Sentences with phrase «including youth with disabilities»

Funded by the U.S. Department of Labor's Office of Disability Employment Policy, the National Collaborative on Workforce and Disability for Youth assists state and local workforce development systems to better serve all youth, including youth with disabilities and other disconnected youth.

«Skills to Pay the Bills: Mastering Soft Skills for Workplace Success,» is a curriculum developed by ODEP focused on teaching «soft» or workforce readiness skills to youth, including youth with disabilities.

This guide walks readers through the elements of career - focused mentoring programs for youth, including youth with disabilities and disconnected youth.

This report summaries a summit designed to improve youth development and leadership policy and practice for all youth, including youth with disabilities.

This research - and practice - based framework outlines what youth, including youth with disabilities and disconnected youth, need to transition to adulthood.

The Guideposts addresses what all youth, including youth with disabilities, need to transition successfully to adulthood, including school preparation, career preparation, youth development and leadership, connecting activities, and family involvement.

The ILP process helps youth, including youth with disabilities, to plan secondary and postsecondary courses aligned to career goals.

Not exact matches

Our Government will take further steps to see that those traditionally under - represented in the workforce, including people with disabilities, youth, and Aboriginal Canadians, find the job - training they need.

There are certainly areas of desperation, including unemployment among minority youth and individuals with disabilities, but at the current unemployment rate of 4.6 %, my impression is that the «jobs crisis» in this country is actually better described as an income crisis, because wages and salaries as a share of total income remain near record lows.

As a special education teacher, including teachers of infants, toddlers, children, or youth with disabilities

The topics covered include youth sports philosophy, professional development, mission statements, policies & procedures, volunteer management, child abuse and bullying prevention, parent management, conflict resolution, insurance & risk management, inclusion of children with disabilities and evaluation & marketing of programming.

Topics covered include: Youth sports philosophy, Professional development, Mission statements, Policies & procedures, Volunteer management, Child abuse prevention, Parent management, Conflict resolution, Insurance & risk management, Inclusion of children with disabilities, Evaluation & marketing of your program, Emergency planning, Model youth sports program, plus Youth sports philosophy, Professional development, Mission statements, Policies & procedures, Volunteer management, Child abuse prevention, Parent management, Conflict resolution, Insurance & risk management, Inclusion of children with disabilities, Evaluation & marketing of your program, Emergency planning, Model youth sports program, plus youth sports program, plus more.

Projects have included Julie's Jungle, a 4,000 sq. ft. regional handicapped accessible playground with specialized equipment such as ramps, a rubberized surface, short stair height, Braille play panels and sensory garden amps enabling children with physical, visual, hearing and cognitive disabilities and Wappinger Challenger Field, a handicapped accessible baseball field where disabled youth ages 5 to 18 can participate without obstacles, thanks to smaller, synthetic infield, as well as handicapped accessible dugouts, parking and restroom facility.

«These include: training and capacity building for electoral officials, promotion of inclusivity in the electoral process like youths, women, persons with disabilities, internally displaced persons; biometric registration of voters, delineation of electoral constituencies and geo - referencing of existing as well as the creation of new polling units.

NYC: AT WORK will provide training, internship, and apprenticeship opportunities to people with disabilities, including transitioning students and youth, college graduates, consumers of ACCES - VR and other state - funded VR agencies.

This special report examines challenges and strategies for educating some of the most vulnerable students in the nation's schools, including youths in juvenile detention facilities, immigrant students fearing deportation, homeless students with disabilities, and foster children.

StopBullying.gov describes Risk Factors for bullying, including information about at - risk populations such as LGBT youth and youth with disabilities and special health needs.

in the case of an unaccompanied youth, ensure that the local educational agency liaison assists in placement or enrollment decisions under this paragraph, including coordination with the committee on special education for students with disabilities pursuant to section 200.4 of this Title, considers the views of such unaccompanied youth, and provides notice to such youth of the right to appeal pursuant to 42 U.S.C. section 11432 (g)(3)(E)(ii)(Public Law 107 - 110, title X, section 1032, 115 STAT.

Since 1986, the National Dropout Prevention Center (NDPC) has conducted and analyzed research; sponsored workshops and national conferences; and collaborated with researchers, policymakers, and practitioners to further the mission of reducing America's dropout rate by meeting the needs of youth in at - risk situations, including students with disabilities.

Serving students in all 24 Maryland jurisdictions, MSB is a private, statewide resource center providing outreach, educational and residential programs to youth (birth - 21) who are blind or visually impaired, including those with multiple disabilities.

The new guide by the IEL - led National Collaborative on Workforce and Disability for Youth, Personal Competencies for College and Career Success provides suggestions about various strategies postsecondary professionals can use to assist all students, including those with disabilities, in developing personal competencies that will increase their chances of success.

YWLA develops competencies and creates a peer learning community for staff from organizations that provide workforce development services to D.C. youth ages 16 to 24, including those with disabilities.

