YouthACT Transition Truths 

National Online Dialogue 

May 19, 2016 – May 22, 2016

Final Report
Page 1

Table of Contents

Introduction ............................................................................................................................ 3

Dialogue Key Words................................................................................................................ 2

Dialogue Participation Timeline............................................................................................... 2

Outreach Efforts...................................................................................................................... 3

Dialogue Outreach Emails........................................................................................................ 5

Initial Announcement Email 1 – 5/17/16..................................................................................................5

Initial Announcement Email 2 – 5/17/16..................................................................................................5

Dialogue Open Announcement Email 1 – 5/19/16...................................................................................5

Dialogue Open Announcement Email 2 – 5/19/16...................................................................................5

Dialogue Participation Reminder Email – 5/20/16 ...................................................................................6

Dialogue Participation Reminder Email – 5/21/16 ...................................................................................6

Last Day of Dialogue Reminder Email – 5/22/16 ......................................................................................6

Participation Thank You Email – 5/23/16 .................................................................................................6

Total Dialogue Outreach Emails................................................................................................................6

Dialogue Participation Summary ............................................................................................. 8

Campaign Summary................................................................................................................. 9

Visits during the Dialogue (5/19/16 – 5/22/16) ..................................................................... 11

Map of Demographics of United States Visits........................................................................ 12

Demographics of Visits.......................................................................................................... 12

Participation by Age Metrics.................................................................................................... 6

Registration Metrics.............................................................................................................. 10

Infographics Depicting Popular Ideas Contributed by Dialogue Participants.......................... 14

Top Ideas by Vote ...................................................................................................................................14

Most Active Ideas....................................................................................................................................14

Trending Ideas.........................................................................................................................................15

Top 5 Overall Ideas................................................................................................................ 15

Top Idea #1: Working together...............................................................................................................15

Top Idea #2: Vocational Rehabilitation...................................................................................................15

Top Idea #3: Disability awareness and education ..................................................................................16

Top Idea #4: Universal Design.................................................................................................................16

Top Idea #5: Jobs.....................................................................................................................................16

Top Ideas – Learning in High School and Beyond ................................................................... 17

Top Idea #1: Working together...............................................................................................................17

Top Idea #2: Universal Design.................................................................................................................17

Top Idea #3: Pullout or Inclusion? ..........................................................................................................17

Top Idea #4: Transition Counselor..........................................................................................................18

Top Idea #5: Life outside of the K-12 system..........................................................................................18

Top Ideas – Preparing for the Workforce............................................................................... 18

Top Idea #1: Vocational Rehabilitation...................................................................................................18

Top Idea #2: Jobs.....................................................................................................................................19
Page 2

Top Idea #3: Networking and Mentoring for Disabled People ...............................................................19

Top Idea #4: Inclusive Apprenticeships ..................................................................................................19

Top Idea #5: Higher Education and Career Paths...................................................................................19

Top Ideas – Health & Healthcare Access................................................................................ 20

Top Idea #1: Medically Accurate Information ........................................................................................20

Top Idea #2: Transition to Adult Health Care .........................................................................................20

Top Idea #3: More Use of Email/Text by Medical Service Providers......................................................20

Top Idea #4: Mental health integration..................................................................................................20

Top Idea #5: Access to medical care .......................................................................................................21

Top Ideas – Advocacy and Self-Advocacy for Everyday Life.................................................... 21

Top Idea #1: Learning about Self-Advocacy (before/during the transition age) ....................................21

Top Idea #2: Civil, Human Rights, Civil Liberty........................................................................................21

Top Idea #3: A 9-step Process for Exceptional Self-Advocacy ................................................................21

Top Idea #4: Advocacy's Enemy: The 2 Big Roots of All Disability Issues ...............................................22

Top Idea #5: Your Right to Say "No" .......................................................................................................23

Top Ideas – Voting and Community Engagement................................................................... 23

Top Idea #1: Disability awareness and education ..................................................................................23

Top Idea #2: Using the word disability....................................................................................................23

Top Idea #3: Volunteering as a graduation requirement?......................................................................24

Top Idea #4: I voted!...............................................................................................................................24

Top Idea #5: Participation in Community Activities................................................................................24

Top Ideas – Taking Care of Daily Life & Supports ................................................................... 24

Top Idea #1: An Anthem for the Exceptional..........................................................................................24

Top Idea #2: Roommate Location Service ..............................................................................................25

Top Idea #3: Becoming independent......................................................................................................25

Top Idea #4: Addressing Barriers to Independence................................................................................25

Top Idea #5: Concerns about Individuals with Autism ...........................................................................25

Conclusion............................................................................................................................. 26
Page 3

Introduction

The following report outlines the results of the ePolicyWorks’ online dialogue, “YouthACT 

Transition Truths.” Hosted by the U.S. Department of Labor's Office of Disability Employment 

Policy (ODEP) and the National Collaborative on Workforce and Disability for Youth

(NCWD/Youth), this virtual event was held from Thursday, May 19, 2016 through Sunday, May 

22, 2016. The online dialogue invited youth with disabilities and allies of the disability 

community to contribute to a virtual conversation in an effort to gather insight and ideas on 

strategies and supports that can help youth and young adults with disabilities and their peers 

become successful adults. Participants were encouraged to post new and innovative ideas and 

comment and vote on those posted by others.

To promote the sharing of ideas, the dialogue posed the following question to participants:

What ideas do you have about what would help you and your peers become 

successful adults?

