Narrative: b. 1. A.

To comply with provisions of Title I, Section 101, State Plans, of the Rehabilitation Act Amendments of 1998 and Section 721, State Plans, of the Rehabilitation Act as amended by the Workforce Innovation and Opportunity Act (WIOA), the West Virginia Division of Rehabilitation Services (WVDRS) and the West Virginia State Rehabilitation Council (WVSRC) conducted a three-year comprehensive statewide assessment of the vocational rehabilitation (VR) services needs of individuals with disabilities in West Virginia.  The CSNA was conducted in conjunction with full WVSRC, which was fully involved from inception to the reporting of the results.

While the findings of the 2024 CSNA also include individuals with most significant disabilities in all areas referring to individuals with significant disabilities, PY23 data indicates the most frequently provided services to individuals with the most significant disabilities receiving supported employment are assessments, diagnosis and treatment of impairments, job readiness training, on-the-job supports, transportation, and maintenance (direct reimbursement to consumers). A recent survey of WVDRS counselors serving individuals under an individualized plan for supported employment indicates the greatest need for providing supported employment services to consumers with the most significant disabilities is additional vendors in certain areas of West Virginia to provide the services. To address this problem, WVDRS employs two specially trained employees to meet the training needs for new CRPs and existing CRP staff. To meet the needs of underserved areas and rural communities, WVDRS encourages CRPs to offer and provide services on a statewide basis. Any CRP, acknowledged by WVDRS as a vendor, can provide services to consumers anywhere in West Virginia, if they choose. WVDRS also recognizes the difficulty in finding suitable placement opportunities for people with disabilities, including those with MSD, and we utilize our team of employment specialists to connect with employers and develop relationships to create job opportunities, especially in rural communities.

Four major objectives of the comprehensive statewide needs assessment study included examination of the rehabilitation needs of: (1) individuals with significant and most significant disabilities, including their needs for supported employment services; (2) individuals with disabilities who are minorities and individuals with disabilities who have been unserved or underserved by the VR program; (3) individuals with disabilities served through other components of the statewide workforce development system; and (4) youth with disabilities, and students with disabilities, including their need for pre-employment transition services or other transition services. The role of community rehabilitation programs (CRPs) as service providers was reviewed to address the need to establish, develop, or improve CRPs in West Virginia.

To maintain effective and comprehensive service delivery programs for West Virginians with disabilities, the needs assessment identified various service needs of individuals with significant and most significant disabilities. Some needed services such as transportation, housing, and personal assistance are beyond the scope of the state VR program and thus, require coordination and cooperation among a diverse range of public and private agencies and other organizations serving West Virginians with disabilities. In addition to consumer input, the needs assessment recognized the service providers’ perceptions of the needs of consumers with disabilities, including rehabilitation services associates, counselors, supervisors and managers of WVDRS, CRPs, and Workforce Development Board members throughout West Virginia.

THE STATEWIDE NEEDS ASSESSMENT OF CONSUMERS WITH SIGNIFICANT DISABILITIES RESULTS OF THE ANALYSIS OF THE REPORTED SERVICE NEEDS OF PERSONS WITH SIGNIFICANT DISABILITIES

To identify the service needs of consumers with significant disabilities, the State Plan and Program Evaluation (SPPE) Unit of WVDRS used the same, valid method utilized for the FY 2021 CSNA. At WVDRS, as part of the intake process for VR services, a question regarding service needs was posed to potential consumers at the time of application. The reported service needs (hereafter called needs comments) were then recorded in the WVDRS electronic case management system (iECM). In 2023, using data from iECM, SPPE staff members conducted a qualitative analysis of the needs comments of 1,209 persons with significant disabilities of various age and disability groups statewide in pre-service statuses. These individuals represent a good sample of consumers with significant disabilities that will continue to seek assistance from agencies in coming years, ceteris paribus. The qualitative analysis of the needs comments of persons with significant disabilities included 1,209 statewide applicants with significant disabilities across all WVDRS districts. All 55 counties in West Virginia were represented in the sample and the sample resembles population proportions, by county. Also included in the sample were the expressed VR service needs across the state of transitioning youth (aged 24 years or under) with significant disabilities (including students with disabilities), consumers with significant disabilities from minority backgrounds, and consumers with significant disabilities aged 65 years or older.

SPPE staff members conducted a qualitative analysis of the needs comments of the 1,209 consumers. The needs comments were analyzed and grouped into one or more of five general themes: Education, Training, Health, Employment/CRP, and Support. Needs comments were further sub-grouped by more specific types of service (e.g., Life Skills Training, Job Placement, Hearing/Audiological Service, etc.). Additionally, the needs comments of a subset of 568 students with disabilities were analyzed separately and grouped into one or more of six categories of Pre-Employment Transition Services (Pre-ETS): Job Exploration Counseling, Work-Based Learning Experiences, Counseling on Postsecondary Opportunities, Workplace Readiness Training, Instruction in Self-Advocacy, and General Pre-ETS.

The following report presents the results of the qualitative analysis on the needs comments of these 1,209 consumers. Results will first be presented regarding the entire sample of consumers with significant disabilities. This will be followed by results regarding transitioning youth with significant disabilities, consumers with significant disabilities from minority backgrounds, and consumers with significant disabilities aged 65 years or older. Finally, the Pre-ETS needs of students with disabilities will be discussed.

Findings – Consumers with Significant Disabilities

The demographics profile of these individuals with significant disabilities consists of the following characteristics:

- Gender: 48.6% male, 51.1% female, 0.2% did not self-identify;

 - Race: 89.8% White, 9.8% Other (African American/Hispanic Latino/American Indian or Alaska Native/Asian/Pacific Islander), 0.3% Unspecified;

- Age: 56.9% under 22 years old, 16.4% 22-34 years, 9.2% 35-44 years, 14.0% 45-64 years, 3.6% 65 years or older;

- Primary Impairment: 7.8% Sensory/Communicative Impairments (including blindness, other visual impairments, deafness – primary communication visual, deafness – primary communication auditory, hearing loss – primary communication visual, hearing loss – primary communication auditory, other hearing impairments, deaf-blindness, and communicative impairments), 13.9% Physical Impairments (including mobility orthopedic/neurological impairments, manipulation/dexterity orthopedic/neurological impairments, both mobility and manipulation/dexterity orthopedic/neurological impairments, other orthopedic impairments, respiratory impairments, general physical debilitation, and other physical impairments), 78.2% Mental Impairments (including cognitive impairments, psychosocial impairments, and other mental impairments);

