Located in:
- Program-Specific Requirements for Vocational Rehabilitation
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan* must include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as amended by WIOA:
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* Sec. 102(b)(D)(iii) of WIOA
- d. Coordination with Education Officials
- 2. Information on the Formal Interagency Agreement with the State Educational Agency with Respect To:
- O. State's StrategiesDescribe the required strategies and how the agency will use these strategies to achieve its goals and priorities, support innovation and expansion activities, and overcome any barriers to accessing the VR and the Supported Employment programs (See sections 101(a)(15)(D) and (18)(B) of the Rehabilitation Act and section 427 of the General Education Provisions Act (GEPA)):
- O. State's Strategies
- 2. Information on the Formal Interagency Agreement with the State Educational Agency with Respect To:
- d. Coordination with Education Officials
d. 2. O. iv. The Methods to Be Used to Improve and Expand Vr Services for Students with Disabilities, Including the Coordination of Services Designed to Facilitate the Transition of Such Students from School to Postsecondary Life (including the Receipt of Vr Services, Postsecondary Education, Employment, and Pre- Employment Transition Services).
Current Narrative:
VRS has a Cooperative Agreement with the College Financial Aid Administrators Association to assist in the development of financial aid packages with students with disabilities enrolled in all Minnesota–based public and most private post–secondary institutions. Most students receiving VRS services can complete a post–secondary program without taking out student loans.
The post–secondary options program allows students to take entry level college classes as part of their high school experience. Credits earned in college also apply toward their high school diploma. The local school district pays the tuition. This allows the student to gradually transition to post–secondary education during their senior year of high school.
Every Minnesota public college and most private colleges have offices to support students with disabilities. VECTOR, a program that supports high school students who are deaf, extends their services for the first year of college to promote a smooth transition to a new learning environment.
Employment and pre–employment services for youth are discussed in other sections of the State Plan.