Vocational Rehabilitation
Just like their peers without disabilities, students with disabilities may choose to start working after high school or seek a wide variety of postsecondary education options, among them college or vocational training programs. If transition planning has gone well, youth will move onto the next stage seamlessly, with a combination of services working together to help them reach their fullest potential.
What is Vocational Rehabilitation (VR)?
Anybody with a disability who wants to work can, with the right supports and services. Two Florida state agencies provide these services, which are called VR services: the Division of Vocational Rehabilitation (DVR) and Division of Blind Services (DBS). DVR serves people with all sorts of disabilities, while DBS serves people with bilateral vision impairments. Both DVR and DBS offer a broad range of services based on an individual’s goals and barriers to employment. To make the most of these services, a student should have a DVR or DBS representative on their team long before leaving school.
VR services include not only help training for and obtaining a job, but also things such as transportation assistance, tuition, books and fees, physical and mental restoration services, assistive technology, vehicle and home modifications, equipment, tools, uniforms, durable medical equipment, family care services, help establishing a small business, job coaching/supported employment and more. Most importantly, VR services should be customized to each person’s unique needs.
According to the Rehabilitation Act of 1973, a person is eligible for VR services if they are determined by qualified personnel to require services because of a physical, mental or emotional disability that interferes substantially with employment. Those who receive Social Security benefits (Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI)) based on their own disabilities are presumed to be eligible for VR unless there is clear and convincing evidence that they are too significantly disabled to benefit from them.
If you are eligible for VR services, you have the right to choose to receive them from either a public or private provider. You can ask for a vendor list, which may include doctors, medical professionals and others who are approved to accept DVR and DBS fees. You can also choose among many private providers, including Employment Networks (ENs), which are providers certified under the Social Security Administration (SSA) Ticket to Work Program to provide employment services to Social Security beneficiaries with disabilities. ENs only receive payment when their clients are able to work at a sustained level, however. If you are not willing or able to work at this level, ENs may not be willing to serve you. ENs have the right to choose not to work with you, just as you have the right to choose not to work with them.
Other resources for employment services include American Job Centers, which provide job referrals and placement assistance, occupational counseling, testing, job development, labor market information, employment skills workshops and other support services. Often, DVR and DBS will contract with one or more of these organizations to provide services. In some cases, a client may work with one or more without being involved with one of the state agencies.
For more information, see:
The time to apply for VR should be specified in a student’s Individualized Education Program (IEP) or Section 504 plan, or a state VR counselor can recommend the best time. Either way, it’s best not to wait until your senior year to apply. Being declared eligible for VR services often takes much longer than the official guidelines suggest. The student, parent or advocate should stay in close touch with education and DVR or DBS officials to know when to apply.
If the VR agency is prepared to participate in the student’s transition process, an early application can make an important difference in the outcome. In Florida, DBS is ready with transition programs and effective counseling when the student is 14; DVR services generally start later.
In any scenario, preparation for VR takes time—to apply for services, undergo any evaluations that may be required, be found eligible and assigned a counselor, formulate a strategy, and write and negotiate the employment plan, or Individualized Plan for Employment (IPE).
As a result, some students have benefited from applying as early as age 14. Others, especially those seeking services from DVR instead of DBS, have found that applying in the junior year of high school leaves enough time to benefit from the entire transition process. That can change, though, so it’s always a good idea to discuss timing with school counselors and the state agencies.
A student who does not apply for VR services while in school can still apply later and be approved. There is no age limit for eligibility, but in most cases, the sooner services begin, the greater likelihood of successful outcomes.
VR Transition Youth Services help students with disabilities train for a job, continue their education or find a job after high school. Under this program, every youth will have the opportunity to participate in sponsored career counseling, work readiness training and fully integrated work experiences in the community. These services are delivered while youth are still in high school and establish the foundation for a seamless transition to individualized training, education and employment upon graduation.
Below are frequently asked questions about VR services for transitioning youth:
Who should be referred to VR?
All students ages 14-21 with disabilities. Your disability must be documented by an IEP, Section 504 plan or some other means. Students or young people who don’t need academic or physical accommodations in high school, but may need them later, should also consider applying, as should students thinking about dropping out of high school.
Who qualifies for VR Transition Youth Services?
Students ages 14-21 with disabilities who are still in high school or attending postsecondary school (trade, college or university).
When should you apply?
You should apply as soon as you are between 14-21 and ready to plan and participate in services.
What happens after you apply for transition services?
You meet with a VR counselor to start the application process and determine eligibility. Once eligibility is established, you will be placed in the appropriate Order of Selection category. When your case is ready to be processed from the waiting list, your counselor will work with you to develop an IPE. Your IPE addresses the services you need for a successful transition to the agreed upon employment outcome.
