Vocational Rehabilitation Program (Blind)

Summary Outline of CSNA Methods, Results, Gaps, and Implications for State Plan

The Rehabilitation Act, as amended in 1998, requires each state to conduct a statewide needs assessment every three years. The current triennial needs assessment is statewide and jointly conducted by The Division for the Blind and Visually Impaired (DBVI) and the State Rehabilitation Council (SRC). The activities for the comprehensive statewide needs assessment (CSNA) were completed during calendar year 2017. The following summary of the CSNA is being used to develop many of our goals and strategies for PY 2019, 2020 and 2021.

Introduction

The goals of this needs assessment are to determine the vocational rehabilitation needs of individuals in Vermont who are blind or visually impaired.

Methodology

Information gathering included the use of:

• Existing disability population statistics including the Cornell Study;
• Disability population estimates from available data including the American Foundation for the Blind;
• Population projections and economic forecasts from federal and state data; Department Of Labor projections by state;
• Existing DBVI data, studies and experience; 911 data, type of service, cost, whether people currently served by DBVI are representative of the racial and ethnic minority distribution of people with disabilities within the state; data provided by CRPs; Counselor input;
• State level statistics from other federal programs; WIA, IEP, 504, Social Security,
• State and local data and reports;
• Stakeholder input: Surveys, focus groups, SRC meetings, interviews, Statewide Town Meetings, Customer—Centered Culture Focus Groups, and public hearings.
• Meetings and surveys with the statewide network of Teacher of the Visually Impaired.
• Statewide Customer Satisfaction and Needs Assessment Survey conducted by Market Decisions—November/December 2017.
• Review of Journal of Visual Impairment articles by DBVI staff.

Participants included DBVI Staff, State Rehabilitation Council, Vermont Association for the Blind and Visually Impaired (VABVI) Staff, and individuals who are blind or visually impaired from around the state. Dissemination plans included group meetings and individual interviews.

Results

Current Population Survey

Prevalence Rate (Disability at the Vermont Population Level):The percentage of a man and a woman, aged 18-64 who report a work limitation in Vermont from 1981 (8.9%) to 2014 (10.1%)

Labor Market Activity Rate: The percentage of a man and a woman, aged 18-64 with a work limitation in Vermont who worked more than 52 hours in the prior calendar year from 1981 (53%) to 2014 (24%).

Employment Rate: The percentage of a man and a woman, aged 18-64 with a work limitation employed in Vermont from 1981 (40.8%) to 2014 (17.6%).

*VonSchrader, S., Lee, C. G. (2017). Disability Statistics from the Current Population Survey (CPS). Ithaca, NY: Cornell University Yang Tan Institute (YTI). Retrieved from Cornell University Disability Statistics website: www.disabilitystatistics.org

2016 Disability Status Report--Vermont

American Community Survey

Erickson, W., Lee, C., & von Schrader, S. (2016). 2016 Disability Status Report:

Vermont. Ithaca, NY: Cornell University Yang-Tan Institute on Employment and Disability (YTI).

www.disabilitystatistics.org

Summary of Overall Vermont Data

Age--In 2016, the prevalence of disability in VT was:

• 14.3 percent for persons of all age
• 6.2 percent for persons ages 5 to 15
• 8.6 percent for persons ages 16 to 20
• 12.0 percent for persons ages 21 to 64
• 23.4 percent for persons ages 65 to 74
• 48.3 percent for persons ages 75+

Disability Type--In 2016, the prevalence of the six disability types among persons of all ages in VT was:

• 2.3% reported a Visual Disability
• 4.4% reported a Hearing Disability
• 6.7% reported an Ambulatory Disability
• 5.5% reported a Cognitive Disability
• 2.9% reported a Self-Care Disability
• 6.0% reported an Independent Living Disability

Gender--In 2016, 13.9 percent of females of all ages and 14.7 percent of males of all ages in VT reported a disability.

Hispanic/Latino--In 2016, the prevalence of disability among persons of all ages of Hispanic or Latino origin in VT was 7.9 percent.

Race--In VT in 2016, the prevalence of disability for working-age people (ages 21 to 64) was:

• 11.9 percent among Whites
• 9.7 percent among Black / African Americans
• 46.7 percent among Native Americans
• 14.1 percent among persons of some other race(s)

Populations in Households in Vermont

Content provided by the US Census bureau for the years 2010, 2011, 2012, 2013, 2014 and 2015.

https://suburbanstats.org/population/how-many-people-live-in-vermont

• Ages 15 to 17=12,648
• Ages 18 to 19=6,392
• Ages 20=3,244
• Ages 21=3,615
• Ages 22 to 24=11,034

Number of Individuals who are minorities

Content provided by the US Census bureau for the years 2010, 2011, 2012, 2013, 2014 and 2015.

https://suburbanstats.org/population/how-many-people-live-in-vermont

• Total population of Vermont= 625,741
• White- 596,292
• Two or More Races=10,753
• Hispanic or Latino=9,208
• Asian=7,947
• Black or African=6,277
• American Indian=2,207
• Another Race=2,105
• Three or More Races=610
• Native Hawaiian=160

Summary of Visual Disability data in Vermont—American Community Survey

Is this person blind or does he/she have serious difficulty seeing even when wearing glasses?

