POLICY GUIDANCE: A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 2020)

A T RANSITION G UIDE T O P OSTSECONDARY E DUCATION AND E MPLOYMENT F OR STUDENTS AND Y OUTH W ITH D ISABILITIES O FFICE OF SPECIAL EDUCATION AND RE H A B I L I TAT I V E SERVICES U NITED STAT E S D EPARTMENT OF ED U C AT I O N REVISED AUGUST 2020 iv P R E FA C E To assi st stud ents and yo uth with disabilities in achieving their post-school and car eer goals, Co ngre ss enacted two key statutes that addre ss the provision of tran sition ser vice s: the Individuals with Disabilities Education Act (IDEA) and the Rehabilitat ion Act of 1973 ( Rehabilitation Act ), as amended by Title IV of the W orkf orce Inno vation and Opportunity Act (W IOA). Both the IDEA and the Rehabilita tion Ac t require transition services be made available to students and youth with disabilities as they prepare for and enter postsecondary life. Both laws also make clear that tr ansition ser vice s req uire a c oordinated set of act ivities within an outcome- oriented pro cess that relies upon a ctive s tudent inv olveme nt, family engagement, and c oop erative impl ementat ion of tran sition activi ties, as well as coordination and collaboration be tween the vocational rehabilitation ( VR) agenc y, the S tate educational agency ( SEA), and the local educational agencies (LE As). To aid in a seaml ess transition fr om school to post-sc hool act ivitie s, this transition guide addresses the following topics: • Tran sition pla nning: o pport unities and program s; • Tr ansi tion ser vice s and req uireme nts, as authorized by IDEA and the Rehabilitati on Act ; • Education and employment options f or stud ents and yo uth with disabilities after lea ving seco ndary school; and • Suppor ting the dec isions made by s tudents and youth with disabilities. As s tudents and you th wi th disabilities prepare to tran sition to adult life, we must do every thing we c an to provide them with the inf ormation, ser vice s, and s upports they nee d to ensure that they have the oppor tunity to a chiev e their g oals. We hope this transition guide will also help st udents and yo uth with disabilities and their families to be tter u nderstand h ow th e SEA, the LE A, and the VR age ncy w ork together to facilitate improved outcomes f or stud ents and youth with disabilitie s. If y ou have qu estions about this tran sition re source gui de, pl ease subm it them to TRGuideQuestions@ed.gov . Sinc erely, /s/ Mark Schultz Delegated the duties of the Assistant Secretary for Special Education and Rehabilitative Services A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 10 goals. In the first IEP to be in effect when the student turns 16, or younger, if determined appropriate by the IEP Team, and updated annually thereafter, the student’s IEP must include: • Appropriate meas urable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; • The transition services (including courses of study) needed to assist the student in reaching those goals; and • Age -appropriate transition assessments based on the individual needs of the student to be used to determine appropriate measurable postsecondary goals. States and school districts are in the best position, along with the student and the student’s family member or representative, to determine the most appropriate types of transition assessments based upon a student’s needs. 10 As a student gets older, the IEP Team must consider whether the student’s needs have changed, takin g into account the student’s strengths, preferences and interests; and develop measurable goals that are focused on the student’s life after high school, specifying the transition services needed to help him or her reach those goals. We strongly encourage parents to recognize that decisions about the specific content of postsecondary goals and transition services are the responsibility of the IEP Team. These decisions are made at IEP Team meetings, which sometimes include additional school personnel with sp ecific knowledge related to the identified goals and services. Nothing in IDEA requires a specific service, placement, or course of study to be included in the student’s IEP as a transition service. Rather, IDEA leaves such decisions to the IEP Team. Please note that postsecondary goals and transition services are just one component of a student’s IEP. It is also important for the student’s other annual IEP goals (the student’s academic and functional goals) to complement and address the student’s transition service needs, as appropriate. IEP Teams assess the relationship of the student’s postsecondary goals to the student’s needs in developing the student’s other annual IEP goals. School districts, which are responsible for initiating and conducting IEP Team meetings, must: • Invite the student to an IEP Team meeting if the purpose of the meeting is to discuss the student’s postsecondary goals and the transition services needed to assist the student in reaching those goals; • Take steps to ensure that the student’s preferences and interests are considered, if the student does not attend the meeting; • Ta ke steps to ensure that the parents are present at IEP Team meetings or are afforded t he opportunity to participate; A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 11 • Notify parents of the meeting early enough to ensure that parents have an opportunity to attend, and specifically inform them if a purpose of the meeting is consideration of postsecondary goals and transition services for the student; • Schedule the meeting at a mutually convenient time and place; • Use other methods to ensure parental participation, including individual or conference telephone calls, if neither parent can attend the meeting; and • Use alternative means of meeting participation, such as videoconferences and conference calls, if agreed to by the parent and the school district. Parental and student input is also vital in determining postsecondary goals related to postsecondary education and training services needs for post -school activities, including independent living and employment. Students with disabilities and their parents should be knowledgeable about the range of transition services available, and how to access those services at the local level. School dist ricts should encourage both the student and their parents to be fully engaged in discussions regarding the need for and availability of other services, including application and eligibility for VR services and supports