Ideas posted to the online dialogue were organized into the following six topics: 

1. Learning in High School & Beyond

2. Preparing for the Workforce

3. Health & Healthcare Access

4. Advocacy and Self-Advocacy for Everyday Life

5. Voting and Community Engagement

6. Taking Care of Daily Life & Supports

Included in this report are the top posts contributed and voted on by participants. An archive of 

the complete dialogue is available for viewing at http://YouthIdeas.ePolicyWorks.org/. The 

multitude of ideas gathered from this dialogue illustrate that collaboration and crowdsourcing 

with key stakeholders are imperative for the advancement and development of policies and 

best practices to support youth transition. Results of this online event will be used to help 

policymakers and people who work with youth to better understand what supports youth need 

to become successful adults. 
Page 2

Dialogue Key Words

The following is a word cloud containing the words most commonly used by participants 

throughout the dialogue. Main key words that illustrate the ideas discussed during the dialogue

include: disability, health, school, youth, peers, job, help, life, care, work and need.

Dialogue Participation Timeline

The following graph depicts the timeline of activity that occurred during the dialogue, including 

the posting of ideas, comments, and votes.
Page 3

Outreach Efforts

In order to engage a broad range of participants in the ePolicyWorks online dialogues, our team 

uses a multitude of strategic outreach efforts. At the start of every dialogue, initial outreach 

emails are sent to experts and key stakeholders relevant to the dialogue topic. In addition, 

emails are sent to the complete ePolicyWorks distribution list, which includes previous online 

dialogue invitees and ePolicyWorks Collaborative Workspace members. To focus the 

conversation for this specific dialogue, the ePolicyWorks team researched targeted 

organizations, including disability and youth advocacy organizations, and customized the

correspondences to them.

Throughout the dialogue, the ePolicyWorks team sent follow-up reminder emails to ensure that 

everyone interested in participating in the online dialogue had the chance to do so before the 

dialogue closed. At the conclusion of the dialogue, a thank you email was sent to all participants 

with an invitation to stay tuned for future dialogues. Our email outreach strategy is critical to 

informing and shaping the conversation in every online dialogue, ensuring that the right people 

are brought to the table to contribute.

In addition to targeted email blasts, the ePolicyWorks team conducted outreach using social 

media through Twitter. This outreach tactic proved especially effective, as the dialogue was 

directed toward youth with disabilities, among whom social media use is quite popular. In the 

week leading up to the chat, four general announcement Tweets about the dialogue were 

posted. The day before the dialogue opened, ePolicyWorks sent direct tweets to the 45 

prominent disability organizations and respected disability leaders listed below:

 @DisMentors - National Disability Mentoring Coalition

 @DIS_DPC - Disability & Intersectionality Summit

 @DisVisibility - Disability Visibility Project

 @HonTonyCoehlo - Tony Coehlo

 @KesslerFdn - Kessler Foundation

 @HabenGirma - Haben Girma

 @LEDERICK - LeDerick Horne

 @RealEconImpact - National Disability Institute

 @ability2thrive - Easter Seals Thrive

 @rootedinrights - Rooted in Rights

 @diegomariscal_ - 2Gether International

 @Diversability - Diversability

 @Sblahov - Sarah Blahovec

 @GimpJensen - Jensen Caraballo
Page 4

 @autselfadvocacy - Autistic Self Advocacy Network

 @NYCDisabilities - NYC Mayor's Office for People with Disabilities

 @MgmAUCD - Michael Gamel-McCormick

 @ReeveFoundation - Reeve Foundation

 @Queerability - Queerability

 @ourcareeraccess - CareerACCESS

 @NationalAPSE - Association of People Supporting Employment

 @thinkingautism - Thinking Person's Guide to Autism

 @FCMichigan - Friendship Circle

 @RudermanFdn - Ruderman Foundation

 @Easter_Seals - Easter Seals

 @ESCrossroads - Easter Crossroads

 @RampYourVoice - Ramp Your Voice

 @WID_org - World Institute on Disability

 @BeyondTheLabel - Beyond the Label

 @NACDD - National Council On Developmental Disabilities

 @Yodisabledproud - YO! Disabled and Proud

 @LeadOnUpdate - LeadOn Update

 @Respect_Ability - RespectAbility

 @_aaidd - American Association on Intellectual and Developmental Disabilities

 @TheArcUS - The Arc

 @UCPnational - United Cerebral Palsy

 @NOD_ItsAbility - National Organization on Disability

 @IntDisability - Judy Heumann

 @GreggBeratan - Gregg Beratan

 @NDRNadvocates - National Disability Rights Network

 @chaifeldblum - EEOC Commissioner Chai Feldbllum

 @AUCDnews - Association of University Centers on Disabilities

 @AndyAUCD - Andy Imparato

 @LEADCtr - LEAD Center

 @AFB1921 - American Federation of the Blind

In addition to the above noted efforts, eight original tweets were posted throughout the course 

of the four day event, with 20 retweets, and @ePolicyWorks re-tweeted seven announcements 

from other accounts about the dialogue. Our targeted social media outreach contributed to a 

significant increase of dialogue promotion on social media and by directing interested people 
Page 5

and organizations to register for the dialogue. In total, twenty-two percent of new visitors to 

the dialogue came from social media.

Dialogue Outreach Emails

Initial Announcement Email 1 – 5/17/16

This email announcing the start of the dialogue and personally inviting participants was sent to 

previous dialogue participants.

 Emails Delivered – 7,551

 Emails Opened – 1,761

 Total number of clicks on links in email (excluding multiple clicks of the same link) – 427

Initial Announcement Email 2 – 5/17/16

This email announcing the start of the dialogue and personally inviting participants was sent to 

disability bloggers and disability and youth advocacy organizations.

 Emails Delivered – 113

 Emails Opened – 46

 Total number of clicks on links in email (excluding multiple clicks of the same link) – 27

Dialogue Open Announcement Email 1 – 5/19/16

This email announcing the start of the dialogue was sent to people who were already registered 

to participate.

 Emails Delivered – 316

 Emails Opened – 154

 Total number of clicks on links in email (excluding multiple clicks of the same link) – 67

Dialogue Open Announcement Email 2 – 5/19/16

This email announcing the start of the dialogue was sent to ePolicyWorks contacts who were 

not yet registered to participate.

