Organizational Policies and Personnel Factors That Are Incentives for and Challenges to Collaboration as Identified by Statewide Transition Supervisors

2020 ◽  
pp. 104420732094354
Author(s):  
Kathleen Marie Oertle ◽  
Sheryl Bobroff ◽  
Caren L. Sax
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Rehabilitation Counseling ◽  
Transition Services ◽  
The United States ◽  
Rehabilitation Counselors ◽  
Organizational Policies ◽  
Vocational Rehabilitation Counselors ◽  
Effective Collaboration ◽  
Workforce Innovation

In the United States, the Individuals With Disabilities Education Improvement Act (2004) and the Rehabilitation Act of 1973 as amended in the Workforce Innovation and Opportunity Act (2014) require special educators and vocational rehabilitation counselors to plan and coordinate transition services for students with disabilities. Regardless of the legislative mandates, major challenges remain for effective collaboration. The purpose of this study was to investigate statewide special education and vocational rehabilitation counseling transition supervisors’ insights on the policies that promote or present barriers to effective collaboration. Forty-eight statewide transition supervisors wrote a total of 175 comments that were analyzed using inductive content analysis. Organizational and personnel factors were identified, and specific examples of noteworthy indicators of collaboration are presented. Recommendations are offered to address the lack of policies and incentives for transition collaboration.

Transition Practices of Vocational Rehabilitation Counselors Serving Students and Youth With Disabilities

2018 ◽  
Vol 32 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Debra A. Neubert ◽  
Richard G. Luecking ◽  
Ellen S. Fabian
Keyword(s):  
Vocational Rehabilitation ◽  
Transition Services ◽  
Rehabilitation Counselors ◽  
Youth With Disabilities ◽  
Related Services ◽  
High Performing ◽  
Vocational Rehabilitation Counselors ◽  
State And Local ◽  
Workforce Innovation ◽  
Local Education Agencies

Purpose:The Workforce Innovation and Opportunity Act of 2014 mandates vocational rehabilitation (VR) counselors play a greater role in providing transition-related services for students and youth with disabilities, such as pre-employment activities and increased collaborative efforts with state and local education agencies and American Jobs Centers to improve employment outcomes.Method:We surveyed 538 VR counselors in 13 high performing State Vocational Rehabilitation Agencies to rate the importance of transition-related skills and their preparation to undertake these activities.Results:Overall, VR counselors rated the importance of all transition-related items highly, but rated their preparation to perform these practices significantly lower. Job exploration counseling was cited as the most important skill. In terms of preparation, working with employers was rated the lowest. In terms of barriers to serving youth, time and case management were cited most frequently. Implications for caseload specialization and preparation of VR counselors are discussed.Conclusion:The results of the study have implications for preparing VR counselors to comply with the WIOA mandates regarding transition services for students and youth with disabilities.

scholarly journals Pre-employment transition services for students with disabilities: A scoping review

2021 ◽  
pp. 1-14
Author(s):  
Elizabeth Frentzel ◽  
Zoe Geyman ◽  
Jeremy Rasmussen ◽  
Chad Nye ◽  
Kathleen M. Murphy
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Scoping Review ◽  
Transition Services ◽  
Employment Outcomes ◽  
Rehabilitation Counselors ◽  
Effective Strategies ◽  
Vocational Rehabilitation Counselors ◽  
Employment Transition ◽  
Research Based Interventions

BACKGROUND: Students with disabilities often experience numerous challenges in terms of finding employment. Given the important role of vocational rehabilitation counselors in supporting employment activities for these students, a need exists for identifying effective strategies that increase employment outcomes for this population. OBJECTIVE: The objective of this scoping review is to examine and describe successful research- based interventions on pre-employment transition services for students with disabilities that can be used by vocational rehabilitation counselors. METHODS: The search strategy examined literature from 1998 through 2017 focused on vocational rehabilitation counselors, students with disabilities, and elements related to pre-employment transition services. Articles included American, European, and Australian literature published in English. RESULTS: This review identified a number of research-based interventions that support employment outcomes for students with disabilities. CONCLUSIONS: The research-based interventions identified in this scoping review can help vocational rehabilitation counselors consider effective strategies for increasing employment outcomes for students with disabilities.

