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:
__________
* 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:
- G. Coordination with Employers(Formerly known as Attachment 4.8(b)(5)). Describe how the designated State unit will work with employers to identify competitive integrated employment and career exploration opportunities in order to facilitate the provision of:
- G. Coordination with Employers
- 2. Information on the Formal Interagency Agreement with the State Educational Agency with Respect To:
- d. Coordination with Education Officials
d. 2. G. ii. Transition Services, Including Pre-employment Transition Services, for Students and Youth with Disabilities.
Current Narrative:
Access and Accommodations provides assistive technology assessments and presentations, expertise and assistance to students, therapists, educators, and employers seeking to provide school and workplace accommodations.
ARS, in collaboration with Increasing Capabilities Access Network (ICAN, State AT Program) and community partners, provides assistive technology training, demonstrations, and loans as it relates to transition to school or work.
ARS will pursue other opportunities currently under development with CRPs around the state to provide pre–employment transition services and other transition services.
ARS will collaborate with employers by fostering integrated systems, coordinating services, and providing career pathways for adults and youth/students with disabilities.
ARS will collaborate with secondary education institutions to coordinate partnerships with employers to provide summer and non–seasonal employment, apprenticeship programs, and internships for students with significant disabilities. ACTI works directly with potential employers to provide internship sites for students nearing the completion of their training programs; all of whom have significant disabilities. To date ten employers provide paid and non–paid internship and work–based learning opportunities. Supervisors from the businesses provide weekly feedback on the interns’ quality of work and the students are graded based on the measures included on the employer feedback form. Additionally, ACTI offers internship opportunities at ACTI to prepare students with significant disabilities for employment opportunities available in the Hot Springs area.
Field Services and business relations representatives will continue to work with employers to identify competitive integrated employment opportunities for students with disabilities, including internships as part of the Transition Employment Program (TEP).