Working Age Adults

DBVI estimates that there are approximately 7,100 Vermonters of working age (21-64) who are blind or severely visually impaired (meaning even with correction they are not able to easily read the newspaper). DBVI provides RSA defined services to approximately 5.3% of these individuals annually (293 in FFY17).

· Visual Disability Total= 14,100 (2.1% of 619,100 VT population)

· Ages 5 to 15= 100 (6.4% of 75,800)

· Age 16 to 20= 80 (

· Age 21 to 64= 7,100 (2% of 357,300)

· Age 65 to 74= 2,500 (3.6% of 68,500)

· Age 75 and Older= 3,400 (7.9% of 42,800)

Employment Rate

Employment rates of non-institutionalized

Working-age people (ages 21 to 64) with disabilities in Vermont.

• In 2016, the employment rate of working-age people with disabilities in VT was 41.4 percent.
• In 2016, the employment rate of working-age people without disabilities in VT was 85.0 percent.
• The gap between the employment rates of working-age people with and without disabilities was 43.6 percentage points.

Gap--Employment Rate--Visual Disability

• The gap between the employment rates of working-age people with a visual disability (48.2%) and without disabilities (85%) was (36.8%) percentage points.
• This represents about 3,400 out of 7,100 working-age people with a visual disability who are employed.

Not Working but Actively Looking for Work

The percentage of non-institutionalized working-age people (ages 21 to 64) with disabilities in Vermont who are Not working but actively looking for work.

• In 2016 in VT, the percentage of working-age people with disabilities who were not working but actively looking for work was 5.5 percent.
• In 2016 in VT, the percentage of working-age people without disabilities who were not working but actively looking for work was 15.5 percent.
• The difference in the percentage of not working but actively looking for work between working-age people with and without disabilities was 10 percentage points.

Gap--Not Working but Actively Looking for Work--Visual Disability

• The difference in the percentage of not working but actively looking for work between working-age people with a visual disability (0.8%) and without disabilities (15.5%) was 15.42 percentage points.
• This represents about 296 people with a visual disability out of the 3,700 people with a visual disability who are working age not working but looking for work.

Working Full-Time/Full-Year

This section presents the percentage of non-institutionalized working-age people (ages 21 to 64) with disabilities working full-time/full-year in Vermont.

• In 2016, the percentage of working-age people with disabilities working full-time/full-year in VT was 27.0 percent.
• In 2016, the percentage of working-age people without disabilities working full-time/full-year in VT was 62.6 percent.
• The difference in the percentage working full-time/full-year between working-age people with and without disabilities was 35.6 percentage points.

Working Full-Time/Full-Year: Gap--Visual Disability

• The difference in the percentage working full-time/full-year between working-age people with a visual disability (24.8%) and without disabilities (62.6%) was 37.8 percentage points.
• This represents about 1,700 out of 7,100 people with a visual disability who are working Full-Time/Full-Year.

Annual Earnings

The median annual earnings of non-institutionalized working-age people (ages 21 to 64) with disabilities who work full-time/full-year in Vermont.

• In 2016, the median earnings of working-age people with disabilities who worked full-time/full-year in VT was $44,300.
• In 2016, the median earnings of working-age people without disabilities who worked full-time/full-year in VT was $44,500.
• The difference in the median earnings between working-age people with and without disabilities who worked full-time/full-year was $200.

Gap--Annual Earning--Visual Disability

• The difference in the median earnings between working-age people with a visual disability earned $50,400 and people without a disability earned $44,500 showing that people with a visual disability earned $5,900 more annually than people without a disability.

*Caution: Estimates bases on a very small sample size (less than 40 individuals).

Poverty

The poverty rates of non-institutionalized working-age people (ages 21 to 64) with disabilities in Vermont.

• In 2016, the poverty rate of working-age people with disabilities in VT was 21.2 percent.
• In 2016, the poverty rate of working-age people without disabilities in VT was 8.6 percent.
• The difference in the poverty rate between working-age people with and without disabilities was 12.6 percentage points.
• Gap—Poverty—Visual Disability
• The difference in the poverty rate between working-age people with a visual disability (27.9%) and without disabilities (8.6%) was 19.3 percentage points
• This represents about 2,000 people with a visual disability out of the 7,100 people with a visual disability who are working age that live in poverty.

Education Level

• Less than High School=800 (11.9% of 7,100)
• A HS diploma or equivalent=3,600 (50.4% of 7,100)
• Some college/associates degree=1,500 (21.1% of 7,100)

College Bachelor Degree=1,200 (16.5% of 7,100)

Gap—Education Level--Visual Disability

A majority of individuals with a visual disability do not get a college degree.

Information about DBVI agency resources:

DBVI currently has a total of 10 staff including four Vocational Rehabilitation Counselors and two Associate Counselors. DBVI collaborates with CRPs including The Vermont Association for the Blind and Visually Impaired and The Vermont Association for Business, Industry, and Rehabilitation; and Supported Employment programs (i.e. Developmental Services Agencies and Mental Health programs).

The type, percentage, and cost of services provided by CRPs to individuals who are blind or visually impaired and who are minorities.

• DBVI contracts with the Vermont Association for Business, Industry, and Rehabilitation to provide job development services for DBVI customers in all four regions of the state ($60,000 annually).
• DBVI customers have access to supported employment services through an agreement with the General VR agency to access those programs as needed. In 2017, 8 DBVI customers participated in supported employment programs.
• DBVI contracts with the Vermont Association for the Blind and Visually Impaired for Low Vision, Rehabilitation Teaching, and Orientation and Mobility services ($175,000 annually).

