SUBTITLE A–GENERAL PROVISIONS

42 USC 15001 SEC. 101. FINDINGS, PURPOSES, AND POLICY.

(a) FINDINGS. -Congress finds that-

(1) disability is a natural part of the human experience that does not diminish the right of individuals with developmental disabilities to live independently, to exert control and choice over their own lives, and to fully participate in and contribute to their communities through full integration and inclusion in the economic, political, social, cultural, and educational mainstream of United States society;

(2) in 1999, there were between 3,200,000 and 4,500,000 individuals with developmental disabilities in the United States, and recent studies indicate that individuals with developmental disabilities comprise between 1.2 and 1.65 percent of the United States population;

(3) individuals whose disabilities occur during their developmental period frequently have severe disabilities that are likely to continue indefinitely;

(4) individuals with developmental disabilities often encounter discrimination in the provision of critical services, such as services in the areas of emphasis (as defined in section 102);

(5) individuals with developmental disabilities are at greater risk than the general population of abuse, neglect,

PUBLIC LAW 106-402-OCT. 30, 2000 114 STAT. 1679

financial and sexual exploitation, and the violation of their legal and human rights;

(6) a substantial portion of individuals with developmental disabilities and their families do not have access to appropriate support and services, including access to assistive technology, from generic and specialized service systems, and remain unserved or underserved;

(7) individuals with developmental disabilities often require lifelong community services, individualized supports, and other forms of assistance, that are most effective when provided in a coordinated manner;

(8) there is a need to ensure that services, supports, and other assistance are provided in a culturally competent manner, that ensures that individuals from racial and ethnic minority backgrounds are fully included in all activities provided under this title;

(9) family members, friends, and members of the community can play an important role in enhancing the lives of individuals with developmental disabilities, especially when the family members, friends, and community members are provided with the necessary community services, individualized supports, and other forms of assistance;

(10) current research indicates that 88 percent of individuals with developmental disabilities live with their families or in their own households;

(11) many service delivery systems and communities are not prepared to meet the impending needs of the 479,862 adults with developmental disabilities who are living at home with parents who are 60 years old or older and who serve as the primary caregivers of the adults;

(12) in almost every State, individuals with developmental disabilities are waiting for appropriate services in their communities, in the areas of emphasis;

(13) the public needs to be made more aware of the capabilities and competencies of individuals with developmental disabilities, particularly in cases in which the individuals are provided with necessary services, supports, and other assistance;

(14) as increasing numbers of individuals with developmental disabilities are living, learning, working, and participating in all aspects of community life, there is an increasing need for a well trained workforce that is able to provide the services, supports, and other forms of direct assistance required to enable the individuals to carry out those activities;

(15) there needs to be greater effort to recruit individuals from minority backgrounds into professions serving individuals with developmental disabilities and their families;

(16) the goals of the Nation properly include a goal of providing individuals with developmental disabilities with the information, skills, opportunities, and support to-

(A) make informed choices and decisions about their lives;

(B) live in homes and communities in which such individuals can exercise their full rights and responsibilities as citizens;

(C) pursue meaningful and productive lives;

(D) contribute to their families, communities, and States, and the Nation;

114 STAT. 1680 PUBLIC LAW 106-402-OCT. 30, 2000

(E) have interdependent friendships and relationships with other persons;

(F) live free of abuse, neglect, financial and sexual exploitation, and violations of their legal and human rights; and

(G) achieve full integration and inclusion in society, in an individualized manner, consistent with the unique strengths, resources, priorities, concerns, abilities, and capabilities of each individual; and

(17) as the Nation, States, and communities maintain and expand community living options for individuals with developmental disabilities, there is a need to evaluate the access to those options by individuals with developmental disabilities and the effects of those options on individuals with developmental disabilities.

(b) PURPOSE. -The purpose of this title is to assure that individuals with developmental disabilities and their families participate in the design of and have access to needed community services, individualized supports, and other forms of assistance that promote self-determination, independence, productivity, and integration and inclusion in all facets of community life, through culturally competent programs authorized under this title, including specifically-

(1) State Councils on Developmental Disabilities in each State to engage in advocacy, capacity building, and systemic change activities that-

(A) are consistent with the purpose described in this subsection and the policy described in subsection (c); and

(B) contribute to a coordinated, consumer- and family-centered, consumer- and family-directed, comprehensive system that includes needed community services, individualized supports, and other forms of assistance that promote self-determination for individuals with developmental disabilities and their families;

(2) protection and advocacy systems in each State to protect the legal and human rights of individuals with developmental disabilities;

(3) University Centers for Excellence in Developmental Disabilities Education, Research, and Service-

(A) to provide interdisciplinary pre-service preparation and continuing education of students and fellows, which may include the preparation and continuing education of leadership, direct service, clinical, or other personnel to strengthen and increase the capacity of States and communities to achieve the purpose of this title;

(B) to provide community services-

(i) that provide training and technical assistance for individuals with developmental disabilities, their families, professionals, paraprofessionals, policy-makers, students, and other members of the community; and

(ii) that may provide services, supports, and assistance for the persons described in clause (i) through demonstration and model activities;

(C) to conduct research, which may include basic or applied research, evaluation, and the analysis of public policy in areas that affect or could affect, either positively

PUBLIC LAW 106-402-OCT. 30, 2000 114 STAT. 1681

or negatively, individuals with developmental disabilities and their families; and

(D) to disseminate information related to activities undertaken to address the purpose of this title, especially dissemination of information that demonstrates that the network authorized under this subtitle is a national and international resource that includes specific substantive areas of expertise that may be accessed and applied in diverse settings and circumstances; and

(4) funding for-

(A) national initiatives to collect necessary data on issues that are directly or indirectly relevant to the lives of individuals with developmental disabilities;

(B) technical assistance to entities who engage in or intend to engage in activities consistent with the purpose described in this subsection or the policy described in sub-section (c); and

(C) other nationally significant activities.

