For Students, Faculty and Researchers

This page contains links to selected resources for students, faculty and researchers in the discipline of disability studies and/or disability research. The list includes links to academic offerings from CCIDS in Interdisciplinary Disability Studies and graduate-level study in the New Hampshire-Maine Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Program. Links to selected resources from CCIDS, as well as other trusted organizations, cover important topics such as accessibility-planning for inclusion, autism, disability etiquette, education, health, public policy, recreation, spirituality/spiritual supports, and transition.

Current and Prospective Students

The Center for Community Inclusion and Disability Studies offers an undergraduate and graduate education in Interdisciplinary Disability Studies; and partners with the University of New Hampshire Institute on Disability, and the Geisel School of Medicine at Dartmouth in the New Hampshire-Maine Leadership Education in Neurodevelopmental and Related Disabilities Program.

Interdisciplinary Disability Studies (IDS) – This academic discipline provides a means to explore disability within the larger context of diversity and to examine professional practice, scholarship, and policy related to persons with disabilities.
- Minor in Interdisciplinary Disability Studies – A 24-credit Minor comprised of 3 DIS courses and elective courses in three categories: social change, diversity studies, and environmental context.
- Graduate Certificate in Interdisciplinary Disability Studies – A progressive 9-credit graduate-level curriculum in which individuals from a variety of disciplines and professional backgrounds can study with students and professionals from other fields to acquire specialized knowledge in disability theory, policy and research.
- Graduate Specialization in Interdisciplinary Disability Studies: Examines a range of issues confronting local, state, national, and global communities in which people with disabilities live.

New Hampshire-Maine Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Program – Provides graduate-level interdisciplinary training for students and professionals from diverse disciplines, including developmental pediatrics, early childhood education, social work, psychology, occupational therapy, health management and policy, and speech language pathology.

Accessibility

Planning Accessible Meetings and Conferences: A Suggested Checklist and Guide (2014) – An accessible checklist developed in collaboration with people with disabilities designed to help any person, group, or organization plan a meeting or conference that is inclusive and welcoming for everyone.

Autism

Autism Spectrum Disorders (ASD): State of the States of Services and Supports for People with ASD (2014) – A report prepared by L&M Policy Research, LLC, for the Centers for Medicare and Medicaid Services summarizing state services for people with ASD and policies related to people with ASD.
Interagency Autism Coordinating Committee (IACC) Summary of Advances in Autism Spectrum Disorder Research: Calendar Year 2017 (52 pg. PDF) – The 2017 Summary of Advances provides short, plain language summaries of the top 20 research articles selected by the IACC. The studies selected for 2017 have provided new insight into potential biomarkers to predict risk of autism spectrum disorder (ASD), developmental trajectories of children with ASD, and the impact of the various prenatal exposures on ASD risk. The advances also include studies that investigated treatments and interventions for both ASD and co-occurring conditions, the impact of policy changes on ASD health care spending, patterns of injury mortality, and prevalence differences across demographic groups.
Interagency Autism Coordinating Committee (IACC) Strategic Plan for Autism Spectrum Disorder Research, 2013 Update – A federal strategic plan for autism spectrum disorder research, produced by the IACC, with input by federal officials, public stakeholders, researchers, adults on the autism spectrum, parents, advocates, and the general public.
Nancy Lurie Marks Family Foundation – The Foundation develops and provides grants to programs in research, clinical care, policy, advocacy and education. Founded by Nancy Lurie Marks over 25 years ago, the NLM Family Foundation is one of the largest supporters of initiatives in these areas.
Ohio Center for Autism and Low Incidence (OCALI) – OCALI serves families, educators, and professionals working with students with autism and low-incidence disabilities. Website includes Autism Internet Modules, Transition to Adulthood Guidelines and general information on autism and transitioning.
Organization for Autism Research (OAR) – OAR’s mission is to apply research to the challenges of autism. Their website provides information tailored to family and friends, providers, and professionals. General autism information, research facts, news and events are also included.