Customer Satisfaction Data—Key Findings and Discussion

Statewide Survey

The survey instrument for this research was developed jointly between the Vermont Division for the Blind and Visually Impaired and Market Decisions Research. It is based on question topics that Market Decisions Research has used in conducting satisfaction research among Vocational Rehabilitation consumers in six states. The goal of this research was to provide an accurate assessment of the views of consumers that could be used to assess satisfaction with services with VT DBVI overall. The target population for this research consisted of all consumers with open and closed cases.

Goals:

• The Customer Quality Assurance Survey and Needs Assessment is designed to allow customers to provide feedback about the services they have received.
• The survey provides a tool to measure satisfaction with the agency and the services provided.
• The survey is designed to gather information to allow quality improvements.
• This administration allows comparisons to the 2003, 2011, and 2015 research and the opportunity to see trends in customer satisfaction.

Executive Summary

Consumer Core Metrics:

• Overall Satisfaction and Expectations: 82
• Experience with Services Provided by DBVI: 83
• Experience with DBVI Staff and Counselors: 93
• Communications with DBVI Staff: 88
• Consumer Control and Involvement: 86
• Outcomes and Meeting Goals: 85
• Ease of the Application Process for DBVI Services: 88
• Accessibility of the DBVI Office: 87
• Satisfaction with Current Employment: 85
• Recommend VT DBVI: 98
• Experience Problems with VT DBVI: 89

New Skills and Knowledge

• The most commonly received service from VT DBVI was adaptive equipment (67%). This was also the service consumers most frequently found most helpful (45%)
• The most well-known services offered in other places that consumers thought VT DBVI needs is additional training opportunities.
• 92% of consumers are satisfied with the choice of services available.
• 85% of consumers think DBVI delivers services to them well.
• 89% of consumers are satisfied with the choice of service providers.
• 90% of consumers are satisfied with their choice of a vocational goal.
• 88% of consumers are satisfied with the information they have been given about the choices they have.

Attitudes and Opinions

• 92% of consumers are satisfied with VT DBVI’s program overall.
• 94% of consumers are satisfied with their involvement in their DBVI experience.
• 11% of consumers experienced some problem with DBVI or the services provided to them.
• The problems most commonly being experienced are not receiving employment (37%) and not receiving help in reaching plan or goals (29%).
• Among those experiencing problems with DBVI or the services provided, 59% indicate that DBVI worked to resolve those problems.
• The most common sources of improvement offered by consumers is more training (14%) and increases in staff (8%).
• The most commonly sought need to address is for more transportation and drivers for all of consumers’ needs.
• Consumers are most likely to place the blame for unmet needs on funding issues (28%).
• Most DBVI consumers believe that the unmet needs could be solved by providing more staff (23%) or better information being made publicly available (21%).

New Behaviors and Circumstances

• 81% of consumers agree that the DBVI services they received helped or will help them become more financially independent.
• 88% of consumers feel that the DBVI services they received helped them or will help them become more independent, in general.
• 84% of consumers feel the DBVI staff helped or will help them reach their job goal.
• The new skills consumers are most likely to report are computer and technology use skills (23%).
• The most commonly reported assistive technology skills learned are computer/technology skills (22%).
• 54% of consumers are working full or part time.
• The service that working DBVI consumers are most likely to believe helped them get or keep their job was job coaching and support (28%).
• Asked what worked best in helping them prepare for their job, consumers are most likely to say adaptive equipment and counseling.
• 91% of working consumers are satisfied with their current job.
• Jobs in education are most in demand among DBVI consumers not currently employed (15%).
• Among those not working, help in finding a job (3%) is the most commonly reported service consumers need and where not receiving.

Treatment by VT DBVI

• 94% of consumers feel the staff of DBVI helped or is helping them achieve their DBVI goal.
• Almost all (91%) consumers report that the DBVI office is accessible for someone with their type of disability.
• Nearly all consumers (95%) feel the DBVI staff treats them with dignity and respect.

Actions Meeting Standards

• 83% of consumers got the results they wanted from DBVI.
• 92% of consumers felt that the services provided by VT DBVI met their expectations.
• 90% of consumers felt that the services they received from VT DBVI compared well to their ideal program.
• 98% of consumers would tell their friends with disabilities to go to the DBVI program for help.
• 93% of consumers agree that they are better off as a result of the services received from DBVI.

Timeliness of Action

• 92% of consumers are satisfied with how long it took their counselor to answer questions and address concerns.
• 95% of consumers indicate that it is easy to contact their DBVI counselor.
• 91% of consumers feel that services are provided as promptly as necessary.

Other Items

• 96% of consumers found it easy to complete an application for DBVI services.
• 64% of consumers have been informed they could address problems with Division for the Blind and Visually Impaired, and that they could address it with the Client Assistance Program.

Key Findings

Summary

The overall conclusion that can be drawn from this research is that a large majority of consumers are satisfied with the Vermont Division for the Blind and Visually Impaired (DBVI), satisfied with the services they receive, and only a small fraction have experienced any problems. This reaffirms the findings from prior studies conducted between 2003 and 2015.