 Emails Delivered – 1,407

 Emails Opened – 355

 Total number of clicks on links in email (excluding multiple clicks of the same link) – 53
Page 6

Dialogue Participation Reminder Email – 5/20/16

This email was sent to all current dialogue registrants to encourage them to return to the 

dialogue to contribute more ideas, votes and comments.

 Emails Delivered – 189

 Emails Opened – 80

 Total number of clicks on links in email (excluding multiple clicks of the same link) – 21

Dialogue Participation Reminder Email – 5/21/16

This email was sent to disability bloggers and disability and youth advocacy organizations to 

encourage dialogue participation and spreading the word.

 Emails Delivered – 114

 Emails Opened – 35

 Total number of clicks on links in email (excluding multiple clicks of the same link) – 6

Last Day of Dialogue Reminder Email – 5/22/16

This email was sent to dialogue registrants to encourage participation before the dialogue 

closed.

 Emails Delivered – 442

 Emails Opened – 180

 Total number of clicks on links in email (excluding multiple clicks of the same link) – 70

Participation Thank You Email – 5/23/16

This email was sent to all dialogue registrants to thank them for their contributions to the 

dialogue.

 Emails Delivered – 315

 Emails Opened – 130

 Total number of clicks on links in email (excluding multiple clicks of the same link) – 38

Total Dialogue Outreach Emails

 Email Blasts – 8

 Emails Delivered – 10,447

 Emails Opened – 2,741 (26.24% open rate)

 Total number of clicks on links in emails (excluding multiple clicks of the same link) – 709
Page 7

2,741 Emails 

(26.24%)

With a combined 2,741 dialogue-related emails opened, ePolicyWorks had a strong 26.24% 

open rate, directly impacting the success of the online dialogue. Links included in the emails 

were clicked a total of 709 times, leading recipients to register and get involved in the dialogue. 

Total Dialogue-Related Emails Opened
Page 8

Note: The following section outlines the key metrics from the online dialogue and provides a 

snapshot of the participation results. 

Dialogue Participation Summary

 Dialogue opened on Thursday, May 19, 2016 at 8:00 am ET

 Dialogue closed on Sunday, May 22, 2016 at 11:59 pm ET

 Total Ideas: 74

 Total Comments: 347

 Total Votes: 609

 Unique Visitors: 760

 Total Registrants: 453 (59.6% of unique visitors)

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Completed Registration: 429 (94.7% of total registrants)

Active Registrants (submitted ideas, voted or commented): 116 (27.04% of total 

registrants
Page 9

Campaign Summary

 Total number of ideas: 74

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Learning in High School & Beyond: 24 (32.43%)

Preparing for the Workforce: 19 (25.68%)

Health & Healthcare Access: 6 (8.11%)

Advocacy and Self-Advocacy for Everyday Life: 12 (16.22%)

Voting and Community Engagement: 5 (6.76%)

Taking Care of Daily Life & Supports: 8 (10.81%)

Learning in High 

School & Beyond

32.43%

Preparing for the 

Workforce

25.68%

Health & Healthcare 

Access

8.11%

Advocacy and 

Self-Advocacy 

for Everyday 

Life

16.22%

Voting and 

Community 

Engagement

6.76%

Taking Care of Daily 

Life & Supports

10.81%

Breakdown of Ideas by Topic
Page 10

 Total number of comments: 347

o

o

o

o

o

o

Learning in High School & Beyond: 115 (33.14%)

Preparing for the Workforce: 101 (29.11%)

Health & Healthcare Access: 22 (6.34%)

Advocacy and Self-Advocacy for Everyday Life: 42 (12.10%)

Voting and Community Engagement: 46 (13.26%)

Taking Care of Daily Life & Supports: 21 (6.05%)

Learning in High 

School & Beyond

33.14%

Preparing for the 

Workforce

29.11%

Health & 

Healthcare 

Access

6.34%

Advocacy 

and SelfAdvocacy

12.1%

Voting and 

Community 

Engagement

13.26%

Taking Care 

of Daily Life 

& Supports

6.05%

Breakdown of Comments by Topic
Page 11

 Total number of votes: 609

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Learning in High School & Beyond: 211 (34.65%)

Preparing for the Workforce: 173 (28.41%)

Health & Healthcare Access: 29 (4.76%)

Advocacy and Self-Advocacy for Everyday Life: 94 (15.44%)

Voting and Community Engagement: 58 (9.52%)

Taking Care of Daily Life & Supports: 44 (7.22%)

Learning in High 

School & Beyond

34.65%

Preparing for the 

Workforce

28.41%

Health & 

Healthcare Access

4.76%

Advocacy and 

Self-Advocacy

15.44%

Voting and 

Community 

Engagement

9.52%

Taking Care 

of Daily Life 

& Supports

7.22%

Breakdown of Votes by Topic

Visits during the Dialogue (5/19/16 – 5/22/16)

 Total visits: 1,156

 Unique visitors: 760

 Total page views: 9,447

 Average pages per visit: 8.17

 Average visit duration: 10:18

 Returning visitors: 49.4%

 Bounce rate (percentage of participants who leave after viewing the first page of the 

dialogue): 39.79%
Page 12

Map of Demographics of United States Visits

Demographics of Visits

State Visits

District of Columbia 117

California 106

Pennsylvania 92

Maryland 57

New York 53

Delaware 46

Illinois 46

Virginia 45

Florida 41

North Carolina 39

New Jersey 38

Massachusetts 35

Michigan 33

Georgia 30

Colorado 29

Texas 27

Wisconsin 27

State Visits State Visits 

Minnesota 25

Ohio 21

Indiana 18

Tennessee 14

Connecticut 12

Missouri 12

Oregon 12

Nevada 11

Rhode Island 11

South Carolina 9

Arizona 8

Iowa 8

Louisiana 7

Maine 7

Alaska 6

Alabama 5

Kentucky 5

Wyoming 5

Mississippi 4

New Hampshire 4

Utah 4

West Virginia 4

Arkansas 3

Nebraska 3

Oklahoma 3

Idaho 2

New Mexico 2

Hawaii 1

Kansas 1

Montana 1

North Dakota 1

South Dakota 1
Page | 6

Participation by Age Metrics

As part of the registration process, participants were asked to identify their age group (13-15, 16-18, 19-

21, 22-25, 26-30 or other). The following table and graphs describe the breakdown of participation in 

the dialogue by age groups. It should be noted that though there were less participants in the age 

ranges between 13 to 30 years old, they participated at a much higher rate, contributing more ideas, 

comments and votes, than those who identified themselves as “other.” In particular, the age range from 

13-15% had the fewest registered participants, but the second highest participation rate. 