(c) POLICY. -It is the policy of the United States that all pro-grams, projects, and activities receiving assistance under this title shall be carried out in a manner consistent with the principles that-

(1) individuals with developmental disabilities, including those with the most severe developmental disabilities, are capable of self-determination, independence, productivity, and integration and inclusion in all facets of community life, but often require the provision of community services, individualized supports, and other forms of assistance;

(2) individuals with developmental disabilities and their families have competencies, capabilities, and personal goals that should be recognized, supported, and encouraged, and any assistance to such individuals should be provided in an individualized manner, consistent with the unique strengths, resources, priorities, concerns, abilities, and capabilities of such individuals;

(3) individuals with developmental disabilities and their families are the primary decisionmakers regarding the services and supports such individuals and their families receive, including regarding choosing where the individuals live from available options, and play decisionmaking roles in policies and programs that affect the lives of such individuals and their families;

(4) services, supports, and other assistance should be pro-vided in a manner that demonstrates respect for individual dignity, personal preferences, and cultural differences;

(5) specific efforts must be made to ensure that individuals with developmental disabilities from racial and ethnic minority backgrounds and their families enjoy increased and meaningful opportunities to access and use community services, individualized supports, and other forms of assistance available to other individuals with developmental disabilities and their families;

(6) recruitment efforts in disciplines related to developmental disabilities relating to pre-service training, community training, practice, administration, and policymaking must focus on bringing larger numbers of racial and ethnic minorities

114 STAT. 1682 PUBLIC LAW 106-402-OCT. 30, 2000

into the disciplines in order to provide appropriate skills, knowledge, role models, and sufficient personnel to address the growing needs of an increasingly diverse population;

(7) with education and support, communities can be accessible to and responsive to the needs of individuals with developmental disabilities and their families and are enriched by full and active participation in community activities, and contributions, by individuals with developmental disabilities and their families;

(8) individuals with developmental disabilities have access to opportunities and the necessary support to be included in community life, have interdependent relationships, live in homes and communities, and make contributions to their families, communities, and States, and the Nation;

(9) efforts undertaken to maintain or expand community-based living options for individuals with disabilities should be monitored in order to determine and report to appropriate individuals and entities the extent of access by individuals with developmental disabilities to those options and the extent of compliance by entities providing those options with quality assurance standards;

(10) families of children with developmental disabilities need to have access to and use of safe and appropriate child care and before-school and after-school programs, in the most integrated settings, in order to enrich the participation of the children in community life;

(11) individuals with developmental disabilities need to have access to and use of public transportation, in order to be independent and directly contribute to and participate in all facets of community life; and

(12) individuals with developmental disabilities need to have access to and use of recreational, leisure, and social opportunities in the most integrated settings, in order to enrich their participation in community life.

42 USC 15002 SEC. 102. DEFINITIONS.

In this title:

(1) AMERICAN INDIAN CONSORTIUM. -The term ”American Indian Consortium” means any confederation of 2 or more recognized American Indian tribes, created through the official action of each participating tribe, that has a combined total resident population of 150,000 enrolled tribal members and a contiguous territory of Indian lands in 2 or more States.

(2) AREAS OF EMPHASIS. -The term ”areas of emphasis” means the areas related to quality assurance activities, education activities and early intervention activities, child care-related activities, health-related activities, employment-related activities, housing-related activities, transportation-related activities, recreation-related activities, and other services available or offered to individuals in a community, including formal and informal community supports, that affect their quality of life.

(3) ASSISTIVE TECHNOLOGY DEVICE. -The term ”assistive technology device” means any item, piece of equipment, or product system, whether acquired commercially, modified or customized, that is used to increase, maintain, or improve

PUBLIC LAW 106-402-OCT. 30, 2000 114 STAT. 1683

functional capabilities of individuals with developmental disabilities.

(4) ASSISTIVE TECHNOLOGY SERVICE. -The term ”assistive technology service” means any service that directly assists an individual with a developmental disability in the selection, acquisition, or use of an assistive technology device. Such term includes-

(A) conducting an evaluation of the needs of an individual with a developmental disability, including a functional evaluation of the individual in the individual’s customary environment;

(B) purchasing, leasing, or otherwise providing for the acquisition of an assistive technology device by an individual with a developmental disability;

(C) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing an assistive technology device;

(D) coordinating and using another therapy, intervention, or service with an assistive technology device, such as a therapy, intervention, or service associated with an education or rehabilitation plan or program;

(E) providing training or technical assistance for an individual with a developmental disability, or, where appropriate, a family member, guardian, advocate, or authorized representative of an individual with a developmental disability; and

(F) providing training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of, an individual with developmental disabilities.

(5) CENTER. -The term ”Center” means a University Center for Excellence in Developmental Disabilities Education, Research, and Service established under subtitle D.

(6) CHILD CARE-RELATED ACTIVITIES. -The term ”child care-related activities” means advocacy, capacity building, and systemic change activities that result in families of children with developmental disabilities having access to and use of child care services, including before-school, after-school, and out-of-school services, in their communities.

(7) CULTURALLY COMPETENT.-The term ”culturally competent”, used with respect to services, supports, or other assistance, means services, supports, or other assistance that is conducted or provided in a manner that is responsive to the beliefs, interpersonal styles, attitudes, language, and behaviors of individuals who are receiving the services, supports, or other assistance, and in a manner that has the greatest likelihood of ensuring their maximum participation in the program involved.

(8) DEVELOPMENTAL DISABILITY.-

(A) IN GENERAL. -The term ”developmental disability” means a severe, chronic disability of an individual that-

(i) is attributable to a mental or physical impairment or combination of mental and physical impairments;

114 STAT. 1684 PUBLIC LAW 106-402-OCT. 30, 2000

(ii) is manifested before the individual attains age 22;

(iii) is likely to continue indefinitely;

(iv) results in substantial functional limitations in 3 or more of the following areas of major life activity:
(I) Self-care.
(II) Receptive and expressive language.
(III) Learning.
(IV) Mobility.
(V) Self-direction.
(VI) Capacity for independent living.
(VII) Economic self-sufficiency; and

(v) reflects the individual’s need for a combination and sequence of special, interdisciplinary, or generic services, individualized supports, or other forms of assistance that are of lifelong or extended duration and are individually planned and coordinated.

(B) INFANTS AND YOUNG CHILDREN. -An individual from birth to age 9, inclusive, who has a substantial developmental delay or specific congenital or acquired condition, may be considered to have a developmental disability without meeting 3 or more of the criteria described in clauses (i) through (v) of subparagraph (A) if the individual, without services and supports, has a high probability of meeting those criteria later in life.

(9) EARLY INTERVENTION ACTIVITIES. -The term ”early intervention activities” means advocacy, capacity building, and systemic change activities provided to individuals described in paragraph (8)(B) and their families to enhance-

(A) the development of the individuals to maximize their potential; and

(B) the capacity of families to meet the special needs of the individuals.

(10) EDUCATION ACTIVITIES. -The term ”education activities” means advocacy, capacity building, and systemic change activities that result in individuals with developmental disabilities being able to access appropriate supports and modifications when necessary, to maximize their educational potential, to benefit from lifelong educational activities, and to be integrated and included in all facets of student life.

(11) EMPLOYMENT-RELATED ACTIVITIES. -The term ”employment- related activities” means advocacy, capacity building, and systemic change activities that result in individuals with developmental disabilities acquiring, retaining, or advancing in paid employment, including supported employment or self-employment, in integrated settings in a community.

