TransCen, Inc

Best Practices on Supporting the Transition and Employment Needs of Young Adults with Mental Health Conditions, Part 3
2022-05-17 13:00 - 14:30 (America/New_York)
Young adults with serious mental health conditions experience a unique set of challenges as they transition to adulthood and navigate school, training, and work. This three-part series will first provide audience members with a general understanding of this population, then describe how this group navigates school, training, and work, and conclude with an important consideration of how services can and should consider young adults needs from a diversity, equity, and inclusion lens. Information from these webinars can help providers and policy makers better understand how to effectively support this population.
PART 3: ONE SIZE DOES NOT FIT ALL: A DIVERSITY, EQUITY, AND INCLUSION FRAMEWORK FOR SUPPORTING YOUNG ADULTS WITH SERIOUS MENTAL HEALTH CONDITIONS Millions of young adults (ages 16-30) in the U.S. experience mental health challenges, some with and without official diagnoses. Mental health challenges in young adulthood are uniquely experienced based on a young person’s individual, familial, and community context. For example, young people from BIPOC and LGBTQ communities experience unique challenges that contribute to how they experience an SMHC, how (and if) they navigate mental health services, and if/how those services are helpful. This webinar will illustrate how mental health services for young adults need to be individualized and developed with diversity, equity, and inclusion in mind. Social disparities of health and mental health will be discussed to illustrate the importance of meeting young adults where they are at and ensuring that all young people, regardless of race, ethnicity, sexual, or gender identity receive the support they need.
LEARNING OBJECTIVES

Explore mental health services for young adults through a diversity, equity, and inclusion lens
Define and describe social disparities of health and mental health among young adults with SMHC
Provide examples of how services can be more sensitive to the needs of populations that have been historically marginalized

Best Practices on Supporting the Transition and Employment Needs of Young Adults with Mental Health Conditions, Part 2
2022-05-03 13:00 - 14:30
Young adults with serious mental health conditions experience a unique set of challenges as they transition to adulthood and navigate school, training, and work. This three-part series will first provide audience members with a general understanding of this population, then describe how this group navigates school, training, and work, and conclude with an important consideration of how services can and should consider young adults needs from a diversity, equity, and inclusion lens. Information from these webinars can help providers and policy makers better understand how to effectively support this population.
PART 2: SUPPORTING THE EDUCATION, TRAINING, AND EMPLOYMENT PURSUITS OF YOUNG ADULTS WITH SERIOUS MENTAL HEALTH CONDITIONS Young adults (ages 16-30) with serious mental health conditions (SMHC) struggle to persist in their education, training, and employment pursuits. Young adults increasingly navigate diverse pathways through post-secondary school and work, but compared to their peers, young adults with SMHC struggle to complete high school, complete post-secondary education programs, and establish strong working histories. Young adulthood is a critical period in one’s career trajectory and early delays are increasingly hard to overcome. This webinar will describe the non-linear school, training, and work activities of young adults with SMHC and the barriers and facilitators they commonly encounter when trying to continually pursue these activities. By identifying factors that influence young adults’ ability to pursue school, training, and work, service providers and families can more effectively help young adults set themselves up for success.
LEARNING OBJECTIVES

Describe the non-linear school, training, and work activities of young adults with SMHC
Describe common barriers and facilitators young adults with SMHC encounter while navigating school, training, and work
Discuss ways in which service providers, employers, and parents can better support young adults with SMHC

Service Animals in Healthcare Settings
2022-04-20 14:00 - 15:30
Hosted by the Mid-Atlantic ADA Center, a project of TransCen, Inc.

This webinar, presented by Claire Stanley from the National Disability Rights Network (with a little help from her service dog, Tulane), will provide an overview of the service animal regulations as they apply to medical providers, and address some commonly asked questions on the topic, such as: Are emotional support animals allowed? How can people with allergies also be accommodated? And more! Bring your questions, or submit questions in advance to adatraining@transcen.org or by calling us in the Mid-Atlantic ADA Center at 301-217-0124.

Please note:

There is no charge to attend this webinar unless you would like a certificate of participation (see below).
The webinar will be captioned.
Continuing Education recognition available
Certificate of Participation ($10 fee); certificates are available for participation in the live session only (April 20, 2022); to receive a certificate you must pay the fee when registering for the session

