Under the Individuals
With Disabilities Education Act (IDEA 1997) public schools are mandated to
provide transition services to all students with disabilities.
These services are designed to assist students to prepare for activities
beyond high school such as post secondary training, employment and independent
living. Schools are ultimately
responsible for the provision of transition services, however outside agencies,
such as the Office of Vocational Rehabilitation (OVR), may be identified
through the Individual Education Program (IEP) to assist in the provision of
these services. OVR is a state
agency that assists eligible individuals to identify, plan for, and achieve
their vocational goals.
This booklet is
designed to help students and their parents understand transition, what role OVR
plays in the transition process and how to access services available through the
Office.
In Kentucky, OVR is
committed to partnering with Local Education Authorities (LEA) to ensure that
the vocational needs of eligible students with disabilities are identified as
early as possible, planned for appropriately and provided accordingly. This collaborative effort is designed to ensure a seamless
transition from school to the adult world.
KY Office of
Vocational Rehabilitation
209 St. Clair
Frankfort, KY
40601
(800) 372-7172
(502) 564-4440
What Are Transition Services?
In both IDEA
(1997) and The Rehabilitation Act as Amended (1998) transition services are
defined as:
“…a
coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to
post-school activities.”
Since
the passage of IDEA in 1990, schools have been held more accountable for
providing educational services that will ensure success beyond high school.
Student activities are being developed and coordinated in such a way that
they support and foster appropriate outcomes for students. The activities
that the law is referring to may include any of the following:
Instruction
Community
experience
Development
of employment
Post-school
adult living objectives
Daily living
skills, or
Functional
vocational evaluation
Participation in
these activities is individualized and based on the student’s needs, taking
into account his/her preferences and interests.
For the OVR
eligible student, outcome refers to
competitive employment in an integrated setting. All services provided by the Office are based on a
student’s specific vocational goal and determined by what is needed in order
to reach that goal. Services are
coordinated and designed to assist the student to move towards any of the
following post-secondary
activities:
Post secondary
education
Vocational
training
Integrated
and/or supported employment
Continuing
and adult education
Adult
services
Independent
living, or
Community
participation
Who’s Involved In
The Transition
Process?
Successful
transition from school to adult life for the student with a disability can be
complex and requires a team effort. Although
the LEA bears the primary responsibility for the coordination and provision of
transition services, other community agencies as well as family and friends need
to be a part of the process.
What Role Do Family
And Friends Play In The Transition Process?
The
provision of transition services is based on “student needs, taking into
account the student preferences and interests.” Family and friends not only play a critical role in
identifying the student’s needs, preferences and interests, but also can help
others to understand the best ways to support their child as they transition to
adult life.
Why Is It Necessary
For Agencies Other Than Education To Be Involved In The Transition Process?
While a student is in school they are entitled to many services as
required by IDEA. When they
graduate, entitlement to these services ends and alternate means of obtaining
appropriate and needed services must be secured through adult service providers.
Issues around who will provide the services and eligibility requirements
for services should be explored early on so that there isn’t a lapse in needed
services when the student exits school.
What Is OVR’s
Role and Responsibility In Providing Transition Services?
The
role of OVR while a student is in high school is primarily to assist in planning
for the student’s years after high school, in particular planning for those
activities related to employment.
Consultation with schools should enable school personnel and students
with disabilities to understand and prepare for OVR services and employment.
The eligible student will receive a comprehensive assessment to determine
vocational needs, interests, capacities, and abilities as well as guidance and
counseling to assist in determining a specific vocational goal.
Once
the eligible student exits high school, OVR becomes responsible for providing or
coordinating the provision of those services necessary for the student to reach
his/her vocational goal. The focus
of services at this time is on acquiring skills that are necessary to obtain and
maintain employment.
Does
OVR Only Provide Transition Services To Students Receiving Special Education?
No, we are not
limited to serving only students in special education.
However, in order for a student to be eligible for services from OVR,
he/she must meet the following criteria as required by The Rehabilitation Act as
Amended (1998):
They must have a
physical or mental impairment that constitutes a substantial impediment to
employment;
They
must be able to benefit from OVR services; and
They
must require OVR services to prepare for, obtain or maintain employment.
Those individuals
receiving Social Security Benefits are presumed eligible for services provided
that they want to work.
Additionally,
once a consumer is determined eligible for OVR services they must also meet the
current “order of selection” in order to receive a full range of services.
Due to limited funds, the Office has had to prioritize who will be
able to be served. At this time
those individuals determined to have the most significant disabilities (MSD)
will be served first, and individuals determined to have significant
disabilities (SD) will be served second. Individuals
who meet the criteria for eligibility, but are determined to have less
significant disabilities will be provided with information and referral services
to other agencies to assist them in meeting their employment needs.
What is the
Referral Process To
OVR For Services?
Referrals
can be made on behalf of any student whose disability might prevent them from
training for, getting, or keeping a job. School personnel, the student, family,
friends, or other community resource can make a referral.
Typically, referrals are made two years prior to the student exiting high
school. However, they can be made
sooner, if necessary.
The
LEA is responsible for identifying students with disabilities who may be
appropriate for services from OVR. Students
can be in either special education or regular education programs.