Age Total 

Ideas

Total 

Votes

Total 

Comments

Total Registered 

Participants

Participation 

Rates for 

Ideas

13-15 yr. olds 2 19 2 8 25%

16-18 yr. olds 5 52 42 36 14%

19-21 yr. olds 7 75 47 45 16%

22-25 yr. olds 20 213 93 59 34%

26-30 yr. olds 11 81 52 73 15%

Other 29 171 111 234 12%

Total 74 611 347 455 16%

 

13-15 yr olds

2%

16-18 yr olds

8%

19-21 yr olds

10%

22-25 yr olds

13%

26-30 yr olds

16%

Other

51%

TOTAL REGISTERED PARTICIPANTS BY AGE
Page | 7

0.00

1.00

2.00

3.00

4.00

5.00

6.00

13-15 

YR

OLDS

16-18 

YR 

OLDS

19-21 

YR

OLDS

22-25 

YR

OLDS

26-30 

YR

OLDS

OTHER ALL

Average Contributions by Age Range

0%

5%

10%

15%

20%

25%

30%

35%

13-15 

YR

OLDS

16-18 

YR 

OLDS

19-21 

YR 

OLDS

22-25 

YR

OLDS

26-30 

YR

OLDS

OTHER ALL

Ratio of Ideas by Age Range
Page | 8

13-15 yr olds

3%

16-18 yr olds

7%

19-21 yr olds

9%

22-25 yr olds

27%

26-30 yr olds

15%

Other

39%

PERCENTAGE OF IDEAS BY AGE

13-15 yr olds

3% 16-18 yr olds

9%

19-21 yr olds

12%

22-25 yr olds

35%

26-30 yr olds

13%

Other

28%

PERCENTAGE OF VOTES BY AGE
Page | 9

13-15 yr olds

1%

16-18 yr olds

12%

19-21 yr olds

13%

22-25 yr olds

27%

26-30 yr olds

15%

Other

32%

PERCENTAGE OF COMMENTS BY AGE
Page | 10

Registration Metrics

Total registrants: 453

Total number of registrants that completed the registration process: 429

As part of the dialogue registration process, registrants were asked to answer a series of 

questions, including:

1. Please select your age range. Choose one.

2. If you wish to share what type of disability you have, please select your disability or 

disabilities from the list below. Feel free to check multiple boxes. 

3. Please check the type(s) of school or educational programs you are currently 

participating in or have completed. Feel free to check multiple boxes. 

4. Please check the type(s) of work experience you are currently participating in or have 

done in the past. Feel free to check multiple boxes. 

Listed below is a breakdown of registration responses:

1. Please select your age range. Choose one. (see previous section) 

13-15 yr olds

2%

16-18 yr olds

8%

19-21 yr olds

10%

22-25 yr olds

13%

26-30 yr olds

16%

Other

51%

TOTAL REGISTERED PARTICIPANTS BY AGE
Page | 11

2. If you wish to share what type of disability you have, please select your disability or 

disabilities from the list below. Feel free to check multiple boxes. 

 Autism: 60 (9%)

 Deafness: 11 (2%)

 Visual disability including blindness: 26 (4%)

 Mental health condition: 66 (10%)

 Hearing disability: 14 (2%)

 Intellectual disability: 36 (5%)

 Physical disability: 93 (14%)

 Learning disability: 73 (11%)

 Speech or language: 26 (4%)

 Traumatic brain injury: 22 (3%)

 Chronic health condition: 44 (7%)

 Other: 27 (4%)

 Choose not to disclose 46 (7%)

Autism

9%

Deafness

2%

Visual 

disability 

including 

blindness

4%Mental health 

condition

10%

Hearing 

disability

2%

Intellectual 

disability

5%

Physical disability

14%

Learning 

disability

11%

Speech or language 

disability

4%

Traumatic brain 

injury

3%

Chronic 

health 

condition

7%

Other

4%

No disability

18%

Choose not to 

disclose

7%

Type of Disability of Dialogue Participant
Page | 12

Please check the type(s) of school or educational programs you are currently participating in 

or have completed. Feel free to check multiple boxes. 

 Middle School/Junior High: 115 (15%)

 High School: 181 (24%)

 Community College: 81 (11%)

 Vocational/Technical School: 41 (5%)

 University: 210 (28%)

 Military Training: 10 (1%)

 Other: 115 (15%)

Middle 

School/Junior High

15%

High School

24%

Community College

11%

Vocational/Technical School

5%

University

29%

Military Training

1%

Other

15%

Type of School or Educational Program 

Attended by Dialogue Participants
Page | 13

3. Please check the type(s) of work experience you are currently participating in or have 

done in the past. Feel free to check multiple boxes. 