(12) FAMILY SUPPORT SERVICES.-

(A) IN GENERAL. -The term ”family support services” means services, supports, and other assistance, provided to families with members who have developmental disabilities, that are designed to-

(i) strengthen the family’s role as primary caregiver;

(ii) prevent inappropriate out-of-the-home placement of the members and maintain family unity; and

(iii) reunite families with members who have been placed out of the home whenever possible.

PUBLIC LAW 106-402-OCT. 30, 2000 114 STAT. 1685

(B) SPECIFIC SERVICES. -Such term includes respite care, provision of rehabilitation technology and assistive technology, personal assistance services, parent training and counseling, support for families headed by aging caregivers, vehicular and home modifications, and assistance with extraordinary expenses, associated with the needs of individuals with developmental disabilities.

(13) HEALTH-RELATED ACTIVITIES. -The term ”health-related activities” means advocacy, capacity building, and systemic change activities that result in individuals with developmental disabilities having access to and use of coordinated health, dental, mental health, and other human and social services, including prevention activities, in their communities.

(14) HOUSING-RELATED ACTIVITIES. -The term ”housing-related activities” means advocacy, capacity building, and systemic change activities that result in individuals with developmental disabilities having access to and use of housing and housing supports and services in their communities, including assistance related to renting, owning, or modifying an apartment or home.

(15) INCLUSION. -The term ”inclusion”, used with respect to individuals with developmental disabilities, means the acceptance and encouragement of the presence and participation of individuals with developmental disabilities, by individuals without disabilities, in social, educational, work, and community activities, that enables individuals with developmental disabilities to-

(A) have friendships and relationships with individuals and families of their own choice;

(B) live in homes close to community resources, with regular contact with individuals without disabilities in their communities;

(C) enjoy full access to and active participation in the same community activities and types of employment as individuals without disabilities; and

(D) take full advantage of their integration into the same community resources as individuals without disabilities, living, learning, working, and enjoying life in regular contact with individuals without disabilities.

(16) INDIVIDUALIZED SUPPORTS. -The term ”individualized supports” means supports that-

(A) enable an individual with a developmental disability to exercise self-determination, be independent, be productive, and be integrated and included in all facets of community life;

(B) are designed to-

(i) enable such individual to control such individual’s environment, permitting the most independent life possible;

(ii) prevent placement into a more restrictive living arrangement than is necessary; and

(iii) enable such individual to live, learn, work, and enjoy life in the community; and

(C) include-
(i) early intervention services;
(ii) respite care;
(iii) personal assistance services;

114 STAT. 1686 PUBLIC LAW 106-402-OCT. 30, 2000

(iv) family support services;
(v) supported employment services;
(vi) support services for families headed by aging caregivers of individuals with developmental disabilities; and
(vii) provision of rehabilitation technology and assistive technology, and assistive technology services.
(17) INTEGRATION. -The term ”integration”, used with respect to individuals with developmental disabilities, means exercising the equal right of individuals with developmental disabilities to access and use the same community resources as are used by and available to other individuals.

(18) NOT-FOR-PROFIT. -The term ”not-for-profit”, used with respect to an agency, institution, or organization, means an agency, institution, or organization that is owned or operated by 1 or more corporations or associations, no part of the net earnings of which inures, or may lawfully inure, to the benefit of any private shareholder or individual.

(19) PERSONAL ASSISTANCE SERVICES. -The term ”personal assistance services” means a range of services, provided by 1 or more individuals, designed to assist an individual with a disability to perform daily activities, including activities on or off a job that such individual would typically perform if such individual did not have a disability. Such services shall be designed to increase such individual’s control in life and ability to perform everyday activities, including activities on or off a job.

(20) PREVENTION ACTIVITIES. -The term ”prevention activities” means activities that address the causes of developmental disabilities and the exacerbation of functional limitation, such as activities that-

(A) eliminate or reduce the factors that cause or pre-dispose individuals to developmental disabilities or that increase the prevalence of developmental disabilities;

(B) increase the early identification of problems to eliminate circumstances that create or increase functional limitations; and

(C) mitigate against the effects of developmental disabilities throughout the lifespan of an individual.

(21) PRODUCTIVITY. -The term ”productivity” means-

(A) engagement in income-producing work that is measured by increased income, improved employment status, or job advancement; or

(B) engagement in work that contributes to a household or community.

(22) PROTECTION AND ADVOCACY SYSTEM. -The term ”protection and advocacy system” means a protection and advocacy system established in accordance with section 143.

(23) QUALITY ASSURANCE ACTIVITIES. -The term ”quality assurance activities” means advocacy, capacity building, and systemic change activities that result in improved consumer and family-centered quality assurance and that result in systems of quality assurance and consumer protection that-

(A) include monitoring of services, supports, and assistance provided to an individual with developmental disabilities that ensures that the individual-

PUBLIC LAW 106-402-OCT. 30, 2000 114 STAT. 1687

(i) will not experience abuse, neglect, sexual or financial exploitation, or violation of legal or human rights; and

(ii) will not be subject to the inappropriate use of restraints or seclusion;

(B) include training in leadership, self-advocacy, and self-determination for individuals with developmental disabilities, their families, and their guardians to ensure that those individuals-

(i) will not experience abuse, neglect, sexual or financial exploitation, or violation of legal or human rights; and

(ii) will not be subject to the inappropriate use of restraints or seclusion; or

(C) include activities related to interagency coordination and systems integration that result in improved and enhanced services, supports, and other assistance that contribute to and protect the self-determination, independence, productivity, and integration and inclusion in all facets of community life, of individuals with developmental disabilities.

(24) RECREATION-RELATED ACTIVITIES. -The term ”recreation- related activities” means advocacy, capacity building, and systemic change activities that result in individuals with developmental disabilities having access to and use of recreational, leisure, and social activities, in their communities.

(25) REHABILITATION TECHNOLOGY. -The term ”rehabilitation technology” means the systematic application of technologies, engineering methodologies, or scientific principles to meet the needs of, and address the barriers confronted by, individuals with developmental disabilities in areas that include education, rehabilitation, employment, transportation, independent living, and recreation. Such term includes rehabilitation engineering, and the provision of assistive technology devices and assistive technology services.

(26) SECRETARY. -The term ”Secretary” means the Secretary of Health and Human Services.

(27) SELF-DETERMINATION ACTIVITIES. -The term ”self-determination activities” means activities that result in individuals with developmental disabilities, with appropriate assistance, having-

(A) the ability and opportunity to communicate and make personal decisions;

(B) the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individuals receive;

(C) the authority to control resources to obtain needed services, supports, and other assistance;

(D) opportunities to participate in, and contribute to, their communities; and

(E) support, including financial support, to advocate for themselves and others, to develop leadership skills, through training in self-advocacy, to participate in coalitions, to educate policymakers, and to play a role in the development of public policies that affect individuals with developmental disabilities.