The Admissions and Release Committee (ARC) will refer students receiving
special education services under an IEP. Students
with disabilities who may be eligible for services, but who are not being served
by special education, will be referred by the guidance counselor or appropriate
person designated by the LEA.
Ideally,
a referral to OVR for services should be made at the same time as referrals to
other appropriate local community agencies (such as boards of mental retardation
and developmental disabilities, mental health, human services and/or children
services; the city/county health department; the KY Office of Employment
Services; and the Social Security Administration).
This enables all the agencies to work together during the transition
process and helps to ensure that services are coordinated.
What Should Be
Included In The Referral Packet To
OVR?
Eligibility
for OVR services will be determined after a careful review of the student’s
current functioning and needs. To
assist in this process, a referral to OVR should include the following
information, if available:
The school
psychological evaluation
Independent
evaluations such as a medical, or specialty evaluations
A
copy of the IEP or 504 Plan
School
transcripts
Any
other assessments or plans
What Can Students
And Parents Expect During Transition Planning?
Students
and parents should be active participants in transition planning since
transition services are based on the interests and preferences of the student.
For students who are 16 years of age or older, transition planning is a
required component of the IEP and is one of the purposes for the annual IEP
meeting.
Participants
in transition planning should include:
The student and
his/her representative, if necessary (If the student does not attend, the LEA
shall take other steps to ensure that the student’s preferences and interests
are considered.);
A
representative of any agency likely to be responsible for providing or paying
for transition services. (If an
agency invited to send a representative to a meeting does not attend, the LEA
shall take steps to obtain the participation of the other agency in the planning
of any transition services.)
When
appropriate and possible, the OVR counselor will participate in the LEA’s
planning meeting for transition services. By
participating in these meetings, OVR can assist the eligible student to identify
vocational goals and plan for his/her needs after high school long before he/she
exits the school system.
The
OVR counselor, along with the student and/or his/her representative will work
with the LEA to determine vocational goals and plan for any services required to
attain those goals. The
Individualized Plan for Employment (IPE), a OVR planning document, must be
coordinated with the Individualized Education Program (IEP) or other education
plans in terms of goals, objectives and services.
The IPE must reflect the
OVR services
needed to reach the student’s specific vocational goal and must be in place
prior to the student exiting school.
What Types Of
Services Might
OVR Provide To Eligible Students?
Prior
to graduation, the eligible student can expect to receive a comprehensive
assessment to determine vocational interests, capacities, and abilities, as well
as guidance and counseling to determine an appropriate vocational goal and the
services necessary to attain that goal.
All
services that are planned for and provided are individualized, determined
jointly by the counselor and the student, and directly related to a specific
vocational goal.
After
graduation, services vary depending upon the student’s individual goals and
needs, however the focus remains on acquiring skills to get a job, job
development, job placement, and follow-up.
What Services Are
Available To Students With Significant Disabilities Who Plan To Transition
Directly To Employment?
The
Community Based Work Transition Program (CBWTP) is a jointly funded program
between OVR and the KY Office of Education that is available through a
number of school districts in the state. The
goal of the CBWTP is for each student to obtain a job in the most integrated
setting prior to graduation, with necessary supports in place to maintain
employment. Although this program
might be of benefit to every student, it is reserved for only those students
with significant disabilities who require
the services of a job trainer in order to make a successful transition from
school to the world of work. Students
who are able and plan to attend any type of post-secondary training program or
the military would not be appropriate for the CBWTP.
Once
eligibility for OVR services is determined, the rehabilitation counselor will
determine if the CBWTP is the most appropriate program for the student.
Typically, the student will begin the program during his/her junior year
(or equivalent), with the first step being a community-based vocational
evaluation. Based on the
information gathered during the evaluation, an appropriate vocational goal will
be determined as well as those services necessary for the student to achieve
his/her goal. More information
about this program can be found at www.ihdi.uky.edu/cbwtp.
What If My Child
Needs Support Beyond High School In Order To Maintain Employment?
Supported
Employment may be an option for your child.
This particular program provides long-term support for persons with the
most significant disabilities who want to work in the community.
Support services begin when an eligible individual first enrolls in a
Supported Employment program and continues after a OVR case is closed.
Assistance is provided in every aspect of a person’s employment, such
as person-centered planning, job development, job placement, workplace
accommodations, and follow-up services for the duration of employment. The support can be intensive depending on the particular
individual and job site needs, but the goal is to lead the individual to
employment independence. For
further information on Supported Employment services in your area, contact your
OVR Counselor. Additional
information about Supported Employment can be found at www.ihdi.uky.edu/kyseweb
or http://www.ovr.ky.gov .
What Else Do
Students And Parents Need to Know About
OVR And The Services They Provide?
Many
services are provided regardless of your financial situation.
You and your counselor will discuss the income and resources of your
household. In some cases, you may
be asked to participate in the cost of your program.
Federal law requires that the consumer use any other benefits for which
he/she is eligible to cover the cost of some services.
These benefits may include training grants, Medicare, Medicaid,
Worker’s Compensation, and insurance. If
you refuse to apply for and use other benefits for which you are eligible, the
Office cannot pay for the planned service.
How Do I Contact
The
OFFICE of Vocational Rehabilitation?
For
additional information or to make a referral, please contact the OVR office
nearest to your home. On the back
cover of this booklet is a list of district offices and phone numbers for your
convenience.