One of the strongest predictors of post-school employment for students with intellectual disability and/or autism (ID/A) is obtaining work experiences while in high school. There is growing evidence of a similar effect among college students.
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.
The Fall 2019 Research Summit focused on using the RSA 911 Dataset to inform our understanding of higher education for students with ID. Tom Sannicandro, JD, Ph.D., Director of Massachusetts Association of Community Colleges, and Stormy Miller, Ed.D, Director of Student Services Student Accessibility and Psychological Services at College of Marin; Mark Tucker, Ph.D., CRC, Assistant Professor, Department of Administration, Rehabilitation; Postsecondary Education at San Diego State University / Interwork Institute, will present their work.
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 Fast Fact #20 describes ways that Transition Postsecondary Programs for Students with Intellectual Disabilities (TPSID programs) engage with state vocational rehabilitation agencies to provide pre-employment transition services to students with intellectual disability enrolled in colleges and universities.
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.
