Autism, Transition Programs and the Impact of Poverty on Self-Advocacy
I am an autistic woman who has lived both in poverty and as a middle-income person during my adult life. I am noticing how self-advocacy is typically geared toward middle-income status. This could be problematic since many autistic adults live in poverty. Based upon my experience I have come to realize that middle class self-advocacy works fine if in fact you are a middle-income person, but doesn’t work well if you are a poor person. I will explain this more using an example from my life as a poor person versus a middle class person. Dental Experience as
Federal Agencies Seek Public Input on Transition Issues for Youth
The U.S. Departments of Labor, Education and Health and Human Services, in partnership with the Social Security Administration, are asking for input about the best way to ensure a successful transition from school to work life for youth with disabilities. For two weeks, starting on May 13, youth with disabilities and their families can share their thoughts on improving transition outcomes via this Web Interface. Policymakers, educators, and service providers are also invited to take this opportunity to share concerns about the “regulatory and legislative barriers that young people with disabilities are facing in accessing employment, education, Social Security and
Life After IEPs
Welcome ! If you’re a parent or mentor of a young person with disabilities, Life After IEPs is for you. Whether your child is an elementary student or a high school graduate, you’ll find information, resources, and support you’ll need along the way. A challenging journey There’s joy on the path to adulthood. But it ain’t always easy. Perseverence, grace, and a good sense of humor are needed. It can be a bumpy road. Supports available during the IEP years will end after high school Unfamiliar laws, systems and jargon lie ahead Resources exist, but they’re scattered in
Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2
Abstract To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postsc
