Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h7EItM721462; Thu, 14 Aug 2003 14:55:22 -0400 (EDT) Date: Thu, 14 Aug 2003 14:55:22 -0400 (EDT) Message-Id: <BB612886.791%werb@eclg.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Jessica Werb <werb@eclg.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4117] GAO report on special education X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=US-ASCII Status: O Content-Length: 4086 Lines: 108 Dear colleagues, I work in curriculum development at the Eaton Coull Learning Group, which produces self-advocacy materials for students with learning disabilities in transition. We have prepared the following summary of the US General Accounting Office's report to Congress on special education, which acknowledged the importance of self-advocacy training for students with disabilities. This report is of great interest to all who work in the field of special education, and I hope that this summary is of benefit! Yours, Jessica Werb ******** Eaton Coull Learning Group Curriculum Development 604 551 7463 (cell) 604 734 5588 (office) 604 734 5510 (fax) 1 800 933 4063 (toll free) <http://www.eclg.com/> GAO Reports to Congress that Students Need Self-advocacy Training to Improve Transition Outcomes The importance of self-advocacy training for students with disabilities has been highlighted by a July 2003 report from the United States General Accounting Office (GAO), presented to Senator Edward Kennedy, the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, US Senate. The report set out to determine the proportion of IDEA students completing high school, transition problems being reported, and the types of transition services provided. Chief among the report's findings was that "transition problems affecting IDEA youth include those related to self-advocacy training and insufficient information about the transition process." The GAO gathered its data from a number of sources, including surveys, interviews and visits with state officials, teachers, parents and students. The findings of nationally available studies on IDEA were also incorporated into the report, including a 2001-02 survey by the National Youth Leadership Network (NYLN) into the needs of youth with disabilities. Key points from the GAO report are: * Research shows that many youth with disabilities have difficulties developing the necessary attitudes and skills to prepare for their lives after graduation, but suggests that youth who obtain self-determination skills are more likely to achieve positive education and employment outcomes. * State Directors of Special Education in 24 states reported that less than half of IDEA students received self-advocacy training while in high school. * Youth in the NYLN survey reported a lack of self-advocacy training as a major concern. They cited problems identifying and learning how to ask for specific accommodations needed to succeed in school and the workplace. They also reported problems obtaining knowledge about their rights under laws like IDEA and the Americans with Disabilities Act (ADA) of 1990. * Parents interviewed in site visits reported problems helping their child navigate the transition process from high school into the adult world. * Teachers reported that in the area of IDEA youth transition, more than half rarely, if ever, coordinate referrals to adult service providers. * Three factors that may limit IDEA youth participation in federal transition services include (1) limitations in program capacity to serve the eligible population, (2) youth and family fears that employment income may jeopardize access to other public assistance and (3) a lack of awareness about the availability of the transition resources. * Dropout rates remained stable around the 30 per cent mark for IDEA students between 1997 to 2001 (the scope of the study). For education professionals, parents and students seeking an effective self-advocacy program for those with learning disabilities and/or ADHD, The Eaton Coull Learning Group's Transitions series offers an innovative and effective self-advocacy program, designed to inform, motivate and empower youth with learning differences to reach their full potential. To find out more about ECLG's programs, visit www.eclg.com or contact the ECLG client services team by phone at 1.800.933.4063 or by email: info@eclg.com To dowload the full GAO report in pdf format, visit: http://www.gao.gov/new.items/d03773.pdf
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