- Referral Source: 1.0% Adult Education and Literacy Programs, 0.1% Centers for Independent Living, 0.2% Child Protective Services, 2.3% Community Rehabilitation Programs, 0.9% Consumer Organizations or Advocacy Groups, 0.1% Corrections/Other, 0.3% DOL Employment and Training Service Programs, 30.9% Educational Institutions (elementary/secondary), 6.2% Educational Institutions (postsecondary), 0.5% Employers, 0.1% Faith-Based Organizations, 18.8% Family/Friends, 0.3% Intellectual and Developmental Disabilities Providers, 0.3% Jobs and Hope, 0.1% Juvenile Justice, 3.9% Medical Health Provider (Public or Private), 3.9% Mental Health Provider (Public or Private), 0.7% One-stop Employment/Training Centers, 1.2% Other State Agencies, 0.3% Other VR State Agencies, 0.2% Other WIOA-funded Programs, 0.2% Public Housing Authority, 23.3% Self-referral, 0.1% Social Security Administration (Disability Determination Service or District Office), 0.2% Veteran’s Administration, 0.6% Welfare Agency (State or local government), 3.3% Other Sources;

- Employment Status at Application: 16.5% Employed, 83.5% Employment not reported;

- Primary Source of Support: 18.5% Personal Income, 65.6% Family and Friends, 13.2% Public Support (SSI, SSDI, TANF, etc.), 2.4% Other (Private disability insurance, Private charities).

Service Needs Reported by Consumers with Significant Disabilities Education

Education needs were identified by 305 (25.2%) of the needs comments. Of these 305, education needs identified were categorized as transition (47.2%), 2-year or 4-year college (36.4%), other (11.5%), graduate degree education (3.3%), high school education (3.0%), accommodations (3.0%), vocational education (2.6%), tutoring (2.3%), assessments (1.0%), and adult basic education (0.3%). 

The numbers add up to more than 100% because consumers utilized more than education service.

Most Frequently Reported Education Needs

Transition (47.2%)

Nearly half of the consumers with expressed education needs indicated a need for transition services. This was generally indicated with phrases such as “assistance with transition” or “help with transitioning after high school.”

2-year or 4-yearCollege (36.4%)

Many of the consumers with significant disabilities who expressed needs regarding education were particularly interested in attending and completing college. While some needs comments were rather general (e.g., “help going to college”) others were relatively specific, indicating a particular school of interest or a particular major.

Other (11.5%)

This category included responses by consumers with significant disabilities who indicated a need for education, or assistance with education, but were not much more specific than that. A typical need comment in this category may have included phrases such as “help with continuing my education,” or “assistance with school.”

Training

Training needs were identified with 442 (36.6%) of the needs comments. Of these 442, training needs identified were categorized as business/vocational training (86.2%), drive training/licensing (12.0%), job search training/assistance (5.2%), other (1.8%), and independent living skills (0.5%). 

The numbers add up to more than 100% because consumers utilized more than one training service.

Most Frequently Reported Training Needs

Business/Vocational Training (86.2%)

By far, the most identified training need was training for employment. Within this category, responses varied from the general (e.g., “seeking assistance with training”) to the rather specific (e.g., “…wants to obtain her phlebotomy certificate from Med-Care”).

Drive Training/Licensing (12.0%)

Several consumers with significant disabilities identified the need for driving skills or legal driving capability. This was referred to in a number of ways, including “driver’s training,” “driver’s license,” or “learner’s permit.” CDL training was also included in this category.

Job Search Training/Assistance (5.2%)

Some consumers with significant disabilities identified the need for assistance with job searching. This was referred to as either “job search assistance” specifically, or something akin to the term, such as “…help with finding employment….”

Health

Health needs were identified by 138 (11.4%) of the needs comments. Of these 138, health needs identified were categorized as hearing/audiological services (50.7%), psychological/psychiatric (32.6%), eye care (8.7%), other (7.2%), physician’s services (2.9%), dental care (1.4%), hospital services (1.4%), and speech/communication therapy (0.7%).

Most Frequently Reported Health Needs

Hearing/Audiological Services (50.7%)

The most common health needs for consumers with significant disabilities were related to hearing. Most of these needs comments specifically stated the need for hearing aids.

 Psychological/Psychiatric (32.6%)

Needs comments in this category indicated the need for mental health services of some type. However, the specific need varied. Some consumers with significant disabilities simply expressed the need for “therapy” or “counseling,” while others were interested in treatment for specific diagnoses, such as ADHD or anxiety.

Eye Care (8.7%)

Some needs comments indicated the need for eye care services. The verbiage for this need varied, as indicated by phrases such as “…needing a pair of glasses,” “help with low vision,” and “rapidly deteriorating vision.”

Other (7.2%)

Needs comments in this category indicated the need for health services of some type that did not fit well in another category. This varied from the general (e.g., “physical restoration”) to the somewhat specific (e.g., “help with prosthesis”).

Employment/CRP

Employment/CRP service needs were the most frequently identified, noted in 61.2% of the needs comments. Of these 740, employment/CRP service needs identified were categorized as job placement (71.6%), vocational counseling and guidance (21.6%), job retention (6.5%), other (5.0%), life skills training (1.9%), work-related tools or equipment (1.8%), supported employment (SE) (1.2%), community-based assessment (CBA) (0.4%), small business development (0.4%), worksite modification or accommodation (0.3%), psychological evaluation (0.3%), job coaching other than SE (0.3%), work skills assessment (0.1%), vocational evaluation (0.1%), and work adjustment training (0.1%).

Most Frequently Reported Employment/CRP Needs

Job Placement (71.6%)

A large portion of consumers with significant disabilities were primarily interested in finding a job. Many of these consumers with significant disabilities simply needed placement in a job, already having the requisite skills and abilities to work. Needs comments that specifically included the word “placement” fit into this category. However, many may have stated the need to “find work” or “find a job.” Some consumers with significant disabilities expressed an interest in a specific occupation or field of work, such as “…work with animals” or “…employment driving a truck.”

Vocational Counseling and Guidance (21.6%)

Some consumers with significant disabilities indicated a need for vocational counseling and guidance. Key phrases in this category include “vocational counseling,” “job exploration,” and “planning a vocational goal.”

Job Retention (6.5%)

Some consumers with significant disabilities expressed interest in keeping the job they already had. This was frequently tied to the acquisition of hearing aids, but not necessarily. Key phrases in this category included “job retention” and “maintain employment,” among others.

Other (5.0%)

Some consumers with significant disabilities indicated a need for services related to employment, but the need indicated was either too general to be classified (e.g., “CRP services”) or otherwise didn’t fit in one of the sub-categories (e.g., “acquiring certifications”).