The staff of DBVI is viewed as helpful and interested in meeting the needs of their consumers. Staff effectively communicates with their consumers and staff also engage with their consumers during the process. Staff listen to consumers when determining goals and the large majority of consumers indicate that DBVI provided the necessary assistance to help them achieve their goals.

Based upon the views and attitudes of the large majority of consumers, the survey results did not identify any major problems with the Vermont Division for the Blind and Visually Impaired or the services it provides.

Looking at the positive highlights, the vast majority of consumers are positive about:

• Their overall experience
• Believe that DBVI met their expectations
• Have a positive experience with the services provided by DBVI
• Have a positive experience with DBVI staff and counselors
• Feel they are part of the process in setting goals
• Have positive outcomes, and
• Nearly universally recommend DBVI to others.

While positive, the survey results do show a slight drop from the 2015 survey. The declines observed are small but occurred across nearly all metrics. This suggests there are factors having a slight negative impact consumer experience. In reviewing consumer feedback, the most commonly mentioned issues or concerns are in the areas of:

• Issues communicating with staff or counselors, difficulty reaching staff or counselors
• Difficulties with paperwork and forms, needing help in completing forms, needing alternate formats
• Difficulties in finding employment, few job options
• Waiting to receive services, have not received services
• Needing more support or services, having to fight to obtain services, needing more guidance

Pre—Employment Transition Skills Planning

Includes:

• Statewide Survey of all Teacher of the Visually Impaired
• Statewide survey sent to all students and families.
• Data-Mapping of Child Count data.
• Mailing to all special education and 504 administrators
• Calculation of current Pre-ETS Expenditures and Forecasting of future needs.

Statewide Survey of all Teachers of the Visually Impaired in Vermont--Survey open from November 2017 through December 2017.

What needs do your students have in job exploration counseling?

Most Popular Responses:

• Exposure to jobs in their community
• Receiving hands on experience as to how jobs are performed
• Meeting other employed adults with similar impairments

Key Answers:

• “Knowledge of actual jobs, the opportunity to "see" (hands on) how jobs are performed, the opportunity to understand how assistive tech and strategies can allow them to do jobs successfully. Meeting other adults with visual impairments who are working is also helpful”

In your experience, what skills do students need to be prepared for work experiences?

Most Common Responses:

• Social Skills (How to ask questions, making friends, etiquette, grooming etc.)
• Personal Communication skills
• Time management
• Technology
• Lots of range of answers

Key Answers:

• “Time job shadowing with HANDS on experience... Social skills, constructive criticism, making friends, etiquette, grooming, problem solving (not waiting for others to step in), assertiveness, transportation options, assistive technology, handling downtime appropriately, annual resume writing and updates. Understanding and identifying the list of job skills needed WITHIN each job.”

How are your students' strengths and weaknesses currently assessed in the area of work-basedlearning?

Most Common Responses:

• Skill Inventory Checklist/ Job Readiness Checklist
• Observation/Evaluation of students by teacher and employer

Key Answers:

• “We were just given a readiness list, but other list are also out there in the areas of independent living, social skills, technology, etc. APH has a book on assessment and goals toward transitioning students successfully as well. I currently have students in middle school and under, and I have not been using a formal list with my current students. I definitely need to be thinking more about this with my middle schoolers though it really starts in the younger years with exposure and experiences.”

What would help your students learn more about post-secondary options? Is there anything DBVI could do in order to help?

Most Common Responses:

• Have students meet with TVI and DBVI staff to discuss options
• Have DBVI organize college visits and gatherings with current college students
• Connect with families
• Put together overnight experiences like LEAP, but held more often and for high school students only

Key Answers:

• “What would be helpful is if DBVI put together a series of overnight experiences - like the leap retreat weekends but even quicker, and more often for students in 10-12 grade. Small but frequent experiences where our students could get together more frequently while being exposed to work experiences - like an overnight where all the 10-12 graders then go and do different job shadows, and then get together in 8 weeks and switch job shadows, and learn the routes, be exposed to different access tools, spend time socializing, and then using social skills at the job sites. Some jobs could be a professor at UVM, various food service employees, computer programmers, staff at echo museum, financial industry, social work organization, etc..”

What skills do your students need to be prepared for post-secondary education?

Most Common Responses:

• Organization
• Daily living skills
• Technology
• Advocacy Skills

Key Answers:

• “The same ones as regular students plus advocacy, exposure to applications and how to find resources on line to assist them. The opportunity to practice some problem solving situations ahead of time.”

What do your students need to get ready for employment?

Most Common Responses:

• Advocacy Opportunities
• Social skills
• Professional skills (Interviewing, dressing for work, office skills etc.)
• Confidence

Key Answers:

• “Opportunities to perform jobs. Training around how to go about getting the training necessary to obtain a paying job in the community, communication skills training, conversational skills training, personal care skills training, etc.”

What job readiness skills do you think your students need to succeed in the workplace?

Most Common Responses:

• Often, people referred back to their answers from previous question

Do your students receive the help needed to advocate for themselves? Why or why not?

Most Common Responses:

• Most respondents indicated that their students receive some advocacy training or are made aware of some program available. The issue is having the students take advantage of said programs or continuing their training through high school.

