Located in:
- Program-Specific Requirements for Vocational Rehabilitation (Blind)
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan [13] must include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as amended by title IV of WIOA:
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[13] Sec. 102(b)(2)(D)(iii) of WIOA
- o. State's Strategies
Describe the required strategies and how the agency will use these strategies to achieve its goals and priorities, support innovation and expansion activities, and overcome any barriers to accessing the VR and the Supported Employment programs (See sections 101(a)(15)(D) and (18)(B) of the Rehabilitation Act and section 427 of the General Education Provisions Act (GEPA)):
- o. State's Strategies
o. 4. The methods to be used to improve and expand VR services for students with disabilities, including the coordination of services designed to facilitate the transition of such students from school to postsecondary life (including the receipt of VR services, postsecondary education, employment, and pre-employment transition services)
Current Narrative:
DBVI uses several strategies to address the needs and transition. It begins with outreach to all students who are blind or visually impaired. Before school begins each year, DBVI Counselors meet the Teachers of the Visually Impaired for all high schools in their region. They review the student list and determining which are potentially eligible as Pre-Application students and which are ready to be open the DBVI VR as an “Open” case. All of these students have the opportunity to participate in the 5-core Pre-ETS services. Outreach is also made directly to students and families with an explanation about the ways DBVI can assist with Transition Planning and the availability of the 5-core Pre-ETS services.
Several strategies are used to deliver the 5-core Pre-ETS services. Some students may decide to begin as a Pre-Application student and participate in work experiences in their local communities. They may also may be connected with special job readiness training opportunities in their local high schools. Other students may choose to participate in short-term residential work-based learning or job readiness training. This strategy is necessary in Vermont because of the rural nature. Many small communities do not have any work experiences available. This approach makes it possible for students to choose from a variety of work experiences and internships in Burlington where there are many employers. During the school year there are several job readiness workshops during school vacations and weekends so students don’t miss school. This approach takes several partners and has shown great results. Please see section “P” for Progress Updates.