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.

Sixty-nine percent of youth and students with disabilities who responded were receiving services from LRS. Most frequent disabilities indicated were specific learning disabilities (15%), psychological/behavioral (13%), mental illness (11%), and autism (10%). Fifty-two percent of respondents were male and 48% female. Sixty-two percent of respondents indicated that they were Caucasian; 32% Black/African American; 3% Asian, and 3% Hispanic/Latino.

Needs that were identified as not being met for this population include training/tuition assistance (24%); job placement (22%); job readiness skills such as resume writing, interview practice, work behaviors (22%); benefits planning (20%); and other transition services to assist with transitioning from school to work (20%).

Eighty-two percent indicated wanting to work to support themselves or their families; 55% want to work to have a better lifestyle; 49% to be a contributing member of their community; and 27% to have medical insurance.

Lack of transportation was noted as a significant barrier by 33% of respondents; while 27% feared losing their government benefits; and 26% felt that employer acceptance of disability is a significant barrier.

Students noted that more advertisement and information needs to be provided to let people with disabilities know about services available through LRS. More counselors are needed to reduce wait times for services and to allow counselors to spend more time with the students they are working with.

In response to the survey, LRS has identified additional activities and programs to assist in meeting the needs of transitioning students. LRS has most Counselor’s providing Pre-Employment Transition Services as the need for more Counselors to provide statewide outreach continues to grow in Louisiana. LRS Transition Counselors in each region are assigned to the high schools and to meet with a school liaison to discuss specific needs for students, determine funding streams to provide each service, provide information and coordinate services. 

Those students with disabilities who are ready to begin Pre-Employment Transition Services have Pre-ETS cases opened by the Counselor and services are provided by the Counselor or a local vendor who has been agreed upon to provide these services. Those preparing to exit the school system who are not already a Vocational Rehabilitation (VR) client, have VR cases are opened so that they can begin receiving additional services to include job training. LRS partnered with DOW Chemical in 2019 to bring Project Search to Louisiana. Students from Iberville Parish were identified to begin internships at DOW starting in 2020 to learn job skills that will assist them in choosing a career path and obtaining employment. Additionally, LRS continues to renew and revise existing local cooperative agreements with the LEAs and to seek opportunities to increase Third Party Cooperative Arrangements (TPCAs) to expand service provision statewide.

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, provision of skills training to work with specific disability populations, more funding to serve individuals with disabilities not currently being served, and provision of alternate methods of outreach.

LRS will continue to analyze the findings from this Comprehensive Statewide Needs Assessment and use it 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.