№ lp_1_2_40216
File format: docx
Character count: 3411
File size: 1030 KB
Year:
18y
Region / city:
Hawai‘i
Topic:
Transition planning for youth with Autism Spectrum Disorder
Document Type:
Guide
Organization:
U.S. Department of Health and Human Services
Author:
Maternal and Child Health Bureau
Target Audience:
Families and caregivers of youth with ASD
Effective Period:
Ongoing
Approval Date:
Not specified
Modification Date:
Not specified
Context:
A guide outlining the steps and considerations for preparing youth with Autism Spectrum Disorder for adulthood, including healthcare, legal, and career pathways.
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2018
Region / city:
Hull
Theme:
Education, Health and Care Plans, Transition Services
Document type:
Protocol
Agency:
Hull Special Educational Need and/or Disability Services (SEND)
Author:
Not specified
Target audience:
Young people with Special Educational Needs and their families
Period of validity:
Ongoing
Approval date:
December 2018
Date of last revision:
December 2018
Year:
2011
Region / city:
United States
Topic:
Education policy, Teacher quality, Value-added model
Document type:
Working paper
Organization / institution:
National Bureau of Economic Research
Authors:
Raj Chetty, John N. Friedman, Jonah E. Rockoff
Target audience:
Policymakers, educators, researchers, economists
Period of validity:
N/A
Date of approval:
December 2011
Date of changes:
N/A
Contextual description:
A research paper evaluating the long-term effects of teacher value-added scores on student outcomes, particularly focusing on economic success and educational achievement in adulthood.
Theme:
Navigating Financial Realities as a Young Adult
Course Context:
Emerging/Young Adulthood Unit (early in course sequence)
Subject Area:
Social Sciences / Family Studies
Grade Level:
HHS4C / HHS4U
Type of Document:
Curriculum Plan / Mini-Unit Outline
Organizing Body:
Ontario Secondary School Family Studies Educators’ Association (OFSHEEA)
Focus:
Financial literacy and decision-making in emerging adulthood
Guiding Questions:
Financial challenges of young adults; options for financial planning; factors influencing financial decisions
Prerequisite Knowledge:
Inquiry process; research skills; social science disciplines; concepts of family and emerging adulthood
Curriculum Strands:
Research and Inquiry Skills; Impact of Norms, Roles, and Institutions; Trends, Issues, and Challenges
Assessment Expectations:
Research planning; analysis of primary and secondary sources; communication using APA conventions
Geographic Context:
Canada
Resource Access:
OFSHEEA Members Resources (HHS4C 4U Financial Literacy Mini Unit)
Author:
Jeffrey P. Winer
Academic Degree:
Master of Science
Field:
Clinical Psychology
Institution:
University of Massachusetts Amherst
Department:
Department of Psychology
Date of Submission:
May 2013
Degree Requirements:
Partial fulfillment of the requirements for the degree of Master of Science
Thesis Committee Chair:
Sally I. Powers
Committee Members:
David Arnold; Paula Pietromonaco
Department Head:
Melinda Novak
Prior Degree:
B.A., Grinnell College
Sample Size:
450 participants (225 men and 225 women)
Population:
Community sample of married adults
Key Variables:
Childhood family adversity; Pubertal timing; Depressive symptoms; Childhood socioeconomic status
Methodology:
Regression, moderation, and mediation analyses
Type of Document:
Master’s thesis
Language:
English
Pages:
36 (bibliography ends on page 36)
Year:
2016
Journal:
Journal of Personality and Social Psychology
Authors:
P. Milojev, C. G. Sibley
Document Type:
Supplementary Material
Methodology:
Cohort-Sequential Latent Growth Modeling
Data Format:
MPlus Syntax
Study Period:
Six years
Cohorts:
1936–1995 birth years
Target Population:
Adult participants
Associated DOI:
http://dx.doi.org/10.1037/pspp0000121
Year:
2026
Region:
Scotland, UK
Subject:
Disabled children and young people, transition to adulthood
Document type:
Consultation response
Organization:
Royal National Institute of Blind People (RNIB) Scotland
Authors:
Dr Catriona Burness, Rosie Dempsey
Target audience:
Scottish Parliament Committee on Education, Children and Young People
Key focus:
Transition planning, inclusive education, vision impairment support
Related frameworks:
Curriculum Framework for Children and Young People with a Vision Impairment (CFVI)
Stakeholders involved:
Parents, guardians, children and young people with disabilities, educational staff, specialist networks
Context:
Legislative consultation on national strategy for supporting transitions for disabled children and young people
Year:
2013
Region / City:
Not specified
Topic:
Transition to adulthood, employment, and community living for individuals with disabilities
Document Type:
Educational Material
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Educators, service providers, and individuals supporting deaf-blind individuals in transition
Effective Period:
Not specified
Approval Date:
Not specified
Revision Date:
Not specified
Contextual Description:
Educational material detailing key terms and concepts related to vocational transition and community integration for individuals with disabilities, primarily focusing on career readiness and employment opportunities.
