- Aspiring Interpreter
- AA-BA Partnership
- ASL Standards
- Classroom Modules
- Diagnostic Assessment
- Journal of Undergraduate Studies
- Outcomes Circle
- Student Recruitment
- Vocational Rehabilitation Internship
- Deaf Self-Advocacy
- Teaching Interpreting Media
Vocational Rehabilitation: History, System & Process
An infusion module for Interpreter Education Programs
Welcome to the National Interpreter Education Center (NIEC) online module, Vocational Rehabilitation: History, System & Process. We also call this course “VR 101”. This resource is designed to expose interpreting education students to the history of the Vocational Rehabilitation System and to foster interest in working this setting. The module contains information on the history and process of VR.
This module is designed for integration into your learning environment. All the content is available as links for student content or in PDFs that can be downloaded and inserted in your institution’s Learning Management System (LMS) such as Blackboard, Moodle, etc. We have also provided “doc” versions of the content that you may use to customize according to your needs as long as you follow the copyright language at the bottom of each page. Also, all video content is provided with links that you can copy and paste in your LMS.
We offer you this content free of charge and encourage you to incorporate it into your curriculum. We ask that you retain the citation information available on the downloaded documents.
Overview of Module
A comprehensive overview of the VR history and processes is not possible in this module. Our intent is to provide a primer on some of the salient characteristics of the VR System. We also touch upon related federal legislation that impacts the lives of Deaf VR consumers as well as interpreters. Again, our purpose is not to provide a comprehensive, in-depth learning experience regarding VR and related federal laws. It is to expose students to these important factors that they will certainly encounter as they embark upon their careers.
The five main components of the module are:
- Interpreter Perspectives & Relational Autonomy
- Understanding the History of the Vocational Rehabilitation Program
- The Vocational Rehabilitation Act
- Other Significant Legislation
- Understanding the VR Process
The units include readings, video reflections, video presentations, suggestions for activities and assessment.
The purpose of this module is to provide a primer on some of the salient characteristics of the VR System. We also touch upon related federal legislation that impacts the lives of Deaf VR consumers as well as interpreters. Our purpose is not to provide a comprehensive, in-depth learning experience regarding VR and related federal laws. It is to expose students to these important factors that they will certainly encounter as they embark upon their careers.
By the end of this module, the learner will be able to:
- Describe the benefits of the public VR system.
- Understand the historical progression of federal legislation regarding programs and services for people with disabilities.
- Describe four key pieces of federal legislation effecting Deaf people and people with disabilities.
- Understand the impact of disability rights legislation on the need for a larger and more highly educated interpreting force.
- Understand the definition of “qualified interpreter” under the ADA.
- Know the eligibility criteria for VR services: verifiable disability; such disability is an impediment to employment, and, that there is a presumed benefit from receiving services.
- Know of the existence and impact of an “Order of Selection”.
Interpreter Perspectives & Relational Autonomy
Link to Student Page: http://www.interpretereducation.org/vr-101/interpreter-perspectives-relational-autonomy/
Interpreter Perspectives on Working in VR Settings:
This video shares some insights in American Sign Language from interpreters about why they enjoy working in vocational rehabilitation settings.
Direct link: https://youtu.be/71772hXgxYQ
Spoken English Version
Direct link to video: https://youtu.be/Ps9-KUyGw7I
I think in this country we are entitled to, we have the rights of life, liberty and the pursuit of happiness. Part of that pursuit of happiness is the ability to determine what you are going to do in the world and how you are going to contribute to society. And part of that contribution is the kind of work that we do and in life. And so it’s all self-determination. And the work that I do contributes to an individual’s ability to secure those rights. That’s a noble thing for me. And so it allows them to provide for their family, to have a home. And that’s what kind of part of being a human being is and that’s why I do it.
It’s been an interesting experience because I get to learn about job-seeking skills and how to present your self for a job. As well as going into different job training and so forth that I would never do in my lifetime because I don’t like don’t like computers or I don’t like science. So I get to go into different realms and learn more stuff. And I tend to remember what I interpret for the most part. So I’ll get that knowledge put in the back of my head for later. And I’ll be like “oh how did I learn that?” So the variety is really fun and the group I work with is cool, too.