Key Answers:

• “Yes they need help to advocate for themselves. "Self Determination" is one of the 9 Expanded Core Curriculum bullets. It takes a village, Most students come from overprotective and/or dysfunctional families so they depend on the school staff and outside sources to help guide them.”

Is there anything you would like to see DBVI do with self-advocacy services?

Most Common Responses:

• Educating Parents, form a parents group
• Work with students and parents directly
• Create a progress checklist
• Run workshops

What services have been successful for your students? Why?

Most Common Responses:

• Camps, get togethers
• CCS, Howard, LEAP, HAPI
• Job placement services
• Work experiences and assistive technology consultations.

Key Answers:

• “The arrangement of work experiences, and assistive technology consultations have been beneficial for several of my students. Direct engagement with students outside of the school setting has also been instrumental in moving students forward with their transition planning.”

Where are there gaps in services?

Most Common Responses:

• Inconsistent coverage of job coaches for students
• Opportunities to get together across the school year
• Persistence of being in contact with school based personnel
• Not many outlets for real job experience
• Funding for personal transportation
• Time, not enough time to do everything
• Assistive Technology
• Daily living skill services

Key Answers:

• “Time. We need to actually identify transition specific objectives in the IEPs or more transition specific objectives per school year. 24 hours is a day is not long enough. Students with a VI need an extra 13th year of schooling in most of the 9 Expanded Core Curriculum areas”
• “Based on conversations I have had with parents the most challenging thing seems to be the inconsistent coverage of job coaches for students who need extra support in the community or at work”
• “There are certainly no obvious caps and services. However, funding for personal transportation expenses and access to efficient transportation remains a challenge in our largely rural community.”
• “I think DLS instruction beyond what a TVI is able to do could start even earlier.”

Statewide Survey of Families

In fall 2017 DBVI sent a survey to all visually impaired students and families in high school. The questions included their needs for the 5-core Pre-ETS activities. These results helped DBVI with outreach to all individuals including those who are underrepresented or minorities. The survey also included a letter that explains DBVI intent to assist students with career planning and finding work experiences. It also described the summer work experience LEAP program and school year retreats and workshops.

Statewide Focus Group Meeting (Included DBVI consumers and several SRC Members).

In January 2018 DBVI held a statewide focus group as part of the CSNA. The focus group included representation from all regions of the state. The event had two main objectives. First, to ask participants “What is working well and what else is needed to help people who are blind or visually impaired teach their employment and independence goals?” The other goals was to have an in-depth opportunity for each participant to share with the group the IOS apps that are most useful for their employment and independence.

DBVI Questions and Notes

As you think about employment, what can you think of that DBVI can do to help with that?

• Tech training
• The ability to spend more time with individuals to do something consistent over a period of time and be proficient with certain skills
• People get their feet wet, but they don’t really remember when they are seeking employment
• There is room for more training
• As technology gets better, people need to become more informed
• Quarterly Newsletter
• This has been updated
• This is what’s new
• Tech Listserv (E-mail and contribute to constantly and peer to peer)
• Podcasting
• VPR has been teaching people about podcasts
• DBVI needs to find a way to have the trainers become more adept at being innovative within a person’s domain for possible low-tech solutions.
• Using the things around them to solve a problem
• Don’t constantly throw technology at something
• Try to make things easier to use without always have to pull up an app
• Have DBVI find some training or encouragement for instructors to learn more ways in helping people find their own solutions
• Increase tactile knowledge and stuff like that
• Adapting to what you have
• Perkins School Program to Learn More Adaptive Knowledge
• How do we share low tech solutions?
• Listserv Idea
• Peer to Peer Connecting
• It’s hard for people to find a way to get where they need to be
• “There’s a canyon between me and a job”
• I want to meet people who can help me
• What DBVI can do about outreach?
• Need to advertise more
• Department of Human Resources

How can DBVI reach underserved populations?

Issues

• Transportation
• No actual job to go to necessarily
• WIOA could change this
• Radio PSAs
• Podcast
• VABVI (Video Clips “How I Do It”)
• Contact the legislator for more BEP sites.
• Get more BEP training sites in the state.
• More connection with Department of Labor contacts
• A launching place for subcommittees and meetings
• Getting connected with other entities and organizations

Pre-Employment Survey of Students who participated in the Summer 2017 LEAP Work Experience Program

What do you think will help you the most with reaching your employment goals?

