link providing further information if you are unclear about the process. The site also provides a number of resources that can offer advice or tools that will help in the transition process.

New York State school districts and Boards of Cooperative Education Services (BOCES) use this tool to help improve the academic achievement and adult outcome of their students with disabilities. http://www.transqual.org

The Vocational and Educational Services for Individuals with Disabilities (VESID), New York State Education Department
This website is a large resource that offers something for everyone. It is a good starting point from which you access information.  http://www.vesid.nysed.gov/specialed/transition/home.html

Pennsylvania has a Successful Transition Conference

The Pennsylvania Training and Technical Assistance Network offers ongoing training opportunities to help parents and educators maximize the achievement of all students, including students with disabilities. This past July they held a statewide transition conference for about 700 service providers, including parents, teachers, and adult-service providers. For further information and future activities, you can visit their website at http://www.pattan.k12.pa.us/default.aspx

The Virginia Department of Education offers links to the best practices of secondary transition from across the USA. There are links to information and resources from over 17 states. The link to Virginia’s own transition resources offers extensive information about what services are available within the state. http://www.pen.k12.va.us/VDOE/sped/transition/bpit.shtml
 
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Programs for 18 - 21 Year Olds
Within the last decade, more attention has been given in the literature to the development of 18-21 programs for students with significant disabilities. 18-21 programs are alternative special education programs developed by the public school system housed on college campuses and other community setting locations. These programs give students with significant disabilities the opportunity to learn functional skills and participate in age-appropriate activities in the community. Students that participate in these programs receive an alternative diploma (e.g., certificate of attendance from the high school upon program completion). The programs have numerous benefits including students having the opportunity to gain independent living skills in real-life settings. Currently, there are 113 18-21 programs in the country as recognized by the Transition Coalition. Although the special education field has increased the number of programs within the past 10 years, researchers have provided a wealth of suggestions for starting a program and providing services to students with significant disabilities in the post-secondary setting (Grigal, Neubert, & Moon, 2002).

Grigal. M., Neubert, D. A., & Moon, M. S. (2002). Postsecondary options for students with significant disabilities. Teaching Exceptional Children, 35, 68-73


For more information on 18-21 programs nationwide and resources for serving students with significant disabilities in the post-secondary setting visit the Transition Coalition at:
www.transitioncoalition.org/cgiwrap/tcacs/new/resources/resources/18-21programs/index.php?page=Search and http://www.Thinkcollege.net 

On-campus outreach: Supporting secondary transition best practices in post-secondary settings for students with significant disabilities-
http://www.education.umd.edu/oco/index.html

NLTS2: Information related to Behavior of Students and Discipline Procedures Student Behavior:
NLTS2 released a new data report in March 2006 regarding discipline procedures and behavior of students with disabilities in grades 7 through 12 who attend our nation’s schools. The information was collected through surveys of the students’ teachers and parents. Overall, students with disabilities exhibit appropriate behaviors. However, among students with disabilities, nearly 20 % of students tend to “argue”, “fight”, and do not “control behavior appropriately”.

Discipline Procedures
Student referral to an administrator, detention, expulsion, and suspension are typical disciplinary actions that schools implement in reaction to behavioral problems.  Among students with disabilities, 34% received disciplinary action in the past school year. One third of students with disabilities in secondary programs are expelled or suspended during school years; as compared to one-fifth of their non-disabled peers. 

Impact of Disability Type and Demographics
Students with emotional/behavior disorders are more likely to exhibit behavior problems and receive disciplinary actions. Teachers reported that males with disabilities in secondary school are twice as likely to receive some sort of disciplinary action in comparison to females. Furthermore, teachers report that African American students are more likely to exhibit behavior problems, and are more likely to be suspended or expelled in comparison to Caucasian and Hispanic students.  Finally, students in middle school display inappropriate behaviors in comparison to their peers, yet rates of disciplinary actions do not differ between the two age groups.    
Access the full report at: http://www.nlts2.org/pdfs/NLTS2_Discipline_FS_03-21-06.pdf

Disability History- An Important Part of Our Heritage
On July 26, 2006, Americans celebrated the 16th anniversary of the Americans with Disabilities Act (ADA). Since the ADA was signed by President George H. W. Bush in 1990, many changes have been made, creating a more accessible environment for America’s approximately 51.2 million people with disabilities (U.S. Census, 2006). 