 Full-time work: 248 (33%)

 Part-time work: 137 (18%)

 Internship: 80 (11%)

 Apprenticeship: 10 (1%)

 Work-Study: 33 (4%)

 Volunteering: 164 (22%)

 Other: 87 (11%)

Full-time work

37%

Part-time work

20%

Internship

12%

Apprenticeship

1%

Work-Study

5%

Volunteering

25%

Type of Work Done by Dialogue Participants
Page | 14

Infographics Depicting Popular Ideas Contributed by Dialogue Participants

Top Ideas by Vote

The following chart depicts top ideas submitted by participants based on the number of votes the ideas 

received from other participants.

Most Active Ideas

The following chart depicts the ideas submitted by participants that were the most commented on and 

voted on by other participants.
Page | 15

Trending Ideas

The following chart depicts the ideas submitted by participants that were trending based on interactions 

from other participants.

Note: The ideas listed in the following sections include minor typographical corrections, which 

have in no way impacted the substance or the intention of the revised posts. 

Top 5 Overall Ideas

Top Idea #1: Working together

16 Up Votes | 0 Down Votes | 16 Net Votes

As a vocational rehabilitation counselor who works with my local schools and attends IEP 

meetings, I believe that it is so important for case managers and HS guidance counselors to 

have ongoing dialog with the students and parents to help GUIDE them on the realities of life 

after high school so that they can make informed choices. 

Top Idea #2: Vocational Rehabilitation

14 Up Votes | 0 Down Votes | 14 Net Votes 
Page | 16

Vocational Rehabilitation agencies vary in each state. With new legislation, they are required to begin 

services with individuals with disabilities as early as 14 years old. At one VR in Georgia, they have 

implemented Job Club which allows a VR Counselor to come into the high schools in that county. That 

VR Counselor is responsible for introducing ideas such as budgeting, interviewing skills, do's and don'ts 

in the work place, resume writing, how to maintain a job, how to decide what the career goal should be, 

etc. Excellent resource that's available. 

Top Idea #3: Disability awareness and education

13 Up Votes | 0 Down Votes | 

 | 1 Down Votes | 

 | | 

13 Net Votes

The public needs to have a better understanding of disabilities. In order for our culture to become more 

accepting and less afraid of people with disabilities, they need to be better educated. It would be nice if 

there was an organization whose sole purpose was to enlighten businesses and provide support to them 

in becoming truly integrated. It would also be nice if the government gave some sort of incentive for 

businesses to take part in such training.

Top Idea #4: Universal Design

14 Up Votes 13 Net Votes 

As a coordinator for disability services in higher education, I think it is important to mention the

idea of universal design. If curriculums and classwork were designed with universality in mind, 

the need for disability services would subside. Students would not need to self-identify as 

having a disability because the course work would be designed to be accessible to all types of 

learners. There is a way to present information in a variety of formats or media so that 

everyone can access it. As it stands in this country, universities and colleges require students to 

report that they have a disability in order to receive the accommodations to give them equal 

access. Many students do not report because of the stigma, but also because of the process. 

The process usually involves providing documentation, scheduling appointments, etc., which 

can be a barrier in itself in certain instances. If a program were truly universal, there would be 

no need for special accommodations. 

Top Idea #5: Jobs

13 Up Votes 0 Down Votes 13 Net Votes 

We need to provide more job opportunities for people with disabilities. 
Page | 17

Top Ideas – Learning in High School and Beyond

Top Idea #1: Working together

16 Up Votes | | 

 | | 

 | | 

0 Down Votes 16 Net Votes 

As a vocational rehabilitation counselor who works with my local schools and attends IEP 

meetings, I believe that it is so important for case managers and HS guidance counselors to 

have ongoing dialog with the students and parents to help GUIDE them on the realities of life 

after high school so that they can make informed choices. 

Top Idea #2: Universal Design

14 Up Votes 1 Down Votes 13 Net Votes 

As a coordinator for disability services in higher education, I think it is important to mention the 

idea of universal design. If curriculums and classwork were designed with universality in mind, 

the need for disability services would subside. Students would not need to self-identify as 

having a disability because the course work would be designed to be accessible to all types of 

learners. There is a way to present information in a variety of formats or media so that 

everyone can access it. As it stands in this country, universities and colleges require students to 

report that they have a disability in order to receive the accommodations to give them equal 

access. Many students do not report because of the stigma, but also because of the process. 

The process usually involves providing documentation, scheduling appointments, etc. which can 

be a barrier in itself in certain instances. If a program were truly universal, there would be no 

need for special accommodations. 

Top Idea #3: Pullout or Inclusion? 

10 Up Votes 0 Down Votes 10 Net Votes 

Once a student leaves the general education classroom what will he/she lose or gain? Are they 

gaining speech or reading therapy and losing important time in say, math or science? Are they 

being taken out of gym or music class? These subjects are just as important to some students. 

What does the student gain by staying in the general education class? Will the student be 

ridiculed by his/her peers for leaving the classroom to attend therapy? Or will they be ridiculed 

in the classroom for having someone (a therapist) enter the general education classroom and 

work with a particular student? Is it better to work with students in a group so no one feels left 

out? This could then impact how well an individual does in therapy. What are some of the pros 

and cons for each method? 
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Top Idea #4: Transition Counselor

10 Up Votes | | 

 | | 

 | | 

0 Down Votes 10 Net Votes 

I think each high school should have a transition counselor(s) similar to the guidance counselors 

already in most high schools. They would be full-time, available at the school, and aware of 

both federal, state and local programs. They would be responsible for attending IEP meetings 

for the students and be a resource for applying for programs (federal, state, and local) as 

students enter transition age. They could help parents/guardians/students with important 

information given through what I've found to be very informal and often incomplete means (i.e. 

word of mouth or self-directed attempts to get information through multiple independent 

agencies). They could help bridge the gaps between vocational rehab, postsecondary programs, 

day programs, residential programs, home care, etc. Special needs students need just as much 

(if not more) help with post high school planning. I think having a position like this would be 

helpful to not just to parents/students, but the teachers who are often left trying to fill this role 

themselves in the absence of dedicated, full-time personnel. 