114 STAT. 1688 PUBLIC LAW 106-402-OCT. 30, 2000

(28) STATE. -The term ”State”, except as otherwise pro-vided, includes, in addition to each of the several States of the United States, the District of Columbia, the Commonwealth of Puerto Rico, the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands.

(29) STATE COUNCIL ON DEVELOPMENTAL DISABILITIES. – The term ”State Council on Developmental Disabilities” means a Council established under section 125.

(30) SUPPORTED EMPLOYMENT SERVICES. -The term ”sup-ported employment services” means services that enable individuals with developmental disabilities to perform competitive work in integrated work settings, in the case of individuals with developmental disabilities-

(A)(i) for whom competitive employment has not traditionally occurred; or

(ii) for whom competitive employment has been interrupted or intermittent as a result of significant disabilities; and

(B) who, because of the nature and severity of their disabilities, need intensive supported employment services or extended services in order to perform such work.

(31) TRANSPORTATION-RELATED ACTIVITIES. -The term ”transportation-related activities” means advocacy, capacity building, and systemic change activities that result in individuals with developmental disabilities having access to and use of transportation.

(32) UNSERVED AND UNDERSERVED. -The term ”unserved and underserved” includes populations such as individuals from racial and ethnic minority backgrounds, disadvantaged individuals, individuals with limited English proficiency, individuals from underserved geographic areas (rural or urban), and specific groups of individuals within the population of individuals with developmental disabilities, including individuals who require assistive technology in order to participate in and contribute to community life.

42 USC 15003 SEC. 103. RECORDS AND AUDITS.

(a) RECORDS. -Each recipient of assistance under this title shall keep such records as the Secretary shall prescribe, including-

(1) records that fully disclose-

(A) the amount and disposition by such recipient of the assistance;

(B) the total cost of the project or undertaking in connection with which such assistance is given or used; and

(C) the amount of that portion of the cost of the project or undertaking that is supplied by other sources; and

(2) such other records as will facilitate an effective audit.

(b) ACCESS. -The Secretary and the Comptroller General of the United States, or any of their duly authorized representatives, shall have access for the purpose of audit and examination to any books, documents, papers, and records of the recipients of assistance under this title that are pertinent to such assistance.

42 USC 15004 SEC. 104. RESPONSIBILITIES OF THE SECRETARY.

(a) PROGRAM ACCOUNTABILITY.-

PUBLIC LAW 106-402-OCT. 30, 2000 114 STAT. 1689

(1) IN GENERAL. -In order to monitor entities that received funds under this Act to carry out activities under subtitles B, C, and D and determine the extent to which the entities have been responsive to the purpose of this title and have taken actions consistent with the policy described in section 101(c), the Secretary shall develop and implement an accountability process as described in this subsection, with respect to activities conducted after October 1, 2001.

(2) AREAS OF EMPHASIS. -The Secretary shall develop a process for identifying and reporting (pursuant to section 105) on progress achieved through advocacy, capacity building, and systemic change activities, undertaken by the entities described in paragraph (1), that resulted in individuals with developmental disabilities and their families participating in the design of and having access to needed community services, individualized supports, and other forms of assistance that promote self-determination, independence, productivity, and integration and inclusion in all facets of community life. Specifically, the Secretary shall develop a process for identifying and reporting on progress achieved, through advocacy, capacity building, and systemic change activities, by the entities in the areas of emphasis.

(3) INDICATORS OF PROGRESS.-

(A) IN GENERAL. -In identifying progress made by the entities described in paragraph (1) in the areas of emphasis, the Secretary, in consultation with the Commissioner of the Administration on Developmental Disabilities and the entities, shall develop indicators for each area of emphasis.

(B) PROPOSED INDICATORS. -Not later than 180 days Deadline after the date of enactment of this Act, the Secretary shall Federal Register, develop and publish in the Federal Register for public publication. comment proposed indicators of progress for monitoring how entities described in paragraph (1) have addressed the areas of emphasis described in paragraph (2) in a manner that is responsive to the purpose of this title and consistent with the policy described in section 101(c).

(C) FINAL INDICATORS. – Not later than October 1, 2001, Deadline the Secretary shall revise the proposed indicators of Federal Register, progress, to the extent necessary based on public comment, publication and publish final indicators of progress in the Federal Register.

(D) SPECIFIC MEASURES. -At a minimum, the indicators of progress shall be used to describe and measure-

(i) the satisfaction of individuals with developmental disabilities with the advocacy, capacity building, and systemic change activities provided under subtitles B, C, and D;

(ii) the extent to which the advocacy, capacity building, and systemic change activities provided through subtitles B, C, and D result in improvements in-

(I) the ability of individuals with developmental disabilities to make choices and exert control over the type, intensity, and timing of services, supports, and assistance that the individuals have used;

114 STAT. 1690 PUBLIC LAW 106-402-OCT. 30, 2000

(II) the ability of individuals with developmental disabilities to participate in the full range of community life with persons of the individuals’ choice; and

(III) the ability of individuals with develop-mental disabilities to access services, supports, and assistance in a manner that ensures that such an individual is free from abuse, neglect, sexual and financial exploitation, violation of legal and human rights, and the inappropriate use of restraints and seclusion; and

(iii) the extent to which the entities described in paragraph (1) collaborate with each other to achieve the purpose of this title and the policy described in section 101(c).

(4) TIME LINE FOR COMPLIANCE WITH INDICATORS OF PROGRESS. -The Secretary shall require entities described in paragraph (1) to meet the indicators of progress described in paragraph (3). For fiscal year 2002 and each year thereafter, the Secretary shall apply the indicators in monitoring entities described in paragraph (1), with respect to activities conducted after October 1, 2001.

Deadline (b) Time Line For Regulations.-Except as otherwise

expressly provided in this title, the Secretary, not later than 1 year after the date of enactment of this Act, shall promulgate such regulations as may be required for the implementation of this title.

(c) INTERAGENCY COMMITTEE.-

(1) IN GENERAL. -The Secretary shall maintain the inter-agency committee authorized in section 108 of the Develop-mental Disabilities Assistance and Bill of Rights Act (42 U.S.C. 6007) as in effect on the day before the date of enactment of this Act, except as otherwise provided in this subsection.

(2) COMPOSITION. -The interagency committee shall be composed of representatives of-

(A) the Administration on Developmental Disabilities, the Administration on Children, Youth, and Families, the Administration on Aging, and the Health Resources and Services Administration, of the Department of Health and Human Services; and

(B) such other Federal departments and agencies as the Secretary of Health and Human Services considers to be appropriate.

(3) DUTIES. -Such interagency committee shall meet regularly to coordinate and plan activities conducted by Federal departments and agencies for individuals with developmental disabilities.