to ensure formal connections with agencies and adult services, as appropriate. For more information about Parent Training and Information Centers, please visit: https://ww.parentcenterhub.org https://www2.ed.gov/programs/rsaptp The participation of a VR agency representative on the IEP Team helps to ensure that the vocational- or employment -related provisions in the IEP provide a bridge from the receipt of services provided by secondary schools to the receipt of services provided by VR agencies. Further, recent amendments to the Rehabilitation Act authorize the VR agency, along with the school, to provide or arrange for the early provision of pre -employment transition services for all students with disabilities who are eligible or potentially eligible for VR services and in need of such services . Representation of the VR agency at the IEP meeting fosters the opportunity for pre-employment transition services to be provided early and in keeping with the student’s postsecondary goals. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 12 Students with disabilities, including those eligible under IDEA, have rights under Section 504 of the Rehabilitation Act, which prohibits disability discrimination by recipients of Federal financial assistance, including public elementary and secondary schools. Sectio n 504 requires that a free appropriate public education, as defined in the Section 504 regulations, be provided to elementary and secondary students with disabilities through the provision of regular or special education and related aids and services that are designed to meet their individual educational needs as adequately as the needs of nondisabled students are met and that satisfy certain procedural requirements . Section 504 does not specifically require that eligible students receive transition services as defined in IDEA. However, implementation of an IEP developed in accordance with the IDEA is one means of meeting the Section 504 FAPE standard. More information about Section504 is available at: https://www.ed.gov/ocr Transition Services for Students and Youth with Disabilities under the Rehabilitation Act A Continuum of Services One of the primary roles of State VR agencies is to empower individuals with disabilities, including students and youth with disabilities, to make informed choices about their careers by providing a continuum of services to achieve employment outcomes in competitive integrated employment or supported employment. Students and youth with disabilities receive a broad range of services under the VR program, in group settings or on an individual basis, as appropriate. The services available will differ from person to person because they are customized for each individual’s needs. Furthermore, certain VR services (e.g., pre-employment transition services) are available to students with disabilities, regardless of whether they have applied for VR services, but these same serv ices are not available to youth with disabilities who do not meet the definition of a “student with a disability” under the Rehabilitation Act . Eligibility Requirements for Services Provided under the VR Program To be eligible for VR services, an individual must meet the following criteria: • Have a physical or mental impairment that constitutes or results in a substantial impediment to employment; and • Require VR services to prepare for, secure, retain, advance in, or regain employment. However, individuals who receive Supplemental Security Income (SSI) and/or Social Security Disability Insurance (SSDI) benefits are presumed to be eligible for VR services, unless there is clear and convincing evidence that they are unable to benefit from VR services. These individuals, including students and youth with disabilities, are determined to be eligible for VR services based on existing documentation indicating that the individual is a recipient of SSI and/or SSDI benefits. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 13 Most notably, section 113 of the Rehabilitation Act references “potentially eligible” students with disabilities with respect to the provision of pre -employment transition services. In this regard, all students with disabilities, regardless of whether they have applied for or been determined eligible for VR services, are considered “potentially eligible” for purposes of receiving pre-employment transition services. The term “potentially eligible” is applicable only with respect to the requirements related to pre -employment transition service s. Students with disabilities who need other individualized transition services or other VR services beyond the scope of pre -employment transition services must apply and be determined eligible for the VR program and develop an approved IPE with their VR c ounselor. Students with disabilities who receive pre -employment transition services before applying for VR services, and are likely to need other VR services, are encouraged to submit an application as early as possible in the transition planning process. A VR agency is required to implement an order of selection for services when it cannot provide the full range of VR services to all eligible individuals with disabilities who apply for services under the State VR services program. If a State has implemented an order of selection due to limited fiscal or staff resources, the assignment to a priority category under the order of selection to be served is based on the date of application for VR services, not the date of referral or receipt of pre -employment tr ansition services. In other words, a student’s position on a VR agency’s waitlist for services, in the event the State has implemented an order of selection, is dependent upon applying for VR services. VR agencies that have implemented an order of selecti on may continue to provide pre-employment transition services to students with disabilities who were receiving these services prior to the determination of eligibility and assignment to a closed priority category. Distinctions between New Terms “Student with a Disability” and “Youth with a Disability” The Rehabilitation Act , as amended by Title IV of the Workforce Innovation and Opportunity Act (WIOA ), created distinct definitions for the terms “student with a disability” and “youth with a disability.” In general, a “student with a disability” is an individual with a disability who is enrolled in an education program; meets certain age requirements; and is eligible for and receiving special education