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.
- GEPA 427 Form Instructions for Application Package - Vocational Rehabilitation
EQUITY FOR STUDENTS, EDUCATORS, AND OTHER PROGRAM BENEFICIARIES
OMB Control Number 1894-0005 Expiration 02/28/2026
Section 427 of the General Education Provisions Act (GEPA) (20 U.S.C. 1228a) applies to a State applicant submitting a state plan for a formula grant from the US Department of Education. The State applicant is responsible for completing the GEPA Section 427 form that provides a description of the steps the State proposes to take to ensure all program beneficiaries have equitable access to, and participation in, its Federally funded, State-level project or activity.
GEPA Section 427 Form Instructions for State Applicants
State applicants must respond to the following four questions:
1. Describe how your entity’s existing mission, policies, or commitments ensure equitable access to, and equitable participation in, the proposed project or activity.
2. Based on your proposed project or activity, what barriers may impede equitable access and participation of students, educators, or other beneficiaries?
3. Based on the barriers identified, what steps will you take to address such barriers to equitable access and participation in the proposed project or activity?
4. What is your timeline, including targeted milestones, for addressing these identified barriers?
• Applicants identify any barriers that may impede equitable access and participation in the proposed project or activity, including, but not limited to, barriers based on economic disadvantage, gender, race, ethnicity, color, national origin, disability, age, language, migrant status, rural status, homeless status or housing insecurity, pregnancy, parenting, or caregiving status, and sexual orientation.
• Applicants use the associated text box to respond to each question. However, applicants might have already included some or all this required information in the narrative sections of their applications or their State Plans. In responding to this requirement, for each question, applicants may provide a cross-reference to the section(s) in their State Plans that includes the information responsive to that question on this form or may restate that information on this form.
• Applicants are not required to have mission statements or policies that align with equity to apply.
• Applicants that have already undertaken steps to address barriers must still provide an explanation and/or description of the steps already taken in each text box, as appropriate, to satisfy the GEPA Section 427 requirement.
• Applicants that believe no barriers exist must still provide an explanation and/or description to each question to validate that perception, as appropriate, to satisfy the GEPA Section 427 requirement.
Please refer to GEPA 427 - Form Instructions for Application Package
- GEPA 427 Form Instructions for Application Package - Vocational Rehabilitation
2. Based on your proposed project or activity, what barriers may impede equitable access and participation of students, educators, or other beneficiaries?
Section 427 of the General Education Provisions Act (GEPA) (20 U.S.C. 1228a) applies to a State applicant submitting a state plan for a formula grant from the US Department of Education. The State applicant is responsible for completing the GEPA Section 427 form that provides a description of the steps the State proposes to take to ensure all program beneficiaries have equitable access to, and participation in, its Federally funded, State-level project or activity.
GEPA 427 - Form Instructions for Application Package
State applicants must respond to four questions.
The second of four questions is:
Based on your proposed project or activity, what barriers may impede equitable access and participation of students, educators, or other beneficiaries?
Current Narrative:
The following barriers emerged from the results of a Comprehensive Statewide Needs Assessment (CSNA) conducted in 2022.
The barriers to employment identified by respondents receiving SSI/SSDI include the fear of losing their government benefits, lack of employer acceptance of their disability, lack of transportation; lack of public services; adjustment to disability; and lack of long term support.
The barriers to employment identified by respondents receiving supported employment services included the fear of losing government benefits; lack of transportation; employer acceptance of their disability; lack of public resources; lack of long term support; lack of housing; personal adjustment to the disability; and the lack of medical insurance/care.
A number of possible barriers to employment emerged for several populations based on an analysis of all respondent. The populations are persons who are racial/ethnic minorities, living in rural communities, and those considered unserved or underserved. The barriers include the employer’s lack of acceptance of individuals with disabilities in the workplace; limited to no access to transportation or public support services; fear of losing government benefits; lack of community rehabilitation programs in rural areas that provide job skills and job readiness training, job placement assistance, and post-employment services; lack of knowledge concerning the availability of assistive technology services and devices to persons in rural communities, students and individuals who are employed; LRS’ current economic need criteria that restricts the provision of services needed to retain/maintain employment to those exceeding the upper limit; and the complexities experienced by individuals with mental health challenges.
A general summary of all results include barriers related to the fear of losing government benefits that discourages participation in the Vocational Rehabilitation (VR) program; employer acceptance of disability; lack of transportation; lack of public services; personal adjustment to disability; and lack of long term support options. The respondents also identified knowledge gaps among LRS staff, vendors, and legislators regarding the vocational rehabilitation program, service provision and budgetary needs. Finally, respondents noted insufficient staffing and community service providers to provide efficient and effective services.