(4) MEETINGS. -Each meeting of the interagency committee (except for any meetings of any subcommittees of the com Federal Register, mittee)shall be open to the public. Notice of each meeting,

publication. and a statement of the agenda for the meeting, shall be pub-

Deadline. lished in the Federal Register not later than 14 days before

the date on which the meeting is to occur.

42 USC 15005 SEC. 105. REPORTS OF THE SECRETARY.

At least once every 2 years, the Secretary, using information submitted in the reports and information required under subtitles B, C, D, and E, shall prepare and submit to the President, Congress, and the National Council on Disability, a report that describes the goals and outcomes of programs supported under subtitles B, C, D, and E. In preparing the report, the Secretary shall provide-

(1) meaningful examples of how the councils, protection and advocacy systems, centers, and entities funded under subtitles

PUBLIC LAW 106-402-OCT. 30, 2000 114 STAT. 1691

B, C, D, and E, respectively-

(A) have undertaken coordinated activities with each other;

(B) have enhanced the ability of individuals with developmental disabilities and their families to participate in the design of and have access to needed community services, individualized supports, and other forms of assistance that promote self-determination, independence, productivity, and integration and inclusion in all facets of community life;

(C) have brought about advocacy, capacity building, and systemic change activities (including policy reform), and other actions on behalf of individuals with developmental disabilities and their families, including individuals who are traditionally unserved or underserved, particularly individuals who are members of ethnic and racial minority groups and individuals from underserved geographic areas; and

(D) have brought about advocacy, capacity building, and systemic change activities that affect individuals with disabilities other than individuals with developmental disabilities;

(2) information on the extent to which programs authorized under this title have addressed-

(A) protecting individuals with developmental disabilities from abuse, neglect, sexual and financial exploitation, and violations of legal and human rights, so that those individuals are at no greater risk of harm than other persons in the general population; and

(B) reports of deaths of and serious injuries to individuals with developmental disabilities; and

(3) a summary of any incidents of noncompliance of the programs authorized under this title with the provisions of this title, and corrections made or actions taken to obtain compliance.

42 USC 15006 SEC. 106. STATE CONTROL OF OPERATIONS.

Except as otherwise specifically provided, nothing in this title shall be construed as conferring on any Federal officer or employee the right to exercise any supervision or control over the administration, personnel, maintenance, or operation of any programs, services, and supports for individuals with developmental disabilities with respect to which any funds have been or may be expended under this title.

42 USC 15007 SEC. 107. EMPLOYMENT OF INDIVIDUALS WITH DISABILITIES.

As a condition of providing assistance under this title, the Secretary shall require that each recipient of such assistance take affirmative action to employ and advance in employment qualified individuals with disabilities on the same terms and conditions required with respect to the employment of such individuals under the provisions of title V of the Rehabilitation Act of 1973 (29

114 STAT. 1692 PUBLIC LAW 106-402-OCT. 30, 2000

U.S.C. 791 et seq.) and the Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.), that govern employment.

42 USC 15008 SEC. 108. CONSTRUCTION.

Nothing in this title shall be construed to preclude an entity funded under this title from engaging in advocacy, capacity building, and systemic change activities for individuals with developmental disabilities that may also have a positive impact on individuals with other disabilities.

42 USC 15009 SEC. 109. RIGHTS OF INDIVIDUALS WITH DEVELOPMENT DISABILITIES.

(a) IN GENERAL. -Congress makes the following findings respecting the rights of individuals with developmental disabilities:

(1) Individuals with developmental disabilities have a right to appropriate treatment, services, and habilitation for such disabilities, consistent with section 101(c).

(2) The treatment, services, and habitation for an individual with developmental disabilities should be designed to maximize the potential of the individual and should be provided in the setting that is least restrictive of the individual’s personal liberty.

(3) The Federal Government and the States both have an obligation to ensure that public funds are provided only to institutional programs, residential programs, and other community programs, including educational programs in which individuals with developmental disabilities participate, that-

(A) provide treatment, services, and habilitation that are appropriate to the needs of such individuals; and

(B) meet minimum standards relating to-

(i) provision of care that is free of abuse, neglect, sexual and financial exploitation, and violations of legal and human rights and that subjects individuals with developmental disabilities to no greater risk of harm than others in the general population;

(ii) provision to such individuals of appropriate and sufficient medical and dental services;

(iii) prohibition of the use of physical restraint and seclusion for such an individual unless absolutely necessary to ensure the immediate physical safety of the individual or others, and prohibition of the use of such restraint and seclusion as a punishment or as a substitute for a habilitation program;

(iv) prohibition of the excessive use of chemical restraints on such individuals and the use of such restraints as punishment or as a substitute for a habilitation program or in quantities that interfere with services, treatment, or habilitation for such individuals; and

(v) provision for close relatives or guardians of such individuals to visit the individuals without priornotice.

(4) All programs for individuals with developmental disabilities should meet standards-

(A) that are designed to assure the most favorable possible outcome for those served; and

(B)(i) in the case of residential programs serving individuals in need of comprehensive health-related,

PUBLIC LAW 106-402-OCT. 30, 2000 114 STAT. 1693

habilitative, assistive technology or rehabilitative services, that are at least equivalent to those standards applicable to intermediate care facilities for the mentally retarded, promulgated in regulations of the Secretary on June 3, 1988, as appropriate, taking into account the size of the institutions and the service delivery arrangements of the facilities of the programs;

(ii) in the case of other residential programs for individuals with developmental disabilities, that assure that-

(I) care is appropriate to the needs of the individuals being served by such programs;

(II) the individuals admitted to facilities of such programs are individuals whose needs can be met through services provided by such facilities; and

(III) the facilities of such programs provide for the humane care of the residents of the facilities, are sanitary, and protect their rights; and

(iii) in the case of nonresidential programs, that assure that the care provided by such programs is appropriate to the individuals served by the programs.

(b) CLARIFICATION. -The rights of individuals with developmental disabilities described in findings made in this section shall be considered to be in addition to any constitutional or other rights otherwise afforded to all individuals.

From Heath RESOURCE CENTER 

TOPIC: Awareness of Postsecondary Options

 TITLE: Knowing Your Options: What to do and Where to go

MODULE GOALS: To provide students with an overview of the different educational and training options available after high school.

 OBJECTIVES:

1. To identify various postsecondary options

2. To describe the range of options available

3. To describe the advantages of each option

4. To explain the importance of planning and preparing for postsecondary options

INTRODUCTION:

Completing high school is a big accomplishment and figuring out what to do after high school is often a challenging task. This may be the first time that you are required to make such major decisions regarding your own life. Hopefully, you have started thinking about different career or educational choices and are ready to begin exploring your options. Whether or not you have any idea of kinds of careers that are the best match for you, you probably have a lot of questions. This module is designed to answer your questions about educational and training options available after high school. By gaining a better understanding of possible next steps, it will become easier to make decisions about your future.

