Vocational Rehabilitation Top 10

The following is a recreation of a list of facts sent to schools from the department of Vocational Rehabilitation. There is good information here.

TOP TEN THINGS FOR SCHOOLS TO KNOW ABOUT THE VOCATIONAL REHABILITATION PROGRAM

(This refers to the Memorandum of Understanding VR has with the DOE in some areas/schools.)

GDOL/VT
Georgia Department of Labor-Vocational Rehabilitation Services

Vocational Rehabilitation is an employment program to assist students with disabilities to secure work. VR works with high school students, supplemented with parent and school input, to identify transition needs. Those who apply for services need to be willing and able to work (following the provision of available services). Vocational Rehabilitation is a transition program that coordinates the provision of employment-related services, such as vocational instruction and job placement assistance, to students with disabilities who can eventually be employed.
Anyone can apply or refer someone for services at any time. If a student is not ready for vocational services while in school, it should not be viewed as a missed or one time opportunity.
VR is available to the school system to assist with transition planning. Students who are referred for services should be referred during their last two years of high school, unless it is agreed that special circumstances exist where the student is at least 16 years old and is at risk of dropping out of school.
Students may not be ready for vocation al rehabilitation for several reasons:
· Age
· Date of expected exit from school
· Lack of a qualifying impairment
· Medical instability
· Behavior problems that inhibit coop3reation in programming

Teachers are encouraged to discuss specific students with the vocational rehabilitation counselor regarding specific referrals.

Every referral does not necessarily lead to an application for VR services. Opening a case is dependent on Student and/or Parent choice.
Because VR policy requires individualized services, an assortment of assessments, evaluations, and documentation may be necessary. Although the progression of a case is expected to be timely, it should not be assumed that a referral today would result in services tomorrow.
If a student is not ready for VR services, he/she can be referred at a late date. If a student is determined ineligible, application for services may be made if there is a change in circumstances. If a student’s case is closed by VR for any reason, he/she can reapply to get a new case opened. (Some closures may require a 6-month waiting period before reopening.)
Although VR does provide a variety of services, these aservices are matched to the individual and may not be duplicated from one person to the next. VR may pay for a service for one student, but not for another. Services are provided based on need, client choice, individual circumstances, available funds, and desired outcomes. Services are funded based on the unique needs and economic circumstances of the individual, availability of the funds, and DOL/VR policies. VR assesses an individual’s eligibility for services. This does not translate into entitlement of specific services.
VR uses a team approach to provide comprehensive services to students. Each counselor is part of a team of VR staff. Some services require consensus from the team and will be staffed accordingly. Each counselor is also expected to be part of the student’s individual team that may be comprised of the student, counselor, teacher, parent, or any other appropriate individual.
Each school system has two options for the DOL/VR counselor assignment. The first option is to contract with DOL/VR for a Vocational Rehabilitation Counselor. In this case, the counselor is assigned full-time to the school involved in the contract. The second option is for the school to be incorporated into the general needs of the region. The VR counselor serving the community where the school is located will include that school as part of his/her total assignment. It is important to note that the second option naturally provides counselor with less time to devote to the specific school(s). Each school system is responsible for deciding which option will best meet the needs of its student population.