How do you apply?
You can contact the Client Assistance Program (CAP) at Disability Rights Florida to complete the application
for you.
How long will the eligibility process take?
DVR must decide on eligibility within 60 days. You will be presumed eligible if you are receiving SSI or SSDI, however. Once you are determined eligible, DVR has 90 days to complete the IPE for services to begin. DBS must also make a decision on eligibility within 60 calendar days, and then the IPE must be developed within 60 calendar days of being found eligible.
What laws help students with disabilities in school?
There are several laws that can help students with disabilities be successful in school and their career. The Individuals with Disabilities Education Act (IDEA) guarantees that students with disabilities have access to a free and appropriate public education. A student may receive Exceptional Student Education (ESE) services under IDEA if their disability adversely affects their educational performance. Section 504 of the Rehabilitation Act prohibits discrimination against youth with disabilities and ensures they have equal access to education. The Workforce Innovation and Opportunity Act (WIOA) ensures that VR makes Transition Youth Services available to all high school students with disabilities. VR’s Transition Youth Services are based on components of all of these laws.
What are Pre-Employment Transition Services (the STAR program)?
Under WIOA, Pre-Employment Transition Services (Pre-ETS) (also called the STAR program in Florida) must be offered to students with disabilities without requiring that they apply for or be determined eligible for them. These students are not traditional VR customers but have been referred to VR by school districts for limited (pre-employment) services. VR is the primary agency for preparing youth with disabilities for employment while the youth are still in high school or attending postsecondary school (trade, college or university). VR will deliver specific Pre-ETS including:
1. Job Exploration – Explores career path options that are best suited to your skills, abilities, aptitudes and interests.
2. Work Readiness Training – Focuses on employability and related skills that prepare you to work. Resume writing, mock interviews and searching and applying for jobs are part of the training.
3. Self-Advocacy Training and Peer Training – Teaches you how to talk about your needs and make decisions about your own life to become more independent.
4. Postsecondary Educational Counseling – Provides information about continuing education options, school choice, accessing financial aid and more.
5. Work-Based Learning Experiences – Provides practical exposure to different careers and hands-on training for employability skills. These experiences focus on practicing social skills and building relationships.
Advocacy in Action: Nicholas’s Story
Throughout his life, Nicholas has faced obstacles, among them others’ expectations for him and his future.
He’s also continually overcome them. He attended a private high school for students with disabilities that provided specialized instruction and services. While there, he worked hard, with strong support from his family.
When it came time to consider college, Nicholas and his family explored various options. They lived near Beacon College, which specializes in teaching individuals with disabilities, and Nicholas wanted to attend. He applied to the Division of Vocational Rehabilitation (DVR) and went through the evaluation process to assess his skills and determine eligibility for services, including tuition assistance. But DVR denied Nicholas’s request based on his test scores.
Nicholas was told he needed to score above a fourth-grade level for college support. He and his family were disappointed, but not deterred, because he had already proven many people wrong. He had applied for a job at a Chick-Fil-A on his own and was hired on the spot. He had also been told he would never be able to get his driver license, but successfully did and drove himself to school and work.
Beacon College offered a summer transition program, which he attended. After that, he decided to give Beacon a try and, if successful, go back to DVR for reevaluation based on his success. During his first semester, he achieved a 3.5 grade point average. As planned, he went back to DVR. DVR agreed to reevaluate him, and this time he increased his scores. So, he was surprised when he was denied support again. In fact, the assessment organization recommended Nicholas drop out of college and advised him to seek a job as a dishwasher or warehouse worker.
This confused Nicholas given his demonstrated success. Moreover, Beacon College was an approved vendor of DVR. Unclear about how to navigate the process, Nicholas sought assistance. He felt like DVR had moved the figurative goal post. He contacted Disability Rights Florida, and its Client Assistance Program (CAP) advocated for DVR to provide the requested support. To start, he and CAP appealed DVR’s decision, and it went to administrative review. Again, DVR denied the assistance. Nicholas and CAP then filed for an administrative hearing. During this hearing, two experts and a representative from the college testified on his behalf, stating that Nicholas could be successful at Beacon due to his abilities and the school’s unique programming and support. Finally, Nicholas prevailed. An Administrative Law Judge determined that Beacon College was appropriate for him, and that, as a result, DVR should assist with tuition, books and supplies.
Nicholas was thrilled with the outcome, and his hard work is already paying off. He is currently taking 16 credit hours and has straight A’s, while also working part-time. Nicholas did not let anyone’s low expectations get in his way. He also knows the importance of asking for help when needed, whether in school or in understanding his rights.