 KEY QUESTIONS:

 Several questions are important when thinking about college.

These are:

1. If I want to go to college, what are my options?

2. What are the advantages of each of these options?

3. Do I have to attend college right after I graduate from high school?

4. Do I have to go to college in order to make a lot of money?

5. Do I have to have a high school diploma to attend college?

6. Do I have to have a lot of money to go college?

7. Are there specific college programs for students with disabilities?

8. If I don’t want to go to college, what are my options?

9. What are job training, career, vocational, or technical programs?

10. What are apprenticeships?

11. What are community service programs such as Americorps and City Year? Are they work or educational programs?

12. Can I join the military right after high school?

13. How do I learn more about all of these options?

14. What are the benefits of entering the workforce after high school?

15. How do I decide which option is best for me?

16. When do I have to decide what I want to do after high school?

17. What programs are available for students who earn a special education certificate?

18. What programs are available if I am not sure about my career interests?

19. Will I have an IEP in my postsecondary program?

If I want to go to college, what are my options?

Depending on your career path and educational needs, there are many different college options. All colleges offer some type of disability support, but it varies greatly. It is important to take your personal needs and wants into consideration and to investigate the levels of available support in each college setting. The following are some of the most common college options:

• Four Year colleges or universities are educational institutions where you can earn a Bachelor of Arts (BA) or Bachelor of Science (BS) degree. You can attend a public or private institution and each college offers different majors and fields of studies. Depending on the college, you can study almost anything ranging from psychology to business to health or technical sciences. The admissions criteria varies for each school and some are extremely competitive. College is a rewarding experience, but it is important to remember that being a college student requires a lot of self-discipline and personal responsibility. It is also important to note that although we are referring to these schools as four year colleges, many students take four and a half to five years to complete their bachelor’s degrees.

• Two year colleges are schools that offer associate’s degrees, either Associate of Arts (AA) or Associate of Science (AS) degrees. There are public and private options and the admissions process is generally simpler than that of a four-year school. An Associate’s degree is a minimum requirement for some jobs and can prepare you for a career in two years. After two years, many students decide to continue with their studies and transfer to a four year college to earn a bachelor’s degree. Depending on the number of credits that transfer and your school’s requirements you may able to complete your bachelor’s degree in another two years. Public community colleges usually do not provide housing in dormitories, but they are widely accessible and often the cheapest option. Private junior colleges are similar to four-year colleges, but only award Associate’s degrees. Associate’s degrees are also available in a number of academic fields including accounting, business administration, criminal justice, and technical theater.

• Continuing or adult education classes are available at most community colleges and some four-year colleges and universities. These courses or programs often have minimal pre-requisites (e.g. high school diploma or placement tests) and are offered in a variety of fields. Classes and certificate programs require registration and payment of registration fees. Some certificate programs at local community colleges include classes in fields such as marketing, health sciences, food management and technology.

What are the advantages of each of these options

 College gives you the opportunity to earn a bachelor’s or associate’s degree and can lead to more earning potential. College is also an opportunity to explore different fields of study to help you to figure out what you are good at doing and what you enjoy.

 Each school offers its own academic program. It may be possible to focus on your area of interest at a variety of college settings and it is up to you to decide on the type of degree program and setting you would prefer. For example, if you are interested in Health Sciences, there are many programs from which you can choose. You can choose to get a BS degree from a 4 year college or university in fields such as Nursing, Health Information Systems, Health Education, or Exercise Science. Another choice could be to get an Associate of Applied Science (AAS) degree in any of these areas. If you are looking for a shorter or less intense program, you could get a certificate in CPR, Basic First Aid or as a Nursing Assistant.

 With college, often comes a greater sense of responsibility and independence. Whether you continue to live at home, in a dormitory, or an apartment, you will have more freedom with the classes you take and more decisions to make regarding how to spend your free time and accomplish all of your work.

 Do I have to attend college right after I graduate from high school?

 No. College programs are open to adults of all ages and sometimes even to high school students. In a typical four-year college setting the majority of students are recent high school graduates; however, at many two-year colleges many of the students are older. Lots of adults choose to work after high school and enroll in college later in life. Many adults also take college classes throughout their lives.

 Do I have to go to college in order to make a lot of money?

 No. Often the higher degree that you obtain, the more money you will earn. Many jobs that pay well do require additional training beyond high school, but they do not necessarily require a bachelor’s or associate’s degree. When determining salary, a more telling factor is usually your field of work. Although money is important, you need to remember that you will be working for most of your life and you want to find a job that you enjoy.

 Do I have to have a high school diploma to attend college?

 Most degree bearing programs including 2 year associates degrees and 4 year bachelor’s degrees require a high school diploma or General Education Diploma (GED ) for enrollment. However, there are many certificate or life skills programs located on college campuses that do not require a high school diploma or GED.

 Do I have to have a lot of money to go college?

 No. College is an expensive option, but earning a degree will increase your earning potential in the future. Most students do not have enough money to pay for college and there are many opportunities for financial aid including support from vocational rehabilitation services, loans, grants, and scholarships.

 Are there specific college programs for students with disabilities?

 Yes. Colleges have various levels of support for individuals with disabilities. The most common support is through academic accommodations and tutoring through the school’s office of disability support services. It is up to the student to self-identify and to approach the disability support services offices and work with counselors to obtain the needed accommodations. Some schools offer specific academic or life skills programs to meet the needs of individuals with disabilities. These programs also vary in their level of support and are available for students with various disabilities including learning disabilities and intellectual disabilities. For example, Landmark College is a school designed for students with learning disabilities and AD/HD. Therefore, you must have a learning disability in order to attend this school. Other schools, such as Montgomery College offer a specific program, such as College Access Program (CAP) that is also designed only for students with learning disabilities. However, this program is on a community college campus and helps students to develop language skills in order to then complete an associate’s degree at Montgomery College or to transfer to a 4-year college or university.

If I don’t want to go to college, what are my options?

 College is not the best choice for everyone. Besides college, there are many other training programs available or the opportunity to get a job. You can attend career/ vocational/ technical training programs, enter the workforce or participate in community service programs.

 What are job training, career, vocational, or technical programs?

 Many students have a strong interest in a particular occupation and want to start working as soon as possible. In these situations, job training programs which can last anywhere from a few weeks to a couple of years are great options. Programs provide training for a variety of careers ranging from cosmetology to computer technicians to veterinary assistants to culinary arts. When looking into specific schools and programs it is important to verify the school’s certification and accreditation. It is also important to consider the financial costs and if any types of disability support will be available.

 What are apprenticeships?