Disability Etiquette

disABILITY Etiquette – Helpful guidelines on engaging people with disabilities and the use of person-first language.

Disability Statistics

The Annual Disability Statistics Compendium gathers the most recent national statistics on people with disabilities from various federal programs and agencies. It provides current statistics and time trends related to the prevalence of disabilities as well as key indicators on employment, health, community living, and other outcomes of importance in monitoring the well-being of individuals with disabilities. Published by the Rehabilitation Research and Training Center on Disability Statistics and Demographics (StatsRRTC) at the University of New Hampshire Institute on Disability, with funding from the U.S. Department of Health and Human Services, Administration for Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).
The Annual Disability Statistics Supplement (307 pg. PDF) is a companion report to the Annual Disability Statistics Compendium. The Supplement presents statistics on the same topics as the Compendium with additional categorizations by demographic characteristics including age, gender and race/ethnicity. Published by the Rehabilitation Research and Training Center on Disability Statistics and Demographics (StatsRRTC) at the University of New Hampshire Institute on Disability, with funding from the U.S. Department of Health and Human Services, Administration for Community Living, National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).

Early Childhood

2018 KIDS COUNT Data Book: State Trends in Child Well-Being (72 pg. PDF) – The 2018 KIDS COUNT^® Data Book warns that the 2020 census is mired in challenges that could shortchange the official census count by at least 1 million kids younger than age 5. This discrepancy would put hundreds of millions of federal dollars at risk and, in doing so, underfund programs that are critical for family stability and opportunity. The Data Book also looks at trends in child well-being over a period of six or so years — a time that saw continued improvement in economic well-being but mixed results in the areas of health, education and family and community factors.

Education

Increasing Access and Success in the STEM Disciplines: A Model for Supporting the Transition of High School Students with Disabilities into STEM-related Postsecondary Education (2014) – A model for supporting the transition of Maine high school students with disabilities into Science, Technology, Engineering and Mathematics (STEM)-related postsecondary educational opportunities within the University of Maine System.
Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities (2012) PDF – This study examined the effect of a technology-based universal design for learning (UDL) approach to literacy instruction, Literacy by Design (LBD), on the reading achievement of 16 students with significant intellectual disabilities in Grades K–2.

Health

Accessing Healthcare: The Experience of Individuals with Autism Spectrum Disorders in Maine (2014) – A research report that reveals promising positive trends, as well as areas of concern, in healthcare access for children and adults with autism spectrum disorders in Maine.
Accessing Healthcare: The Experience of Individuals with ASD in Maine Report Summary (2014) [2 pg. PDF] – A two-page summary of the Accessing Healthcare report.
Evaluation, Diagnosis, and Treatment of Gastrointestinal Disorders in Individuals with ASDs: A Consensus Report (2010) – American Academy of Pediatrics report on gastrointestinal disorders common in individuals with ASD. Authors argue that care providers should be aware that problem behavior may often be a symptom of underlying medical conditions including gastrointestinal disorders.

LGBT Aging and Elders

National Resource Center on LGBT Aging is the country’s first and only technical assistance resource center aimed at improving the quality of services and supports offered to lesbian, gay, bisexual and/or transgender older adults. Established in 2010 through a federal grant from the U.S. Department of Health and Human Services.
SAGE Maine Social Services Provider Report: Maine’s Social Service Providers Caring for Older LGBT People (March 2017) [PDF] – SAGE Maine conducted this study to gain insight into the level of awareness and preparedness of social service providers regarding LGBT people with particular emphasis on LGBT older adults.
SAGE Maine Survey Report: Maine’s Health Practitioners Caring for Older GLBT Patients (October 2014) [PDF] – SAGE Maine conducted this study to understand the health care service environment in Maine for older adult gay, lesbian, bisexual and transgender (GLBT) individuals.

