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:
VRNH identified the following barriers that may impede equitable access and participation of students, educators, or other beneficiaries in the Vocational Rehabilitation program as national origin, disability, and age as well as conditions of economic disadvantage, language, rural status, homeless status, or housing insecurity.
VRNH recognizes and provides equitable access through multiple ways including, but not limited to: physical accessibility; availability of formats and times; different delivery methods including in-person and virtual; offering interpretation services for language and communication which can include ASL interpretation, language interpretation and translation; utilization of assistive technology tools and resources which may include no-to low-to-high tech options; providing professional development activities in accordance with the Americans with Disabilities Act (ADA), and the Rehabilitation act of 1973, as amended; establishing, as applicable, developing or improving community rehabilitation programs within the state; and provision of necessary services to ensure and enhance participation.
VRNH programs play a crucial role in removing barriers to employment and independence for individuals facing various challenges. Here are steps that VRNH will take to address barriers arising out of national origin, disability, age, economic disadvantage, language, rural status, homeless status, or housing insecurity.
Outreach and Education: Develop targeted outreach programs to reach underserved communities, including those from diverse national origins, disabilities, ages, economic backgrounds, and linguistic communities. Offer informational sessions in accessible formats, and through various community channels to raise awareness about available services and eligibility criteria.
Of particular interest is: 1. Ensuring that people understand that national origin is not a bar to receiving vocational rehabilitation services; and 2. Increasing VRNH’s presence, availability, and reach in rural areas (i.e., Coös, Carroll, Grafton Counties, etc.).
Cultural Competency Training: Provide comprehensive training for staff members to enhance cultural competency and sensitivity. This includes understanding the unique needs, perspectives, and barriers faced by individuals from different cultural backgrounds, age groups, and economic circumstances.
Accessibility Enhancements: Continuously evaluate and improve accessibility features in program facilities, materials, and communication channels. Ensure that physical spaces are wheelchair accessible, offer assistive technology, provide materials in alternative formats, and maintain websites that are compatible with screen readers and other assistive devices.
Partnerships and Collaborations: Forge partnerships with community organizations, advocacy groups, educational institutions, and other stakeholders to expand outreach efforts and enhance service delivery. Collaborate with organizations specializing in housing support, healthcare, language interpretation, and other relevant areas to provide comprehensive support to participants.
Flexible Service Delivery Models: Offer flexible service delivery options to accommodate the diverse needs of participants. This may include remote counseling sessions, virtual job training programs, mobile outreach services to rural areas, and flexible scheduling to accommodate individuals experiencing housing instability or homelessness.
Of particular interest is partnering with agencies and organizations working on issues surrounding homeless status and housing insecurity (i.e., NH Coalition to End Homelessness (NHCEH), NH Housing Finance Authority, etc.).
Financial Assistance and Resources: Continue to provide financial assistance, scholarships, or stipends to cover expenses related to vocational training, transportation, childcare, and other barriers faced by economically disadvantaged individuals. Connect participants with financial literacy resources, public benefits, and community support services to address their immediate and long-term needs.
Case Management and Wraparound Services: Implement a holistic approach to case management that addresses the complex needs of participants. Continue to foster inter-agency and community partnerships that enhance wraparound services such as mental health counseling, substance abuse treatment, housing assistance, transportation assistance, and life skills training to support participants in achieving their vocational goals.
By implementing these steps, VRNH can create more inclusive and equitable programs that effectively support individuals from diverse backgrounds in overcoming barriers to employment and achieving their vocational goals.