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
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?
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 third of four questions is:
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?
Current Narrative:
LRS will take the following steps to address the barriers to equitable access and participation in the Vocational Rehabilitation Program:
• Increase the availability of training opportunities to LRS staff through acquiring the Yes-LMS platform
• Explore available and allowable options/resources to provide training for vendors
• Work collaboratively with the Louisiana Rehabilitation Council to better educate and inform state legislators about the vocational rehabilitation program, service provision, and budgetary needs
• Expand outreach initiatives to increase community awareness of services available
• Explore non-traditional opportunities to increase staffing capacity through temp agencies and other options available through Louisiana State Civil Service
• Review and revise current menu of services and fee-for-service structure to assess opportunities to increase rates as an incentive to attract more service providers, especially in rural and under-served areas
• Work with LWC budget staff/office towards developing a budget request for an increase in the appropriation for the VR program to be used to match available federal funding.
• Revise/restructure the current economic need criteria to increase the number of individuals eligible for cost services.
• Develop, pilot and implement rapid engagement strategies to expedite services to individuals with disabilities
• Revise procedures to allow for electronic signatures to expedite the service-delivery process
LRS will take the following steps to address the barriers to equitable access and participation in the VR program for racial/ethnic minorities, those living in rural communities, unserved or underserved populations:
• Utilize LRS’ Rehabilitation Employment Development Specialists (REDS) to better inform employers about available options to access disability sensitivity training for greater understanding and acceptance of individuals with disabilities in the workplace
• Continue to provide and make available to LRS staff opportunities to participate in diversity, equity, and inclusion training
• Continue to explore available and non-traditional transportation options to improve access to the Vocational Rehabilitation Program and employment
• Explore options to increase the availability of benefits planning services to address fears associated with losing government benefits.
• Increase outreach efforts in rural communities, minority-serving organizations, and minority-serving institutions of higher education
• Communicate to LRS service-delivery staff the availability of assistive technology services and devices to assist students and employed individuals who may need such services to maximize benefit from training or to maintain employment
LRS will take the following steps to address barriers to equitable access and participation in the VR program for individuals served through other Workforce Development Entities.
• Continue to participate in cross-training opportunities with other Workforce Partners on appropriate referrals and VR services
• Continue to seek opportunities for meeting and office spaces in the American Job Centers. LRS staff is co-located in a number of these Centers throughout the state.
LRS will take the following steps to address barriers to equitable access and participation in the VR program for youth, students with disabilities, and students receiving Pre-Employment Transition Services:
• Explore available options to increase staff or return to having dedicated Pre-Employment Transition Services Counselors
• Develop strategies for staff to have a greater presence in schools, thereby increasing outreach efforts
• Explore strategies to increase parental engagement and participation
• Increase engagement with Local Educational Agencies (LEAs)