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
j. 3. Include an assessment of the needs of individuals with disabilities for transition career services and pre-employment transition services, and the extent to which such services are coordinated with transition services provided under the Individuals with Disabilities Education Act
Current Narrative:
A survey in the 2017 Comprehensive Statewide Needs Assessment specifically targeted junior and senior high school students with disabilities to identify service needs and relevant issues of transition students with disabilities. A total of 113 participants provided responses.
Most students with disabilities and their parents who participated in the consumer survey indicated they wanted to have a job after high school graduation. Three quarters expressed interest in post-secondary education (e.g., vocational technical school, college/university). In addition, students and parents showed a need for and interest in receiving most pre-employment transition services (e.g., job exploration counseling, work-based learning experiences, job readiness training). A lower proportion of the respondents indicated a need for assistive technology services.
When comparing responses, students indicated a high interest in learning about financial aid and grant options for college or universities. Parents expressed concerns regarding both self-advocacy skills of their children and issues related to employment.
Students who are blind or visually impaired benefit from services designed to enhance Competitive Integrated Employment (CIE) outcomes by receiving work-based learning, work-based readiness, career exploration counseling, instruction in self advocacy and counseling on opportunities for enrollment in post-secondary education. The Bureau of Services for Blind Persons (BSBP) assessment suggests that early intervention implementing the above services leads to stronger vocational direction and outcomes that are focused on demand-driven occupations. BSBP is gathering data that could substantiate the benefit of providing these early services. BSBP aligns with the Individuals with Disabilities Education Act (IDEA) by participating in the Individual Employment Plan (IEP) process, participating, and conducting person centered plans and post-secondary planning.