Other, Fact Sheet
In the U.S., 1 in 68 children is diagnosed with autism spectrum disorder (ASD). In fact, almost every school and university in the country has students with autism. While the diagnosis is common, public understanding of autism is not. The lack of understanding around the condition contributes to discrimination, verbal abuse, even physical violence. A recent study reveals that children with autism are five times more likely to be bullied than their peers—treatment no child should endure. While the differences between people with autism and their peers may seem significant, children share…
Brief
The research reported here focused on fathers withlearning disabilities to hear their own experiences ofbeing fathers and their experiences of adult socialcare services. To understand some of the issuesrelated to practice, we also spoke to practitioners inadult learning disability services about working withfathers. (Author abstract modified)
This edition of South Dakota Kids Count Quarterly examines results of the 2009/2010 National Survey of Children with Special Health Care Needs (NS-CSHCN). More specifically, it compares and contrasts six outcomes identified by the Maternal and Child Health Bureau for Native Americans/Alaskan Natives in seven States: Arizona, Alaska, Montana, New Mexico, North Dakota, Oklahoma, and South Dakota. Data on 40,242 children were obtained from the Data Resource Center for Child & Adolescent Health. Six State outcomes are discussed and data compared in the following core outcomes: families are…
Many youth with disabilities have difficulty understanding social situations or navigating interpersonal events such as speaking in front of a class or doing job interviews. They may benefit from building and practicing social skills. These skills allow a person to interact appropriately with other people and handle difficult situations. It is important that youth have the opportunity to identify and practice these skills because they can significantly impact employment, relationships, and how well they are connected in the community as adults. Families, educators, and youth themselves can…
Teaching your children about financial responsibility is one of the most important lifelong lessons you can give–and one that may not be effectively taught in school. This tip sheet offers suggestions to consider to improve the financial savvy of your kids. (Author abstract modified)
While in middle school, your student with a disability has been working on many of the skills he or she will need to function in high school. Your student has met new people, changed classes every period, navigated the hallways, worked with multiple teachers, and used a locker. In high school, your child may encounter additional new situations, such as: choosing elective classes, meeting graduation requirements, developing self-advocacy skills, dating, becoming a legal adult, and planning for employment or continued education after graduation. Some families may be concerned about their child’…
Every parent has hopes and dreams for their child, even if those dreams aren’t always openly expressed. When parents have a child with a disability, goals might need to be modified. This doesn’t mean expecting less of your child, but it may mean expecting something different than what you had envisioned. It’s important to understand the critical influence of having “high expectations” for your child. You need to instill those expectations in your youth and advocate for those expectations throughout the public school elementary and secondary transition process. (Author Abstract)
It is important to identify, discuss, and include accommodations and modifications necessary to meet the specific needs of a student in an Individualized Education Program (IEP). Students who receive services under a 504 Plan also need the same kind of individual attention to their plans for accommodations and modifications. The following checklist might be a good starting point for you and your child to think about his or her individual needs to include in the IEP or 504 Plan. Check the ones you believe would be most helpful. (Author abstract)
Brief
This brief explains culture defines the values, beliefs, and practices surrounding when and how youth transition to adulthood, and presents a checklist to provide medical home teams with a tool to facilitate the programmatic and organizational change necessary to respond effectively to culturally defined beliefs, practices, and preferences and the inherent issues they raise in the provision of health care and related services for youth and their families. Characteristics of culturally competent organizations are described, and six core elements of health care transition are identified. The…
Brief
This brief seeks to identify patterns and transitions during emerging adulthood to obtain a better understanding of the likelihood that young adults will experience a lower-risk transition to adulthood. Panel data from the National Longitudinal Study of Adolescent Health was analyzed (Add Health, N=12,166), using person-centered analyses, to examine the odds of youth engaging in lower-risk patterns/trajectories, specifically, minimal problems with heavy alcohol use, illicit drug use, criminal behavior, and financial hardship. Lower risk transitions were defined as avoiding or overcoming…