Best Practices on Supporting the Transition and Employment Needs of Young Adults with Mental Health Conditions, Part 1
2022-04-19 13:00 - 14:30
Young adults with serious mental health conditions experience a unique set of challenges as they transition to adulthood and navigate school, training, and work. This three-part series will first provide audience members with a general understanding of this population, then describe how this group navigates school, training, and work, and conclude with an important consideration of how services can and should consider young adults needs from a diversity, equity, and inclusion lens. Information from these webinars can help providers and policy makers better understand how to effectively support this population.
PART 1: ESTABLISHING A DEVELOPMENTAL AND CULTURAL UNDERSTANDING OF HOW TO SUPPORT YOUNG ADULTS WITH SERIOUS MENTAL HEALTH CONDITIONS The transition to adulthood (broadly defined as ages 16-30) is increasingly considered a unique developmental period with its own young adult culture in which mental health challenges are increasingly normalized and destigmatized. However, many traditional mental health services, policies, and supports are misaligned with the changing ideas of what it means to be a young adult in the U.S. and how young people navigate mental health challenges. This webinar will describe the unique developmental period of young adulthood, contextualize the culture of young adulthood within our society, and explore the unique ways in which young adult lives and their mental health have been influenced by the ongoing COVID pandemic. We will discuss how this information can be used to better support young adults, both individually and as a system.
LEARNING OBJECTIVES

Describe the developmental period of young adulthood (broadly ages 16-30)
Describe the culture of young adulthood within the broader U.S. society
Explore how young adults’ lives have been impacted by the COVID pandemic

Exploring Self Determination: Closing the Gap and Improving Outcomes: Part 3
2022-03-08 13:00 - 14:30
If self-determination is so important, how come our postschool outcomes have not changed? This series will explore the origin of Self-determination Theory, translate theory into pedagogical practices across key environments, fill your toolbox with tools for every youth, and highlight a key practice that leads to self-determined youth and disability-aware professionals.
Part 3: Student Led IEPs
Student leadership during the IEP process is essential. This session will identify the components of a student-led IEP, acknowledge common barriers, and offer effective strategies to help your diverse learners take leadership during both the planning process and annual meeting. Relevant case studies and exemplars related to learners of varying ages (including preschool), disabilities, and communication preferences will be offered. Participants will learn:

Compare and contrast student-led and teacher-led IEP meetings.
Describe three researched-based benefits of conducting student-led IEPs.
Describe Levels of Participation for student participation in the IEP meeting with specific examples.
Describe how to use the three IMD tools in student-led IEP meetings.

ADA Advocacy in the Post-ADA World
2022-02-22 14:00 - 15:30
Presented by the Mid-Atlantic ADA Center, a project of TransCen, Inc
This webinar chronicles the on-going advocacy efforts of the Roads to Freedom Center for Independent Living and North Central Pennsylvania ADAPT as they worked with the City of Williamsport, Pennsylvania to provide access for people with disabilities to the city government’s buildings, programs, and services (ADA Title II.)
Presenters:
Misty Dion, CEO, Roads to Freedom Center for Independent Living of North Central Pennsylvania
Karen Koch, Advocacy Coordinator, Roads to Freedom Center for Independent Living of North Central Pennsylvania

There is no charge to access this session.
Real-time captions will be available.
This session will be recorded for later viewing.

Exploring Self Determination: Part 2
2022-02-22 13:00 - 14:30
Exploring Self Determination: Closing the Gap and Improving Outcomes
If self-determination is so important, how come our postschool outcomes have not changed? This series will explore the origin of Self-determination Theory, translate theory into pedagogical practices across key environments, fill your toolbox with tools for every youth, and highlight a key practice that leads to self-determined youth and disability-aware professionals.
Part 2: Implementing the I’m Determined Tools
This session explores the application of Self-Determination Theory through tools and instructional strategies that promote self-determined behaviors at home, on the job, and in the classroom. Participants will discuss the key environmental variables that must be present in each setting, strategies to increase self-determined behavior, and common barriers students with disabilities face during their K-12 experience. Resources will be shared so practitioners can begin implementation immediately.
Learning Objectives

Define the relationship between Autonomy and the IMD One-Pager and give an example of an appropriate situation to use this tool.
Define the relationship between Relatedness and the IMD Good Day Plan and give an example of an appropriate situation to use this tool.
Define the relationship between Competence and the IMD Goal Plan and give an example of an appropriate situation to use this tool.
Describe how Autonomy, Competence, and Relatedness work together to support self-determined behavior and give a specific example.

Exploring Self Determination: Part 1
2022-02-08 13:00 - 14:30
Exploring Self Determination: Closing the Gap and Improving Outcomes
If self-determination is so important, how come our postschool outcomes have not changed? This series will explore the origin of Self-determination Theory, translate theory into pedagogical practices across key environments, fill your toolbox with tools for every youth, and highlight a key practice that leads to self-determined youth and disability-aware professionals.
Part 1: Using Theory to Guide Practice
This presentation will offer implementation strategies for practitioners, families, and youth with disabilities to build the foundational self-determination skills needed at home, at work, and in the classroom to ensure a positive postschool outcome.
Learning Objectives

Define Self-Determination Theory
Define and give an example of Autonomy in the classroom, jobsite, and home.
Define and give an example of Competence in the classroom, jobsite, and home.
Define and give an example of Relatedness in the classroom, jobsite, and home.