I just work with a great group of people, the variety and the challenge. Um, I think that one really important part for me is seeing deaf consumers coming in and maybe not having a lot of work experience. They get guidance from an RCD, a counselor for the deaf, who guides them in a way that leads them to school or to training or whatever or just even a job. Gets them out into the work environment. And it’s empowering to see people go from a place of not knowing where they want to go in life to finding that place and following that path and becoming contributing members of society. We all want to do that and it’s great to see folks get that guidance from the counselors I work with.
Article on Relational Autonomy
Witter-Merithew, Nicodemus, and Johnson. 2010. “Relational Autonomy and Decision-Latitude of ASL-English Interpreters: Implications for Interpreter Education,” in Roberson and Shaw, Connecting our World: Expanding Our Horizons: The Proceedings of the 18th National Convention of the Conference of Interpreter Trainers. www.cit-asl.org.
These activities are not included on the student pages. These are designed to include in your own learning management system for your school.
- Assign the Relational Autonomy paper and ask students to prepare a 2-3 page summary to submit to the instructor.
- Assign a portion of the Relational Autonomy paper and ask students to participate in an online discussion in response to prompts. Such prompts may include:
- Describe how relational autonomy has both internal and external elements.
- Describe the differences between functional and relational autonomy.
- What are the implications of Low Autonomous Profession and High Autonomous Profession behaviors in decision-making?
- How do the authors explain the process and benefits of “supervised induction”? Can you describe how such a process could benefit you as a novice interpreter?
- View the testimonials from working interpreters and ask students to identify common themes in the comments. Also, students may comment on their own reaction to the testimonials.
History of Vocational rehabilitation
Link to Student Page: http://www.interpretereducation.org/vr-101/history-of-vocational-rehabilitation/
A lecture on the Public Roots of Rehabilitation (9:46)
This lecture explains how the vocational rehabilitation program came to be. Includes ASL interpretation and an English transcript.
A Link to a Timeline on Issues in Disability History
An activity for this topic would be assigning one or all of the reflection questions listed below for students to discussion in a forum:
- What was the original impetus for the public VR system?
- How has the definition of who is served by the VR system changed over time?
- What values regarding work and independence continue to guide VR today?
A Presentation on The Vocational Rehabilitation Act
Link to Student Page: www.interpretereducation.org/vr-101/vocational-rehabilitation-act/
This page shares a presentation focusing on Vocational Rehabilitation act that was orginally created by the Minnesota Council on Developmental Disabilities. The video includes ASL interpretation. Below that, you can read the English transcripts of the presentation. Use whatever format is most beneficial for your learning.
Questions for Reflection:
- What do each of the 7 Titles of the VR Act cover?
- Why do you think Carl Suter described this act as a model for the rest of the world?
Direct Link to the Video: http://youtu.be/O8YsIhcuvzw
Originally produced in 2004 by the University of Missouri’s Disability Policy & Studies office (formerly RCEP 7) under a grant from the Rehabilitation Services Administration (RSA) as part of the RSA National SRC Training Initiative. Produced and written by Scott Standifer. For more information contact Disability Policy & Studies at 573 882-3807.
Interpretation is provided through the MARIE Center by Darlene Ensinot
Transcript of Presentation on The Rehabilitation Act
The current Rehabilitation Act stands as one of the defining documents for the relationship between the US government and its citizens with disabilities.
The Act is divided into seven sections, called Titles, and a preamble that comes before the titles.
This initial section defines important terms used in the Act and describes the basic intent and principles of the Act.
In effect, it lays out the philosophical framework for all that is to follow.
And, according to Jan La Belle of the Florida State Rehabilitation Council, this section says some fundamental things about why the Act exists:
Jan La Belle: I think that it is an implementation of our constitution; it is a way of realizing and operationalizing our constitution. I think it declares that every human being has value and every human being can be productive. And some people may need additional services on their way to getting there. But it doesn’t mean that’s not where they are going to go.
Narrator: This section of the Act also establishes RSA and identifies its administrative responsibilities, especially with regard to the VR program.
Title One of the Rehab Act describes the basic structure of the public rehabilitation system.
It establishes the role of state VR agencies and authorizes a special program for Native Americans – sometimes called the One-Twenty-One Program – to meet the unique rehabilitation needs of Native Americans with disabilities.
