Utilizing Vocational Rehabilitation to Support Post-School Transition for Students With Learning Disabilities

In addition to supporting the academic goals of students with learning disabilities, secondary special education teachers are tasked with providing services designed to improve post-school outcomes. To improve these offerings, special education teachers should ensure collaboration with vocational rehabilitation (VR) counselors during the transition process. Vocational rehabilitation counselors have unique knowledge for preparing individuals with learning disabilities to be successful in the workplace. Partnering with VR counselors may improve post-school goal acquisition for students. This article describes VR service mandates and provides recommendations for special education teachers to build relationships with VR personnel.

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

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.

Secondary Transition Predictors of Postschool Success: An Update to the Research Base

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.

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

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.

Vocational Rehabilitation Counselors’ Experiences with and Knowledge of Non-suicidal Self-Injury

This study examined experiences with and knowledge of non-suicidal self-injury (NSSI) among a multistate sample of 253 vocational rehabilitation (VR) counselors. Over 90% of counselors reported working with clients who had expressed thoughts or behaviors related to NSSI, and over 20% reported doing so once a month or more. Only 44.7% reported having received training on NSSI. Scores on a brief NSSI knowledge questionnaire demonstrated generally accurate responses but also some gaps in knowledge. These findings indicate that rehabilitation counselors in public VR settings frequently work with clients who display thoughts and behaviors related to NSSI and may benefit from training and support in this area.

“It’s Awful When We Get It Wrong”: An Exploratory Qualitative Study of Vocational Rehabilitation Counselors’ Perspectives on Suicide

Despite the high prevalence of suicide among people with disabilities, little research has explored suicide in the context of the vocational rehabilitation (VR) system. We analyzed the responses of 27 VR counselors who responded to an open-ended qualitative prompt regarding their experiences with suicide training and competency. Key themes included a desire for more training on suicide and the experience of seeking and receiving suicide training and experience outside of VR. Responses also underscored the heavy emotional impact of working with suicidal clients, especially when one feels unprepared to do so. These results suggest that it is important to provide VR counselors with resources and training for addressing suicide in their client populations.

Community Conversations and Transition Systems Change

Within the sphere of transition to integrated employment, systems change impacts all aspects of services and supports from broad-based policies addressing funding and contracting to performance management. Although the policymaking obligations of employment systems change rests with governmental agencies, the actual implementation of policies is dependent on those either delivering the services (e.g., such as teachers, transition specialists, service coordinators, and vocational rehabilitation counselors) or those experiencing services (e.g., individuals with disabilities and their families and businesses). The purpose of the Partnerships in Employment National Transition to Employment Systems Change Project was to address state policies and practices to improve transition to postsecondary education and employment outcomes for youth with intellectual and developmental disabilities. Several states incorporated community conversations as a strategy to build consensus for systems change at the grassroots level. We provide an overview of this work and address the ways community conversations contributed to state policy and practice development. We also offer recommendations for how this approach can be used to inform and spur policy change.

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

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.

Rehabilitation Needs of Refugees with Disabilities in the United States: Implications for Vocational Rehabilitation Counselors

The global instability caused by natural and human-made disasters has resulted in increased numbers of refugees who seek shelter in other countries. The United States admits refugees and provides services that enable these refugees to resettle in a new environment. Among these refugees are individuals with various disabilities who require specialized rehabilitation services. This paper reviews the challenges faced by refugees with disabilities before, during and after their resettlement in the US and explores how counselors can better serve this population in order to facilitate more effective and timely integration into American society. Implications for research and practice are discussed.