Located in:
- Program-Specific Requirements for Vocational Rehabilitation (Blind)
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan [13] must include the following descriptions and estimates, as required by section 101(a) of the Rehabilitation Act of 1973, as amended by title IV of WIOA:
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[13] Sec. 102(b)(2)(D)(iii) of WIOA
- o. State's Strategies
Describe 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
o. 4. 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:
The Iowa Department for the Blind continues to work with school districts and the Iowa Educational Services for the Blind and Visually Impaired (IESBVI) to increase and expand services for students. The Department is working with the IESBVI to increase referrals of students at the age of 14. Ninety days prior to the transition IEP (no later than age 14) students are informed about Vocational Rehabilitation services available through the IDB by an IESBVI representative. Releases to share information are also gathered. The Department receives the referral and begins attempting to contact the family and student to assist them in the application process. The emphasis to serve youth and students with disabilities increases the need to collaborate with community rehabilitation providers in the provision of pre-employment transition services in order to increase the competitive integrated employment outcomes. Ongoing collaboration and communication amongst IDB, IESBVI, local educators, parents, and students are important to the overall transition efforts in Iowa. IDB staff and program administrators will continue a process of training educators and service providers about the services the Department provides to students who are blind or have low vision. One area of need often identified with students is a lack of understanding and ability to use assistive technologies. In effort to meet this need, the IDB offers a wide range and expanding menu of assistive technology services to transition age youth and educators of transition age youth. IDB technology specialists provide technology assessments and one-on-one assistive technology training to transition age youth at school or at home. IDB staff attend IEP meetings and consult with special education teachers to help them come up with solutions to classroom access barriers.
IDB and IESBVI are working together to provide information and training to K-12 students and their families at annual Spring Vision Conferences. In addition, each entity is providing the other with training. The Department continues to work to build relationships within communities across the state in efforts to connect students in high school with VR services. IDB counseling staff works with Regional Workforce Investment Boards and Transition Advisory Committees to inform them of the program and to develop work experience and career exploration opportunities for the transition students in integrated settings. IDB has developed several programs to expand the delivery of vocational rehabilitation services, including pre-employment transition services, to students who are blind or have low vision. Over the next four years, IDB will explore ways to build a 4+ program to serve Iowa’s secondary students. Through provision of pre-employment transition services and other services, this program will work with local school districts to assist students with disabilities to develop skills needed for post-secondary environments.