Title One also establishes two advocacy programs – Client Assistance Programs – or “CAPs” – to make sure people with disabilities know about the support options the state will provide; and State Rehabilitation Councils – or SRCs – to act as citizens’ advisory groups to State VR agencies.
Title Two of the Act covers Research and Training issues related to disability and rehabilitation.
This title establishes the National Institute on Disability and Rehabilitation Research – usually called NIDDR.
Title Three of the Act authorizes funding for Special Projects and Demonstrations related to VR services and training.
This includes funding for a variety of academic scholarships, development projects, and educational programs.
It also includes a set of continuing education centers for working rehabilitation counselors – called RRCEPs – and a similar set of centers for community rehabilitation providers – called CRP-RCEPs.
Title three also funds projects to expand or improve VR services and projects to provide VR services to migrant and seasonal farm workers.
Title Four of the Act establishes a National Council on Disability.
This council acts as the voice of people with disabilities at a national level, similar to the State Rehabilitation Councils on an agency level.
Title Five addresses the rights and advocacy of people with disabilities.
It describes how the Federal Government and the projects it funds will protect the rights of people with disabilities and not allow discrimination toward them.
This title is the civil rights section of the Act and is a forerunner of the ADA.
Title Six establishes two specific approaches to promote employment opportunities for people with disabilities.
The first is Projects With Industry and the second is Supported Employment.
The Projects With Industry grants program promotes corporate hiring of qualified people with disabilities into competitive jobs.
The Supported Employment Program helps people with the most significant disabilities find competitive, community-based jobs.
This title of the Act makes sure the Public Rehabilitation System includes the business community.
Title Seven establishes several support systems for independent living of people with disabilities.
The first is a program called Independent Living Services, which provides funds for states to help people with disabilities live independently.
Title Seven also establishes the system of Independent Living Centers – or ILCs – that provide referral, advocacy, and guidance services to promote independent living.
The third program is Independent Living Services for Older Individuals Who Are Blind.
Title Seven also establishes the State Independent Living Councils as a key administrative part of the independent living programs.
These “Silks” – as some people call them – often work closely with the State Rehabilitation Councils.
With that basic structure in mind, it is worth looking more closely at Title One and a few of its subsections.
At the front of Title One is a set of definitions and policy principles, similar to the preamble.
After that is some language about required funding for the programs – which seems minor at first, but which makes a huge difference.
Other titles in the Rehab Act simply say Congress will appropriate necessary funds to carry them out.
Title One says Congress will appropriate the same amount as the year before plus a cost of living increase.
This makes the amount of funding for Title One mandatory – Congress cannot reduce – or eliminate – the funding unless it changes the law.
The funding for all other titles is discretionary – which means Congress can reduce or eliminate them if needed.
The next section, Section 101, requires that each state develop a State Plan, describing how it will provide VR services to its citizens and naming the Designated State Unit – or D-S-U – to carry out the plan on a day-to-day basis.
The State Plan acts as a contract between the State and Federal governments about the delivery of VR services.
This section of the Act also requires that the state plan address Order of Selection (if necessary), the training of VR personnel under a Comprehensive System of Personnel Development – also called “C-S-P-D” – and the Individualized Plan for Employment forms – or “I-P-E”s – that counselors and consumers in that state will use.
Section 102 discusses eligibility and the I-P-E.
Section 103 outlines the elements of VR service to individuals and groups.
Section 105 establishes the State Rehabilitation Councils, or “S-R-C” s.
It outlines the specific composition of S-R-C membership, the duties of the council, and the resources available to it.
Section 106 requires R-S-A to create a set of Standards and Indicators, which state agencies and R-S-A will use to measure progress towards program goals.
Section 107 outlines the monitoring responsibilities of R-S-A to ensure that state agencies are complying with the Rehab Act. It also outlines the available penalties and appeals process for states judged non-compliant.
Section 112 requires states to establish a Client Assistance Program, or “Cap.” And, as mentioned,
Section 121 provides an alternative VR system for Native Americans.
Taken together, Title One and the other Titles of the Rehab Act represent the accumulated wisdom of more than eighty years experience helping and promoting people with disabilities to achieve basic independence.
