SED606 Health Care & Technology Sppt

McAvoy, K. Eagan-Johnson, B., & Halstead, M. (2018). Return to learn: Transitioning to school and through ascending levels of academic support for students following a concussion. NeuroRehabilitation, 42, 325-330.
The authors show Tier 1 supports best help students who have been hospitalized after experiencing a concussion return to learn (RTL). Their conclusion, based on their research, is that letting schools direct types and levels of support for students returning to school can allow for positive outcomes.

Friesen, E. L. & Slattery, P. (2017). Assistive technology in transition readiness assessment instruments for adolescents with physical disability: A scoping review. Int J Child Adolesc Health, 10(3).
Transition readiness plans for adolescents with physical disabilities and who use assistive technology do not adequately address the use and the need of this technology during transition. This is a significant finding because assistive technology has a prominent place in the law and in the lives of so many adolescents with disabilities.

This video is a recorded webinar from August 2021. It is sponsored by the National Technical Assistance Center on Transition.Despite advances in disability policies and poverty alleviation, youth receiving Supplemental Security Income continue to be marginalized on many levels, including financial deprivation, unemployment and under-employment, and lack of access to critical resources. Through examining the intersection between disability and poverty, this webinar will address myths and share strategies to promote financial capabilities and gainful employment for youth with disabilities living in or near poverty.

California Department of Education. (2017, modified 2018). California Dyslexia Guidelines. Sacramento, CA.