Thelin, Russ

Russ Thelin highlights components of building and sustaining partnerships between inclusive postsecondary education programs (IPSE) and Vocational Rehabilitation (VR). Examples of collaborative practices between vocational rehabilitation and inclusive higher education are outlined, as well as common areas of challenge in building partnerships between the two players, with offerings of how to potentially address them.

There is growing evidence postsecondary education (PSE) is an effective pathway to employment for individuals with intellectual disability and/or autism spectrum disorder (ID/A). Partnerships between institutions of higher education (IHEs) and vocational rehabilitation (VR) are essential in providing better access to this pathway. This study sought to identify elements of effective IHE-VR partnerships through case studies at four sites, involving interviews with faculty and program staff, VR administrators and counselors, and students and families.

In 2014, the Workforce Innovation and Opportunity Act (WIOA) mandated significant changes to the workforce development and vocational rehabilitation (VR) systems. One of these changes was a requirement that state vocational rehabilitation agencies set aside at least 15% of their federal funds to provide pre-employment transition services (Pre-ETS) to students with disabilities who are eligible or potentially eligible for VR services.

Significant changes were made to the state vocational rehabilitation (VR) agency services program with passage of the 2014 Workforce Innovation and Opportunity Act (WIOA). These changes, which include specific resources to help individuals with disabilities find, obtain, and maintain meaningful competitive integrated employment, may lead to more optimal employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD), who are often faced with under- or unemployment in adulthood.

This poster, presented at the NIDILRR 40th Anniversary Celebration (https://acl.gov/NIDILRR40), reports findings from a mixed-methods study by Think College staff on the role of vocational rehabilitation (VR) in promoting postsecondary education for students with intellectual disability and/or autism. The study included secondary analysis of data collected from TPSID model demonstration sites and intensive case studies of four effective VR/higher education partnerships.

With program sustainability a primary concern of Inclusive Higher Education program, this webinar introduces the Social Security Administration’s Ticket to Work and related Partnership Plus model. Through Partnership Plus, Inclusive Higher Education programs can share in financial reimbursements to vocational rehabilitation (VR) as students on SSDI and SSI achieve and sustain substantial gainful employment.

This resource shares the PPT slides and transcript from a webinar presented by experienced technical assistance provider, Russ Thelin, in 2019. He provides answers to the some of the questions we receive most at our Helpdesk. Specific topics to be addressed include:

Colleges and universities use multiple means to meet their inclusive program costs, including state and federal funds, foundation monies, Medicaid waivers, vocational rehabilitation (VR) funds, and scholarships. One underused financial resource is the Partnership Plus model provided under the Ticket to Work program of the Social Security Administration (SSA). Partnership Plus is a structured services provision model between VR and other entities to assist SSA beneficiaries to employment, with compensation from SSA provided to each.

This webinar reviewed the what, where, and how of good collaboration between VR and institutions of higher education serving students with intellectual disability (ID), with regard to accessing pre-employment transition services (Pre-ETS). Staff from Think College and the Achieve program at Highline College share practical resources, strategies, and examples of how pre-ETS services can be offered via a college program, and how these services can help students with ID explore, and ultimately obtain, competitive integrated employment.