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)
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Journal Article This article highlights the Future Child Advocates (FCA) initiative launched in 2012 as a vehicle to bring the issues and concerns of bullying and child abuse prevention and intervention to the next generation of citizens and diverse professionals in each community. The FCA club concept offers undergraduate and graduate students opportunities to enhance or clarify their future professional roles while providing a greater understanding of what is needed to ensure a safer world for children. Partnership possibilities with the American Professional Society on the Abuse of Children are discussed…
This fact sheet focuses on the implementation of the Head Start program in South Dakota. It begins by explaining the establishment of the South Dakota Head Start State Collaboration, the history of Head Start, and the beliefs and goals of Head Start related to school readiness. Head Start program options are reviewed, as well as an early learning framework and the racial characteristics of children enrolled in Head Start in South Dakota in 2012/2013. It is reported that in 2013-2014 a total of 3,990 families participated in Head Start, 22% of the parents had less than a high school diploma,…
This fact sheet focuses on the implementation of the Early Head Start program in South Dakota. It begins by explaining the history of the Early Head Start program, the establishment of 8 Early Head Starts in South Dakota, and the goal of Early Head Start programs to prepare children to be ready for school. It is reported that in 2013-2014 a total of 868 families participated in Head Start, 18% of the parents had less than a high school diploma, and 53% were single parent families. Data on parental employment, racial characteristics of children enrolled in Early Head Start, pregnant women in…
This collection of state-level analyses details promising occupations expected to experience growth through 2022 that someone can enter after completing a relatively short-term training. This product includes an introductory piece and ten appendices comprised of tables with state-level findings for each of the ACF Regions. The tables include information for the U.S. as a whole, all 50 states, the District of Columbia, and Puerto Rico. Visit the interactive map at Promising Occupations for Low-… Promising careers are available to TANF recipients and other low-income workers with a relatively short-term investment in education and training. Almost all states offer estimates—called projections—of how occupations will grow over a 10-year period. When paired with data on the education and training required for each occupation, as well as earnings potential and the number of jobs available per year, these data paint a picture of the jobs that will be available in the future, the credentials they will require, and how much workers might expect to earn by pursuing them. (Author abstract)
Promising careers are available to TANF recipients and other low-income workers with a relatively short-term investment in education and training. Almost all states offer estimates—called projections—of how occupations will grow over a 10-year period. When paired with data on the education and training required for each occupation, as well as earnings potential and the number of jobs available per year, these data paint a picture of the jobs that will be available in the future, the credentials they will require, and how much workers might expect to earn by pursuing them. This appendix…
Promising careers are available to TANF recipients and other low-income workers with a relatively short-term investment in education and training. Almost all states offer estimates—called projections—of how occupations will grow over a 10-year period. When paired with data on the education and training required for each occupation, as well as earnings potential and the number of jobs available per year, these data paint a picture of the jobs that will be available in the future, the credentials they will require, and how much workers might expect to earn by pursuing them. This appendix…