or related services under IDEA or is an individual with a disability for purposes of Section 504. Educational programs include: secondary education programs; non -traditional or alternative secondary education programs, including home schooling; postsecondary education programs; and other recognized educational programs, such as those offered through the juvenile justice system. Age requirements for a student with a disability include minimum and maximum age requirements. A student cannot be younger than the earliest age to receive transition services under IDEA , unless a State elects to provide pre -employment transition services at an earlier age. A student cannot be older than 21, unless State law for the State provides for a higher maximum age for the receipt of services under IDEA , then the student cannot be older than that maximum age. A “youth with a disability” is an individual with a disability who is between the ages of 14 and 24 years of age. There is no requirement that a “youth with A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 14 a disability” be participating in an educational program. The age range for a “youth with a disability” is broader than that for a “student with a disability” under the Rehabilitation Act. As previously discussed, the continuum of services available through the VR program includes: pre- employment transition services that are available only to VR eligible or potentially eligible students with disabilities; transition services that are available to groups of students or youth with disabilities, or on an individual basis under an approved IPE; and other VR services that are prov ided to eligible students and youth with disabilities under an approved IPE. The definitions of “student with a disability” and “youth with a disability” are listed in the Glossary of this guide. “Pre-Employment Transition Services” and Individualized Transition Services “Pre-employment transition services” are offered as an early start at job exploration and are designed to help students with disabilities that are eligible or potentially eligible for VR services identify their career interests. These services include: • Job exploration counseling; • Work -based learning experiences, which may include in-school or after school opportunities, or experience outside the traditional school setting (including internships) provided in an integrated environment to the maximum extent possible; • Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education; • Workplace readiness training to develop social skills and independent living; an d • Instruction in self -advocacy, (including instruction in person -centered planning), which may include peer mentoring. As noted earlier, pre-employment transition services are only available to “students with disabilities.” For students with disabilities who are not enrolled in an education program administered by an LEA, but who are enrolled in other public programs, VR agencies may coordinate the provision of pre - employment transition services for these students with disabilities with the public entities administering those educational programs. Services arranged or provided by the VR agency should be based upon an individual’s need and should enrich, not delay, the transition planning process, application to the VR program, and the continuum of services necessary for movement from school to post -school activities. Although the five distinct pre-employment transition services discussed above are only available to students with disabilities at the earliest stage of this continuum, either in a group setting or on an individual basis, VR agencies may provide transition services —another set of VR services in the continuum of services —to students and youth with disabilities. Some transition services are provided to groups of students and youth with disabilities prior to or after submitting an application for VR services. While these group services are not individualized or specifically related to the individual needs of the student or an approved IPE, they are beneficial and increase the student’s opportunities t o participate in activities, such as group tours of universities and vocational training programs; employer site visits to A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 15 learn about career opportunities; and career fairs coordinated with workforce development and employers. Individualized transition services or other individualized VR services must be provided to students and youth who have been determined eligible for VR services, and the services are described in an approved IPE. Examples of transition services provided in accordance with an approved IPE include travel expenses, vocational and other training services, employment development activities, job search and placement services, and job coaching. Transition services are outcome -oriented services designed to facilitate the movement from the re ceipt of services from schools to the receipt of services from VR agencies, and/or as appropriate, other State agencies. Transition services are also designed to facilitate movement towards post -school activities, including postsecondary education and voca tional training that lead to employment outcomes in competitive integrated employment or supported employment. Individualized VR Services As noted earlier, if a student or youth with a disability needs individualized VR services, the student or youth must apply and be determined eligible for such services and have an approved IPE in place to receive those services. Individualized VR services are any services described in the IPE necessary to assist an individual with a disability in preparing for, securing, advancing in, retaining, or regaining an employment outcome that is consistent with the strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the individual. The VR services provided depend on the student’s or youth’s individual needs and include, but are not limited to: • An assessment for determining eligibility and VR needs by qualified personnel, including, if appropriate, an assessment by personnel skilled in rehabilitation technology; • Counseling and guidance, including information and support services to assist an individual in exercising informed choice consistent with the provisions of section 102(d) of the Rehabilitation Act; • Referral and other services to secure needed services from other age ncies through agreements developed, if such services are not available under the VR program; • Job -related services, including job search and placement assistance, job retention services, follow-up services, and follow -along services; • Transition services for students with disabilities, that facilitate the transition from school to postsecondary life, such as achievement of an employment outcome in competitive integrated employment, or pre-employment transition services for students ; • Supported employment servi ces for individuals with the most significant disabilities; and • Services to the family of an individual with a disability necessary to assist the individual to achieve an employment outcome. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 16 The Individualized Plan for Employment Procedures Once a student or youth is determined eligible for VR services, the student or youth, or his or her representative, develops an IPE. The student or youth, or his or her representative, may seek assistance in the development of the IPE from a qualified VR counselor or an other advocate. However, only a qualified VR counselor employed by the VR agency may approve and sign the IPE. The following IPE requirements facilitate a seamless transition process: • The IPE is a written document that is agreed to and signed by the eligi ble individual or the individual’s representative; • The IPE is approved and signed by a qualified VR counselor employed by the VR agency; • The individual with a disability, including a student or youth, must be given the opportunity to make an informed choi ce in selecting an employment outcome, needed VR services, providers of those VR services, and related components of the IPE; • A copy of the IPE must be provided to the individual or individual’s representative in writing or appropriate mode of communicati on; • The IPE must be reviewed annually by the VR counselor, and amended, as necessary, if there are substantive changes in the components of the IPE; and • The IPE must be developed no later than 90 days after the date of eligibility determination. For students with disabilities who receive special education and related services under IDEA , the IPE must be developed and approved (i.e., agreed to and signed by the student, or the student’s representative, and the VR agency counselor) no later than the time eac h VR-eligible student leaves the school setting. 11 Also, the IPE for a student with a disability who receives special education and related services under Part B of IDEA or educational services under section 504 must be developed so that it is consistent with and complementary to the student’s IEP or plan for section 504 services. Coordination and Collaboration between State Educational Agency (SEA) and VR Agency Transition planning and services begin while students are in school. According to program year (PY) 2018 RSA data, of all the individuals with disabilities who applied for VR services between age 14 and 24, 5 6 percent were referred to VR agencies from elementary and secondary schools. Schools and VR agencies have maintained a longstanding relationship to meet the transition needs of students with d isabilities. A VR agency is required to describe in its VR services portion of the Unified or Combined State Plan, its plans, policies, and procedures for the coordination between VR and education officials to facilitate the transition of students with dis abilities from the receipt of educational services in school to the receipt of VR services, including pre- employment transition services. Under IDEA, services are provided at no cost to the student or his or her family. Under the Rehabilitation Act, VR-eli gible individuals may be required to A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 17 provide financial support towards VR services, such as training and postsecondary education, as outlined in their approved IPE. To ensure effective collaboration and coordination for service delivery, VR agencies and th e schools are required to plan and coordinate pre- employment transition services and transition services for students with disabilities, as agreed upon in the State’s formal interagency agreement. The interagency agreements meet the requirement for collaboration between the State education and VR agencies at the State -level and are important because the agreements provide the basis for determining which agency pays for certain services. It is important for students with disabilities and family members to be aware of these agreements, because they serve as the foundation for coordinated services for students with disabilities exiting school and pursuing VR services. In this way, students, family members, and representatives can be more informed participants during the transition planning process and service delivery. Formal Interagency Agreement In each State, a formal interagency agreement or other mechanism mus t be developed between the SEA, the LEA (as appropriate), and the VR agency. This agreement is int ended to facilitate a seamless delivery system of services from school to post -school activities. The formal interagency agreement required under the VR program regulations must include provisions that address, at a minimum, the following: • Consultation and technical assistance by the State VR agency to assist educational agencies in planning for the transition of students with disabilities from school to post -school activities, including VR services; • Transition planning by State VR agency an d school personnel for students with disabilities that facilitates the development and implementation of their IEPs; • The roles and responsibilities, including financial responsibilities, of each agency, including provisions for determining State lead agencies and qualified personnel responsible for pre -employment transition services and transition services; • Procedures for outreach to and identification of students with disabilities who need transition services; • Coordination necessary to satisfy documentatio n requirements with regard to students and youth with disabilities who are seeking subminimum wage employment; • Assurance that neither the SEA nor the LEA will enter into an agreement with an employer holding a section 14(c) certificate under the Fair Labor Standards Act for the purpose of operating a program in which students or youth with disabilities are paid subminimum wage; and • An understanding that nothing in the formal interagency agreement will be construed to reduce the obligation under IDEA or the obligation of any other agency to provide or pay for those services that are also considered special education or related services under IDEA and necessary for FAPE. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 22 K EY P OINTS IN THE T RANSITION P ROCESS Alignment: IEP and IPE alignment facilitates a seamless service delivery process. #1 Individualized Education Program Participate in your IEP or child’s IEP development to ensure that transition services are addressed in your child’s IEP by age 16 (or earlier, depending on your State’s laws). Students with disabilities and their representative are critical members of the IEP Team and have valuable information that is needed for quality transition planning. #2 Be Familiar with the Steps to Transition Planning Schools should: 1. Invite student; 2. Administer age appropriate transition assessments; 3. Determine needs, interests, preferences, and strengths; 4. Develop postsecondary goals; 5. Create annual goals consistent with postsecondary goals; 6. Determine transition services, including course of study needed to assist your student in reaching those goals; 7. Consult other agencies, in particular, the VR agency; and 8. Update annually. #3 Implementation of Transition Services Provide transition services as identified in the IEP. Pre -employment transition services are provided under the Rehabilitation Act. Alignment of the IEP and IPE facilitates a seamless service delivery process. #4 Referral to VR and/or Other Adult Agencies 1. Pre -employment transition services provided under the Rehabilitation Act, as appropriate; 2. Familiarize yourself with laws relating to other programs; and 3. Learn about community agencies that provide services to support students, such as travel training an d daily living skills. #5 VR Application Process 1. Share employment interests and capabilities during the intake interview. 2. Focus on assessment(s) to lead to the student’s postsecondary goals. #6 Individualized Plan for Employment Once a student has been determined eligible for VR services , the IPE must be developed and approved within 90 days, and no later than the time the student leaves the school setting. #7 Common VR Services Available under the Rehabilitation Act 1. Transition services; 2. Vocational counseling; 3. Vocational training; 4. Postsecondary education; 5. Supported employment services; 6. Career development; and 7. Job placement. #8 VR Service Record Closure As a result of the student or youth with disability: 1. Achieving an employment outcome; or 2. No longer pursuing an employment outcome and, therefore, determined ineligible for VR services. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 23 3. O PTIONS AFTER LEAVING SECONDARY SCHOOL : E DUCATION AND E MPLOYMENT G OALS Overview Postsecondary education is one of the most important post -school goals; and research has demonstrated that it is the primary goal for most students with disabilities. 14 As students with disabilities transition from secondary school to postsecondary education, training, and employment, it is critical that they are prepared academically and financially. Postsecondary options, with the help of the VR program, include two - and four -year colleges and universities, trade and vocational schools, adult education programs, and employment outcomes in competitive integrated employment or supported employment. This section will describe specific actions to be taken and available ser vices and supports for students and youth with disabilities. The services described in this section are provided at the secondary and postsecondary levels to help students and youth with disabilities succeed in their post -school goals. Postsecondary Educat ion and Training Options Preparing for College Secondary School Whether in middle or high school, if an IDEA -eligible student is planning to attend college, there are a number of critical steps to be taken to become college -ready. Early in the transition process, a student is encouraged to: • Take interesting and challenging courses that prepare him or her for college; • Be involved in school or community -based activities that allow him or her to explore career interests, including work -based learning or internship opportunities; • Meet with school guidance counselors to discuss career goals, such as vocational and educational goals, programs of study, college requirements, including the admissions process and any standardized tests required for admission; and • Be an active participant during the IEP meetings. As noted earlier, the IEP Team is responsible for ensuring that the student’s IEP includes the specialized instruction, supports, and services needed to assist the student in preparing for college and/or other postsecondary schools. Students with disabilities and their families interested in higher education are encouraged to consider the college environment that provides the best educational program and support services to assist students with meeting their needs and career goals. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 24 IDEA -eligible students with disabilities will benefit from discussions with their parents, school guidance counselor, VR counselor (if applicable), and other professional support staff about the services and supports needed to be successful in postsecondary education or training. For IDEA -eligible students whose eligibility terminates because the student has graduated from secondary school with a regular high school diploma or the student has exceeded the age of eligibility for FA PE under State law, the school district must provide the student with an SOP that documents the student's academic achievement, functional performance and recommendations on how to assist the student in meeting his or her postsecondary goals. Paying for C ollege The Office of Federal Student Aid (FSA) in the U.S. Department of Education plays a central role in the nation’s postsecondary education community. Through the FSA, the Department awards about $150 billion a year in grants, work -study funds, and low-interest loans to approximately 13 million students. There are three types of Federal student aid: Grants and Scholarships: Financial aid that does not have to be repaid, including the Federal Pell grant that can award as much as $ 6,345 to each low -incom e student per year; Work-Study: A program that allows students to earn money for their education; and Low Interest Loans: Aid that allows students to borrow money for their