Top Idea #5: Life outside of the K-12 system

10 Up Votes 1 Down Votes 9 Net Votes 

Transition planning is critical, but often does not include organizational representatives who 

can continue to support a youth after K-12. When the re-authorization of I.D.E.A. begins to 

move forward I would like to see language in it that includes that community based 

organizations, such as Centers for Independent Living, must be invited to attend to support the 

youth and family throughout their transition out of K-12. This would allow a youth and family 

to meet with and get to know an adult role model with a disability, who ideally could be a 

mentor and resource to services and programs after high school. 

Top Ideas – Preparing for the Workforce

Top Idea #1: Vocational Rehabilitation

14 Up Votes 0 Down Votes 14 Net Votes 

Vocational Rehabilitation agencies vary in each state. With new legislation, they are required to begin 

services with individuals with disabilities as early as 14 years old. At one VR in Georgia, they have 

implemented Job Club which allows a VR Counselor to come into the high schools in that county. That 

VR Counselor is responsible for introducing ideas such as budgeting, interviewing skills, do's and don'ts 
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in the work place, resume writing, how to maintain a job, how to decide what the career goal should be, 

etc. Excellent resource that's available. 

Top Idea #2: Jobs

13 Up Votes | | 

 | | 

 | | 

 | | 

0 Down Votes 13 Net Votes 

We need to provide more job opportunities for people with disabilities. 

Top Idea #3: Networking and Mentoring for Disabled People

12 Up Votes 0 Down Votes 12 Net Votes 

There should be more networking events exclusively designed for people with disabilities and disability 

employers. There also should be a mentorship program where people with disabilities can get advice 

from a professional.

Top Idea #4: Inclusive Apprenticeships

9 Up Votes 0 Down Votes 9 Net Votes 

Apprenticeship programs are jobs that youth with disabilities could enroll in to earn money while 

developing their skills in a field of interest to them. Programs typically last a few years, and apprentices 

who complete them earn an average starting salary of $50,000 a year. Historically, there have been 

many programs in fields like construction and manufacturing, but recently there has been a lot of 

growth in industries like healthcare and information technology. Apprenticeship programs are a great 

opportunity, but many youth with disabilities do not know they exist. Schools should educate 

transitioning youth about apprenticeships as an alternative to other expensive forms of postsecondary 

education. Also, employers who sponsor apprenticeships need to connect with the workforce system, 

VR, schools and community colleges, and other recruitment sources to engage youth with disabilities. 

Sponsors also need to make sure their program entry standards are not overly restrictive and could 

support a pre-apprenticeship program to help interested candidates meet the qualifications for the 

actual apprenticeship. Sponsors should think about how to use Universal Design for Learning (UDL) to 

make their programs accessible and should also be prepared to provide accommodations. I am a young 

person with a disability and know of some of my peers with disabilities who would greatly benefit from 

apprenticeships! 

Top Idea #5: Higher Education and Career Paths

8 Up Votes 0 Down Votes 8 Net Votes 

I am fairly new to this field, but I've found that many youth and adults with disabilities are either 

directed to jobs focusing on very menial tasks (cleaning, washing dishes, etc.) or employed in sheltered 
Page | 20

workshops. While I believe that this is an acceptable option for some individuals, I think that there needs 

to be more focus early on for students to develop a career path (if deemed appropriate and realistic) 

and resources to assist them to access a higher education, and eventually a career that challenges them 

but is also fulfilling long term. 

Top Ideas – Health & Healthcare Access

Top Idea #1: Medically Accurate Information

7 Up Votes | | 

 | | 

 | | 

 | | 

1 Down Votes 6 Net Votes 

What can we do as a community to promote medically accurate healthcare information so that people 

with all different disabilities are getting informed and educated information? I hear a lot of myths about 

people with disabilities not being interested in health, reproduction, sexuality, etc. - and that is why the 

information is not being provided or promoted.

Top Idea #2: Transition to Adult Health Care

4 Up Votes 0 Down Votes 4 Net Votes

Make up lists of 1. medical conditions 2. medications 3. hospitalizations/surgeries 4. treating doctors 

and bring them to each visit. 

Top Idea #3: More Use of Email/Text by Medical Service Providers

4 Up Votes 0 Down Votes 4 Net Votes 

It would be great if all medical/mental health service providers could make better use of text and email 

as a means of contact and appointment making. Talking on the telephone with strangers and navigating 

complicated voice mail systems make access to services difficult and impossible for many. Just the 

thought of going through that will cause them to put off needed medical attention. 

Top Idea #4: Mental health integration

4 Up Votes 0 Down Votes 4 Net Votes 

My neurologists never asked me how I'm emotionally coping with my epilepsy and the challenges it 

faces in daily life as I'm growing up. My feelings about my seizures effected my willingness to comply 

with prescriptions. We need doctors more attuned to the emotional impact of disabilities and an 

integration of mental health services. 
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Top Idea #5: Access to medical care

2 Up Votes | | 

 | | 

 | | 

 | | 

0 Down Votes 2 Net Votes 

Find out if the doctor's office, exam tables, and diagnostic equipment are physically accessible before 

you make an appointment. If there is another mode communication needed (e.g. sign language) find 

out when (not if as they are required) interpreters are available. Make sure the doctors understand 

your disability in addition to any illness being treated.

Top Ideas – Advocacy and Self-Advocacy for Everyday Life

Top Idea #1: Learning about Self-Advocacy (before/during the transition age)

9 Up Votes 0 Down Votes 9 Net Votes 

I am a youth that struggled self-advocacy. I would always let my mother advocate for me, and since she 

was so good at advocating I did not see the point in me even trying. When I started in high school I 

realized I needed to fight for my services otherwise they might not be fulfilled. I wish there was a 

program/video/book that helped middle schoolers, high school and beyond, to learn about selfadvocacy. This could be for school, health-care, and for employment. If there is what is it?