• More experience in the field that I want and great organization skills.
• Work experience, positive attitude.
• Learning how to make and build a better resume than what I already have.
• I think working closely with my DBVI counselor and being as open and honest as possible with employers in regards to my disability and possible limitations.
• I think going to college would help me reach my employment goals, so I can figure out exactly what my employment goals are.
• Learning more about Assistive Technology.
• Professional development Friday's really helped me with interview skills and how to format my resume.
• I think more individualized training, particularly in technology (working with JAWS).
• Having a reliable list of references so that they can give a good recommendation for jobs that I may be applying to in the future.
• Being more responsible, and getting the accommodations I will need will help me be successful.
• Finding better ways to access accommodations in the work place - both in tools to use and ways to advocate.
• Making good contacts/networking. I was able to meet someone (Heather B) who may be able to help me get into the job field that I want to go into. I want to learn from people like her.
• Researching and making sure I have the necessary skills needed for the certain job. Different accommodations and making sure I'm aware of the different services I receive.
• I think practicing interviews and learning about interviews will help me in the future.
• What are your needs in relation to your employment goals?
• Better public speaking skills, better organization skills, and learning about other music.
• Leadership skills. Working skills.
• I need to work on not influencing people around me and I need to become a better role model.
• My needs really depend on the job and expectations of me in that particular position. I need to be allowed to use all assistive technology in the workplace and often require extra time and patience in order to complete certain tasks, particularly if it involves a lot of reading or computer work.
• I need to learn how to budget my money well. I also need help on my time management skills.
• Getting more comfortable with using Assistive Technology (I.e. Voiceover on Mac).
• I need support and good accommodations from the future employer.
• I think I am lacking in technology training, or the fact that I haven't stepped completely out of my comfort zone yet, in terms of being more independent and proactive.
• I might need extra time to learn what to do at a new job, in order to perform well.
• I'll need a job coach for a little bit.
• I need to live in an area where there are more entry-level positions for people under 18.
• I will need some adaptive equipment to get into the medical field. I will also need to learn computer program to help me succeed.
• Making accommodations and making sure the employer know that I have different needs compared to sighted person. I will need to use my phone in order to read certain things, such as labels and or different documents.
• My needs are accessible technology and for my employers to know my different needs. I will also need more training on how to take public transportation.
• What do you feel is getting in the way of reaching your employment goals?
• More practice with public speaking.
• I feel as though I'm the only one standing in the way of my goals, but that can be sad for all life. I can be a difficult person to change and I need to learn the changes the best thing in some cases.
• Outside of LEAP, I have not been employed. I think my biggest obstacle currently is my lack of experience in the workforce, very evident on my short resume.
• I think a couple things are procrastination and not having enough motivation are two of them.
• My vision is a barrier because of other peoples' perceptions and how they decide to interpret my abilities.
• Trying to explain my disability to some employers because I think a lot of employers may think of us as a liability.
• Not having a college education, and not knowing how to get a job on my own because I need assistance for that.
• Age is getting in the way of getting a job (they say I must be 18 or older) and also disability discrimination in general.
• People opinions of the blind community is getting in the way. I hear a lot "you can't do that" or "no one wants a blind nurse." I feel that people with visual impairments are thought of as less capable.
• I can't think of anything that's getting in the way because I haven't applied to any jobs, and I'm still in high school. Transportation is the only thing I can think of as being an issue but that's not anything I can't work around.
• My learning disability and the fact that I take longer to grasp information gets in the way of me reaching my employment goals.

Journal of Visual Impairment and Blindness JVIB Articles

The highlights of previously cited in CSNA articles are cited here because they are still relevant. Please refer to the previous CSNA for a more complete summary. Several JVIB article are new and include more complete summaries below.

The previous CSNA (FFY 15) referenced several Journal of Visual Impairment and Blindness (JVIB) article that have identified several “Needs” of people who are blind or visually impaired related to students and employment. Here are some of the main highlights:

Transportation:

• The most frequently cited barriers for visually impaired individuals regarding transportation are: the availability of public transportation, travel time, cost, safety issues, and stress associated with transportation.
• Engage clients in problem-solving discussions to generate transportation options; sharing of client success stories and innovative strategies implemented to overcome transportation barriers.
• In an effort to continue to support consumers around transportation issues DBVI could survey consumers to obtain information on effective transportation solutions and share with other consumers. Showcase success stories on creative transportation solutions.
• Participating in efforts to improve the overall transportation system.
• Providing consumer’s transportation expenses for at least 60 days after the Customers are employed.
• Encouraging customers to relocate (when needed) and network with co-workers and community agencies to hire drivers.
• Encouraging customers to car pool, meet somebody, post messages on bulletin boards, run an ad in the newspaper and try to find somebody in community.

Employer Attitudes/Educating the Public:

• Disability awareness training and assistive technology were two of the top five strategies identified by employers that would be helpful in hiring persons with disabilities.
• There are multiple theories about how attitudes are formed and changed, and many of them propose a link between knowledge and attitudes.
• What level of knowledge do employers have about how someone who is blind or visually impaired can perform specific job functions (that is, knowledge about job accommodations or available assistive technology)?
• Do employers know where to seek help with accommodating someone who is blind or visually impaired?
• In an employer survey a majority of managers mistakenly believed there were few jobs in their organizations that visually impaired people could successfully perform. They also thought it was more expensive to hire someone with impaired vision compared to someone without a disability. The majority of managers made it a lower priority to recruit, train, and retain employees with disabilities than to recruit, train, and retain executives, senior managers, young employees, and minorities.
• Involving the employer in advocating for the creation, modification, or expansion of transportation programs. Systems change when employers also advocate for more transportation options.
• Providing education to employers and human resources professionals about job accommodations, including where to find additional information, is necessary and would be an appropriate strategy to use when interacting with employers.
• Encouraging job seekers to volunteer information about how they perform specific activities and their transportation options. Answering the unasked question is important because what the employer is imagining probably is not accurate.
• Educating employers about visual impairment and how it affects functioning.
• Creating opportunities for increased contact between employers and persons who are visually impaired.
• Sharing testimonials and newspaper articles of success stories.
• Doing presentations each month to describe the whole process and the benefits of hiring a blind person.
• Offering training about the Americans with Disabilities Act to employers.
• Providing community education days.
• Facilitating educational activities particularly targeted for October because it is National Disability Awareness Month.
• Taking tours and publicly recognizing businesses that employ visually impaired persons.
• Facilitating employer mentoring programs and breakfast meetings.
• Developing long-term relationships with employers, particularly those with large businesses.
• Sharing success stories about competent blind people on the job and publicize them in many ways. Include consumer organizations in these efforts.

