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:
The fact that an individual has a physical or mental disability, in and of itself, can impede access to MVR’s services. Different types of disabilities create the need for specialized services. To address this issue, MVR developed Employment Services Plus to assist individuals with autism spectrum disorder, traumatic brain injury or deafness/hearing loss who require additional supports to reach their employment goals.
MVR provides interpreters and CART services for the deaf/hard of hearing, as well as interpreters for individuals with language barriers. Brochures translated in Spanish are available for the Hispanic community.
There are 23 ADA compliant MVR offices providing statewide coverage. Lack of transportation and broadband accessibility create barrier. Vocational rehabilitation counselors (VRCs) meet clients where they are whether that is in-home or at a convenient location for the client. They can also meet at a Missouri Job Center where some VRCs are housed for client convenience. The job centers are physically accessible. To address transportation barriers, VR offices work with local transportation providers, such as OATS, and with partner agencies that may be able to assist.
For individuals unable to meet in person, MVR offers virtual service delivery including online self-referrals and video conferencing. VRCs are located in every school district across the state to serve students with disabilities. MVR provides pre-employment transition services designed to reach students with disabilities at an earlier age, which can lead to a better transition from school to postsecondary, training, or employment.
MVR offers a variety of rehabilitation technology services, assistive devices, and equipment to individuals who need assistance to increase, maintain, or improve their functional capabilities. MVR’s statewide rehabilitation technology specialists provide technical assistance to counselors to better serve individuals with functional limitations. MVR has a cooperative agreement with Missouri Assistive Technology that provides a plan for the coordination of services; for using the resources of the cooperating agencies to the best advantage; to provide information sharing, technical support and training; to facilitate the referral of potential eligible individuals between agencies; and to jointly serve eligible individuals in obtaining rehabilitation technology services.
To address cultural differences, MVR staff are provided training opportunities on cultural competency that cover aspects of diversity under the direction of its diversity, equity and inclusion consultant. Most recently, staff underwent Allyship training, which promotes supportive relationships with underrepresented, marginalized, or discriminated individuals or groups for the purpose of promoting inclusion. MVR’s Diversity, Equity and Inclusion team develop strategies to serve individuals from diverse cultures. MVR created formal policy in its Client Services Guide (its policy, procedure, and guidance manual) to address diversity, equity, and inclusion.
MVR is part of the Reentry 2030 initiative that is designed to improve reentry success for individuals on probation or parole. MVR refers individuals to other agencies or local organizations that can assist with housing. To address multiple barriers, MVR offices have a list of local resources to share with individuals.