Year:
2017
Updated:
2021
Region:
Havering, United Kingdom
Topic:
Child and Youth Transitions
Document Type:
Terms of Reference
Organization:
Havering Local Authority
Target Audience:
Multi-agency partners, social care professionals
Applicable Period:
2017–present
Legal Framework:
UN Convention on the Rights of the Child 1989, Children (Leaving Care) Act 2000
Purpose:
Coordination of support for children and young people transitioning to adulthood
Membership:
Multi-agency representatives from social care, health, education, housing, police, and probation services
Meeting Frequency:
Monthly
Responsibilities:
Oversight of transition planning, resource alignment, inter-agency communication, and service evaluation
Note:
Year
Region / City:
Montgomery County
Subject:
Transition planning, Disability Services, Education
Document Type:
Educational Guidance
Organization:
Montgomery County DD
Target Audience:
Parents, Educators, Students with Disabilities
Year:
2026
Organization:
Alder Hey Children’s NHS Foundation Trust
Region / City:
Liverpool, UK
Document Type:
Guidance Leaflet
Audience:
Parents and carers of young people with long-term health needs
Period of Relevance:
From early adolescence through adulthood
Review Date:
May 2028
Contact Email:
[email protected]
Contact Phone:
0151 293 3663
Related Programs:
Ready Steady Go Programme, 10 Steps to Transition
Key Topics:
Transition to adult services, independence, emotional and social support, healthcare coordination
Milestones:
12–14 initial discussions, 14–16 involvement in care, 16–17 transition plan, 18+ handover to adult services
Year:
2023
Region / city:
Canberra
Topic:
Medical guidelines, Patient care
Document type:
Guideline
Organization:
Canberra Health Services
Author:
Not specified
Target audience:
Medical officers, nursing staff
Period of validity:
Not specified
Approval date:
Not specified
Date of amendments:
Not specified
Note:
Date
contextual description:
A form used to collect observations from both parents or carers and professionals to support an ASD assessment for children over 5 years old.
Year:
2026
Region / City:
Wakefield, West Yorkshire
Subject:
Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) assessments for children
Document Type:
Guidance / Information Leaflet
Organization:
Mid Yorkshire Teaching NHS Trust
Target Audience:
Parents of children up to 18 years old
Applicable Age:
ASD – at school entry; ADHD – 6 years and older
Contact:
Mrs Knowles, SENDCO, Hendal School; Community Paediatrics, Pinderfields General Hospital
Referral Method:
Email or postal submission of completed forms
Assessment Process:
Social communication assessment, Multi-Disciplinary Assessment (MDA) team evaluation
Follow-up:
Option to attend follow-up clinic to discuss assessment outcomes
Note:
Year
Subject:
Autism Spectrum Disorder (ASD)
Document Type:
Report
Note:
Year
Contextual description:
Professional resume detailing academic and clinical appointments, education, certifications, and service commitments in the field of psychiatry, particularly child and adolescent mental health.
Year:
Not specified
Region / City:
Not specified
Subject:
Special Education Needs
Document Type:
Job Description
Institution:
Not specified
Author:
Not specified
Target Audience:
Educators, SEN staff
Effective Period:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2014
Region / City:
Leigh
Subject:
Autism Spectrum Disorder Diagnosis
Document Type:
Referral Form
Organization:
Hazelmere Unit, Leigh Infirmary
Author:
N/A
Target Audience:
Referrers (GPs, Paediatricians, Psychiatrists)
Effective Period:
N/A
Approval Date:
N/A
Amendment Date:
N/A
Organisation:
West Wales Integrated Autism Service (GAI Gorllewin Cymru)
Address:
Ty Gwili, Heol Bronwydd / Bronwydd Road, Caerfyrddin / Carmarthen, SA31 2AJ
Contact telephone:
01267 283070
Email:
[email protected]
Document type:
Medical referral form
Service area:
West Wales
Subject:
Adult Autism Spectrum Disorder diagnostic assessment
Sections:
Service User’s Details; Referrer Details; GP Details; Developmental History; Current Difficulties; Risk Information; Consent and Information Sharing
Data protection framework:
General Data Protection Regulations
Intended users:
Adults seeking ASD assessment; Professionals; Parents; Carers
Issuing body type:
Multi-agency health and social care team
Administrative process:
Weekly referral meeting with written outcome notification to service user and GP
Institution:
Riversdale Primary School
Address:
302A Merton Road, Southfields, London SW18 5JP
Headteacher:
Amy Roberts
Role Title:
Teacher in Resource Base for pupils with Autistic Spectrum Disorders (ASD)
Scale:
MPS (+ 1 SEN point for experienced candidate)
Line Manager:
Headteacher / Head of Base / SENCo
Contract Type:
Teaching Post
Educational Phase:
Primary (EYFS to KS2)
Specialism:
Autistic Spectrum Disorders (ASD)
Provision Type:
ASD Resource Base within inclusive mainstream primary school
Facilities Opened:
September 2018
Closing Date:
Friday 14 February 2025 (at noon)
Interview Date:
Wednesday 26 February 2025
Safeguarding Requirement:
Subject to DBS check
Application Requirement:
Completed application form (CVs not accepted)
Key Responsibilities:
Teaching pupils with ASD, leading a classroom team, curriculum planning, annual review reporting, collaboration with professionals and parents
Essential Qualification:
Qualified Teacher Status
Desirable Qualification:
Additional SEN/autism qualification
Salary Point:
MPS with SEN allowance for experienced candidate
Year:
2023
Region / City:
United Kingdom
Topic:
Health Assessment
Document Type:
Referral Form
Organization:
NHS
Author:
NHS Professionals
Target Audience:
Healthcare professionals, parents, schools
Period of validity:
Not specified
Approval Date:
Not specified
Date of revisions:
Not specified