The Act creates a public rehabilitation system that is, at it’s core, flexible, individualized, and comprehensive, focused on doing whatever it takes. Carl Suter, Director of the Council of State Administrators of Vocational Rehabilitation, says it is a model for other laws around the world.
Carl Suter: I think that what we have with this law is – there’s nothing we can’t do on behalf and with a consumer in order to help them achieve their goals, their ambitions for success in becoming self sufficient. You know, there’s not a cap on services, there’s not a limitation on what you can or can’t buy. And that’s really unique. And, I think, is one of the things that makes our program so unique is that it is so individually tailored.
NAD Guide to the 1973 Rehabilitation Act
The Rehabilitation Act of 1973 is the federal law that authorizes the formula grant programs for vocational rehabilitation, supported employment, independent living, and client assistance. It also authorizes a variety of training and service discretionary grants administered by the Rehabilitation Services Administration. The Rehabilitation Act authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research and the work of the National Council on Disability. The Rehabilitation Act also includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities.
Title I – Vocational Rehabilitation / Rehabilitation Services Agency
Vocational rehabilitation (VR) services help eligible persons with a disability pursue post-secondary education, employment, and independent living. Services could include counseling, medical and psychological services, job training, and other services, based on the needs of the individual. State VR programs are funded and overseen by the federal Rehabilitation Services Administration.
Title V – Rights and Advocacy
Section 501 – Federal Employment
Section 501 of the Rehabilitation Act of 1973 requires the federal government to practice affirmative action to hire and to promote workers with disabilities. The regulations for this law require the federal government to provide equal access to training and promotion opportunities, and to make reasonable accommodations for workers with disabilities. Section 501 also requires the federal government to practice affirmative action to hire and to promote workers who have a disability, including workers who are deaf or hard of hearing.
To obtain more information or to file a complaint, federal employees should contact their agency’s Equal Employment Opportunity (EEO) office.
Section 502 – Established the Access Board
Section 502 created the United States Access Board, originally named the Architectural and Transportation Barriers Compliance Board. Section 502 lays out the duties of the Board under the Architectural Barriers Act (ABA), which include: ensuring compliance with standards issued under the ABA, developing and maintaining guidelines upon which the standards are based, and promoting access throughout all segments of society. Section 502 also outlines the membership and composition of the Board.
The Americans with Disabilities Act (ADA) expanded the Board’s mandate to include:
developing the accessibility guidelines for facilities and transit vehicles covered by the law;
providing technical assistance and training on these guidelines; and
conducting research to support and maintain the guidelines.
The Board is also responsible for developing guidelines for accessible telecommunications products under Section 255 of the Communications Act. In addition, the Board is responsible for developing accessibility standards for electronic and information technology for federal agency compliance under Section 508 of the Rehabilitation Act.
Section 503 – Employers with Federal Contracts or Subcontracts
Section 503 requires affirmative action and prohibits employment discrimination by federal government contractors and subcontractors with contracts of more than $10,000. For more information on Section 503, contact:
Office of Federal Contract Compliance Programs
U.S. Department of Labor
200 Constitution Avenue, N.W.
Washington, D.C. 20210
(202) 693-0106 (voice/relay)
Section 504 – Federal Agencies and Federally-Funded Programs and Activities
“No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service.” 29 U.S.C. § 794(a).
Each federal agency has its own set of Section 504 regulations that apply to its own programs. Agencies that provide federal financial assistance also have section 504 regulations covering entities that receive federal aid. Requirements common to these regulations include reasonable accommodation for employees with disabilities; program accessibility; effective communication with people who have hearing or vision disabilities; and accessible new construction and alterations.
An example of one policy requiring the provision of qualified interpreters is the Social Security Administration Access Policy.
See also LaCheen, Cary, “Improving Remote Communication Between Public Benefits Agencies and Deaf and Hard-of-Hearing Individuals,” Clearinghouse Review, Journal of Poverty Law and Policy, Vol. 43, Nos. 9-10, 431-439 (2001).
Filing a Complaint under Section 504
Each federal agency is responsible for enforcing its own Section 504 regulations. Section 504 may also be enforced through private lawsuits. It is not necessary to file a Section 504 complaint with a federal agency or to receive a “right-to-sue” letter before going to court.