Public Policy

The Aging and Developmental Disabilities Networks: Can the Silos be Dismantled? (2015) – The authors present the case for greater crossover between the service networks for aging and developmental and physical disabilities, which have traditionally functioned in distinctly separate camps.
Autism Collaboration, Accountability, Research, Education and Support (CARES) Act of 2014 – Reauthorizes and expands the provisions of the Combating Autism Act of 2006. New provisions include an increased focus on services and supports, a report on the needs of transitioning youth and adults, and the creation of an Autism Initiative within the U.S. Department of Health and Human Services.

Recreation

Maine Adaptive Sports & Recreation – Promotes year-round education and training for individuals with physical disabilities in order to develop skills and provide enjoyment through active recreation.

Spirituality/Spiritual Supports

Autism and Faith: A Journey into Community (2011) – Suggestions, personal stories, articles and resources for including individuals with autism in faith communities.
Welcoming People with Developmental Disabilities and Their Families: A Practical Guide for Congregations (2014) (PDF) – Guide to equip congregations with ideas and practical steps to strengthen the invitation, supports, and hospitality offered to people with disabilities and their families.

Transition

The 2020 Youth Transition Plan: A Federal Interagency Strategy (PDF) – This report was prepared by the Federal Partners in Transition (FPT) Workgroup. This report is reflective of FPT’s multifaceted, cross-systems approach to provide supports and services to youth with disabilities.
From Adolescence to Adulthood: A Blueprint for Helping Maine’s Youth Succeed. (2018). Policy brief from the John T. Gorman Foundation to improve public understanding of Maine youth and young adults who are economically disadvantaged, homeless or involved with the state’s foster care or juvenile justice systems. Unique obstacles and promising approaches for this underserved group are discussed.
High School & Beyond: A Guide to Transition Services in Maine (PDF) offers practical information about the transition process and services available to youth with disabilities in Maine. It is designed for young people, families, schools, service providers, and anyone else working with transition-aged youth.
Increasing Access and Success in the STEM Disciplines: A Model for Supporting the Transition of High School Students with Disabilities into STEM-related Postsecondary Education (2014) – A model for supporting the transition of Maine high school students with disabilities into Science, Technology, Engineering and Mathematics (STEM)-related postsecondary educational opportunities within the University of Maine System.
Ohio Center for Autism and Low Incidence (OCALI) – OCALI serves families, educators, and professionals working with students with autism and low-incidence disabilities. This website includes Autism Internet Modules, Transition to Adulthood Guidelines and general information on autism and transitioning.
Outcomes of a Family-Centered Transition Process for Students with Autism Spectrum Disorders (2012) (PDF) – This study assessed the effectiveness of a transition planning approach that empowers students with ASD and their families, educates them about the transition process, and helps them connect with community resources.
Person-Centered Planning for Transition-Aged Youth with Autism Spectrum Disorders (2014) (PDF) – This study explores strategies and supports used to help transition-aged youth with ASD participate in person-centered transition planning meetings. Implications for the use of this planning process by rehabilitation counselors involved in transition are discussed.
A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (62 pg. PDF) – This U.S. DOE Office of Special Education and Rehabilitative Services (OSERS) transition guide helps students and youth with disabilities and their families understand how state and local educational agencies and state vocational rehabilitation agencies collaborate to foster improved outcomes for students and youth with disabilities.
Transition to Adulthood: A Health Care Guide for Youth and Families (2014) (PDF) – This guide, published by the Autistic Self-Advocacy Network, is intended to help young people with disabilities and their families plan for the transition to adulthood in health care contexts.
What to Know About Work-Based Learning Experiences for Students and Youth with Disabilities (PDF) – This fact sheet presents information and resources on employment. It was created by the Federal Partners in Transition (FPT) workgroup to improve transition outcomes for youth with disabilities.
What to Know About Youth Transition Services for Students and Youth with Disabilities (PDF) – This fact sheet presents information and resources for students with disabilities who are transitioning to adulthood. It was created by the Federal Partners in Transition (FPT) workgroup to improve transition outcomes for youth with disabilities.

Updated: 10/25/2018