Support

Support needs were identified by 214 (17.7%) of the 1,209 consumers. Of these 214, support needs identified were categorized as financial assistance (82.2%), assistive technology (6.5%), orientation/mobility services (3.7%), housing assistance (2.3%), other (2.3%), vehicle modification (1.9%), home modification (1.0%), transportation (1.0%), assistive devices (0.5%), and vehicle maintenance/repair (0.5%).

The numbers add up to more than 100% because consumers utilized more than one support service.

Most Frequently Reported Support Needs

Financial Assistance (82.2%)

Most consumers with significant disabilities identified the need for financial assistance, usually for hearing aids, education, or other training. Key words and phrases for this category include “help with tuition,” “sponsorship,” and “purchase of hearing aids,” among others.

Assistive Technology (6.5%)

Some consumers with significant disabilities identified the need for assistive technology. This need was sometimes acknowledged simply as “assistive technology” or “rehab tech,” but was occasionally referred to more specifically (e.g., “…help with technology to help him drive”).

Findings – Transitioning Youth with Significant Disabilities

Of the statewide total of 1,209 persons with significant disabilities at the time of their WVDRS application, 757 persons (62.6%) were determined to be of transition status (age 24 and under). The demographic profile of this subset of transition status individuals with significant disabilities consists of the following characteristics:

- Gender: 50.3% male, 49.3% female, 0.4% did not specify;

- Race: 88.6% White, 11.1% Other (African American/Hispanic Latino/American Indian or Alaska Native/Asian/Pacific Islander), 0.3% Unspecified;

- Age: 79.4% under 20 years old, 20.6% 20-34 years;

- Primary Impairment: 4.1% Sensory/Communicative Impairments (including blindness, other visual impairments, deafness – primary communication visual, deafness – primary communication auditory, hearing loss – primary communication visual, hearing loss – primary communication auditory, other hearing impairments, deaf-blindness, and communicative impairments), 10.2% Physical Impairments (including mobility orthopedic/neurological impairments, manipulation/dexterity orthopedic/neurological impairments, both mobility and manipulation/dexterity orthopedic/neurological impairments, other orthopedic impairments, respiratory impairments, general physical debilitation, and other physical impairments), 85.5% Mental Impairments (including cognitive impairments, psychosocial impairments, and other mental impairments);

- Referral Source: 0.9% Adult Education and Literacy Programs, 0.3% Child Protective Services, 1.2% Community Rehabilitation Programs, 0.8% Consumer Organizations or Advocacy Groups, 48.9% Educational Institutions (elementary/secondary), 7.4% Educational Institutions (postsecondary), 0.1% Faith-Based Organizations, 18.9% Family/Friends, 0.4% Intellectual and Developmental Disabilities Providers, 1.3% Medical Health Provider (Public or Private), 2.0% Mental Health Provider (Public or Private), 0.4% One-stop Employment/Training Centers, 1.8% Other Sources, 0.3% Other State Agencies, 0.1% Other VR State Agencies, 0.1% Other WIOA-funded Programs, 0.1% Public Housing Authority, 14.4% Self-referral, 0.4% Welfare Agency (State or local government);

- Employment Status at Application: 4.7% Employed, 95.3% Employment not reported;

- Primary Source of Support: 5.8% Personal Income, 86.8% Family and Friends, 5.9% Public Support (SSI, SSDI, TANF, etc.), 1.3% Other (Private disability insurance, Private charities).

Service Needs Reported by Transitioning Youth with Significant Disabilities

Education

Education needs were identified in 263 (34.7%) of the needs comments of transitioning youth with significant disabilities. Of these 263, education needs identified were categorized as transition (54.8%), 2-year or 4-year college (37.6%), other (8.0%), accommodations (2.7%), vocational education (2.3%), tutoring (2.3%), high school education (1.5%), assessments (1.1%), graduate education (0.8%), and adult basic education (0.4%).

The numbers add up to more than 100% because consumers utilized more than one education service.

Most Frequently Reported Education Needs

Transition (54.8%)

Most responses by transitioning youth with significant disabilities indicated a need for transition from school to work. These comments included phrases such as “help with transitioning after high school” or “assistance with transition services.”

2-year or 4-year College (37.6%)

Several of the transitioning youth with significant disabilities who expressed needs regarding education were interested in attending and completing college. Many of these needs comments were general (e.g., “help going to college”), but some others were specific, indicating a particular school of interest or a particular major.

Other (8.0%)

Some responses by transitioning youth with significant disabilities indicated a need for education, or assistance with education, but were not much more specific than that. A typical response in this manner may have included phrases such as “help with school” or “educational services.”

Training

Among transitioning youth with significant disabilities, 324 of 757 (42.8%) needs comments involved training. Of these 324, training needs identified were categorized as business/vocational training (86.7%), drive training/licensing (11.7%), job search training/assistance (4.6%), other (2.1%), and independent living skills (0.3%).

The numbers add up to more than 100% because consumers utilized more than one training service.

Most Frequently Reported Training Needs

Business/Vocational Training (86.7%)

The most identified training need by transitioning youth with significant disabilities, by a substantial margin, was training for employment. Within this category, responses varied from the general (e.g., “training services”) to the specific (e.g., “phlebotomy program at Med Care”).

Drive Training/Licensing (11.7%)

Some transitioning youth with significant disabilities identified the need for driving skills or legal driving capability. This was referred to in a number of ways, including “driver’s license,” “driver’s training,” or “learner’s permit.” CDL training was also included in this category.

Health

Among transitioning youth with significant disabilities, 45 of 757 (5.9%) needs comments involved health. Of these 45, health needs identified were categorized as psychological/psychiatric (68.9%), hearing/audiological services (20.0%), eye care (4.4%), physician’s services (2.2%), hospital services (2.2%), and other (2.2%).

Most Frequently Reported Health Needs

Psychological/Psychiatric (68.9%)

Needs comments in this category indicated the need for mental health services of some type. However, the specific need varied. Some transitioning youth with significant disabilities expressed the need for “therapy,” “counseling,” or “mental restoration,” while others were interested in psychological evaluations.

Hearing/Audiological Services (20.0%)

Some of the health needs comments by transitioning youth with significant disabilities were related to hearing. Most of these needs comments specifically stated the need for hearing aids.

Employment/CRP

Among transitioning youth with significant disabilities, 448 of 757 (59.2%) needs comments involved employment/CRP services. Of these 448, employment/CRP service needs identified were categorized as job placement (75.0%), vocational counseling and guidance (27.9%), other (5.1%), life skills training (1.6%), work-related tools or equipment (1.6%), supported employment (SE) (0.7%), job retention (0.4%), vocational evaluation (0.2%), psychological evaluation (0.2%), community-based assessment (0.2%), work skills assessment (0.2%), and job coaching other than SE (0.2%).