You can find out about the procedures for filing a Section 504 complaint by contacting the federal agency for more information. Seehttp://www.ada.gov/investag.htm for a list of federal agencies that investigate disability discrimination complaints against federally funded programs that provide education, health care, housing, transportation, and other services.
You can also find out about filing Section 504 complaints by contacting:
U.S. Department of Justice
Civil Rights Division
950 Pennsylvania Avenue, N.W.
Disability Rights Section – NYAV
Washington, D.C. 20530
(800) 514-0301 (voice)
(800) 514-0383 (TTY)
Section 508 – Electronic and Information Technology
Section 508 establishes requirements for electronic and information technology developed, maintained, procured, or used by the federal government. Section 508 requires federal electronic and information technology to be accessible to people with disabilities, including employees and members of the public.
An accessible information technology system is one that can be operated in a variety of ways and does not rely on a single sense or ability of the user. For example, a system that provides output only in audio format may not be accessible to people who are deaf or hard of hearing. For more information on Section 508, contact:
U.S. General Services Administration
Center for IT Accommodation (CITA)
1800 F Street, N.W.
Room 1234, MC:MKC
Washington, DC 20405-0001
(202) 501-4906 (voice)
(202) 501-2010 (TTY)
U.S. Access Board
1331 F Street, N.W., Suite 1000
Washington, DC 20004-1111
Other Legislation and Its Impact on Interpreting
Link to Student Page: www.interpretereducation.org/vr-101/other-legislation-its-impact-on-interpreting/
This PPT was developed as part of the instructional materials for Module 1: VR as a System, which is part of an online professional development series for VR interpreters hosted for the NCIEC by the University of Northern Colorado MARIE Center and is used here with permission.
You may note reference to the term “insight”. This term is used within the UNC and refers to a term used in their courses. It should be disregarded.
This presentation will highlight the impact of several significant laws that have had dramatic impact on the lives of Deaf people and interpreters.
Direct link to the video: http://youtu.be/lEfxmZJb-vQ
Outline of Presentation on Other Legislation
The laws addressed include:
- The Rehabilitation Act of 1965
- Section 504 of the Rehabilitation Act of 1973
- P.L. 94-142, “The Education of All Handicapped Children’s Act” currently authorized as I.D.E.A. “Individuals with Disabilities Education Act”
- Americans with Disabilities Act (ADA
These four federal laws are considered the underpinning of civil rights legislation for people with disabilities. Below are some important features of each law.
- The Rehabilitation Act of 1965:
- Allows for case service funds to be spent on sign language interpreting for the first time.
- Also eliminated an economic need for services
- Included individuals with “socially handicapping conditions” such as incarceration and substance abuse.
- The Rehabilitation Act of 1973:
- Changes eligibility to persons with significant disabilities.
- Creates the Individualized Written Rehabilitation Plan.
- Title 5 provides first-ever civil rights protections:
- Section 501-Federal agencies may not discriminate on the basis of disability.
- Section 502-Establishes the Architectural & Transportation Barriers Compliance Board (ATBCB)
iii. Section 503-Federal contractors receiving $10,000 or more must not discriminate.
- Section 504- states that “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under” any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service.
- The Individuals with Disabilities Education Act (IDEA):
- Passed in 1975.
- Requires a Free and Appropriate Public Education (FAPE) to all children with disabilities.
- Requires children be taught in the Least Restrictive Environment (LRE).
- Establishes an Individualized Education Plan for all disabled children.
- In 1992, Policy Guideline for placement of deaf children is published and states in part: “the major barriers to learning associated with deafness relate to language and communication, which, in turn, profoundly affect most aspects of the educational process. [The] communication nature of the disability is inherently isolating, with considerable effect on the interaction with peers and teachers that make up the educational process. This interaction, for the purpose of transmitting knowledge and developing the child’s self-esteem and identity, is dependent upon direct communication. Yet, communication is the area most hampered between a deaf child and his or her hearing peers and teachers.” This guideline is published as educational agencies interpret LRE to mean mainstream classrooms and inappropriately place some deaf children in this setting.
- Mainstream placements result in a large increase of demand for sign language interpreters.
- Americans with Disabilities Act:
- Passed in 1990.
- Prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions, and privileges of employment. The ADA covers employers with 15 or more employees, including state and local governments. It also applies to employment agencies and to labor organizations.
- Qualified Interpreter is defined as: “an interpreter who is able to interpret effectively, accurately and impartially both receptively and expressively, using any necessary specialized vocabulary.”
- This definition doesn’t provide for an efficient method of identifying a skilled interpreter prior to an interpreting event, a serious flaw in the law.
- Demand for sign language interpreters increases dramatically.
- Guide to Disability Rights Laws:
- NAD Description of Rehab Act:
These are not included on the Student Resources page.
Disability–Related Legislation & The Impact on Interpreting:
Activities for this topic may include:
- Ask students to interview Deaf people who recall the impact of the implementation of Section 504 of the Rehabilitation Act or the Americans with Disabilities Act on their access to services and programs. Film these interviews for discussion purposes. Students can then prepare presentations on topics raised during these interviews.
- Students my choose one of the laws highlighted in this section and conduct an internet search on one and prepare a summary to be shared in class.
Link to Student Page: http://www.interpretereducation.org/vr-101/the-vr-process/
The Rehabilitation Process Presentation
This presentation was developed as part of the instructional materials for Module 1: VR as a System, which is part of an online professional development series for VR interpreters hosted for the NCIEC by the University of Northern Colorado MARIE Center and is used here with permission. You may note reference to “insight”. This term is used within the UNC and refers to a term used in their courses. It should be disregarded.
Any client who works with Vocational Rehabilitation services encounters a specific process that helps to determine the needs of the client and what supports should be put in place to provide for a positive vocational outcome. While the process may vary slightly from state to state, the general overall process is very similar.
This section focuses in on understanding this process so that interpreters can understand the big picture of how VR services work and how the specific step being interpreted fits into the larger picture.
This narrated PowerPoint presentation on the VR Process is 15 minutes in length.
To view the presentation, click here: http://youtu.be/HxXa8imeVvw
After viewing this PPT, create a journal entry recording three aspects of the VR process that are new to you. Be sure to jot down any further questions you may have for further research.
The Model State Plan
Notable VR professionals who are well versed in serving the needs of Deaf consumers prepared the Model State Plan (MSP). The MSP outlines best practices in the field. A PDF of the MSP is provided here. Take some time to peruse the content.
ACTIVITY: Read chapter two of the MSP, The Rehabilitation Process. Write a two-page synopsis of the Process that can serve as a primer for someone interpreting in the VR system for the first time.
The Order of Selection (OOS)
The Order of Selection (OOS):
Summary of the Order of Selection Policy:
If a state VR agency determines that it will not have resources, fiscal or personnel, to meet the demand of all eligible individuals, it must implement an Order of Selection.
Such an Order prioritizes categories of individuals based on the severity of their disabilities. Those who have the most significant disabilities are selected first to receive VR services.
The federal definition of an individual with a significant disability has three criteria:
- Has a severe physical or mental impairment that seriously limits one or more functional capacity (such as mobility, communication, self-care, self-direction, interpersonal skills, work tolerance, or work skills) in terms of an employment outcome;
- Whose vocational rehabilitation can be expected to require multiple vocational rehabilitation services over an extended period of time; and,
- Who has one or more listed physical or mental disabilities or another disability or combination of disabilities determined on the basis of an assessment for determining eligibility and vocational rehabilitation needs to cause comparable substantial functional limitation.
Those individuals who qualify for VR services but do not meet this definition of significant disability will be placed on a waiting list. Those on a waiting list may receive information and referral services.
In order for an individual to be considered eligible for VR services, they must satisfy these criteria:
- Qualified personnel determine the applicant has a physical or mental impairment.
- Qualified personnel determine the applicant’s physical or mental impairment constitutes or results in a substantial impediment to employment.
- Qualified personnel determines the applicant requires VR services to prepare for, secure, retain or regain employment consistent with the applicant’s unique strengths, resources, priorities, concerns, abilities, capabilities, interests and informed choice.
- It is presumed that the applicant can benefit in terms of an employment outcome from the provision of VR services.
