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.
Successful completion of college requires more than attending to coursework, it also requires the development of foundational skills and personal competencies such as working with others in a collaborative manner, effective communication, problem solving, and self-direction skills. These same skills are also needed to support future career success.
Over the past decade, the field of inclusive higher education has expanded considerably, offering a growing number of options for students with intellectual disabilities and/or autism (ID/A) to access college experiences that include career development and employment. This focus on employment spurs many of these programs to partner with state vocational rehabilitation (VR) agencies. However, these partnerships require staff from both entities to develop an understanding about each partner’s role to work together effectively.
This guide clarifies the roles and responsibilities of each person involved in college-based transition services (CBTS). It ensures all team members and collaborators understand their role, and that of others, in the process. It also helps to define expectations so positive transition outcomes can be achieved.
This resource from the Australian Disability Clearinghouse on Education and Training shares a helpful list of effective accommodations (or what they call reasonable adjustments) for college students with intellectual disability. This easy read version is meant to assist students in considering accommodations that may assist them in the classroom.
Research with middle school students has indicated that they are ready to talk about college and careers. However, these students need and desire direct instruction to understand how to prepare for these goals. Future Quest Island (FQI), an online accessible tool and curriculum, was designed to jump-start middle school students’ thinking about college and careers and facilitate teacher engagement in college and career conversations for students in grades 6–8.
This toolkit, developed by Florida's WINGS, was designed to assist residents of Florida with intellectual and developmental disabilities to understand the options available related to decision-making. Topics addressed in this publication include Supported Decision-making, Power of Attorney, Trusts, Health Care Surrogate and Mental Health Advance Directive, Guardianship, and more. There is also a helpful checklist to determine the level of support needed for individuals to understand and implement these items.
This research describes self-reported perspectives of recognized institutional and programmatic accrediting organizations in the United States on student learning outcomes, an issue central to their future credibility and effectiveness. The research was conducted for the Council for Higher Education Accreditation (CHEA) by NORC at the University of Chicago in 2018.
This guide offers basic considerations for starting the college search, as well as helpful tips. It also includes key questions to ask staff from college programs, covering topics such as academics, employment and student supports, housing, financial aid, and the overall campus and community experience, with room to add questions of your own.
