Welcome to the first in a series of blog posts on secondary transition from the Office of Special Education and Rehabilitative Services (OSERS).
We are dedicated to working alongside families, students, educators, advocacy groups and policymakers to rethink transition services. We want students and families to have the tools and resources necessary for successful secondary transition experiences.
NOTE: October is National Disability Employment Awareness Month
Original News item posted at Mathematica.
This blog is a cross-post from Mathematica and the Vermont Linking Learning to Careers project, which was made possible by a Disability Innovation Fund grant from OSERS’ Rehabilitation Services Administration at the U.S. Department of Education.
Youth with disabilities face many challenges as they transition from high school to adulthood. Compared with their nondisabled peers, a greater share of youth with disabilities experience higher rates of poverty, health issues, service needs, dependence on benefits, and poorer academic performance, and they face lower expectations for their education and employment achievements. More inclusive attitudes and policies, such as those promoted in the Workforce Innovation and Opportunity Act, recognize the value of continued education and work experience for youth with disabilities, and evidence has shown that they can succeed in the workforce with proper supports. As a result, federal and state agencies have bolstered their efforts to better serve youth with disabilities during this critical transition.