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John J. Heldrich Center for Workforce Development;
This report provides an overview of practices and strategies taking place in U.S. corporations that are considered promising practices in the recruitment, hiring, and retention of people with disabilities. It explores the trends and needs of the retail sector and also examines how retail employers are meeting their workforce needs by hiring people with disabilities.
American Psychological Association;
Since September 11, 2001, American military service personnel and their families have endured challenges and stressful conditions that are unprecedented in recent history, including unrelenting operational demands and recurring deployments in combat zones. In response to concerns raised by members of the military community, the American Psychological Association (APA) President, Dr. Gerald Koocher, established the Task Force on Military Deployment Services for Youth, Families and Service Members in July of 2006. This Task Force was charged with: identifying the psychological risks and mental health-related service needs of military members and their families during and after deployment(s); developing a strategic plan for working with the military and other organizations to meet those needs; and constructing a list of current APA resources available for military members and families, as well as additional resources that APA might develop or facilitate in order to meet the needs of this population. At present, 700,000 children in America have at least one parent deployed. Having a primary caretaker deployed to a war zone for an indeterminate period is among the more stressful events a child can experience. Adults in the midst of their own distress are often anxious and uncertain about how to respond to their children's emotional needs. The strain of separation can weigh heavily on both the deployed parent and the caretakers left behind. Further, reintegration of an absent parent back into the family often leads to complicated emotions for everyone involved. This Task Force was established to examine such potential risks to the psychological well-being of service members and their families, acknowledging the changing context and impact of the deployment cycle, and to make preliminary recommendations for change and further review at the provider, practice, program, and policy levels. To meet the Task Force charge, we will first provide an overview of what is currently known about the impact of military deployments on service members and their families (spouses, children and significant others). In addition, we will discuss a number of programs that have been developed to meet the mental health needs of service members and their families, and we will describe the significant barriers to receiving mental health care within the Department of Defense (DoD) and Veterans Affairs (VA) system. Finally, we will offer several general recommendations for improving the psychological care offered to service members and their Military Deployment Services TF Report 5 families, and we will outline some specific proposals for how existing APA programs and resources can be employed or modified to support military communities.
Fact sheet on including children and youth with disabilities in inclusive recreational and leisure activities.
Rennie Center for Education Research & Policy;
With public education in the nation's urban centers consistently lagging behind that of other districts, and the stakes for students steadily rising, Boston presents hope for those engaged in the fight for system-wide improvement in urban districts.
Ten years of steady leadership from Superintendent Thomas Payzant together with the consistent support of the mayor and school committee created a fertile environment for considerable gains in student achievement throughout the Boston Public Schools. These achievements were recognized in September 2006 with the selection of Boston for the Broad Prize for Urban Education, an annual award presented to the most improved urban school district in the country.
This critical era in the Boston Public Schools is the focus of a new book by the Rennie Center for Education Research and Policy entitled, A Decade of Urban School Reform: Persistence and Progress in the Boston Public Schools, which distills valuable insights and lessons for school leaders and reformers everywhere. With chapters that explore questions pertaining to governance, leadership development, instruction, data collection, students with disabilities, community engagement, and other topics, the book offers a detailed, comprehensive portrait of a school system managing the complex and daunting tasks of system-wide reform.
Rennie Center President Paul Reville comments, "This research validates Boston's strategic direction on education reform, but it also highlights key areas where reforms must go further and be equitably implemented at an accelerated pace. Both the successes of the past decade and Boston's ongoing challenges offer critical 'lessons-learned' for others engaged in school reform.
Edited by Paul Reville with Celine Coggins, this volume is published by the Harvard Education Press and includes chapters authored by nationally recognized educational experts. Research for the book was made possible by the Bill and Melinda Gates Foundation, as well as through support from the Noyce Foundation, the Nellie Mae Education Foundation and the Irene B. and George A. Davis Foundation.
"The Boston story reminds us that there are no quick fixes or silver bullets in the battle for dramatically improved urban school districts and instead proves that steady focus on instructional improvement and strong commitment to system-wide reform can produce results," Reville stated. "All those fighting the good fight to ensure that urban children are provided with a high quality education will benefit from the lessons of the past decade in Boston."
Praise for the book:
"In its comprehensive account of school reform efforts in Boston, this book offers insights into the immense and necessary project that is contemporary urban school reform. It should be of interest to all who have a stake in urban school reform throughout the country." -- Richard Riley, Former U.S. Secretary of Education
"A Decade of Urban School Reform should be required reading for every educator and policymaker in this country. Success is possible, but as Boston demonstrates, it requires leadership, a unified partnership among all stakeholders, and an unwavering focus on student achievement." -- Eli Broad, The Broad Foundation
National Public Radio;
Transcripts and audio excerpts of a 4-hour documentary radio series about the shared experience of people with disabilities and their families since the beginning of the 19th century. Includes extended interviews and images.
Contains board chair's message, lists of grants and initiatives, and financial highlights.
Contains mission statement, board chair's message, grants list, and financial statements.
Contains mission statement, board chair's message, grants list, and financial statements.
Most prior handwashing studies have been carried out in South Asia.This report examines the unmet need to estimate handwashing behavior using practical measures that yield valid indicators of handwashing behavior across cultural and geographic contexts.
Funded by The Robert Wood Johnson Foundation, Faith in Action gives small grants to programs that provide informal care for those with chronic physical or mental disabilities. Program services are provided by volunteers, and programs are supported by coalitions involving diverse religious congregations and community-based agencies. This report presents findings from a national survey of 787 Faith in Action programs funded during the 1990s; it highlights their organizational practices, successes and challenges. It also outlines the practices linked with program survival, which include hiring directors with experience in key areas, implementing volunteer training and at least quarterly supervision, involving collaborators in fundraising and volunteer recruitment, and providing diverse services.
National Center on Secondary Education and Transition;
Many students with disabilities continue to struggle to successfully make the transition from school to employment. Despite advances in employment rates for students with disabilities who have exited school, their employment rates still lag significantly behind their nondisabled peers (Blackorby & Wagner, 1996). For decades, research has shown the strong relationship between work experience during secondary school and postschool employment for youth with disabilities (Benz, Yovanoff, & Doren, 1997; Colley & Jamison, 1998; Hasazi, Gordan, & Roe, 1985). However, as the continuing disappointing postschool employment rates for youth with disabilities suggest, there remains a critical need to expand work-based learning opportunities for these youth and to integrate these experiences into secondary education. This brief highlights the benefits of work-based learning, what constitutes quality work-based learning, and selected evidence-based models of work-based learning.
Social IMPACT Research Center;
Health and Disability Advocates and Rob Paral and Associates have developed estimates of uninsured persons in Illinois by state legislative districts. These estimates of the uninsured household population are categorized by poverty level and age. This report presents the basic distributions by age and poverty status.
This report produced by Rob Paral and Associates in collaboration with United Power for Action and Justice and Heartland Alliance.