education; loans must be repaid with interest. The following website provides information about student aid: https://studentaid.gov . Completing the Free Application for Federal Student Aid (FAFSA® ) is the first step toward getting financial aid for college. The FAFSA ® not only provides access to the $150 billion in grants, loans, and work -study funds that the Federal government has available, but many States, schools, and private scholarships require students to submit the FAFSA ® before they will consider offering any financial aid. That is why it is important that every college-bound student complete the FAFSA ®. Students who participate in comprehensive transition programs (CTPs) are also eligible for Federal student financial aid. Students enrolled in a comprehensive transition and postsecondary program for students with intellectual disabilities who are maintaining satisfactory academic progress in that program may receive Federal student financial aid un der the Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, or Federal Work -Study programs. Choosing the Right College College is a big investment in time, money, and effort . Therefore, it is important to research and understand the types of schools, tuition and costs, programs available, student enrollment, and a variety of other important factors when choosing the right school. When researching potential college programs, students and their families are advised to work closely with the Disability Support Services (DSS) office on campus to discuss disability -related concerns and needs, and A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 25 the disability -related support services available to students at that postsecondary schoo l. Many DSS offices empower, support, and advocate for students with disabilities to achieve their goals by providing access to education and other programs through the coordination of appropriate accommodations and academic adjustments, assistive technolo gy, alternative formats, and other support. These supports and services, including academic adjustments and auxiliary aids, are provided in compliance with Section 504 and the Americans with Disabilities Act (ADA). As explained below, Title II of the ADA a pplies to public postsecondary institutions, and Title III of the ADA applies to certain private postsecondary institutions. Information about the DSS office may be found at the postsecondary school’s website. The U.S Department of Education publication “College Scorecard” ( https://collegescorecard.ed.gov) also provides data on outcomes and affordability to help select the right college. Rights and Responsibilities in Postsecondary Education and Training Students with disabilities are encouraged to be well informed about their rights and responsibilities, as well as the responsibilities of postsecondary schools. Being informed about their rights and responsibilities will help ensure that students have full opportunity to enjoy the benefits of the postsecondary education experience without disruption or delay. A postsecondary student with a disability is not entitled to the same services and supports that the student received in high school. While students with disabilities are entitled to comprehensive supports under the FAPE requirements of IDEA or Section 504, as applicable, while in high school, they are no longer entitled to FAPE under IDEA or Section 504 if they graduate secondary school with a regular high school diploma. At the postsecondary level, Section 504 prohibits discrimination on the basis of disability by recipients of Federal financial assistance, and Title II prohibits discrimination on the basis of disability by public entities, regardless of receipt of Federal funds. 15 Note that if the postsecondary institution is a private college or university that is not a religious entity, it would be covered by Title III of the ADA (Title III). The Department of Education does not enforce the Title III rights of postsecondary stude nts with disabilities. The U.S. Department of Justice enforces Title III. Section 504 and Title II require that the postsecondary educational institution provide students with disabilities with accommodations, including appropriate academic adjustments and auxiliary aids and services, that are necessary to afford an individual with a disability an equal opportunity to participate in a school’s program. 16 Postsecondary educational institutions are not required to make adjustments or provide aids or services that would result in a fundamental alteration of their academic program or impose an undue financial or administrative burden on the postsecondary institution’s programs. 17 To receive these supports, a student with a disability must inform the college th at he or she has a disability and needs one or more accommodations. The college is not required to identify the student as having a disability or assess the student’s needs prior to receiving a request for an accommodation. Colleges may set reasonable requirements for documentation that students must provide. While an IEP A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 26 or Section 504 plan from high school may be helpful in identifying services that have been effective for the student, such a plan will generally not be sufficient documentation by itself. The IEP Team, VR counselor, or support professionals can provide specific guidance to prepare the student for postsecondary education and training. For example, they may provide an overview of how to self-disclose individual needs or functional limitation s in the postsecondary educational setting. An overview of the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools, as well as the obligations of a postsecondary school to provide academic adjustments , including auxiliary aids and services, is available on the Department’s website. See “Students with Disabilities Preparing for Postsecondary Education: Know Yo ur Rights and Responsibilities” at: http://www2.ed.gov/about/offices/list/ocr/transition.html . Structural Supports and Physical Accessibility Section 504 and the ADA contain requirements related to the physical accessibility of facilities, including those used for higher education purposes. In recent decades, the removal of architectural barriers, such as providing curb cuts, ramps, and elevators, helped make higher education more inclusive for students with disabilities. Struc tural accommodations involve making buildings accessible to individuals with