AmyRose is finishing up community college and hopes to transfer to a 4-year college in the fall. In May, the dean of Clackamas Community College honored Oregon Commission for the Blind (OCB) student AmyRose Bonano with the Dean’s Award. Over 50 people — staff, family, and fellow students — gathered on May 29 for an inspiring ceremony via Zoom.
By the Office of Special Education Programs
OSEP is excited to release two new OSEP Fast Facts that take a closer look at our IDEA 618 data on race and ethnicity.
For the American Indian or Alaska Native Children with Disabilities and Black or African American Students with Disabilities Fast Facts we present data from the data collections authorized under IDEA Section 618 including that collected through child count, educational environments, discipline and exiting data collections.
Many people are familiar with the Oregon Commission for the Blind (OCB)’s work helping seniors and adults, but helping youth successfully transition from school to the workforce though pre-employment activities, or “Pre-ETS”, is another significant part of what we do.
Perhaps because we’ve held it for 45 years, one of our more well-known Pre-ETS programs is the Summer Work Experience Program (SWEP). Serving youth ages 16-20 with low vision, SWEP helps prepare youth to live independently and enter the workforce. With programs in Portland and Salem, students typically work between 25-30 hours per week at worksites related to their career interests.
Promoting Equity in Children’s Vision Health
Cindy Hillyer is the director of the Office of Early Childhood Education at Minneapolis Public Schools. Throughout her career, Cindy has led public health and education initiatives focused on cross sector collaboration and advancing equity. She currently serves on the University of Minnesota Institute on Community Integration Advisory Board; the Executive Committee of the City of Minneapolis Child Friendly City Initiative and chairs the Minnesota Early Childhood Vision Health Task Force-a National Center for Children’s Vision and Eye Health-Better Vision Together team.
By Stephen A. Wooderson, CEO, CSAVR
This summer marked 100 years since a major milestone in our nation’s history—the establishment of America’s public vocational rehabilitation (VR) program, which was created by Congress in 1920.
by Lamisse Williams, Idaho Division of Vocational Rehabilitation (IDVR) Counselor
Meet Daniel Robertson, a management information systems student at the University of Idaho who recently obtained his second paid summer internship at HP.
Daniel worked with counselors at the University of Idaho in Moscow, Idaho who informed him about how the university offers students on the autism spectrum a ray of support services through their Raven Scholars Program. This is how Daniel first heard about HP’s Spectrum Success Hiring Program.
Power to the Early Childhood Education Profession
Mona serves as the director of grants and contracts with the Association for Supportive Child Care which provides early childhood coaching, assessment, and professional development to early childhood professionals, and education for family, friends, and neighbor caregivers and families. Mona’s role includes supporting the organization through the granting lifecycle from identification of potential funding through reporting. Mona also serves as the president-elect for the Arizona Association for the Education of Young Children.
ED: How did you begin your career in early childhood education?
My career in early childhood education began like many others’ have. When I was 19, I needed a job and the only place that would hire me was a child care center. I worked as a camp counselor for 9 and 10-year olds through high school and figured working with toddlers would be a piece of cake. Spoiler alert: working with toddlers isn’t a piece of cake! But it was the most rewarding job I’ve ever had and inspired my love for young children and began my now almost 20-year commitment to them and their families. Also, like many of my peers in early childhood I began my career with a few college credits and was barely able to make ends meet financially. Those early teaching years have made me an advocate for high quality infant and toddler care, livable wages, and accessible, affordable higher education for early childhood educators who are often non-traditional students.
By Kathy West-Evans, Director of Business Relations, CSAVR
VR and the IRS: A Partnership that Produces Positive Returns
To fulfill its workforce needs across multiple states, the Internal Revenue Service (IRS) partners with the Council of State Administrators of Vocational Rehabilitation’s (CSAVR) National Employment Team (NET), and the relationship is producing positive returns for the agency and candidates with disabilities alike.
By the Office of Special Education Program
In 2018–2019, 409,315 Infants and toddlers, birth through age 2, with disabilities and their families received early intervention services under IDEA Part C.
Our new Fast Fact: Infants and Toddlers With Disabilities takes a closer look at what our 618 data tells us about this population. For this Fast Fact, we present data from the data collections authorized under IDEA Section 618 on Infants and Toddlers with Disabilities who receive early intervention services under IDEA Part C. Data presented includes that collected through child count, settings, and exiting data collections.
Throughout June, we will celebrate the graduating high school class of 2020. This third blog in the series highlights two students from Maryland’s Way2Work program. Stay tuned as the graduates featured in this blog will also be part of the VR 100 webinar series in August.
Congratulations graduates! A spotlight on Way2Work Maryland participants
Way2Work Maryland is a partnership between the University of Maryland’s Center for Transition and Career Innovation and the Division of Rehabilitation Services through the Maryland State Department of Education. It is a project designed to improve the academic and career success of students with disabilities in Maryland through work-based learning experiences. The project serves students with either an Individualized Education Program or a 504 Plan who will complete high school with a diploma or certificate.