In sum, being determined eligible for VR services will not guarantee provision of services in times of fiscal limitations. A state may institute an Order of Selection, with federal approval, to serve the most severely disabled individuals qualified to receive services. States vary on their treatment of Deaf individuals in this regard. Some may determine that deafness is a significant impairment while other states may not. It is worthwhile to learn if the state in which you work has implemented an Order of Selection. If so, explore how your state identifies the significance of deafness and if individuals who are Deaf are eligible for services.
Silverstein, R. The Council of State Administrators of Vocational Rehabilitation, (2008). A description and analysis of the federal and selected state policy frameworks regarding order of selection under title 1 of the rehabilitation act. Boston, MA: Institute for Community Inclusion. Download the Word version of this report. | Download the PDF version of this report.
State of Wisconsin Order of Selection (retrieved 6/9/16):
Case Codes and Rehabilitation Process
The following diagram shows how an applicant moves through the vocational rehabilitation process. Below the diagram, each of the codes and steps in the process are explained with links for further information.
The information below was retrieved on 6/20/2016 from: http://info.dhhs.state.nc.us/olm/manuals/dsb/VR/man/Case%20Status%20Codes%20and%20Rehabilitation%20Process%20Diagram.htm
NC DIVISION OF SERVICES FOR THE BLIND POLICIES AND PROCEDURES
The status system is a federally required method of tracking an eligible individual’s movement through major steps in the Vocational Rehabilitation (VR) process. This coding system provides a common management tool for Vocational Rehabilitation Counselors, State Agencies, and the federal Rehabilitation Services Administration (RSA).
|Applicant||Indicates that an individual has applied for Vocational Rehabilitation Services by signing the service application.|
|Eligible Waiting List||Individual in on the Order of Selection (OOS) waiting list when updated. NC DSB is not currently operating under an order of selection.|
|Extended Evaluation||The Vocational Rehabilitation Counselor has certified how the disabilities, and any other factors, result in a substantial impediment to employment, and there is a need to provide certain services to help determine if the individual can benefit from Vocational Rehabilitation Services in terms of an employment outcome.|
|Closed Before Eligibility||The individual may be ineligible or withdraw from eligibility. Agency consideration for other reasons.|
|Eligibility (Acceptance)||The Vocational Rehabilitation Counselor has certified how the disabilities, and other factors, result in a substantial impediment to employment, and that the individual can benefit from rehabilitation services in terms of an employment outcome. The Individual Plan for Employment (IPE) is being developed but has not been completed.|
|Individual Plan for Employment (IPE) complete||An IPE is complete, having been jointly developed by the Vocational Rehabilitation Counselor and the individual to address those vocational and related problems identified as substantial impediments to employment, and no services have been provided. If the two signatures bear different dates, the later governs. NO SERVCIES CAN BE PROVIDED IN THIS STATUS.|
|Counseling & Guidance||The IPE has started and the only major service is counseling and guidance and job placement.|
|Restoration||The IPE has started and the primary service is physical or mental restoration.|
|Training||The IPE has started and the primary service is training.|
|Ready to Work||Preparation for employment is complete and the individual is ready to seek or begin work.|
|In Employment||The individual’s employment has started.|
|Services Interrupted||All services are interrupted from statuses 14-22.|
|Rehabilitation||Successful Case Closure.|
|Closed After Rehabilitated||Closed not rehabilitated after the IPE has started (at least one IPE services was provided).|
|Closed Before Rehabilitated||Closed not rehabilitated after eligibility (status 10) and before IPE services had begun (status 12).|
|Post-Employment||A Post-Employment IPE is developed to maintain or regain employment after a rehabilitated closure.|
|Closed from Waiting List||Closed directly from the order of selection waiting list. NC DSB is not currently operating under an order of selection.|
Testing Your Knowledge
This information may seem arcane but familiarizing yourself with the nomenclature (lingo) used by VR professionals when referring to a client’s migration through the VR system. To test yourself, download a blank version of the diagram. You can either print it out and fill it in by hand, or use Adobe Reader to fill in the blanks on the computer and save your answers.
Copyright © 2013-2016 by the National Consortium of Interpreter Education Centers (NCIEC).
This NCIEC product was developed by the National Interpreter Education Center (NIEC) at Northeastern University. Permission is granted to copy and disseminate these materials, in whole or in part, for educational, non-commercial purposes, provided that NCIEC is credited as the source and referenced appropriately on any such copies.