Who are the essential partners in this process?
Page 4: Vocational Rehabilitation
Throughout the transition planning process, interagency collaboration aims to create a comprehensive network of supports for a student. This often requires engaging agencies outside the school that provide services to students and adults with disabilities. Vocational Rehabilitation (VR) is the most common and foundational external agency partner for student transition planning. Every state has one or more VR agencies that provide an array of services to assist people with disabilities in obtaining and sustaining competitive employment.
Pre-Employment Transition Services (Pre-ETS)
glossary
While students are still in high school, VR provides Pre-Employment Transition Services (Pre-ETS) to help them explore career pathways, develop work readiness skills, and plan for their futures. These services, designed for youth with disabilities between the ages of 14 and 21, help ensure that students can achieve competitive, integrated employment in the future. More specifically, Pre-ETS includes the five types of activities described in the table below.
| Activity | Description |
| Job exploration counseling | Counseling to help students learn about career options (e.g., industry sectors, occupations, nontraditional employment) and identify their personal career interests |
| Work-based learning experiences | Experiences in authentic workplaces to help students develop employment skills, connect school experiences to the workplace, and build the skills needed for career success; might include in-school or after-school jobs, internships, or other out-of-school experiences |
| Postsecondary education counseling | Counseling to equip students and their families with information and guidance on various postsecondary options (e.g., community college, university, trade school, military, career-specific training programs); might include advising on application and admission processes, financial aid, academic curricula, or disability support services |
| Workplace readiness training | Training that assists students in developing the soft skills necessary to be successful in most jobs, such as interacting with coworkers, managing time, and accepting constructive feedback |
| Self-advocacy instruction | Instruction designed to help students learn to effectively communicate their interests and needs, including advocating for supports or services that are necessary for their success in postsecondary education or employment settings |
Legislation 
Each local office of a designated [Vocational Rehabilitation] State unit must carry out responsibilities consisting of—
- (i) Attending individualized education program meetings for students with disabilities, when invited;
- (ii) Working with the local workforce development boards, one-stop centers, and employers to develop work opportunities for students with disabilities, including internships, summer employment and other employment opportunities available throughout the school year, and apprenticeships;
- (iii) Working with schools, including those carrying out activities under section 614(d) of the IDEA, to coordinate and ensure the provision of pre-employment transition services under this section;
- (iv) When invited, attending person-centered planning meetings for individuals receiving services under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.)
Section 113(d) of the Rehabilitation Act and §361.48(a)(4)
In this interview, Myriam Alizo describes how VR services helped her daughter, Veronica, during high school and after graduation (time: 1:30).
Myriam Alizo
Associate Director, Center for Parent Information and Resources
Assistant Project Director, RAISE Center
Bilingual Family Centered Services TA Specialist/Coach, NE-PACT
Transcript: Myriam Alizo
Veronica has connected with Vocational Rehabilitation services, the Division of Developmental Disabilities. Vocational Rehabilitation (VR) can start kicking in when the student is still in high school. For example, when Veronica was in high school, you can start requesting services. You can invite them to the IEP meeting. We invited VR to attend one of the IEP meetings when Veronica was, perhaps, 15 years old. And I requested a vocational assessment for Veronica, so they did that vocational assessment, and Veronica was very happy to know what she could do. And after she graduated from high school, she started connecting with VR.
Having VR provides you with competitive employment. Veronica had a job at Bed Bath & Beyond, and it was wonderful. VR helped with her interview, how to dress up, what to say, how to look at the interviewer, how to write a resume. They also provide great feedback. Unluckily, then the job ended because that store closed where we live. Now she has a volunteer job at a summer camp and at the Red Cross. But she wants to work again, so she has meetings with them weekly. And again, it’s about tips, where to put a resume, where to apply. The goal is competitive employment.
Did You Know?
When agencies combine their funding and personnel, certain job responsibilities can be allocated strategically to maximize each professional’s time. For example, VR personnel are sometimes housed in schools to support career development and work-based learning programs for students with disabilities. If the VR counselor oversees the career aptitude testing for students with disabilities in the school setting, the transition coordinator will have more time to work on other transition activities.
Returning to the Challenge
Willow, Thomas, and Jocelyn all access Pre-ETS services from their local VR agencies during high school. Select each student’s photo to learn more about the Pre-ETS activities that their IEP teams have identified to help them achieve their postsecondary goals.
Willow
Willow’s team knows that Pre-ETS services are critical for her post-school success, especially because she aims to attend college. Although Willow just recently started Pre-ETS, she currently participates in:
- Postsecondary education counseling: This service helps Willow and her family understand the admission requirements of the college program she is most interested in. Willow’s VR counselor also helps her research other programs to consider a range of postsecondary education options.
- Self-advocacy instruction: Willow attends small-group practice sessions to learn strategies for articulating her learning needs and required accommodations. The group often engages in role-play activities to simulate IEP meetings and conferences with teachers.
Thomas
Thomas is still unsure about what exactly he wants to do after high school. As a result, his Pre-ETS activities focus on exposing him to potential educational and career paths. Thomas currently participates in:
- Job exploration counseling: Thomas works with a VR counselor to complete interest inventories and explore various industries to help him identify career paths that might align with his areas of strength and need.
- Work-based learning experiences: After Thomas identifies an interest in data analysis, his team organizes a school-based internship in the front office. This internship allows him to learn and practice skills such as organizing electronic files, creating spreadsheets, and digitizing records.
- Postsecondary education counseling: This service helps Thomas learn about postsecondary options besides four-year degree programs, such as technical certificates and community college programs.
Jocelyn
Jocelyn is committed to pursuing a career in the culinary industry. She is considering applying to a culinary arts program and seeking permanent employment in a restaurant. She currently participates in the following Pre-ETS activities:
- Work-based learning experiences: Jocelyn is gaining authentic work experience through her part-time job at a local restaurant. Her Pre-ETS coordinator checks in with Jocelyn and her supervisor about once a month to support her goals and success.
- Workplace readiness training: Through this service, Jocelyn learns skills such as maintaining a calendar, accepting and addressing feedback from her supervisor, and communicating professionally with coworkers.
- Postsecondary education counseling: Jocelyn works with a VR counselor to explore a variety of postsecondary training options (e.g., certificate, apprenticeship, associate’s degree) in culinary arts and prepare her application materials.