The numbers add up to more than 100% because consumers utilized more than one employment/CRP service.

Most Frequently Reported Employment/CRP Needs

Job Placement (75.0%)

A large percentage of transitioning youth with significant disabilities were primarily interested in placement in a job. Needs comments that specifically included the word “placement” fit into this category. However, many stated the need for “work” or “employment.”

Vocational Counseling and Guidance (27.9%)

Some transitioning youth with significant disabilities indicated a need for vocational counseling and guidance. Key phrases in this category include “vocational counseling and guidance,” “career exploration,” and “planning a vocational goal.”

Other (5.1%)

Some transitioning youth with significant disabilities indicated a need for services related to employment, but the need indicated was either too general to be classified (e.g., “vocational services”) or otherwise didn’t fit in one of the sub-categories (e.g., “interview skills”).

Support

Among transitioning youth with significant disabilities, 11.4% of 757 needs comments involved support. Of these, support needs identified were categorized as financial assistance (88.4%), assistive technology services (5.8%), other (3.5%), housing assistance (1.2%), and orientation/mobility services (1.2%).

Most Frequently Reported Support Needs

Financial Assistance (88.4%)

Many transitioning youth with significant disabilities identified the need for financial assistance, usually for education or other training. Key words and phrases for this category include “assistance with educational expenses,” “sponsorship,” and “tuition assistance,” among others.

Assistive Technology Services (5.8%)

Some transitioning youth with significant disabilities identified the need for assistive technology. These needs comments specifically indicated “assistive technology” or “AT.”

Findings – Consumers with Significant Disabilities Aged 65 Years or Older

Of the statewide total of 1,209 persons with significant disabilities at the time of their WVDRS application, 43 persons (3.6%) were determined to be aged 65 years or older. The demographic profile of this subset of individuals with significant disabilities aged 65 years or older consists of the following characteristics:

 - Gender: 58.1% male, 41.9% female;

- Race: 90.7% White, 9.3% Other (African American/Hispanic Latino/American Indian or Alaska Native/Asian/Pacific Islander);

- Age: 100% 65 years or older;

- Primary Impairment: 63.6% Sensory/Communicative Impairments (including blindness, other visual impairments, deafness – primary communication visual, deafness – primary communication auditory, hearing loss – primary communication visual, hearing loss – primary communication auditory, other hearing impairments, deaf-blindness, and communicative impairments), 9.1% Physical Impairments (including mobility orthopedic/neurological impairments, manipulation/dexterity orthopedic/neurological impairments, both mobility and manipulation/dexterity orthopedic/neurological impairments, other orthopedic impairments, respiratory impairments, general physical debilitation, and other physical impairments), 27.3% Mental Impairments (including cognitive impairments, psychosocial impairments, and other mental impairments);

- Referral Source: 2.3% Community Rehabilitation Programs, 2.3% DOL Employment and Training Service Programs, 2.3% Educational Institutions (postsecondary), 2.3% Employers, 18.6% Family/Friends, 16.3% Medical Health Provider (Public or Private), 4.7% Other State Agencies, 2.3% Other VR State Agencies, 34.9% Self-referral, 14.0% Other Sources;

- Employment Status at Application: 60.5% Employed, 39.5% Employment not reported;

- Primary Source of Support: 58.1% Personal Income, 9.3% Family and Friends, 27.9% Public Support (SSI, SSDI, TANF, etc.), 4.6% Other (Private disability insurance, Private charities).

Service Needs Reported by Consumers with Significant Disabilities Aged 65 Years or Older

Education

Among consumers with significant disabilities aged 65 years or older, 2.3% of needs comments involved education (tutoring).

Training

Among consumers with significant disabilities aged 65 years or older, 4.7% of needs comments involved training (business/vocational training; drive training/licensing).

Health

Among consumers with significant disabilities aged 65 years or older, 72.1% of needs comments involved health. Health needs identified were categorized as hearing/audiological services (90.3%), other (6.5%), eye care (3.2%), and psychological/psychiatric (3.2%).

Most Frequently Reported Health Needs

Hearing/Audiological Services (90.3%)

Most consumers with significant disabilities aged 65 or older identified needs related to hearing. Most of these needs comments specifically stated the need for hearing aids.

Employment/CRP

Among consumers with significant disabilities aged 65 years or older, 44.2% of needs comments involved employment/CRP services. Employment/CRP service needs identified were categorized as job retention (52.6%) and job placement (47.4%).

Most Frequently Reported Employment/CRP Needs

Job Retention (52.6%)

Some consumers with significant disabilities aged 65 years or older expressed interest in keeping the job they already had. This was usually tied to the acquisition of hearing aids, but not necessarily. Key phrases in this category included “job retention” and “maintain employment.”

Job Placement (47.4%)

Some consumers with significant disabilities aged 65 years or older were primarily interested in finding a job. Their needs comments included a variety of phrases, including “job placement,” “help going to work,” and “wants to work.”

Support

Among consumers with significant disabilities aged 65 years or older, 44.2% of needs comments involved support.  Support needs identified were categorized as assistive technology (10.5%), financial assistance (78.9%) and orientation/mobility services (10.5%).

Most Frequently Reported Support Needs

Financial Assistance (78.9%)

Many consumers with significant disabilities aged 65 years or older identified the need for financial assistance. This was typically for hearing aids, but a couple of consumers requested financial assistance for higher education costs. Key words and phrases for this category include “sponsorship” and “financial assistance.”

Pre-Employment Transition Services

Pursuant to the Rehabilitation Act, as amended by WIOA, VR agencies are mandated to provide for the delivery of Pre-Employment Transition Services (Pre-ETS) to students with disabilities. As part of the CSNA, agencies are required to assess the needs of students with disabilities, including their need for Pre-ETS. To meet this requirement, WVDRS’ SPPE Unit analyzed the needs comments of a subset of students with disabilities to assess their need for the five required Pre-ETS activities: 1) Job Exploration Counseling, 2) Work-Based Learning Experiences, 3) Counseling on Postsecondary Opportunities, 4) Workplace Readiness Training, and 5) Instruction in Self-Advocacy. Additionally, needs comments that expressed a need for Pre-ETS without identifying a specific type of activity were grouped separately as “General Pre-ETS.”