 Apprenticeships are opportunities to experience on the job training while also attending school and getting paid. These intensive programs are often focused on training individuals for careers as electricians, plumbers, painters, brick layers, auto mechanics, welders and other hands-on skills based jobs. The qualifications for these programs vary, but typically, you must be 18 years old, in good physical shape, have a high school diploma or GED and take a placement test. The apprenticeship programs are often 1 to 4 years in length and involve working full time with an experienced journeyman while attending classes. From the beginning of the program you are getting paid a training salary and receiving benefits. The application deadlines vary depending on the trade and program. These programs are quite intensive and it is necessary to be aware of all of the physical and academic requirements and the availability of accommodations.

 What are community service programs such as Americorps and City Year? Are they work or educational programs?

 For some students who are undecided about the next step or who already have an interest in serving their community, community service programs provide unique learning opportunity. It is important to note that these are not programs for people who cannot attend college or cannot work. You will be working full time and learning a lot of new skills. Americorps http://www.americorps.org/ has various programs where you can work with community organizations. In order to apply to the State and National programs you must be at least 17 years of age and the NCCC program you must be between the ages 18-24. The applications are similar to college applications and most programs last between 9-12 months. City Year is another Americorps program that has sites in 16 cities in the United States and one in South Africa. Corps members, ages 17-24, work together for 10 months to develop and support community projects. Participants are paid a monthly stipend and receive an educational award at the completion of the program. To find additional programs, you can contact national or international service organizations in your field of interest such as the Red Cross or Habitat for Humanity to see if they have any long term community service programs.

 Can I join the military right after high school?

 Yes. The minimal age for enlisting in the military is 17. However, there are also other requirements including a diploma or GED, physical requirements and placement tests. You may enlist in one of the branches of the military immediately after high school and there are also opportunities to join the military through college programs and after college as an officer. It is important to note that uniformed personnel branches of the military are not covered by Section 504 of the Rehabilitation Act or the Americans with Disabilities Act (ADA), which guarantee rights and reasonable accommodations for individuals with disabilities. The United States Military’s branches include the Army, Navy, Air Force, Coast Guard, Marines, and the National Guard. To learn more about military options, contact a local recruiting office.

 How do I learn more about all of these options?

 A great place to begin is by talking with your guidance counselor, transition coordinator or visiting your school’s career center. They can often direct you to local resources and assist you in the search process. The internet is also great resource; however, you need to be careful to find reliable and resourceful websites. For helpful post-secondary websites, check out the list of Internet resources at the end of this section. Local and school libraries are also full of career information and access to free Internet services.

 What are the benefits of entering the workforce after high school?

 The immediate benefits that come to mind are the opportunities to start earning money and gaining work experience. After attending school for at least 13 years, many students want to get out in the ‘real world’ and make money. While it is nice to be making money, it is important to remember that additional training is often required to earn more money.

 How do I decide which option is best for me?

This is a challenging personal question that most of us struggle with at some point. Deciding what to do and what career path to pursue is difficult for many individuals. There are a number of people who know what they want to do and what they are going to do to get there. For the rest of us, deciding on which program to attend or what job to choose involves lots of self-exploration, as well as taking the time to research and try various careers and programs. Through volunteer, work, and educational experiences you can gain more knowledge about your interests and aptitudes.

 When do I have to decide what I want to do after high school?

 It is never too early to start planning. On that same note, don’t worry if you still haven’t decided what you want to do when you grow up, most adults are still figuring that out. Decision making is an ongoing and challenging process. Often the process of deciding what to do after high school depends on your own personal interests. Many students develop their academic and leisure interests throughout their elementary and secondary years and by 10th grade are starting to think about post-high school options. It is important to start this process early as possible in order to ensure that you are taking the appropriate courses to meet requirements for future school or work.

 What programs are available for students who earn a special education certificate?

 Work, community service programs, job training and college programs can all be options for students who earn a high school certificate. Each job or educational program has its own requirements that may or may not include a diploma. It is important to be aware of your own strengths and needs and to be able to identify how you could be successful at particular job or program. Although degree-bearing programs at colleges may require a high school diploma, you can still take classes at colleges. You need to be aware of the various types of supports and accommodations that are available at different schools and work environments.

 What programs are available if I am not sure about my career interests?

 Although it is helpful to have an idea of what you want to do when you are older, many high school graduates are unsure. Colleges and other educational institutions give you the opportunity to study different fields and entering the workforce allows you to develop some idea of where and what you want to do. The option of doing some type of community service or training program allows you to increase your skills and gain experience while doing meaningful work. The most important thing is to continue to gain work experiences and explore possible vocations.

 Will I have an IEP in my postsecondary program?

 No, your IEP does not go with you after high school. Hopefully, you have been an active member of your IEP team throughout your high school career and have learned how to set personal goals and understand your strengths and needs. Although you will no longer have an IEP, it is important to have documentation of your disability and a good understanding of your needs and accommodations. The documentation should include your summary of performance report and must include up-to-date diagnostic evaluations that will be used to document your disability. If you are entering a post-secondary educational institution, it should have an office designed to help you get your accommodations. It will be YOUR responsibility to disclose your disability and speak up for yourself. The workplace presents additional challenges, but legally you have the right to reasonable accommodations and once again it will be YOUR responsibility to talk with your employer and know what you need.

 REVIEW OF TOPICS:

 Four-Year College or University

• Description: A public or private educational institution where you can earn a bachelors degree. These schools vary in size, admissions criteria, academic standards, course offerings, student population, location, and cost. In most colleges or university programs, you are expected to sample a variety of courses during the first two years and then focus on your major in the last two years. Requirements for graduation differ, although most colleges require a certain number of credits in English and foreign languages.

• Advantages:

1. Opportunity to study a wide range of subjects

2. Disability Support Services (DSS) offices available

3. Earn a Bachelor’s degree

4. Live away from home

Where to find additional information

• 1. College Board: http://www.collegeboard.org

  2. College.gov: http://www.college.gov/

Public Community College

• Description: Publicly funded community colleges can be found in most locations within a reasonable commuting distance. These schools have open admissions policies; however, most do require that students taking courses for credit have a high school diploma or GED. Placement tests are often required for admissions into credit bearing classes. Community colleges offer liberal arts subjects as well as training in specific occupations such as hotel management, auto mechanics, marketing, computer programming, or dental assisting.

•   Advantages:

1. Ability to live at home while adjusting to college classes

2. Simpler admissions requirements (High School Diploma or GED, Registration, Placement Test)

3. Opportunity to sample college classes

4. A chance to build a better academic record

5. Lower tuition and other costs than at a typical four-year college

• Where to find additional information: 

  1. American Association of Community Colleges (http://www.aacc.nche.edu/)

  2. Community Colleges in the USA ( http://www.communitycollegeusa.com/)

Private Junior College

• Description: Most private junior colleges are small residential schools that prepare students for transfer to four-year liberal arts college. Some offer occupational training. Upon completion of the two-year program, an Associate of Arts (AA) degree is awarded.