Age, Work, and Disability: Rehabilitation at the End of the Worklife

2007 ◽  
Vol 38 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Mary Barros-Bailey ◽  
Jerome Fischer ◽  
Jodi L. Saunders
Keyword(s):  
Labor Market ◽  
Vocational Rehabilitation ◽  
Older Workers ◽  
Rehabilitation Counseling ◽  
The United States ◽  
Rehabilitation Counselors ◽  
Older Americans ◽  
Vocational Rehabilitation Services ◽  
Delivery Options ◽  
United States Labor Market

Older workers engaging in vocational rehabilitation services have received little attention in the vocational rehabilitation literature. However, older workers are the fastest growing sector of the United States labor market and they are predicted to become a greater proportion of vocational rehabilitation caseloads as they remain in the worliforce longer, or increasingly enter or re-enter the labor market. Research indicates that as people age, the probability of acquiring a disability increases dramatically. Regardless of when or how someone acquired a disability, understanding the elements particular to the rehabilitation counseling of older workers with disabilities is important. This paper explores the various demographics, issues, trends, and elements rehabilitation counselors could consider in working with older Americans with disabilities. Rehabilitation counselors need to become aware of these issues with older workers and retool in order to service this sector of the population more efficiently. Implications for the rehabilitation counseling practitioner and service delivery options are also presented.

Perceptions of State Vocational Rehabilitation Counselors, Supervisors, and Administrators of Core Competencies for Professional Vocational Rehabilitation Counseling

1976 ◽  
Vol 7 (2) ◽  
pp. 102-113
Author(s):  
James E. Tripp
Keyword(s):  
Vocational Rehabilitation ◽  
Continuum Model ◽  
Rehabilitation Counseling ◽  
Core Competencies ◽  
Rehabilitation Counselors ◽  
Core Knowledge ◽  
Rehabilitation Counselor ◽  
The Core ◽  
Vocational Rehabilitation Counselors ◽  
Service Training

The purpose of the study was to identify the core knowledge and skill based competencies which State Vocational Rehabilitation counselors, supervisors, and administrators thought would best prepare professional VR counselors for practice in State Divisions of Vocational Rehabilitation Agencies in HEW Region VIII. A non-random sample of 243 VR counselors, 44 VR supervisors, and 68 administrators responded to a forced choice survey of questionnaire which contained 11 major competency categories and 128 subject items. The respondents generally agreed that all of the major competency categories were important. Also, the results of the study indicated that Vocational Rehabilitation counseling is based upon an interdisciplinary core of knowledge and skill based competencies. A continuum model of education including undergraduate, graduate, and in-service training is required to be competent at the professional level. Furthermore, the findings indicated that government rehabilitation agencies and vocational rehabilitation counselor education programs can best prepare manpower through joint training efforts.

Creativity and Innovation in Vocational Rehabilitation Counseling

1981 ◽  
Vol 12 (1) ◽  
pp. 32-35 ◽  
Author(s):  
Seymour J. Mund
Keyword(s):  
Vocational Rehabilitation ◽  
Rehabilitation Counseling ◽  
Rehabilitation Counselors ◽  
Large Measure ◽  
New Approaches ◽  
Vocational Rehabilitation Counselors ◽  
Special Expertise ◽  
Creativity And Innovation ◽  
Unsolvable Problems ◽  
Community Relationships

Over the years the special expertise that vocational rehabilitation counselors have shown has been through their ability to develop and create unique ways of helping the handicapped. Vocational rehabilitation successes have depended in large measure on a counselor's inventiveness in finding new approaches to what others have seen as unsolvable problems. Now as never before there is a need for these innate abilities to be used. Techniques of getting good referrals, enhancing services and developing community relationships as well as placement methods are discussed. Examples of new and different approaches to vocational rehabilitation counseling are explored.

Attitudes Toward the Severely Disabled among Five Rehabilitation Groups

1977 ◽  
Vol 7 (4) ◽  
pp. 237-244 ◽  
Author(s):  
William A. Crunk ◽  
Jay Allen
Keyword(s):  
Vocational Rehabilitation ◽  
Rehabilitation Counseling ◽  
Counseling Students ◽  
Demographic Variables ◽  
Rehabilitation Counselors ◽  
Full Time ◽  
Disability Determination ◽  
Vocational Rehabilitation Counselors

The focus of this study was to investigate differences in attitude toward the severely disabled among five rehabilitation groups, i.e. vocational rehabilitation counselors, disability determination examiners, facility workers, full-time graduate rehabilitation counseling students, and under-graduate rehabilitation students. Demographic variables such as education, sex, age, and number of years employed with the Department of Vocational Rehabilitation were investigated as a source of possibly influencing the attitudes toward the severely disabled. Results of the study revealed that the five rehabilitation groups do differ significantly in their attitudes toward the severely disabled. Discussion and specific recommendations are made regarding the implications of the study.