disabilities. Typical structural accommodations include ramp availability, elevators, convenient parking, doorway and restroom facilities modifications, and architectural barriers removal or modifications. In situations where architectural barriers cannot be removed, some institutions have changed the location of classes or other activities to a site that is accessible. Vocational Rehabilitation Supports for Postsecondary Education The VR program assists individuals with disabilities, including students and youth with disabilities, to acquire the knowledge and skills needed to achieve employment that can sustain economic independence. If it is determined to be necessary and is inclu ded on the individual’s IPE, the VR agencies can provide financial support to eligible individuals to pay for or offset higher education -related expenses, including college expenses not covered by student financial aid, or disability related expenses, such as personal assistants, interpreters, readers, and education support services. The student’s IPE lists the services that the VR agency and other responsible parties will provide. VR financial support commonly listed in an IPE could include the following postsecondary expenses: • Vocational and other training services; • Personal and vocational adjustment training; and • Advanced training in the fields of science, technology, engineering, or mathematics, computer science, medicine, law, or business in an institution of higher education (universities, colleges, vocational schools, technical institutes, hospital schools of nursing or any other postsecondary education institution) books, tools; and other training materials. Before the VR agency can provide financia l support for most VR services, the VR agency and the student must identify other sources of funding. This requirement is frequently referred to as a search for A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 27 comparable benefits under the VR program. With respect to the provision of training, including postsecondary education at an IHE, both the VR counselor and student or representative, as appropriate, must make every effort to secure grant assistance from other sources to pay for that training prior to the VR agency providing financial support. Pell grants are identified as grant assistance through the FAFSA ® and would be included in a search for comparable benefits. However, scholarships or awards based on merit or student loans do not count as grant assistance, for purposes of searching for comparab le benefits, under the VR program. The VR program does not require a student to apply for merit -based scholarships or awards or apply for student loans. If a student accepts a merit -based scholarship that is restricted to specific costs, such as tuition, f ees, room and board, the VR program will take that reduction in expenses into consideration when calculating the amount it could pay to assist the student in order to avoid duplication in funding. Interagency Agreements between State VR Agencies and Public Institutions of Higher Education To ensure that students with disabilities are able to access services that enable them to fully participate in education, VR agencies must enter into an interagency agreement or other mechanism for interagency coordination with public IHEs in the State. The agreement or mechanism must address the coordination of services, agency financial responsibilities, provision of accommodations and auxiliary aids and services, reimbursement matters, and procedures for resolving interagency disputes. The local VR agency and DSS office can assist students and families with connecting to the support services offered at IHEs. Postsecondary Education and Training Programs and Opportunities The following are examples of such programs that are funded through the U.S. Department of Education . Gallaudet University Gallaudet University, federally charted in 1864, is a bilingual, diverse, multicultural institution of higher education that ensures the intellectual and professional advancemen t of deaf and hard of hearing individuals through American Sign Language and English. Deaf and hard -of-hearing undergraduate students can choose from more than 40 majors leading to a Bachelor of Arts or a Bachelor of Science degree. To learn more, you may visit: https://www.gallaudet.edu/ . National Technical Institute for the Deaf (NTID) NTID is one of the nine colleges within Rochester Institute of Technology (RIT), a leading career- oriented, technological university. NTID offers students who are deaf or hard -of-hearing career -focused degree programs, opportunities to participate in the university’s cooperative education program, faculty who specialize in educating deaf and hard -of-hearing students, and the opportunity to enroll in RIT’s degree programs. For more information, please visit: https://www.ntid.rit.edu/ . A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 28 Model Transition Programs for Students with Intellectual Disabilities (TPSID) into Higher Education The Higher Education Opportunity Act includes provisions to increase access and opportunities for youth and adults with intellectual disabilities who are interested in participating in higher education programs. The Department’s Office of Postsecondary Education (OPE) funded 25 TPSID projects in 2015 to serve students with intellectual disabilities by providing access to academically inclusive college courses, enhancing participation in internships and competitive integrated employment, and encouraging engagement in social and personal develo pment activities. OPE also funds a national coordinating center to provide support, coordination, training, and evaluation services for TPSID grantees and other programs for students with intellectual disabilities nationwide. The national coordinating cent er is administered by Think College, a project team at the Institute for Community Inclusion at the University of Massachusetts Boston. For more information about the TPSID program and projects, please visit the Think College website at: https://thinkcollege.net/about/what -is-think-college/think -college-national -coordinating-center. Examples of State and Local Collaboration to Support Postsecondary Options for Individuals with Disabilities Autism Services A VR agency, secondary school, and a local community college collaborated in a grant -funded project, which provided comprehensive supports to individuals with autism enrolled at a local community