Located in:
- Program-Specific Requirements for State Vocational Rehabilitation (Combined or General)
The Vocational Rehabilitation (VR) Services Portion of the Unified or Combined State Plan must include the following descriptions and estimates, as required by sections 101(a) and 606 of the Rehabilitation Act of 1973, as amended by title IV of WIOA.
- b. Comprehensive Statewide Needs Assessment (CSNA).
Section 101(a)(15), (17), and (23) of the Rehabilitation Act require VR agencies to provide an assessment of:
- b. Comprehensive Statewide Needs Assessment (CSNA).
b. 1. D. Youth with disabilities, including students with disabilities and their need for pre-employment transition services. Include an assessment of the needs of individuals with disabilities for transition career services and pre-employment transition services, and the extent to which such services are coordinated with transition services provided under IDEA.
Current Narrative:
As of the student count completed for the 2022-2023 school year (most recently available), 45,519 secondary students with disabilities are receiving services through an Individual Education Program (IEP) or 504 Plan. From July 1, 2022 through June 30, 2023, 3,408 students received at least one pre-employment transition service. Based on collaborative discussion with interagency teams throughout Colorado and the data discussed above, there is a large need for the provision of pre-employment transition services to students, especially students that have significant employment needs. To meet these needs, Colorado is expanding the presence of interagency transition teams through its Sequencing of Services model.
Students with disabilities have access to a broad range of Pre-Employment Transition Services and the provision of services continues to grow steadily every year. Pre-Employment Transition Services are provided by a variety of service providers in coordination with transition programming within secondary education settings. Complementary services are provided to students with disabilities in order to ensure that services and efforts are not duplicated for students with disabilities.