Findings – Pre-ETS needs of Students with Disabilities

Of the statewide total of 1,209 persons with significant disabilities at the time of their WVDRS application, 568 persons (47.0%) were determined to be students. The demographic profile of this subset of individuals with significant disabilities who are students consists of the following characteristics:

- Gender: 51.9% male, 47.5% female, 0.5% did not self-identify;

- Race: 89.8% White, 10.2% Other (African American/Hispanic Latino/American Indian or Alaska Native/Asian/Pacific Islander);

- Age: 93.7% under 20 years old, 6.3% 20-34 years;

- Primary Impairment: 3.7% Sensory/Communicative Impairments (including blindness, other visual impairments, deafness – primary communication visual, deafness – primary communication auditory, hearing loss – primary communication visual, hearing loss – primary communication auditory, other hearing impairments, deaf-blindness, and communicative impairments), 11.3% Physical Impairments (including mobility orthopedic/neurological impairments, manipulation/dexterity orthopedic/neurological impairments, both mobility and manipulation/dexterity orthopedic/neurological impairments, other orthopedic impairments, respiratory impairments, general physical debilitation, and other physical impairments), 85.0% Mental Impairments (including cognitive impairments, psychosocial impairments, and other mental impairments);

- Referral Source: 0.5% Adult education and Literacy Programs, 0.4% Child Protective Services, 0.7% Community Rehabilitation Programs, 1.1% Consumer Organizations or Advocacy Groups, 62.0% Educational Institutions (elementary/secondary), 6.5% Educational Institutions (postsecondary), 0.2% Faith-Based Organizations, 13.9% Family/Friends, 0.2% Intellectual and Developmental Disabilities Providers, 1.2% Medical Health Provider (Public or Private), 0.9% Mental Health Provider (Public or Private), 0.2% Other WIOA-funded Programs, 10.6% Self-referral, 1.8% Other Sources;

- Employment Status at Application: 1.4% Employed, 98.6% Employment not reported;

- Primary Source of Support: 3.9% Personal Income, 91.2% Family and Friends, 4.0% Public Support (SSI, SSDI, TANF, etc.), 0.9% Other (Private disability insurance, Private charities).

Pre-ETS Needs Reported by Students with Disabilities

Among students with disabilities, 241 of 568 (42.4%) needs comments indicated the need for Pre-ETS. These 241 comments either addressed Pre-ETS in general terms or addressed a specific type of Pre-Employment Transition Service.

Job Exploration Counseling

Among students with disabilities indicating the need for Pre-ETS, 47.7% of needs comments involved job exploration counseling, the most requested Pre-ETS category. These comments included key words and phrases such as “career exploration,” “job exploration,” and “vocational counseling and guidance,” among others.

Work-Based Learning Experiences

Among students with disabilities indicating the need for Pre-ETS, 8.7% of needs comments involved work-based learning experiences. These comments typically included phrases like, “work-based learning” and “work experience.”

Counseling on Postsecondary Opportunities

Among students with disabilities indicating the need for Pre-ETS, 28.2% of needs comments involved counseling on postsecondary opportunities. These comments included a variety of key words and phrases, such as, “postsecondary education” and “help with transition to college.”

Workplace Readiness Training

Among students with disabilities indicating the need for Pre-ETS, 12.9% of needs comments involved workplace readiness training. These comments expressed the need for “help preparing for work,” “employment readiness,” “workplace readiness,” and other similar ideas.

Instruction in Self-Advocacy

Among students with disabilities indicating the need for Pre-ETS, 8.3% of needs comments involved instruction in self-advocacy. These comments typically included the phrase “self-advocacy” specifically.

General Pre-ETS

Among students with disabilities indicating the need for Pre-ETS, 32.8% of needs comments involved a general need for Pre-Employment Transition Services, either without specifying a type of service, or while additionally specifying a particular service. These comments usually included key words and phrases such as, “Pre-ETS” or “Pre-Employment Transition.” Additionally, some comments referred to summer programs, indicating desire for the Career Exploration Opportunity Summit conducted by WVDRS that provides Pre-ETS to high school students during a week-long summer internship.

RESULTS OF THE SURVEY OF WVDRS FIELD STAFF ON THE NEEDS OF PERSONS WITH SIGNIFICANT DISABILITIES

To comply with provisions of the Workforce Innovation and Opportunity Act, the West Virginia Division of Rehabilitation Services (WVDRS) must conduct a triennial comprehensive statewide assessment (CSNA) of the vocational rehabilitation (VR) service needs of individuals with disabilities in West Virginia. Major objectives of the comprehensive statewide needs assessment (CSNA) study include examination of the rehabilitation needs of 1) individuals with significant and most significant disabilities, including their needs for supported employment services, 2) individuals with disabilities who are minorities and individuals with disabilities who have been unserved or underserved by the VR program, 3) individuals with disabilities served through other components of the statewide workforce investment system, and 4) youth with disabilities (24 years old and younger), and students with disabilities (14-21 years old and enrolled in an education/training program), including their need for pre-employment transition services (Pre- ETS). The role of community rehabilitation programs (CRPs) as service providers is also reviewed to address the need to establish, develop, or improve CRPs in West Virginia.  The CSNA also requires the agency to work with employers to identify competitive integrated employment and career exploration opportunities.

The CSNA includes input from WVDRS field staff (District Managers, Branch Office Managers, Supervisors, VR Counselors, and Rehabilitation Services Associates) on the service needs and service gaps of their consumers.  Given that field staff interact directly with WVDRS consumers, they are a key resource on the service needs and service gaps in specific service areas statewide.  Analysis will provide insight into service needs and gaps, from a statewide perspective down to district, branch office, and counselor territory levels.  This will assist WVDRS in making appropriate, targeted, and effective data-driven decisions.

Method

The State Plan and Program Evaluation (SPPE) Unit developed a multiple-choice and open-ended response survey for WVDRS field staff to provide feedback on the service needs and service gaps of their consumers.  An online survey was developed, and links were distributed to field staff for them to complete the survey.

Field staff were given approximately a month for survey completion and were told to contact SPPE Unit staff with any questions regarding the survey. 

Respondent Information

The survey collected information about the respondent for use in data analyses and to assist WVDRS in making targeted and necessary changes based on the service needs and service gaps by office and district. 

Respondents were asked to provide information about their primary caseload by selecting from: General Field, Blind/Visually Impaired, School/Transition, Deaf/Hearing Impairment.  Respondents could select ‘Other’ and write in a caseload not listed.

Respondents were asked to provide their WVDRS office location(s) and which county or counties in the state they covered.

Respondents were asked to provide the number of years they have worked in field services and to indicate job titles they have held at WVDRS by selecting from the following: Rehabilitation Counselor Trainee, Rehabilitation Counselor, Senior Rehabilitation Counselor, Certified Rehabilitation Counselor, Branch Office Manager/Supervisor, District Manager, or Rehabilitation Services Associate.  Respondents were also given an option for “Other” and write in their job title if not listed. 

