Expect, Empower, Engage Resource Database

This frequently-asked questions document, with an accompanying appendix, addresses the dual enrollment of students with disabilities in secondary school and postsecondary education institutions, including comprehensive transition and postsecondary education programs for students with intellectual disabilities.

The employment of individuals with disabilities benefits our communities and our nation as they maximize their skills and talents and contribute fully to our economy. RSA, in partnership with the U.S. Department of Labor’s Office of Disability Employment Policy and the U.S. Department of Health and Human Services’ Administration for Community Living and Substance Abuse and Mental Health Services Administration, published this framework, to present a joint Federal vision for community engagement by individuals with disabilities, including students and youth with disabilities. Community engagement, supported by a variety of service systems, enables individuals with disabilities to expand skills and experience so that they may secure high-quality and personally satisfying careers and jobs and the benefits of employment. In addition to explaining what community engagement means and its benefits, this paper contains information about the wide variety of services, that when provided together, expand opportunities for youth and adults with disabilities to achieve competitive integrated employment.

VRTAC-QE hosted a webinar to explore how youth apprenticeships can be used by vocational rehabilitation practitioners in the VR process and how they interact with pre-employment transition services and school to work transition programs. The purpose of the webinar is to inform State VR agency staff on the benefits and application process for youth apprenticeships. The webinar discusses youth apprenticeships in connection to career pathways, workforce development, and collaboration with the Workforce Innovation and Opportunity Act, as well as delivery strategies and available tools.

As part of its charge to provide training and technical assistance that will enable State VR agency personnel to manage available resources, improve effective service delivery, and increase the number and quality of employment outcomes for individuals with disabilities, the Vocational Rehabilitation Technical Assistance Center for Quality Management (VRTAC-QM) developed this resource outlining the specific VR program requirements on transition services.

The Rehabilitation Act and its regulations require VR agencies to enter into formal interagency agreements with SEAs describing how the entities will collaboratively plan and coordinate transition services for students with disabilities needing those services. This formal interagency agreement is an important foundational document that helps to ensure students with disabilities experience a smooth transition from school to post-school activities. To support these efforts, RSA, in collaboration with OSEP, created this review instrument for formal interagency agreements between SEAs and VR agencies.

The VRTAC-QM and NTACT-C developed this guide for the development of policies and procedures for VR agencies in the provision of pre-employment transition services.

RSA issued this frequently-asked questions document related to how VR agencies may use the reserve requirement for the provision of pre-employment transition services to students with disabilities.

RSA published this final notification of interpretation to clarify current policy regarding the permissibility of using funds reserved for pre-employment transition services for auxiliary aids and services, and to announce a change in policy regarding the use of Federal VR funds reserved for pre-employment transition services.