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2 Year Modification

Idaho PYs 2022-2023 (Mod)

Vocational Rehabilitation Program (Blind)

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:

    __________

    [13] Sec. 102(b)(2)(D)(iii) of WIOA

    • h. Interagency Cooperation

      Describe how the designated State unit will collaborate with the State agency responsible for administering each of the following programs to develop opportunities for competitive integrated employment, to the greatest extent practicable:

h. 2. The State agency responsible for providing services for individuals with developmental disabilities; and

View corresponding narrative from PYs 2020-2023

Current Narrative:

ICBVI has a partnership with the Adult Developmental Disabilities Services (ADDS) program under the Department of  Health &Welfare (H&W). While there currently is no formal agreement; H&W is a WIOA core partner. ICBVI works closely with IDVR (who manages the SE program for the state) in the provision of VR services to individuals with developmental disabilities. ICBVI have also had trainings to educate VR staff on Medicaid services and benefits thus allowing ICBVI staff to better assist clients in achieving their employment goals.

Over the past two years, ICBVI (along with IDVR) participated with a Health and Welfare driven “Community Now” engagement model with all stakeholders and individuals that access services through Health and Welfare.   The focus was on expansion of services through Medicaid that supports living and working in their community.  ICBVI has been able to provide significant input to ensure that the two programs complement each other and support successful employment services and outcomes. 

The Commission has also strengthened our collaboration with the Idaho Educational School for the Deaf and Blind, and now serve an increasing number of students with developmental disabilities. These individuals are served by both the general and blind programs, resulting in a more robust model of service delivery for these individuals with the most significant disabilities.