Assessing Service Needs and Service Gaps

The main objective of the survey was to assess the service needs and service gaps for WVDRS consumers with significant or most significant disabilities.  Seventy-one services were placed into six categories: Educational, Training, Health, Employment and CRP, Support, and Pre-Employment Transition Services (Pre-ETS).  Each service was accompanied by checkboxes in two columns: Needed and Gap. Respondents were asked to “For each item, please indicate (in the Needed column) whether most of the consumers you serve in your area can benefit from the service.” Additionally, respondents were asked to “indicate if you feel there is a service gap (i.e., services are needed, but not sufficiently available) for each service by checking the Gap column.”

Services from the survey are listed below by category:

Educational Services— 2-year or 4-year College, Adult Basic Education, Graduate Degree Education, High School Education, Literacy Instruction, Special Education, Tutoring, and Vocational Education

Training Services— Business/Vocational Training, Career Planning Training, Disability Rights Training, Driver Training, Independent Living Skills, Job Club Training, Job Search Training, Lip Reading, On-the-Job Training, Reading in Braille, Sign Language, Work Adjustment Training

Health Services— Dental Care, Eye Care, Hearing/Auditory Services, Hospital Services, Occupational Therapy, Physical Therapy, Physician's Services, Psychological/Psychiatric Treatment, Speech/Communication Therapy, and Substance Abuse Treatment.

Employment and CRP Services— Community-Based Assessment, Direct Placement by CRPs, Extended Assessment, Extended Supported Employment Service (ESES), Job Coaching Other than SE, Job Development, Job Placement, Labor Market Information, Psychological Evaluation, Small Business Development, Supported Employment (SE), Trial Work Experience, Vocational Counseling and Guidance, Vocational Evaluation, Work Adjustment Training, Worksite Modification or Accommodation, Work-related Tools or Equipment, and Work Skills Assessment.

Support Services— Assistive Devices (e.g., cane, wheelchair), Assistive Technology Devices, Childcare, Family Services, Financial Assistance, Home Modification, Housing Assistance, Interpreter Services, Orientation/Mobility Services, Peer Support, Personal Assistant/Attendant Services, Post-Employment Services (follow-up), Reader Services, Transportation, Vehicle Maintenance/Repair, and Vehicle Modification.

Pre-Employment Transition Services— Counseling on Postsecondary Opportunities, Job Exploration Counseling, Self-Advocacy Training, Work-Based Learning Experiences, and Workplace Readiness Training.

Overall Service Needs for WVDRS Consumers

The survey included five questions where respondents were asked to list UP TO FIVE services that consumers need in their service area.  The question was repeated for 1) consumers with disabilities in WVDRS general territories, 2) transitioning youth with disabilities (age 24 and younger), 3) individuals who are deaf/hearing impaired, 4) individuals who are blind/visually impaired, and 5) minority individuals with disabilities.  Respondents were also asked to indicate if they did not have experience working with consumers described in each question.

Barriers to Employment

Respondents were asked to indicate whether any of the following are substantial barriers, preventing the consumers you serve from gaining and/or maintaining employment.”

Respondents were provided a list of the following 28 potential barriers: 

• Adequate Housing
• Childcare
• Consumer Attitudes
• Displaced Homemaker
• Employer Attitudes
• Ex-Offender
• Exhausted TANF
• Family Support
• Foster Care
• Homeless/Runaway
• Illiteracy
• Inadequate Medical Care and/or Medical Insurance
• Lack of Available Services from CRPs
• Lack of Disability Benefits and/or Food Assistance
• Lack of Information Regarding Disability Resources
• Lack of Long-Term Support after Job Placement
• Lack of Personal Care Attendant Services
• Lack of Physical Access to Employer or Services (e.g., ramps, etc.)
• Lack of Time Spent with VR Counselor
• Limited English
• Long-term Unemployment
• Low Income
• Migrant/Seasonal Worker
• Single Parent
• Slow Job Market
• Transportation
• WVDRS Budget Restriction

Space was provided to write in and rate any additional barriers not found on the list, if needed.

Integration with Core Partners

The survey included four open-ended response questions regarding respondents’ familiarity, experience, and recommendations on integrating services with Workforce Development System Core Partners of WorkForce WV and WV Adult Education:

1)          Please describe your familiarity with the services that WorkForce WV and WV Adult Education provide.

2)          Please describe the level of need that our consumers with significant disabilities have for services that WorkForce WV and WV Adult Education provide.

3)          Please comment on your experiences with integrating service (not including referrals) with WorkForce WV and WV Adult Education (e.g., using Labor Market Information, co-serving a client with Adult Education). In addition to your experiences, please discuss other activities that WVDRS could conduct with our core partners to further help our consumers with significant disabilities.

4)          Please provide recommendations on how to better facilitate our partnerships with WorkForce WV and WV Adult Education (e.g., specific cross-trainings, co-location, etc.).

Other Comments

The survey concluded with three open-ended response questions: 1) “What can WVDRS provide you to better serve our consumers and help you perform your job more effectively?”, 2) “Based on your experience, what services can WVDRS provide to employers to increase employment of individuals with significant disabilities?”, and 3) “Please provide any additional comments regarding unmet service needs of individuals with significant or most significant disabilities with whom you work.”

Results

Results are based on 186 surveys that were completed by WVDRS field staff.

Respondent Information

Primary Caseload

General Field caseloads were reported as the primary caseload by 76 respondents (49.4% of 154 people who responded to this question), while 77 (50%) reported a primary caseload of School/Transition.  Fourteen (9.1%) reported Blind/Visually Impaired primary caseloads and Deaf/Hearing Impaired primary caseloads were reported by 18 respondents (11.7%).  Twenty-eight respondents (22.7%) indicated a primary caseload of “Other” or “None.” These were generally managers with a specialty caseload, but also included some Rehabilitation Services Associates (RSAs) and Employment Specialists who indicated that they did not have a caseload. The total number of respondents equals more than 100% because several counselors have multiple caseload types.

Office Location

The total number of respondents by district and office location are as follows:

District 1 (33 Respondents)— Charleston-12, Point Pleasant-6, Ripley-5, Teays Valley-10.  

District 2 (26)— Clarksburg-6, Elkins-4, Fairmont-5, Morgantown-7, Weston-4.

District 3 (28)— New Martinsville-2, Parkersburg-6, Weirton-8, Wheeling-12.

District 4 (46)— Beckley-17, Lewisburg-10, Princeton-9, Summersville-10.

District 5 (39)— Huntington-22, Logan-8, Mullens-4, Welch-5.

District 6 (21)— Keyser-6, Martinsburg-7 Moorefield-8, Romney-0.

The numbers for each office are sometimes more than the total number of respondents because some staff work out of more than one office.