The solutions to school pushout supported by the Dignity in Schools campaign include shifting funding from school police to counselors and social workers; funding and using transformative and restorative justice, mediation and positive interventions; ensuring that states and districts focus on school climate under the Every Student Succeeds Act; and ending the pushout and arresting of students of color, LGBTQ youth, students who are homeless, and students with disabilities.

In this section, each school district must list its annual goals for all students as well as for specific subgroups of students (including racial / ethnic subgroups, the three target subgroups — English learners, low income students, and foster youth — and students with disabilities).

Given the rigor of Common Core, accommodations to create a student - centered classroom are essential to maximize learning for all children and youth, including students with disabilities, English Language Learners and the passive resistant learner.

The course develops an understanding of program evaluation measures, and requires students to be able to demonstrate this knowledge for purposes of making data based decisions to develop intervention plans for a variety of learners including students with disabilities and other special concerns such as youth from foster, immigrant and migrant families, students who are at risk and students from language diverse communities.

The RAMP ™ model uses a combination of group, peer, and individualized mentoring to promote the successful transition of all youth, including those with disabilities, to employment, continued learning opportunities, and independent living.

NCWD / Youth provides resources, information, and technical assistance designed to enhance the capacity of education professionals and policymakers to provide all students, including students with disabilities, with quality learning opportunities in integrated settings.

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

special education teacher, including teachers of infants, toddlers, children, or youth with disabilities; or

Long - term projects this year included making disability services available to homeless and displaced youth, the mental health community engaging with the D.C. Metropolitan Police Department, and several projects designed to help schools improve their inclusive education for students with disabilities.

Her research interests include children and youth experiencing homelessness and other forms of mobility, students with disabilities, and teacher quality.

His research interests include K - 12 principal recruitment, selection, and succession; successful postsecondary matriculation and integration of students with disabilities; and applying a growth mindset to personal and civic responsibility vis - à - vis prepubescent and adolescent youth.

This group includes working families, young men of color, marginalized girls and young women, immigrants and refugees, undocumented youth and adults, opportunity youth, low - skilled adults, and individuals with significant disabilities or other barriers to employment or advancement.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

However, targeted, evidence - based social - emotional learning training of educators working with these historically under - served student populations, including students with disabilities, English language learners, and youth involved in the juvenile justice systems has potential to optimize developmental trajectories.

As a special education teacher, including teachers of infants, toddlers, children, or youth with disabilities

Each of the four MLC clinics provide free legal services to the most vulnerable populations — including people with disabilities and chronic illness, members of the LGBTQ community, undocumented immigrants and refugees, children and youth in the child welfare and juvenile justice systems, and people involved with the criminal justice system.

Embody staff has expertise and experience regarding a wide variety of sexuality issues, including adolescent sexuality, parent - child communication about sexuality, inclusive sexuality education, and tailored sexuality education for various audiences, such as LGBTQ + youth, adolescents and adults with disabilities, and Latino communities.

The report also spotlighted sub-groups of students who are at increased risk of being bullied, including youth who are lesbian, gay, bisexual, or transgender (LGBT); youth with physical, emotional, and / or learning disabilities; and youth who are overweight.

Provide positive behavioral supports to address behavior problems, including providing services to keep children and youth in inclusive settings and offering special educational settings and classes for youth with behavior problems but not learning disabilities

Social and emotional learning featured prominently in the act, which defined safe and supportive schools as those that ``... foster a safe, positive, healthy and inclusive whole - school learning environment that (i) enable students to develop positive relationships with adults and peers, regulate their emotions and behavior, achieve academic and non-academic success in school and maintain physical and psychological health and well - being and (ii) integrate services and align initiatives that promote students» behavioral health, including social and emotional learning, bullying prevention, trauma sensitivity, dropout prevention, truancy reduction, children's mental health, foster care and homeless youth education, inclusion of students with disabilities, positive behavioral approaches that reduce suspensions and expulsions and other similar initiatives.»

«Specific student subgroup populations are at increased risk of being bullied, including youth who are lesbian, gay, bisexual, and transgender (LGBT); youth with physical, emotional and / or learning disabilities; and youth who are overweight.

Employers include areas such as: schools (including the Ministry of Education), child and adult disability services, youth with substance abuse disorders, youth with severe behaviours, early intervention autism programmes, dementia services, brain injury services.

Provide trainings on resiliency to Native communities, including examples of how to enhance resilience among family members, especially AI / AN youth with disabilities.

Programs include adoption, foster care, counseling, residential treatment for children, assisted living and employment training for low - income seniors, independent living for adults with developmental disabilities, and multisystemic therapy for high - risk youth.

Family & Children's Center (FCC) is seeking highly qualified persons to provide temporary respite care to youth with extremely high needs, including, behavioral / emotional difficulties and physical / developmental disabilities.

Children, Youth and Family Services, in partnership with Child Adolescent Mental Health Services, has established «Indigenous Well - Being» workers to provide mental health assessment, follow up services and referral for Indigenous young people (including those with cognitive disabilities) in the State's two juvenile detention centres.