Most Americans, however, are unfamiliar with the events which led to the signing of the ADA.  Buoyed by the civil rights and antiwar movements of the 1960s, and the feminist movement of the 1970s, disability leaders held sit-ins in federal buildings, blocked inaccessible buses from moving, drafted legislation, and protested in the streets. Like the broader civil rights movements which preceded it, the disability civil rights movement had its own heroes and champions, for example, Ed Roberts, Gini Laurie (grandmother of the independent living movement), and Justin Dart (father of the Americans with Disabilities Act) to name just a few.

Teaching children and youth through national identification of specific months to honor the history and contributions of women and those of  African American, Hispanic American, American Indian/Alaska Native, or Asian/Pacific American backgrounds has been recognized as an important part of our nation’s heritage.  Disability history, however, has been largely ignored in curricula at the elementary, middle school, and high school levels.  This is particularly noteworthy when one considers the fact that people with disabilities represent the one population subgroup that anyone can join at any time.

The tide is beginning to turn, however, due in large part to grassroots efforts of young disability leaders.  The youth-led movement for equal education on disability history celebrated its first victory in West Virginia in April 2006 with the passage of HB4491, establishing the third week in October as “Disability History Week” in that state.  This landmark legislation will: require instruction in public schools on disability history, people with disabilities, and the disability rights movement; encourage colleges and universities to conduct and promote activities that provide education, awareness and understanding of disability history; encourage the legislature to provide recognition through an annual, joint proclamation; and provide resources for instruction and activities.

West Virginia is not the only state taking such action.  In Florida, a group of youth took their grassroots efforts to the next level by meeting with Governor Jeb Bush.  The Florida Governor agreed to support their efforts by issuing an executive order supporting teaching during two separate “Disability History and Awareness Weeks.”  The youth leaders from West Virginia and Florida are also working with youth leaders from other states interested in introducing similar bills.

Learning about the history, values, and beliefs of one’s society has been recognized as one of 12 key components to effective youth leadership development (Woyach and Cox (1997)).  If you are an educator or other youth worker interested in increasing awareness and understanding of the history and contributions made by people with disabilities there are a number of resources available to assist you including the following:

ADL Curriculum Connections: Anti-Bias Lesson Plan and Resources for K–12 Educators
http://www.adl.org/education/curriculum_connections/fall_2005/ This site provides suggestions for the curriculum that could be used for teaching about disability history.

Center on Human Policies: Disability Studies for Teachers
http://www.disabilitystudiesforteachers.org This site was created for teachers to use as a reference tool when they are teaching grades 6-12 about disability history.  It contains lesson plans, activities, and materials that the teacher may use when teaching Disability History.

Disability History Museum
http://www.disabilitymuseum.org/ This site is intended to promote understanding about the historical experience of people with disabilities by recovering, chronicling, and interpreting their stories. Contents include a library in two parts: a document collection and a visual still collection.

Disability Social History Project
http://www.disabilityhistory.org/index.html The Disability History Project is a community history project which provides information about heroes in the disability movement, a disability history timeline, and related information.

EDGE - Education for Disability & Gender Equity
http://www.disabilityhistory.org/dwa/edge/curriculum/ A high school curriculum incorporating disability and gender issues into humanities and science.

Family Village:
http://www.familyvillage.wisc.edu/general/history.html This resource connects you to a number of other resources on disability history.