Years of Experience in WVDRS Field Services

169 respondents reported the number of years worked in WVDRS Field Services. Respondents had varying amounts of experience working in Field Services, from less than one year to 45 years (mean = 10 years). Fifty-eight respondents (33%) reported four or fewer years of Field Services experience.

Titles Held

176 of respondents reported their titles within Field Services.  Of those, 22 reported their title as Rehabilitation Counselor Trainees, 29 were Rehabilitation Counselors, 30 were Senior Rehabilitation Counselors, and 8 Certified Rehabilitation Counselors.  There were 52 Rehabilitation Services Associates (RSAs), 18 Branch Office Managers/Supervisors, and 3 former District Managers.  There were also 11 Employment Specialists and 3 clerical staff.

Service Need/Use

167 respondents addressed service need/use for each service by indicating which services their consumers need/use most often.  This was done independently of the service gap assessment as some services may be highly needed/used but are readily available and therefore do not require an increase in availability.

The top services are listed for each service category below with the percentage of identified needs in parentheses:

Educational Services 

• Vocational Education (84.4%)
• 2-year or 4-year College (70.7%)
• High School (68.3%)
• Tutoring (62.9%)
• Special Education (55.7%)
• Adult Basic Education (50.3%)

Training Services 

• Career Planning (73.1%)
• Business Vocational (72.5%)
• On-the-job Training (65.9%)
• Job Search Training (64.7%)
• Work Adjustment Training (64.1%)
• Independent Living Skills (63.5%)
• Driver Training (61.1%)
• Disability Rights Training (52.1%)

Health Services 

• Psychological/Psychiatric Treatment (73.7%)
• Eye Care (59.3%)
• Hearing/Auditory Services (55.7%)
• Dental Care (51.5%)

Employment and CRP Services 

• Vocational Counseling & Guidance (76%)
• Job Placement (68.9%)
• Psychological Evaluation (68.3%)
• Community Based Assessment (67.1%)
• Direct Placement by CRPs (66.5%)
• Vocational Evaluation (64.7%)
• Work Skills Assessment (63.5%)
• Job Coaching other than SE (62.3%)
• Work Adjustment Training (61.7%)
• Job Development (59.3%)
• Work-related tools/equipment (58.7%)

Support Services 

• Transportation (62.3%)
• Financial Assistance (52.7%)
• Assistive Technology Services (49.7%)
• Vehicle Maintenance/Repair (48.5%)
• Assistive Devices (44.9%)
• Childcare (40.1%)

Pre-ETS Services 

• Job Exploration Counseling (73.1%)
• Counseling on Postsecondary Opportunities (71.9%)
• Workplace Readiness Training (70.7%)
• Work-based Learning Experiences (69.5%)
• Self-Advocacy Training (67.1%)

Service Gaps

Respondents that indicated a perceived service gap were totaled for each service.  The top five service gaps are listed for each service category below with percentage of respondents in parentheses:

Educational Services

• Tutoring (19.2%)
• Adult Basic Education (18.6%)
• Literacy Instruction (15%)
• Vocational Education (13.2%)
• Graduate Degree Education (6%)

Training Services

• Driver Training (33.5%)
• Sign Language (23.4%)
• Disability Rights Training (20.4%)
• Independent Living Skills (20.4%)
• Reading in Braille (20.4%)

Health Services

• Dental Care (29.9%)
• Psychological/Psychiatric (25.1%)
• Substance Abuse Treatment (22.2%)
• Speech/Communication Therapy (17.4%)
• Occupational Therapy (13.2%)

Employment/CRP Services

• Small Business Development (21.6%)
• Direct Placement by CRPs (18.6%)
• Job Development (17.4%)
• Supported Employment (17.4%)
• Trial Work Experience (17.4%)

Support Services

• Transportation (53.3%)
• Childcare (32.3%)
• Housing Assistance (30.5%)
• Financial Assistance (24.6%)
• Vehicle Modification and Repair (21.6%)

Pre-ETS Services

• Work-based Learning Experience (10.8%)
• Workplace Readiness Training (10.2%)
• Self-Advocacy Training (7.8%)
• Counseling on Postsecondary Opportunities (6%)
• Job Exploration Counseling (6%)

Overall Service Needs for West Virginians with Disabilities

Respondents were asked to identify the top five overall service needs for different consumer groups with which they have experience with providing VR services.  Respondents were asked to indicate if they did not have experience working with the consumer group.  The number and percentage of respondents who indicated a gap for the service are in parentheses followed by the number of responses by WVDRS office location. Some respondents identified more than one office.

Note:  New categories were created to incorporate answers that were not specific to a pre-existing service category from the survey.  For example, the “Overall Training” category was created to include a number of open-ended responses where the respondent indicated a need for training, but not a specific type, such as, “Training options” and “Training services.”  The Miscellaneous category contains individual responses that were not clear in meaning or otherwise could not be grouped into a particular theme.

General Territories

The survey asked participants to “Select the five most needed services by your consumers with significant disabilities in WVDRS general territories that you work with.”  There were 113 respondents to this question.  The most reported service needs were:

• Transportation (44.3%)
• Mental Health Counseling (42.5%)
• 2-year to 4-year college (35.4%)
• CRP Services (35.4%)
• Vocational Counseling and Guidance (25.7%)

Transitioning Youth

The survey asked, “Select the top five most needed services by your consumers with significant disabilities in transition/school territories that you work with.”  There were 115 respondents to this question. The most reported service needs were:

• Driver Education, Tutoring and Licensing (42.6%)
• Transportation (36.5%)
• 2-year to 4-year college (36.7%
• CRP Services (35.7%)
• Vocational Counseling and Guidance (32.2%)

Deaf/Hard of Hearing

Respondents were asked, “Select the top five most needed services by your consumers with significant disabilities in deaf/hearing impaired territories that you work with.” There were 48 respondents to this question.  The most reported service needs were:

• Hearing/Auditory Services (54.2%)
• Assistive Technology Services (37.5%)
• Interpreter Services (31.3%)
• Sign Language (27%)
• Assistive Devices (cane, wheelchair, etc.) (25%)

Blind/Visually Impaired

Respondents were asked, “Select the top five most needed services by your consumers with significant disabilities in blind/visually impaired territories that you work with.”  There were 25 respondents to this question.  The most reported service needs were:

• Assistive Technology (64%)
• Orientation and Mobility Training (56%)
• Assistive Devices (cane, wheelchair, etc.) (44%)
• Reading in Braille (40%)
• Transportation (36%)

Minority Individuals

The survey asked, “Select the top five most needed services by your minority consumers with significant disabilities that you work with.”  There were 144 respondents to this question.  The most reported service needs were:

• Transportation (43%)
• 2-year to 4-year college (34%)
• Job Placement (29.9%)
• CRP Services (26.4%)
• Overall Training (26.4%)

Barriers to Employment

The survey asked respondents to indicate substantial barriers that are preventing the consumers they serve from gaining and/or maintaining employment.  There were 154 responses to this question.  The top five most frequently indicated barriers to employment were:

• Transportation (70.4%)
• Low Income (35.5%)
• Family Support (34.9%)
• Childcare (32.3%)
• Ex-offender (28%)

Integration with Core Partners

WVDRS Field Staff members were asked three open-ended response questions regarding their familiarity, experience, and recommendations on integrating services with Workforce Development System Core Partners of WorkForce WV and WV Adult Education.

