Narrative: b. 1. D.

The primary needs of youth and students who are most significantly disabled were identified by responses of those receiving SSI/SSDI and those receiving supported employment services. Primary needs identified by those receiving SSI/SSDI included job placement (41%); job readiness skills (39%); transportation (38%); services after employed/post-employment services (38%); vocational guidance and counseling (36%); job coaching/supported employment (33%); benefits planning (31%); and Pre-Employment Transition Services (22% - 25%).  Primary services identified as being needed by those receiving supported employment included transportation (22%) and post-employment services (15%)

For LRS to better serve students transitioning from high school to employment; the primary recommendations given by respondents of the LRS Employee Survey were to increase staff or return to having dedicated Pre-Employment Transition Services Counselors; for LRS to be more present in schools and increase their outreach/marketing efforts; increase parental engagement/participation; to have support from Local Educational Agencies (LEAs); and more or better transition service providers.

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 Arrangements.