The Access New Hampshire: Living with Disability in the Granite State project is a joint research effort by a range of affiliated organizations and individuals concerned about the well-being of residents living with disabilities in New Hampshire. Its mission is to help legislators, state and local agencies, and the broader public understand the extent to which New Hampshire enables all its residents, particularly those living with some form of a disability, to live and participate in their communities. By highlighting key issues, education, health care, employment, and community supports, we hope not only to raise awareness about the barriers confronting individuals with disabilities, but also to initiate a statewide conversation about how to work together to address these challenges.

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Achievement in Dropout Prevention and Excellence (APEX) is a collaborative dropout prevention initiative of the Institute on Disability and the New Hampshire Department of Education, including 6 high schools that receive technical training and support to build positive behavior support and intensive school-to-career services for youth who are at risk of dropping our of high school. Collaborators include the NH Center on Effective Behavioral Interventions and Supports (NH CEBIS), the NH Parent Information Center, and Strafford Learning Center. The project also includes statewide training and support in secondary transition best practices and a Summer Institute for high school teams.

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The Employment and Asset Development Resource Network (EARN) is designed to provide high quality information and resources to individuals with disabilities, professionals, and family members that result in improvements in gainful community employment opportunities and financial well-being of persons with disabilities.

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The Family-Centered Transition Planning for Students with Autism Spectrum Disorders is a two-year collaboration between the Institute on Disability and the Center for Community Inclusion and Disability Studies at the University of Maine, to demonstrate an innovative approach to the transition of individuals with autism spectrum disorders from high school to adult life. Students age 16-18 enrolled in public high school and who have been diagnosed with an Autism Spectrum Disorder (ASD) and have an Individualized Education Plan (IEP) are eligible to participate.

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The Institute on Disability is partnering with the New Hampshire Department of Education (Bureaus of Accountability and Special Education) to improve the New Hampshire Statewide Assessment System as part of the multi-year project, Gaining Access to What Students with Significant Cognitive Disabilities Know.

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The National Inclusive Education Initiative (NIEI) is focused on improving educational services and outcomes for students with autism and related disabilities through efforts in the areas of leadership development, personnel preparation, professional development, model demonstration, clinical evaluation services, and research and policy. This project is supported by the Fund for the Improvement of Education and is administered by the U.S. Department of Education.

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The New England Regional Genetics and Newborn Screening Collaborative (NEGC) cooperative agreement, awarded by the U.S. Department of Health and Human Services in June, will address the needs of individuals, agencies, and health care providers who interact with and treat individuals with genetic disorders and their families. The $4 million cooperative agreement, to be received over five years, will provide technical assistance, accessible information, educational opportunities, and other support for public health officials, consumers, advocates, primary and specialty health care providers, and other agencies and individuals who serve as formal and informal supports to those with genetic disorders throughout the New England region.

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NH RESPONDS is a project of the NH Department of Education, the Institute on Disability and the NH Center on Effective Behavioral Interventions and Supports (NH CEBIS), designed to reform and improve pre-service personnel preparation and in-service professional development systems in the Response to Intervention model. The project seeks to improve the knowledge and skills of general and special education teachers, early intervention personnel, related services personnel, paraprofessionals and administrators in designing, delivering and evaluating scientifically-based practices in the areas of Response to Intervention systems, including Positive Behavioral Interventions and Supports (PBIS) and literacy instruction, as well as transition supports for students with emotional/behavioral disorders in high schools.

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How can students with complex emotional/behavioral challenges be successfully included in regular education classes? The documentary film Who Cares About Kelsey? will explore the multifaceted answer to this question and the role PBIS (Positive Behavioral Interventions and Supports) plays in improving academic outcomes and school climate for all students.

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Youth Empowerment Services (YES) is a three-year initiative designed to develop and promote leadership and self-advocacy skills to help young people prepare for their future.

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