Top Idea #2: Civil, Human Rights, Civil Liberty

8 Up Votes 0 Down Votes 8 Net Votes 

Discrimination, harassment, bullying in our schools from teachers to our children and parents. Also, in 

the courts. They are not following the laws i.e. ADA, 504 plan, IDEA, FAPE, etc. The No Fear Act. & so on. 

Thx

Top Idea #3: A 9-step Process for Exceptional Self-Advocacy

7 Up Votes 0 Down Votes 7 Net Votes 

The whole purpose of self-advocacy is to stand up for yourself and take ownership of everything in your 

life under any circumstance. A philosophy that I recommend for self-advocates of any background, age, 

etc. is to consistently take inventory of everything that happens in daily life and to dig deep. For 

example, if a man with Asperger's Syndrome has trouble with relationships, he could conduct some 

research using a variety of websites; some of which can be found on social media. He bases his selfsupport in his clear beliefs and accounts for all details in order to know and to get what he desires in 

attempts to resolve his predicament and to authentically enjoy his life. This constant, detail-oriented, 

and honest self-assessment is essential and the person with a disability must eventually acquire the 

ability to do it all himself. This often requires a bit of supported decision making, perhaps in the simple 
Page | 22

form of basic and supportive family conversation. Although, bear in mind that, for any self-advocate, too 

much support is just as bad on the long-term as too little support. Below is a process that works for 

virtually any self-advocate: 1. Identify personal and professional life topics to examine; 2. Get a truthful 

and complete understanding where s/he stands in specific regards within those topics; 3. Identify as 

many supports as possible and sort out which ones work best for him/her through experimentation of 

those resources. Also, do so without initial external input (someone else's voice can negatively influence 

personal judgment during an assessment); 4. Commit to making ALL decisions that will impact his/her 

life while accordingly using sorted supports while keeping best interest in mind, no matter what!; 5. 

Take direct control over as much as possible in a given matter and accept what is beyond that control; 6. 

Set SMART (acronym) goals that get the precise results the self-advocate wants, but do not expect 

immediate results. Instead, think of it as a delicate timeline that runs at a particular pace; 7. 

Courageously and diligently work towards those goals and measure progress however possible; 8. Be 

kind to and honest with him/herself, no matter what others do to, with, or for him/her. 8. Understand 

that the entire process is an amazing, unique journey with obstacles and wrong turns. 9. Repeat this 

process or devise a similar process that works with equal efficiency. The ultimate goals for a selfadvocate, as well as anyone else, are real independence, purpose, and prosperity in his/her life. 

Everyone needs support and everyone must be able to support him/herself. With a process like this, a 

self-advocate cannot truly go wrong. Upon completion of such a process, a self-advocate can advocate 

for him/herself and for others at any time in any situation. Finally, everybody has a voice to lend and the 

collective voices of self-advocates build and maintain communities that have real integrity.

Top Idea #4: Advocacy's Enemy: The 2 Big Roots of All Disability Issues

6 Up Votes | 0 Down Votes | 6 Net Votes 

Ignorance and lack of accountability are ultimately the two major roots of negative influences of any 

kind in the educational system and the workforce alike. If you think about it, any disability-related issue 

stems from these two all-important and all-neglectful things. What one person does not understand 

comes back to victimize (sometimes intentionally, sometimes not) the student or his/her family in some

manner. Likewise, what one person understands, but fails to do (or not do) in the right instant has 

similarly dire consequences. The mistakes range from failing to reply to emails to refusing to file 

charges against bullies. Although, for the latter, sometimes filing charges is not always the most 

appropriate solution. I said this several times already and I will say it again, ACCOUNTABILITY IS A 

MUST-HAVE FOR EVERYONE!!! A school or community is only as promising as anybody desires when 

everyone involved in it commits to excellence, service, and integrity; when all parties give it their all; 

when people do more than just the bare minimum of their jobs and responsibilities. We all have human 

rights and anything less than full support can certainly come across as unacceptable and in need of 

improvement, as it should come across. Do not just act, act in accordance with core virtues, missions, 

objectives, and sensitivity to context and situation. If everybody adopted this attitude; if everybody 

played the role as an advocate for at least one issue or subject, disability issues, like any other issues, 

would occur much less frequently and EVERYBODY would benefit from those collective efforts.
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Top Idea #5: Your Right to Say "No"

6 Up Votes | | 

 | | 

 | | 

0 Down Votes 6 Net Votes 

You have a right to say “No” to any clinician who you believe is not looking out for your best interest. 

After over a decade in personal self-advocacy, I have come across a number of doctors who have used 

unethical practices to coerce me to comply with their regime. In those cases, I refused to accept this 

doctor’s, this someone else’s prescriptions. It took me years of trusting every doctor because I had no 

better choice, and taking every pill handed to me, and the pill to counter the previous pills side effects, 

and more, in order to find the prescriptions and dosage that kept me stable and healthy. All was good 

until I moved to another city, in a different state. Unbeknownst to me, my medical care had nothing to 

do what was best for me. Instead, I was subjected to the community health clinic’s “preferred 

formulas.” My doctor had no agency to do what was right. Instead of being straightforward, I found out 

after six months that the truth was that if I wanted to get the help that I needed, then I needed to find a 

doctor who had the right to do what was right. Living with a psychiatric disability often means that your 

life is often in the hands of clinicians. Your doctor has power over your life. In my life, I came to the point 

where I realized that I needed to own my disability. I was no longer someone to slingshot. I was 

responsible for my care. At the same time, I need help. I need a doctor’s insight, compliance, and 

concern for my wellbeing. At the very least, I need my prescriptions filled so that I can work on 

becoming independent for another month. I need that assurance, that peace of mind. Who doesn’t? 

