Narrative: j. 3.

Survey information was provided to the State Department of Education to distribute to students with disabilities and Transition Counselors assigned to work with the school districts also provided survey information. All students with disabilities having email addresses in the AWARE system also were emailed the survey and information was posted in multiple social media sites and newsletters for access.

Forty-nine percent of youth and students with disabilities who responded were receiving services from LRS. Most frequent disabilities indicated were autism (36%); intellectual disabilities (29%); Attention Deficit/Attention Deficit Hyperactivity Disorder (26%); Specific Learning Disability (15.8%); and Speech/Language Disorder (13%). Sixty-one percent of respondents were male and 36% female. Fifty-nine percent of respondents indicated that they were Caucasian; 34% Black/African American; 3.7% Asian, and 5% Hispanic/Latino.  Less than one percent indicated being American Indian or Alaskan Eskimo.

Needs that were identified as not being met for this population include job placement (39%); job readiness (35%); job coaching (33%); post-employment services (31%); vocational guidance & counseling (31%); transition services (30%); and training/tuition assistance (29%).

When asked about what they considered to be the most significant barriers to employment, 43% indicated fear of losing government benefits; 42% indicated that employer acceptance of disability is a significant barrier and 38% indicated the lack of transportation.

To determine whether transition services were being provided or coordinated for students with disabilities, respondents ages 16 - 22 were asked to rate whether service needs were met or partially met through the school or other organization.  Fifty-two percent of respondents indicated that their job exploration counseling need was met; 48% stated they were not met.  When asked about Work-Based Learning Experiences 47% indicated that their need was met; 43% said that they were not met.  Counseling on Post-Secondary Training Programs was met at 51%; 49% said they were not met.  Work readiness training was met at 49%; 51% said they were not met.  Self-Advocacy Training/Peer Mentoring was met at 49%; 51% said it was not met.  Lastly, training and tuition assistance was met at 57%; while the percentage stating it was not met was 43%. 

Students noted that more information needs to be provided to let people with disabilities know about services available through LRS. They also expressed a need for more life skills and social skills programs to assist them in becoming independent.  More counselors are needed to increase presence in schools and aid students in getting services when exiting.

LRS staff were asked about coordination of services provided under IDEA they indicated that counselors work with transition and Special Education staff in the high schools, services are coordinated through LRS and specialized vendors as well as through Third Party Cooperative Agreements.

IMPLICATIONS AND RECOMMENDATIONS

There are many people in Louisiana with disabilities that could benefit from vocational rehabilitation services designed to help them achieve and retain employment in integrated community settings. To meet this need, LRS maintains eight regional offices located statewide; employs a skilled workforce to help individuals plan services needed; utilizes community rehabilitation programs to deliver services; and collaborates with multiple agencies and community businesses to promote employment opportunities for individuals with disabilities.

Common trends discovered in this needs assessment included the necessity for more LRS and CRP staff, more CRPs, especially in rural areas, provision of skills training to work with specific disability populations, improved processes to expedite consumer services, and expanded outreach to insure community awareness of services available.

Counselors indicated that the following six services were the most readily available for consumers:  Job Placement, Vocational Training/Tuition Assistance, Vocational Guidance and Career Counseling, Supported Employment, and Job Readiness Training.  Counselors also reported to have observed consumers needing an increase in Pre-Employment Transition Services, Vocational Training/Tuition Assistance, and Job Placement; and a decrease in Home Modification, Maintenance, and Supported Employment services.

Employee respondents overwhelmingly feel that a lack of transportation is the most significant barrier to delay or prevent individuals with disabilities from obtaining or maintaining employment; followed closely by fear of losing government benefits, not sincerely wanting to become employed, a lack of skilled personnel to provide employment services, and employer reluctance to hire individuals with disabilities. 

When asked for recommendations on how LRS can better reach individuals with disabilities and address their employment needs, the following responses were provided by LRS employees: more LRS staff is needed; LRS needs to advertise or market their services; more outreach is needed in rural/unserved/underserved communities; there needs to be more connections with employers and Human Resource departments; Counselors need to engage integrated resources according to the needs of each consumer; and cultural diversity needs to be addressed with staff.

LRS will continue to analyze the findings from Comprehensive Statewide Needs Assessments and use results as a tool to help develop LRS’ strategies. The data will continue to be used to drive goals and initiatives. LRS will continue to work with staff members and the LRC to establish measurable timelines and tracking mechanisms to ensure that strategies are accomplished. In addition, LRS will continue to collaborate with other key workforce partners serving individuals with disabilities to determine improvements that can be achieved through collaboration and partnerships.