• Advantages:

1. An opportunity to live away from home in a supportive environment

2. Small classes with opportunities to improve academic skills

3. Easier entrance requirements than a typical four-year college or university

• Where to find additional information: http://www.petersons.com/ugchannel 

  Continuing Education Classes

• Description: Most community colleges and many four-year colleges and universities offer classes through their continuing education departments. In most cases, a student does not have to be admitted to the college, but can take these courses just by signing up and paying the course fee. Some courses are academic in nature (like typical college courses), some are taken for continuing education credit to retain certification in a field (e.g. refresher courses for automotive technicians), and some classes are taken to pursue leisure and personal interest activities (e.g. scuba diving).

•   Advantages:No admissions requirements

1. Provides a way to explore subject areas

2. Opportunity to build academic study skills without worrying about grades

3. Allows students to experience and explore college as an option

• Where to find additional information: Search university and community college websites for continuing education, adult education, or non-credit classes.

 Life Skills Training Programs

 Description: Programs designed specifically for young people who need assistance in learning skills for independence. These programs are provided in a residential setting and often offer training in life skills, workplace literacy, social skills development, vocational and career exploration and training, time management, banking and budgeting. Some of these programs are available on college campuses and students participate in university life.

• Advantages:

1. Learn necessary daily living skills

2. Practice independent living

3. Be part of a college or university

• Where to find additional information: http://www.thinkcollege.net 

Apprenticeships

• Description: One to four year work and educational program that teach students the skills of a specific trade. Apprenticeship programs combine on-the-job training with classroom instruction. Apprenticeships are common to industries such as construction, manufacturing, health care, and information technology.

• Advantages:

1. Begin working immediately

2. Receive training on the job and take classes

3. Earn money and benefits when you work

4. Learn skills that will make you employable anywhere

• Where to find additional information: Department of Labor site with links to find specific apprenticeship programs  

1. 1. http://www.doleta.gov/OA/fndprgm.cfm

   2. http://www.careervoyages.gov/apprenticeship-main.cfm

Career, Vocational, or Technical Education

 Description: Professional training that leads to a marketable skill and a job future. Programs are offered in public and private institutions including community colleges, vocational technical centers, trade and business schools. These institutions teach skills in hundreds of occupational areas including agriculture, health, business, law enforcement, industry and marketing. Programs vary in length and students may earn either a certificate or an associate’s degree.

• Advantages:

1. Minimal admissions requirement (high school graduation may or may not be required)

2. All classes relate to skills needed for jobs in a particular occupational area

3. Learn marketable skills

• Where to find additional information: U.S. Department of Education-
  http://www.ed.gov/students/prep/college/consumerinfo/finding.html

 Job Corps

 Description: A residential job training program that works with youth ages 16-24 to learn academic and vocational skills. Students must meet age and income requirements and complete an application. Training can last anywhere from a few months to a couple of years. While at Job Corps, students receive a daily living stipend and receive room and board. Job Corps trains students in a variety of occupations including auto mechanics, pharmacy technicians, construction, etc.

• Advantages:

1. Vocational, academic and social skills training

2. Room, board and stipend

3. Job/ college support after leaving Job Corps

• Where to find additional information: http://jobcorps.dol.gov/- Website has links to local centers

 City Year and Americorps

• Description: City Year is an opportunity to participate in a year long service program. Participants work on teams with other youth ages 17-24 in cities throughout the United States. Working full time, corps members work with local non-profits, governmental agencies and schools to improve communities. Throughout their year long commitment, participants gain marketable skills and give back to their communities. Americorps also has the NCCC (National Civilian Community Corps) and State and National programs where youth can serve their communities.

• Advantages:

1. Monthly stipend

2. Educational Award of $4725 for a complete year of service

3. Opportunity to gain job skills and work experience

• Where to find additional information:

1. http://www.cityyear.org/

2. http://www.americorps.org/ 

 Military

• Description: The highly structured, repetitive, and physically active regime of military life is perfect for some individuals. Upon graduating from high school and at age 17 individuals are eligible to enlist in the military. The branches include Army, Navy, Air Force, Coast Guard, Marines, and the National Guard.

• Advantages:

1. Learn valuable job skills

2. Earn money for future education

• Where to find additional information:

1. Army: http://www.goarmy.com,

2. Navey: http://www.navy.com,

3. Airforce: http://www.airforce.com,

4. Coast Guard: http://www.gocoastguard.com

5. Marines: http://www.marines.com

6. National Guard: http://www.1800goguard.com

 ONLINE MATERIALS AND OTHER RESOURCES:

 FINANCIAL AID

http://www.finaid.org

 POSTSECONDARY (related to colleges, universities, and/or employment)

  Career Voyages

http://www.careervoyages.gov/

 Youthhood

http://www.youthhood.org

 Job Accommodations

http://www.jan.wvu.edu/

 Post – ITT

http://www.postitt.org/

 LD Online

http://www.ldonline.org/indepth/transition

 Think College

http://www.thinkcollege.net

 The George Washington HEATH Resource Center

http://www.heath.gwu.edu

 ASSESSMENT/EVALUATION:

What did you learn and how can it help you? Answer the following questions to review the information that you have read:

1. List possible post-secondary options.

2. What are the advantages of continuing with your education? 

3. Will you be able to receive support if you continue with your education?

4. What other options exist besides additional schooling?

5. When is it important to begin planning for post-secondary options?

 WRAP UP:

 What can I do with all of this information? First, stop and realize that making decisions about post-secondary options is a big step for all high school students and everybody needs support. Getting to know yourself and your personal needs will take you far in this process. Answer the following questions as a planning guide to help you think about your next steps and who you will work with to support you throughout this process:

1. Where do you see yourself in 5 years?

2. Where do you see yourself 1 year after graduation?

3. After graduating what is your goal?

4. How does this relate to your 5 year goal?

List 3 steps that will help you to reach your goal. Each goal must include the following information

 The step.

1. How you will complete the step?

2. Deadline: When you will complete the step?

3. Who will support you in this process?

 You have completed the first step by thinking about and responding to these answers. However, in order to be successful, you need to continue thinking and working to obtain your post-secondary goals!

---

This document made possible in part by the support of Lumina Foundation for Education , an Indianapolis-based foundation dedicated to expanding access and success in education beyond high school. HEATH is affiliated with The George Washington  University Graduate School of Education and Human Development. The opinions expressed do not necessarily reflect the views or policies of Lumina Foundation.  No official endorsement by the Foundation or of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.  Permission to use, copy, and distribute this document for non-commercial use and without fee, is hereby granted if appropriate credit to the HEATH Resource Center is included in all copies.