Transition Service Providers

Community Service Providers provide an important link to community resources and can assist young adults in accessing services. For example, organizations that provide employment services may have information on current labor trends and potential job markets. Once a student has left school, providers may be able to offer programs and services to assist in vocational training, job placement, and living alternatives. Community service providers, along with students and their families, have the responsibility to follow-up on the transition plan after graduation.

On the following pages are brief descriptions of a number of community service providers, including some of the transition services they may offer. This list is by no means comprehensive; in addition there are often eligibility requirements, and services may vary by community.

The school system continues to provide special education services according to the IEP while the student is in school. At or before age 16, school staff members are required to invite potential adult services providers to the IEP meeting. It is at this time that a Division of Vocational Rehabilitation (DVR) counselor should be invited, if they haven't already become involved.

BE AWARE
No later than 1-1/2 years before the student is going to leave school, the student should be officially referred to DVR services if appropriate. Even if they are not "referred," a student with a disability interested in DVR services can fill out an application for services. This early involvement is to make sure eligible students have an Individualized Plan for Employment (IPE) in place prior to leaving school so there is no lapse in services. (The IPE is similar to the IEP.)

Unlike special education, which is an entitlement to everyone, DVR only serves those individuals who are "eligible." The eligibility requirements for the two programs are different. It is possible to be eligible for DVR and not be on an IEP student--for example, students who are in wheelchairs, but do not require special education. And it is also possible to be on IEP student and not be eligible for DVR services, as in the case with someone with speech impairments. To be eligible for DVR services, a student must have a physical or mental impairment which results in a substantial impediment to employment. The individual also must require DVR services in order to become employed. When a student meets these criteria, DVR presumes the student can benefit from vocational rehabilitation services, no matter how severe the individual’s disability is. There must be clear and convincing evidence that they cannot benefit.

DVR does not have resources to serve all the people who are eligible, so they are using a process called an "order of selection” which determines which eligible people will actually receive services. DVR`s priority is to serve those with the most severe disabilities first. So once an individual is determined to be eligible, the counselor will review the person's functional limitations and determine if their functional disabilities are severe enough to receive services. If not the individual will be informed that he or she is being placed in a "closed category" and that this status will be reviewed annually. If the functional assessment was correct and the student is not in a category that will receive services, it can be assumed that DVR will not be able to provide any services for the foreseeable future. In that case, the IEP committee and the student should make plans with other community services, unless the student’s condition gets worse.

Once a student is accepted for services, the counselor will review information from the school and any other medical reports, etc., meeting with the student and his/her teachers and parents to develop an IPE. Sometimes additional assessments are done to determine the best plan of action, although generally the school has enough information. The IPE will describe the student’s vocational objectives, the steps to get there, and who will be doing what. The IPE is prepared in coordination with the school and must include a summary of relevant elements of the IEP. The IPE should reflect the student’s needs and objectives that were in the IEP.

DVR and school systems sometimes disagree over administrative and money matters. As a parent and consumer, you need to make sure, that all services are described clearly on both the IEP and IPE. The name of the agency and title of the person responsible for each activity or service should be written next to each of the services documented.

DVR can provide a variety of services, and often purchases services through other agencies. Some services could be, but are not limited to, the following:

• vocational and personal adjustment counseling and guidance
• job-seeking skills (training)
• job-placement assistance
• occupational licenses, tools, equipment and supplies
• training and education
• work adjustment services
• consultation in job-site modification
• physical restoration
• technological aids and devices
• specialized evaluations
• support services, including interpreters, note-taking, reader services, orientation and mobility, and rehabilitation engineering
• supported employment services

If you have questions about DVR services or the services being provided to your child, do not hesitate to call the District Director in the local DVR office in your area.

For this and other useful information see the Transition Tacklebox.