Individualized Transition Plans: A Roadmap for Success!

This is the fifth blog in a series of blog posts on secondary transition from the Office of Special Education and Rehabilitative Services (OSERS).

Successful Transitions for All -- Blog Image - Individualized Transition Plans: Individualized Transition Plans

This is the fifth blog in a series of blog posts on secondary transition from the Office of Special Education and Rehabilitative Services (OSERS).

Expect, Engage, and Empower: Successful Transitions for All!
Blog Post #5

As the school year continues and families finish up spring break, we continue our transition blog journey by diving into individualized transition plans that can pave the way towards successful outcomes.

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U.S. Department of Education Announces $236 Million in Available Grant Funding to Create a 21st Century Workforce of Youth and Adults with Disabilities

By the Rehabilitation Services Administration

Eligible Applicants are invited to compete for grants totaling $236 million (Assistance Listing Number 84.421F). Eligible applicants include state educational agencies, state juvenile justice agencies, state developmental disabilities agencies, state departments of health, state departments of human services, designated state units for vocational rehabilitation services, and public, private, and nonprofit entities, including Indian tribes and institutions of higher education.

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OSEP Releases an Updated Fast Fact on Children Identified with Autism

OSEP Fast Facts: Children Identified with Autism. Map of the United States shows percentage of students with disabilities identified with Autism ages 5 (in kindergarten) to 21, served under the IDEA Part B in school year 2022-23. In SY 2022-2023, the percentage of students with disabilities identified with autism is 12.81%. States report a range of 5.76% to 17.28% of students with disabilities identified with autism. View OSEP Fast Facts for more information.

By the Office of Special Education Programs

The Office of Special Education Programs (OSEP) released an updated Fast Facts: Children Identified with Autism, which takes an updated look at our data on children whose primary disability is autism. We revised and updated our very first (and one of our most popular) OSEP Fast Facts.

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Transition Planning to Prepare Our Youth for Success

This is the fourth blog in a series of blog posts on secondary transition from the Office of Special Education and Rehabilitative Services (OSERS).

Successful Transitions for All Blog Series - Post 4 - Transition Planning to Prepare Our Youth for Success!

Expect, Engage, and Empower: Successful Transitions for All!
Blog Post #4

In previous blog posts, we’ve discussed the importance of self-determination and student-led decision making as critical skills children and youth with disabilities need to develop for successful transitions to post-secondary opportunities and greater independence. In our symposia, students, young adults, and parents, and educators and vocational rehabilitation professionals shared their own transition stories — how they have successfully transitioned to life beyond high school or how they have supported youth who have made that journey.

In this post, we continue to delve into the transition planning process, to ensure that youth and their families are empowered to experience successful post-high school outcomes.

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OSERS Welcomes Danté Q. Allen as Commissioner of the Rehabilitation Services Administration

Dante Allen

In December, the U.S. Department of Education welcomed Danté Q. Allen after the U.S. Senate confirmed him as the commissioner of the Rehabilitation Services Administration (RSA) in the Office of Special Education and Rehabilitative Services (OSERS).

In his role as RSA commissioner, Allen will oversee an administration that provides leadership and resources to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence, and integration into the community and the competitive labor market.

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Voices from the Field: Interview with Connie Hall

The Importance of Kindergarten

Connie Hall

Connie Hall is a Kindergarten teacher in Sparks, Nevada and was named the 2023 Nevada State Teacher of the Year, the 2019 Certified Employee of the Year for Washoe County School District and has received two Certificates of Commendation from United States (Nevada) Senator Catherine Cortez Masto. She earned a Bachelor of Science in Early Childhood Education and a Bachelor of Science in Elementary Education from Oakwood University in Huntsville, Alabama, as well as a Master of Education degree in Curriculum and Instruction with a Minor in Common Core State Standards from Concordia University-Portland in Portland, Oregon. In addition to teaching, Hall serves on the school Leadership Team, is the Director of Comprehensive Children’s Activities: Global Coordination & Early Childhood Interest for Messages of Hope International Ministries, serves on the Nevada State Superintendent’s Teacher Advisor Cabinet, is a Nevada Kindergarten Think Tank member, and Washoe County Early Childhood Advisory Council member.

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Self-Determination

This is the third blog in a series of blog posts on secondary transition from the Office of Special Education and Rehabilitative Services (OSERS).

Successful Transitions for All Blog Series - Post 3 - Self-Determination

Expect, Engage, and Empower: Successful Transitions for All!
Blog Post #3

“No one rises to low expectations.”
Les Brown

December is a busy month. Preparing for and enjoying the holidays. Planning, shopping, baking and decorating. Traveling and spending time with family and friends in the community and places of worship.

December is also an important month for secondary transition for youth in their last year of high school.

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Building Bridges Between Tribal Vocational Rehabilitation Projects and State Assistive Technology Act Programs 

American Indian Vocational Rehabilitation Training and Technical Assistance Center (AIVRTTAC) logo

By: American Indian Vocational Rehabilitation Training and Technical Assistance Center (AIVRTTAC) and Assistive Technology Training and Technical Assistance (AT3) Center

The American Indian Vocational Rehabilitation Training and Technical Assistance Center (AIVRTTAC) recently started collaborating with the Assistive Technology Training and Technical Assistance (AT3) Center to build bridges between tribal vocational rehabilitation projects and state Assistive Technology (AT) Act programs.

AIVRTTAC helps improve the capacity of American Indian Vocational Rehabilitation Services (AIVRS) projects to provide culturally appropriate vocational rehabilitation services to all eligible tribal participants. AIVRTTAC is funded by the Rehabilitation Services Administration in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services.

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