Please describe your familiarity with the services that WorkForce WV and WV Adult Education provide.

There were 135 responses to this prompt. Responses were judged to express either high familiarity, some familiarity, limited familiarity, or no familiarity. Sixty-three responses (46.7%) expressed high familiarity. Forty-seven responses (34.8%) indicated some familiarity, 13 (9.6%) expressed limited familiarity, and 12 (8.9%) responses suggested no familiarity.

Please describe the level of need that our consumers with significant disabilities have for the services that WorkForce WV and WV Adult Education provide.

There were 130 responses to this statement. Responses were judged to express either high need, some need, or no indication of need. Sixty-three responses (48.5%) expressed high need. Forty-one responses (31.5%) indicated some need. Eight (6.2%) responses provided no indication of need. In addition, 18 responses (13.8%) provided responses that clearly did not relate to the question.

Please comment on your experiences with integrating service (not including referral) with WorkForce WV and WV Adult Education (e.g., using Labor Market Information, referrals to and from WorkForce WV, co-serving a client with Adult Education). In addition to your experiences, please discuss other activities that WVDRS could conduct with our core partners to further help our consumers with significant disabilities.

There were 130 responses to this statement. Responses were thus categorized: 1) whether the field staff had experience with integrating services with WorkForce WV and WV Adult Education and 2) whether the respondent had sent or received referrals from core partners and 3) whether other activities that WVDRS could conduct with core partners were discussed.

A plurality of respondents (33.1%) indicated experience with integrating services with core partners, 8.5% mentioned that they had referred consumers to partners or had received referrals from partners, and 31.5% of WVDRS Staff explicitly stated that they had limited or no experience with integrating services.

The responses of 21.5% of staff discussed activities that WVDRS could conduct with core partners and others (5.4%) discussed activities that core partners could conduct (e.g., forward labor market research information with a client’s referral) to make things easier. Several others gave no recommendations.

Please provide recommendations on how to better facilitate our partnerships with WorkForce WV and WV Adult Education (e.g., specific cross-trainings, co-location, etc.).

There were 115 staff who responded to this prompt. Suggestions with similar themes were grouped and some respondents provided comments that spanned multiple themes.  The most common recommendation theme involved training or cross-training (generally focusing on learning what other partners provide), with 40% of responses. Having meetings between the partners was the next most common theme (20%), followed by improved communication (18.3%), greater accessibility (12.2%), and better coordination of services (6.1%). Additional responses (21.7%) indicated no recommendation (e.g., “N/A” or “No comment”). 

The numbers add up to more than 100% because some staff provided more than one suggestion.

Comments and Suggestions

What can WVDRS provide to better serve our consumers with significant disabilities and help you perform your job more effectively and efficiently?

There were 125 respondents to this prompt. Suggestions with similar themes were grouped and some respondents provided comments that spanned several themes. The most common response themes were Budget/Staffing (29.6%), Service Provision (18.4%), Training (15.2%), Communication (14.4%), and Technology/Innovation (13.6%).  16.8% had no recommendations. The numbers add up to more than 100% because some staff provided more than one suggestion.

Based on your experience, what services can WVDRS provide to employers to increase the employment of individuals with significant disabilities?

There were 123 respondents to this prompt. Suggestions with similar themes were grouped and some respondents provided comments that spanned several themes. The most common response themes were Employer Education (35.8%), Better Communication and Support (27.6%), On-the-job Training (14.6%), Increasing Rapport (9.8%), and Providing Incentives (8.9%).  19.5% provided no recommendations.

The numbers add up to more than 100% because some staff provided more than one suggestion.

Please provide any additional comments regarding unmet service needs of individuals with significant or most significant disabilities with whom you work.

There were 79 respondents that provided additional comments which were grouped into major themes. Some respondents provided comments that spanned multiple themes.  For instance, 27.8% of responses were related to Service Provision and the next most common responses were for Transportation (21.5%), Budget/Staffing Issues (15.2%), and Policy Changes (6.3%). An additional 31.6% of responses indicated no comment (e.g., “N/A” or “None”).

Discussion

As part of the FY 2024 CSNA, WVDRS field staff members were surveyed on the service needs and gaps within VR for West Virginians with significant disabilities.  The responses will be used in conjunction with other CSNA activities to develop future Combined State Plans, including agency goals and priorities, and related strategies.  A total of 186 WVDRS field staff members provided detailed insight into the perceived service needs and gaps throughout the state.  The current survey responses echo previous CSNA results, with many of the same service needs and gaps being reported.  Overall, the most commonly reported service needs for the FY 2024 CSNA were for Transportation, Overall Training, Job Coaching/Supported Employment Services, Job Placement, and Vocational Counseling and Guidance.  Transportation has consistently been the most often reported barrier for West Virginians with significant disabilities.  WVDRS continues to implement and monitor various strategies to improve transportation availability.

CRP Services

As required by the WIOA, the survey asked respondents to identify any need for CRP services, including Supported Employment (SE).  The top reported CRP service needs were Community-Based Assessment, Work Skills Assessment, Direct Placement, Work Adjustment Training, and Life Skills Training.  In recent years, WVDRS has adopted goals and priorities to improve access to CRP services.  As of November 2023, there are 82 WVDRS-acknowledged parent company CRPs in West Virginia located at 85 service sites. These CRPs provide valuable services throughout the state, benefiting West Virginians with significant disabilities.  Transitioning youth also benefit from CRP services through the provision of pre-employment transition services, including career exploration and work-based learning experiences.

Transitioning Youth

Respondents were asked to provide the top service needs for Transitioning Youth (TY) with significant disabilities.  The top five reported service needs for TY were Transportation, Life Skills Training, Work-Based Learning Experiences, Job Exploration Counseling, and Vocational Counseling and Guidance.  WVDRS will continue to partner with state and local school systems to ensure access to VR and other pre-employment transition services for students with disabilities.  Through these partnerships and shared resources, TY will have increased opportunities to achieve competitive, integrated employment.