Soft Skills/Interviewing Skills

• Making sure everyone has practice interviews so the person is ready.
• Making sure DBVI customers are competent in discussing their skills, qualifications, and visual impairment with employers.

Assistive Technology

• Access to assistive technology
• Providing high-quality training in adaptive skills and assistive technology are vital aspects of preparation for employment.

Progressive Employment

• The need for a transitional period to full-time employment during which they engage in progressive employment including volunteer work, part-time work, work experiences, or on-the-job training.
• Providing on-the-job training programs and job coaches to promote positive integration into the workplace.
• Finding ways to keep valued older employees.

Benefits Counseling/Guidance

• Fear of losing benefits.

Peer Support/Job Clubs

• Creating job clubs for promoting appropriate work behavior and increasing knowledge about employment options.
• Promoting peer support as a powerful force in assisting DBVI customers through the training and employment process.

Adjustment to Blindness

• Individual adjustment to blindness

Additional recent JVIB articles relating to “Needs” of Blind or Visually Impaired related to Employment include:

Cmar, J. L. (2015). Orientation and Mobility Skills and Outcome Expectations as Predictors of Employment for Young Adults with Visual Impairments. Journal of Visual Impairment & Blindness, 109(2), 95-106.

• Cmar analyzed data from the National Longitudinal Transition Study to assess the relationship between orientation and mobility, post-secondary education, and employment for persons who are blind and visually impaired. The study revealed that, “…youths with high ratings on community travel skills were significantly more likely to be employed up to six years post- high school,” (p. 102). The author concluded that their results, “…suggest that independently traveling to places outside the home, using public transportation, and arranging airplane or train trips are predictive of later employment for adolescents with visual impairments. These experiences can be facilitated through avenues such as off-campus O&M [Orientation and Mobility] instruction, transition programs, and summer programs, and can be further supported by family involvement,” (p. 103).

Crudden, A. (2015). Transportation issues: perspectives of orientation and mobility providers. Journal of Visual Impairment & Blindness (Online), 109(6), 457-468.

• Crudden conducted an exploratory study of orientation and mobility providers’ perceptions of transportation issues facing blind and visually impaired individuals. The author found that transportation is a major barrier for people who are blind and visually impaired, especially in terms of employment. “Participants unanimously agreed that transportation has a significant negative impact on the employment of persons who are visually impaired,” (p. 461).

Crudden, A., Antonelli, K., & O’Mally, J. (2017). A Customized Transportation Intervention for Persons with Visual Impairments. Journal of Visual Impairment & Blindness, 111(4), 341-353.

• Crudden et al. evaluated a customized transportation intervention program for people who are blind or visually impaired. The study consisted of a pretest and posttest of participants’ social problem-solving skills, transportation self-efficacy, and transportation knowledge. Participants were measured against a comparison group of blind and visually impaired persons not undergoing the intervention. The authors found that, “The intervention group scored higher than the comparison group on all measures at posttest, and trends in all cases showed that the intervention group improved more from pretest to posttest than the comparison group,” (p. 350) and concluded that, “These results lend support to the necessity and benefit of engaging consumers in structured transportation planning discussions and activities,” (p. 351).

Crudden, A., McDonnall, M. C., & Hierholzer, A. (2015). Transportation: an electronic survey of persons who are blind or have low vision. Journal of Visual Impairment & Blindness (Online), 109(6), 445.

• Crudden et al. conducted a nationwide survey of blind and visually impaired persons around issues related to transportation. Survey respondents did not identify transportation as a primary barrier to employment. However, the authors note: “… just over half of the persons who described themselves as self-employed, unemployed, retired, students, or volunteers reported that lack of transportation limited their participation in employment. More than one third of participants reported having turned down jobs because of transportation concerns,” (p. 452). The authors concluded that while transportation remains a major barrier to employment for blind and visually impaired persons, the concern within that community is with the obstacles transportation creates for leisure, daily living, and community engagement.

Ehn, M., Möller, K., Danermark, B., & Möller, C. (2016). The Relationship Between Work and Health in Persons with Usher Syndrome Type 2. Journal of Visual Impairment & Blindness (Online), 110(4), 233-244.

• Ehn et al. investigated work and health in people with dual sensory loss through Usher syndrome. Results showed that individuals with Ushers syndrome who were employed enjoyed significantly better health than those who were in receipt of disability assistance funds. The authors concluded that, “…there is a need for early interventions supporting persons with USH2 [Ushers syndrome] by means of vocational training and other work-promoting activities instead of granting them a disability pension, since in the long term employment may make the difference between good and bad psychological health,” (p. 242).

Hierholzer, A. C., & Bybee, J. (2017). Working with Randolph-Sheppard Entrepreneurs Who Are Deafblind: A Qualitative Analysis. Journal of Visual Impairment & Blindness, 111(1), 61-71.