Florida Youth Council:
http://www.ncld-youth.info/fyc.htm This site, which details the grassroots efforts to celebrate Disability History and Awareness Weeks in Florida, also provides general information about disability history.

Minnesota Governor’s Council on Developmental Disabilities:
http://www.mncdd.org/parallels/menu.html This site provides a wealth of information on disability history.

Mountain State Centers for Independent Living:
http://www.mtstcil.org/advocacy/2006youth-sb472.html  A site dedicated to the group of youth who brought the “Establishing Disability History” Law to West Virginia.

National Public Radio’s: Beyond Affliction the Disability History Project
http://www.npr.org/programs/disability/ba_shows.dir/index_sh.html This project offers an in depth look into disability history and the civil rights movement for individuals with disabilities.

Parent Advocacy Coalition for Educational Rights (PACER Center):
http://www.pacer.org/C3/curriculum/Session2/index.htm This page provides both resources and curriculums for teaching Disability History to all.

Resource Center for Independent Living:
http://www.rcil.com/DisabilityFAQ/DisabilityRightsMovement.html This site provides a timeline of the disability civil rights movement.

Santa Monica College:
http://www.smc.edu/disabledstudent/Guide/34philos.htm This web page offers insight into the philosophy behind disability rights.

Smithsonian Museum of American History:
http://www.americanhistory.si.edu/disabilityrights/welcome.html This site offers a virtual tour of the Disability Rights Movement Exhibit at the Smithsonian American History Museum.

Tolerance.Org
:
http://www.tolerance.org/teach/activities/activity.jsp?p=0&ar=631 This site contains middle school level activities that can be done in the classroom relating to disability history.

West Virginia Legislation
http://www.legis.state.wv.us/Bill_Text_HTML/2006_SESSIONS/RS/BILLS/hb4491%20enr.htm This is the West Virginia bill referenced in the body of the text of this article.
 

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"Nine tenths of education is encouragement." – Anatole France

"The objective of education is to prepare the young to educate themselves throughout their lives." - Robert Maynard Hutchins

 
Note:
Thanks to Reference Points: Transition Updates from the TATRA project for providing some of the information including in this issue of NSTTAC Notes:
Reference Points is administered by PACER Center www.pacer.org as a joint technical assistance activity of the TATRA Project and the National Center on Secondary Education and Transition www.ncset.org. The National Center on Secondary Education and Transition is funded by and is a partner with the U.S. Department of Education, Office of Special Education Programs, cooperative agreement # H326J000005. The TATRA Project is funded by the Rehabilitation Services Administration http://www.ed.gov/offices/OSERS/RSA/index.html.

Excerpting Notes: You are welcome to copy and paste portions of this Notes issue into your own e-mail newsletter; however, please credit the National Secondary Transition Technical Assistance Center and link to http://www.nsttac.org/enews as follows: “Excerpted from NSTTAC Notes, an electronic newsletter of the National Secondary Transition Technical Assistance Center (NSTTAC), available online at http://www.nsttac.org/enews. NSTTAC is funded by the U.S. Department of Education, Office of Special Education Programs.”
   
Comments and Contributing to Notes: If you have comments, questions of ideas relating to Notes please e-mail: korteringlj@appstate.edu
   
To subscribe: If you have not already registered to receive NSTTAC Notes and want to receive future issues please e-mail: nsttacnotes@nsttac.org
   
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9201 University City Boulevard
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Notes Disclaimer: The National Secondary Transition Technical Assistance Center disseminates Notes to enhance public access to information about secondary education and transition activities. Our intention is to provide resources that are current and accurate. Although every attempt is made to ensure the accuracy of this information, we can make no guarantees. We will, of course, make every effort to correct errors brought to our attention. Notes was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J050004). However, the opinions expressed herein do not necessarily reflect the policy or position of the U. S. Department of Education, Office of Special Education Programs, and no official endorsement should be inferred. Note: There are no copyright restrictions on this document. However, please credit the source and support of federal funds when copying all or part of this material.

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