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VR Services in Transition

Categorized In: Case Services - VR Services in Transition

Approved Date: October 02, 2018

Owner: Brigid Griffin

VR Services in Transition

Individualized transition services are provided to students as part of the continuum of services available to students and youth with disabilities.

Continuum of Services:

WIOA indicates that there is a continuum of services available to students and youth with disabilities, as applicable, through the VR program and includes:

● Pre-employment transition services (section 113 of the Act and 361.48(a)) (See Pre-Employment Transition Services)

  • Available only to students with disabilities; and
  • Application and IPE are not required.

● Group transition services (section 103(b)(7) of the Act and §361.49(a)(7)) (Group services are available to students, 14-21 as a pre-employment transition service; a VR applications hould be offered to youth who are not students, 14-21 and to students over the age of 21. This is how Nebraska VR will handle services in this category.)

  • Available to both students and youth with disabilities; and
  • Application and IPE are not required.

● Individualized transition and other VR services (section 103(a) of the Act and

§361.48(b)) (See VR Services in Transition under Case Services.)

  • Available to all eligible individuals;  
  • Application and IPE are required.

Following the continuum, transition services represent the next set of vocational rehabilitation services available to students and youth with disabilities.  They are outcome-oriented and promote movement from school to post-school activities, including postsecondary education, vocational training, and competitive integrated employment. As such, transition services may include job-related services, such as job search and placement assistance, job
retention services, follow-up services, and follow-along services, based on the needs of the individual.
Individualized transition services must be provided to students who have been determined eligible for the VR program and in accordance with an approved individualized plan for employment.  Transition services also may be provided in group settings to students and youth with disabilities.  Although these group services are not individualized, they can still be beneficial for job exploration, including presentations from employers in the community and group mentoring
activities.

Transition services means a coordinated set of activities for a student or youth with a disability—
     (i)  Designed within an outcome-oriented process that promotes movement from school to post-school activities, including postsecondary education, vocational training, competitive integrated employment, supported employment, continuing and adult education, adult services, independent
living, or community participation;
     (ii)  Based upon the individual student's or youth’s needs, taking into account the student's or youth’s preferences and interests;
     (iii)  That includes instruction, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate,
acquisition of daily living skills and functional vocational evaluation;
     (iv)  That promotes or facilitates the achievement of the employment outcome identified in the student's or youth’s individualized plan for employment; and
     (v)  That includes outreach to and engagement of the parents, or, as appropriate, the representative of such a student or youth with a disability.

The "transition" period covers students with disabilities aged 14-21 and also extends to youth who are not students, aged 14-24 (engaging these youth is also critical to successful transition planning). In Nebraska, youth who are not enrolled in an educational program will apply for VR services and be determined eligible and will receive individualized transition or other VR services.

For further information, please reference Key Definitions, Memorandum of Understanding, and Resources in the Pre-Employment Transition Section.


Approved Date
March 01, 2017 Show this Archived Version


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