• Hierholzer and Bybee examined challenges to deafblind entrepreneurs and staff involved with the Randolph-Sheppard Enterprise Program. The authors conducted interviews with staff and deafblind entrepreneurs. Their findings suggest that the largest challenge to deafblind entrepreneurs was communication with customers. The authors conclude that, “Although communication is a challenge, neither deafblind entrepreneurs nor BEP [Business Enterprise Program] staff view communication challenges as insurmountable barriers. Individuals with deafblindness can succeed as BEP entrepreneurs if they are provided with updated technology, notify customers about the best ways to communicate with them, and keep a positive, upbeat attitude when interacting with customers,” (p. 70).

Högner, N. (2015). Psychological stress in people with dual sensory impairment through Usher syndrome type II. Journal of Visual Impairment & Blindness (Online), 109(3), 185-197.

• Högner evaluated questionnaire responses to investigate psychological stress in people with dual sensory loss through Usher syndrome. Their findings indicated that respondents had high levels of stress and identified orientation and mobility, chronic worry, and social isolation as the leading factors in the development of stress. Högner concluded that, “…it is important to offer services to people with USH [Usher syndrome] that enable them to participate in society,” (p. 195). Further, the author highlighted the importance of employment rehabilitation for people with Usher syndrome.

McDonnall, M. C., Crudden, A., LeJeune, B. J., Steverson, A., & O’Donnell, N. (2016). Needs and Challenges of Seniors with Combined Hearing and Vision Loss. Journal of Visual Impairment & Blindness, 110(6), 399-411.

• McDonnall et al. surveyed seniors with combined hearing and vision loss to identify needs and challenges. The survey demonstrated that transportation, technology training, assistance with errands, and improved communications were the top reported needs for seniors with dual sensory loss. Needs for early onset of one or both sensory losses focused on transportation and use of technology. The authors emphasized the importance of technology training for seniors with dual sensory loss as it can, “…contribute to overall improved quality of life, since it has the potential to improve communication options and reduce feelings of isolation,” (p. 399).

O’Mally, J., & Antonelli, K. (2016). The Effect of Career Mentoring on Employment Outcomes for College Students Who Are Legally Blind. Journal of Visual Impairment & Blindness, 110(5), 295-307.

• O’Mally and Antonelli conducted a nationwide longitudinal study to evaluate career mentoring outcomes for blind college students. Their findings demonstrated that, “Students working with mentors were significantly more assertive in job hunting and showed trends in improvement for job-seeking self-efficacy and career adaptability. Despite these positive trends, however, the mentoring relationship did not have a significant influence on employment rates and job satisfaction,” (p. 303). The authors conclude, “Our results indicate that mentor relationships are effective in improving jobseeking assertiveness for legally blind college students. Trends indicated that improvement may also occur in areas of self-efficacy and career adaptability and, perhaps with a longer mentoring period, significant gains would be seen in these areas as well,” (p. 304).

O’Mally, J., & Steverson, A. (2017). Reflections on Developing an Employment Mentoring Program for College Students Who Are Blind. Journal of Visual Impairment & Blindness (Online), 111(3), 271-276.

• O’Mally and Steverson (2017) reported on an employment mentoring program for blind college students. The program involved matching mentors and mentees to facilitate job shadowing, networking, job-seeking skills, and finding transportation. The authors found that this type of program, “…demonstrates the desire among students with visual impairments and professionals to work with others in pursuing employment,” (p. 275). O’Mally and Steverson conclude that future mentoring programs might benefit from, “…broadening eligibility to include college students of nontraditional ages and those who are in the earlier stages of post-secondary education,” (p. 275). Further, the authors highlight the need for service providers to encourage students to pursue these types of opportunities and emphasize the development of, “…realistic views of securing employment,” (p. 275).

Victor, C. M., Thacker, L. R., Gary, K. W., Pawluk, D. T. V., & Copolillo, A. (2017). Workplace Discrimination and Visual Impairment: A Comparison of Equal Employment Opportunity Commission Charges and Resolutions Under the Americans with Disabilities Amendments Act. Journal of Visual Impairment & Blindness, 111(5), 475-482.

• Victor et al. analyzed workplace discrimination cases concerning persons who are blind or visually impaired. Several trends were identified in these cases, including: a decrease in job acquisition charges, an increase in job satisfaction charges, and an increase in job retention charges. The authors note: “Workplace discrimination experiences were most prevalent with aspects regarding job satisfaction, which includes issues with reasonable accommodations,” (p. 480). The authors highlight the need for vocational rehabilitations service providers, “…to be aware of and knowledgeable about assistive technology, adaptive communication, and independent living devices that could supplement or enhance the capabilities of individuals to perform essential job functions needed for successful employment,” (p. 480). Further, the authors urge vocational rehabilitation providers to be knowledgeable of federal and state laws governing workplace discrimination and to provide one-on-one support to blind and visually impaired professionals throughout the employment process.

Nearly all DBVI consumers are considered to have a most significant disability. The CSNA included many of these individuals in focus groups, interviews, and customer satisfaction surveys to determine their employment needs. The findings from all of these assessment methods plus a review of the JVIB research show some major categories of need. They include needs for training and work experiences that lead to good jobs, adaptive skills training, and assistive technology computer training. There is also a significant need to educate employers about the abilities of people who are blind.

DBVI has strong partnerships for individuals who need supported employment. Eligible consumers can access programs through the Developmental Services Agencies. DBVI strives to have all individuals participate in trial work experiences using supported employment when appropriate.