Thus, I believe that helping individuals set healthy boundaries for themselves can be empowering. A 

peer mentor suggested something to me, before stepping into their doctor’s office, have what you want 

to say and your evidence written down in your own words. Hand that paper to your doctor and have it 

recorded in your file. Part of saying “No” is framing your “Yes” needs. By the way, the second part here 

is that “Yes,” it makes a huge difference to have a peer support. Being disabled may be chronic, but 

every day we can become more abled. Thank you.

Top Ideas – Voting and Community Engagement

Top Idea #1: Disability awareness and education

13 Up Votes 0 Down Votes 13 Net Votes 

The public needs to have a better understanding of disabilities. In order for our culture to become more 

accepting and less afraid of people with disabilities, they need to be better educated. It would be nice if 

there was an organization whose sole purpose was to enlighten businesses and provide support to them 

in becoming truly integrated. It would also be nice if the government gave some sort of incentive for 

businesses to take part in such training.

Top Idea #2: Using the word disability

8 Up Votes 0 Down Votes 8 Net Votes 
Page | 24

I feel like it's time to remove the word disability someone who disability can still live a normal life and 

get a job how would you feel if someone called you disability?? Think before you speak we are humans 

too describing someone as disability can really hurt someone feelings

Top Idea #3: Volunteering as a graduation requirement? 

7 Up Votes | | 

 | | 

 | | 

 | | 

0 Down Votes 7 Net Votes 

Some high schools require community service hours as a requirement for high school graduation. Do 

you think this should be a requirement? 

Top Idea #4: I voted!

5 Up Votes 0 Down Votes 5 Net Votes 

I'm 21. When I was 18, it was time to vote for Obama and Romney. I don't talk and I use a wheelchair. 

My mom spent several months talking to me about the candidates. We practiced voting by me slapping 

her right or left hand for the candidate I liked. She would switch hands to trick me (like Obama was right 

hand sometimes, and left hand sometimes). When she saw that I consistently chose the same candidate 

every time, she felt like I was ready to prove to the polling place that I was competent to vote. I rolled in 

- they were nervous about me voting but my mom assured them that I was ready - and I voted! It was 

awesome. It was my right and I exercised it! Now I get to do it again in November.

Top Idea #5: Participation in Community Activities

2 Up Votes 0 Down Votes 2 Net Votes 

Students with disabilities should be active in activities just like peers. Even "special needs" activities 

recognize the importance of having peer buddies like Special Olympics, Miracle League, and Challenger 

Little League

Top Ideas – Taking Care of Daily Life & Supports

Top Idea #1: An Anthem for the Exceptional

7 Up Votes 0 Down Votes 7 Net Votes 

“Different ability, not disability”; “Look at the able, not the label”; “Keep telling me what I cannot do; It’ll 

only make it more interesting when I accomplish it.” These constitute three of many power statements 

as pillars for anthems that anybody enduring great challenges can express to show their real strength. 

Those who use them and practice them in their daily lives achieve success and happiness against all 

odds. Unfortunately, most groups of people overemphasize what people cannot do. This constitutes 
Page | 25

one of the roots of the unnecessary challenges that society essentially puts on top of itself. The reality is 

that everybody has challenges and everybody deserves dignity and respect. Those who work in disability 

advocacy cannot emphasize inclusion, respect, and service enough. As a person with Asperger's 

Syndrome, I cannot either! On a more positive note, Nevertheless, those who have challenges and 

bravely embrace them every day serve as an inspiration to anybody; not just their like-minded peers. 

Minority groups, as underrepresented as they are, make the human race extraordinary. Without 

minority groups, communities would not thrive in vast quantities or with the pure quality that make 

them noble and notable change-making agents. My questions to you, whether you have a disability or 

not: - What are the power statements that comprise your anthem? - How can you share this anthem 

with others to make a difference in your world and THE world?

Top Idea #2: Roommate Location Service

5 Up Votes | | 

 | | 

 | | 

 | | 

0 Down Votes 5 Net Votes 

Many of our young adults are having a hard time finding housing on their own while working part time 

jobs because they just don't make enough money. The lack of social activities and the ability to meet 

people makes it hard for them to locate suitable roommates. I would like to see a service that could 

match potential roommates and facilitate them meeting one another to gauge compatibility. Several 

roommates pooling resources could share housing and whatever supports they may require. 

Top Idea #3: Becoming independent 

5 Up Votes 0 Down Votes 5 Net Votes 

Something that I've learned in becoming more and more independent is that it's hard to do it alone. 

Don't be afraid to ask for help, it doesn't mean you're weak 

Top Idea #4: Addressing Barriers to Independence

4 Up Votes 0 Down Votes 4 Net Votes 

Find out what resources are available to enhance independence. For example, some people with 

disabilities may be eligible for Personal Care Assistance, special transportation, etc. Also look into what 

assistive technology could help.

Top Idea #5: Concerns about Individuals with Autism

4 Up Votes 0 Down Votes 4 Net Votes 

My concern is that policy wise, the federal government is not adequately prepared to meet the 

transition needs of young adults with autism. Once a young adult with autism finishes high school there 

is what I refer to as a "cliff" where there is a lack of availability of high quality home and community 
Page | 26

based services and supports to help them transition. My last idea applies to what I am saying about 

Individuals with Autism and well as any other underserved population.

Conclusion

Through the YouthACT Transition Truths National Online Dialogue, ODEP and the National 

Collaborative on Workforce and Disability for Youth successfully leveraged leading-edge 

crowdsourcing tools to engage youth and young adults with disabilities in a virtual conversation 

on ideas for policies and best practices to support transition to adulthood.

In summary, the online event attracted more than 760 visitors, of which 453 participated 

posting 74 unique ideas, 347 comments and 609 votes. This metrics report provides a summary 

of the online dialogue’s results, and the input and responses of the participants are now being 

analyzed in an effort to inform federal policymaking decisions. These results will help 

policymakers and people who work with youth with disabilities to better understand what 

supports they need to become successful adults.