The Arc. (n.d.). Achieving a better life experience (ABLE) act. Retrieved from http://www.thearc.org/document.doc?id=5009
A description of the ABLE Act is provided including key characteristics, special rules, and regulations associated with the legislation.
Achieving a Better Life Experience National Resource Center. (n.d.). ABLE accounts: 10 things you should know. Retrieved from http://www.ablenrc.org/about/what-are-able-accounts
The link provides the top 10 things individuals should know about ABLE accounts including eligibility criteria, coverage, and significance of these accounts for individuals with disabilities and their families.
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Shaw, S. F., Madaus, J. W., & Banerjee, M. (2009). Enhance access to postsecondary education for students with disabilities. Intervention in School and Clinic, 44(3), 185-190. doi:10.1177/1053451208326047
Article discusses 20 ways to improve preparation and enhance access to postsecondary education for students with disabilities. In addition to aiding with transition planning for students with disabilities, these ways can help foster independent learning and self-determination.
Think College Consortium for Postsecondary Education for Individuals with Intellectual and Developmental Disabilities & the National Gateway to Self Determination. (2013). The impact of college on self-determination. Research to Practice in Self-Determination, 6, 1-36. Retrieved from http://ngsd.org/sites/default/files/research_to_practice_sd_-_issue_6.pdf
This issue explores the concept of self-determination, and reflects on the impact of college on self-determination for students with intellectual and developmental disabilities (IDD). Articles explore lessons for students with intellectual disabilities, the use of participatory action research methods for documenting college experiences, and personal strategies for identifying support and enhancing self-awareness, the need to engage in self-reflection, and the importance of empowering settings that contribute to individual development.
The ARC of New Mexico (2016). What is the definition of self-advocacy? Retrieved from https://www.arcnm.org/how-we-help/self-advocacy/
Three interrelated meanings for self-determination are listed for individuals with developmental disabilities including that self-determination is a shared effort, a political movement, and an approach.
Bremer, C., Kachgal, M., & Scholler, K. (2003). Self-determination: Supporting successful transition. Research to Practice Brief, 2(1). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962
This article discusses various aspects of self-determination including the definition, research, process for learning to become self-determined, application to the individualized education program, and curricula. It also provides tips for families and professions when promoting self-determination in youth with disabilities.
Gillman, D. (2006). The power of peer mentoring. Retrieved from http://www.waisman.wisc.edu/cedd/pdfs/products/family/PPM.pdf
"The Power of Peer Mentoring" is a component of the series created by Wisconsin Healthy & Ready to Work that provides materials for supporting young individuals with special health care needs. Mentoring is a collaboration that allows "more experienced" individuals to help those who are less experienced. The guide discusses various components of mentoring including benefits, the role of the coordinator, potential settings, a training manual, and references and resources.
United States Department of Labor Office of Disability Employment Policy. (n.d.). Career-focused mentoring for youth: The what, why, and how. Retrieved from https://www.dol.gov/odep/pubs/fact/cfm.htm
The Office of Disability Employment Policy discusses the importance of career-focused mentoring provides youth, characteristics of a good mentoring relationship, and mentoring activities. The role of mentors working with youth with disabilities and various mentoring activities are presented for each developmental objective.