Located in:
- Program-Specific Requirements for Vocational Rehabilitation
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan* must include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as amended by WIOA:
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* Sec. 102(b)(D)(iii) of WIOA
d. 1. Dsu's Plans
Current Narrative:
In Puerto Rico, Act 51-1996, as amended, provides for the coordination between the Assistant Secretariat of Comprehensive Educational Services for Persons with Disabilities of the PRDE, and the PRVRA, among other agencies. In terms of the public policy and practices for the development and implementation of the IPE, the PRVRA has established a protocol in accordance with federal regulations (34 CFR 361.22(a)(2)). Before the student with disabilities exits the school system, a Written Intervention Plan (WIP), or IPE, must be developed. Its purpose is to formalize the management of the VR services provision process in coordination with educational agencies. This plan includes:
• Application of guides and programmatic procedures for the provision of services
• Beginning and ending date of services
• Employment outcomes (regular employment, supported employment, self-employment or any other innovative option)
• Projected date for the achievement of the employment outcome
• Analysis to evidence the functional limitations of the consumer in relation to the employment outcome, outcomes of informed choice and the programmed services
• Recommended VR services which are necessary to achieve the selected employment outcomes
• Comparable services and benefits
• Costs of services
• Evidence of the financial participation negotiated between the VR counselor with the consumer/family, as applicable
• Evaluative criteria
• Specific responsibilities of the PRVRA
• Responsibilities of the consumer/representative
• Coordination with educational agencies
• Signatures of the parties and dates when plan is developed and approved
• Evidence in the IPE of the participation of the consumer (his own words) regarding the informed choice process, self-management, and others actions taken during his VR process
In addition, the IPE contains those transition services that could be provided to the disabled student, under the sponsorship of the PRVRA, while participating from the educational services of the PRDE, and after exhausting the available comparable services and benefits. The following is a description of such services:
• Career exploration
• Vocational counseling
• Orientation, postsecondary education (university level options and summer camp programs, among others)
• Assessment of vocational interests, capabilities and pre-employment skills
• Evaluation with an ecological approach
• Workshops and job readiness orientation (job skills, job interviews and drafting of a resume, among others)
• Vocational training/post-secondary education
• Supported employment services
• Transportation, including training on the use of public transportation
• Mentoring
• Self-management
• Use of auxiliary aids and services (assistive technology equipment/devices and services)
The activities regarding shared responsibilities under the interagency agreement between the PRVRA and the PRDE can be described as follows:
• During each school year, the transition analysts carry out visits to various schools for the provision of orientation to the school staff, students and parents on VR services, eligibility criteria and referral process to the PRVRA.
• The PRDE shares basic information on the disabled student, in accordance with the confidentiality criteria established under federal/state laws and regulations.
• The transition analyst participates in the meetings of the Programming and Placement Committee; receives the referral from the PRDE and channels it to the VR counselor, who determines eligibility/ineligibility to VR services.
• The VR counselor informs to the transition analyst, in writing, the determination taken in regard to the referred student. Then, the transition analyst informs the outcome of said determination to the school official.
• The VR counselor evaluates the disabled youth’s capability towards the achievement of either an employment outcome or a more independent living.
• The VR counselor, with the participation of the disabled youth, his family or representative, develops the IPE; in accordance with the needs of the youth and taking into consideration the services included in the WIP or IPE prior to his exit of the school system.
• The transition analyst gathers statistical data showing the following: orientations provided to school staff, students and parents; meetings of the Programming and Placement Committee; students referred to the PRVRA by the PRDE; and eligible students.
• The transition analyst participates, if necessary, in the drafting of the IEP by recommending areas to be worked on during the transition stages.
The PRVRA recognizes the importance of the transition process in the youth with disabilities and will maintain its commitment in that it is carried out in accordance with federal and state regulations.
The PRVRA is developing with the PRDE joint activities in order to strengthen the provision of transition services in general, and especially the pre-employment services to those youth with the most significant disabilities, as stated in WIOA.