The Spirit of the Individuals with Disabilities Education Act: Collaboration Between Special Education and Vocational Rehabilitation for the Transition of Students with Disabilities

2002 ◽  
Vol 33 (4) ◽  
pp. 10-14 ◽  
Author(s):  
Claudia A. Edmondson ◽  
Hal M. Cain
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Potential Benefit ◽  
Adult Life ◽  
Life Transitions ◽  
Rehabilitation Counselors ◽  
Vocational Rehabilitation Counselors ◽  
Disabilities Education Act ◽  
Education Act

This article looks at the intent of IDEA with regard to collaboration of services in the area of school to adult life transitions. In particular, the potential benefit of involving vocational rehabilitation counselors in the IEP process is discussed. An overview of the IDEA and transition is given including age requirements and IEP team constellation. Suggestions are made as to how the “spirit of the law” can be met to better serve students and young adults with disabilities through the transition to adulthood process.

Ethical Considerations for Working with Transition aged youth and Students with Disabilities Given the implications of WIOA

2017 ◽  
Vol 48 (2) ◽  
pp. 42-47
Author(s):  
Mary-Anne M. Joseph ◽  
Kimberly Osmanu ◽  
Kaylin Moss
Keyword(s):  
Students With Disabilities ◽  
Best Practice ◽  
Code Of Ethics ◽  
Transition Services ◽  
Rehabilitation Counselors ◽  
Rehabilitation Act Of 1973 ◽  
Federal Mandates ◽  
Rehabilitation Counselor ◽  
Vocational Rehabilitation Counselors ◽  
Certified Rehabilitation Counselor

Purpose: For decades vocational rehabilitation counselors (VRC) have worked to serve transition aged students and youth with disabilities with the consideration of federal mandates such as the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. With the implementation of the newly authorized Workforce Innovations and Opportunity Act (WIOA) VRC find themselves with greater responsibilities when working with transition aged youth. This article explores the relevant codes set forth in the Certified Rehabilitation Counselor (CRC) Code of Ethics that relate to the implementation of the WIOA as it applies to the provision of transition services. Implications for ethical obligations are presented as well as recommendations for best practice according to the CRC Code of Ethics.

Transition From School to Community Life: Implications for Rehabilitation Counselors

1995 ◽  
Vol 26 (4) ◽  
pp. 34-37
Author(s):  
Maura E. Cain
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
School Counselors ◽  
Special Educators ◽  
Transition Process ◽  
Rehabilitation Counselors ◽  
Community Life ◽  
Vocational Rehabilitation Counselors ◽  
Disabilities Education Act ◽  
Education Act

This article reviews the current literature in transition counseling for students with disabilities. The Individuals with Disabilities Education Act is explained as it relates to the transition process. A parallel is drawn between those who serve students with disabilities - rehabilitation counselors, special educators, and school counselors - and their responsibilities infacilitating their transition from school to community life. Recommendations are made for vocational rehabilitation counselors to be active and creative in transition counseling for students with disabilities.

The Emphasis on Secondary Transition Services in Rehabilitation Counseling Journals Revisited

2019 ◽  
Vol 50 (4) ◽  
pp. 300-310
Author(s):  
Anthony J. Plotner ◽  
Chelsea VanHorn Stinnett ◽  
Kathleen Marie Oertle
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Career Planning ◽  
Research Policy ◽  
Previous Analysis ◽  
Rehabilitation Counseling ◽  
Transition Services ◽  
Program Improvement ◽  
Future Research ◽  
Collaborative Partnerships

A content analysis was conducted of articles (n = 1,024) published between 2010-2017 in five major rehabilitation counseling journals, pertaining to transition-age students and youth with disabilities, in order to extend the findings of Plotner, Shogren, and Strauser (2011). Specifically, there was a focus on quantifying the number of publications in each of the five journals to determine how existing transition-focused publications are related to the seven domains within the Vocational Rehabilitation Transition Process Domain Structure (Plotner, Trach, & Strauser, 2012), and to measure the change in transition-focused publications within all five journals compared to the findings of the previous analysis. Four out of five journals showed a slight increase in the amount of transition-focused articles compared to the previous analysis. Frequencies of transition-specific articles by journal were as follows: Journal of Vocational Rehabilitation (16%), Journal of Rehabilitation (10%), Journal of Applied Rehabilitation Counseling (8%), Rehabilitation Counseling Bulletin (5%), and Rehabilitation Research, Policy, and Education (1%). Transition-focused articles were then categorized into one of the following domains: Career Planning and Counseling, Career Preparation Experiences, Access and Opportunity for Success, Program Improvement Activities, Nonprofessional Support and Relationships, and Collaborative Partnerships. Developing and Maintaining Collaborative Partnerships accounted for the greatest overall frequency of each of the domains (n = 21). The largest gaps in the literature were observed in Facilitating Nonprofessional Support and Relationships and Facilitating Allocation of Resources, which had the fewest articles (n = 2, 3, respectively). Aligning and prioritizing the domains, needs, and research efforts can target areas of high priority. The information generated is timely and pertinent for transition services for out-of-school youth and students with disabilities, including the delivery of preemployment transition services. Implications for practice and recommendations for future research directions are presented.

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