college. At the conclusion of the grant, the VR agency identified a staf f person to continue providing supports to 20 students enrolled at three community colleges in the community college system, with some participants transitioning to four -year universities. Supports included faculty trainings, career guidance, self -advocacy instruction, and increased communication with VR counselors, faculty, and family members. Supported Education A VR agency collaborated with a community college to develop a supported education program. This initiative provides additional tutoring, study skills training, college life and other training for transition students who enroll in the community college and seek remedial courses before matriculating into a degree or certificate program. The goal is to make community college education and training an option for more transition-age students with disabilities and increase their success rate in college. A student suffered a stroke at a very young age, and afterwards, was unable to walk, talk, or breathe on his own. However, he did not have any cognitiv e damage that impacted his intellectual functioning during the stroke. Despite his challenges, he graduated from high school and entered a rigorous four - year college. This student received a bachelor’s degree in fine arts. His postsecondary educational suc cess can be largely attributed to his own personal drive, supportive parents, and knowledgeable service providers. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 29 Postsecondary Employment Options For more than two decades, one of the principal goals of disability policy in the United States, as it influenced special education, vocational rehabilitation, and employment services nationwide, has been to improve employment opportunities for young people with disabilities as they exit secondary education programs. 18 As noted in the Rehabilitation Act , as amended by WIOA, one of the primary purposes of the Rehabilitation Act is to maximize opportunities for individuals with disabilities, including individuals with significant disabilities, for competitive integrated employment. Preparing for Careers VR agencies value early engagement with students and youth with disabilities to assist them in preparing for a satisfying career. Early participation in job readiness training can provide the tools and guidance that the student and youth with a disability need to successfully seek, find, advance in, or maintain employment. Job readiness training refers to developing job -seeking skills, such as preparing resumes or completing job applications, practicing interview techniques, honing workplace behaviors, or participating in a job club. Many models of career development identify stages that are widely accepted as leading to a satisfying and productive career. 19 These stages include: Career awareness ► When individuals begin to develop self -awareness and learn about work values and roles in work, usually in elementary school; Career exploration ► When individuals gather information to explore work interest, skills, abilities, and the requirements of various employment options, usually starting in middle school or early high school; career decision making when individuals begin to select job and career areas that match interests and aptitudes, usually beginning in high school, but often continuing well into adulthood; Career preparation ► When youth begin to understand their strengths and challenges and make informed choices about preparation activities that will lead to a chosen career area, usually throughout high school and postsecondary school; and Career placement ► When youth begin to responsibly and productively participate in a job and a career area. VR counselors have specialized training to assist the youth in developing an IPE. The VR counselor gathers as much information as possible about the youth’s work history, education and training, abilities an d interests, rehabilitation needs, and possible career goals. In gathering the information, the counselor will first look to existing information to assist in both VR eligibility determination and plan development. VR agencies, SEAs, community rehabilitation programs, and other community partners work together to provide a range of resources to facilitate the objectives and goals of the IPE. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 30 The following work opportunities and options assist students and youth with disabilities to achieve their desired ca reer goals. On-the-Job Training as a Path to Employment On-the-job training (OJT) is one type of community -based work experience that is often associated with an existing job opportunity. Through OJT, an individual learns a specific skill taught by an empl oyer in the work environment. OJT offers an opportunity for the individual to be hired at the conclusion of the training period. A VR counselor and a student or youth with a disability often use the OJT approach as a career exploration opportunity or work experience to obtain entry -level work skills. This training is designed to be short - term and offers a paid or unpaid work experience. VR counselors identify and arrange for the OJT with employers, and frequently provide transportation or other employment related services and supports while the individual is participating in OJT. Additional information about community -based work experiences is discussed in section one of this guide. Types of Employment Outcomes Authorized under the Rehabilitation Act When developing the IPE, the student or youth with the disability may choose from any employment goal that meets the definition of an “employment outcome” for purposes of the VR program. This means the employment goal must be one in competitive integrated employment (including customized employment and self -employment) or supported employment. Each of these options is discussed in more detail below. Competitive Integrated Employment Competitive integrated employment pays a competitive wage in a location where b oth workers with disabilities and those without disabilities (other than supervisors or individuals supporting the worker with a disability) interact on a daily basis while performing their job. Competitive integrated employment offers the same level of benefits for all employees, including those with disabilities, and offers the same opportunities for advancement for individuals with disabilities and those without disabilities working in similar positions. See the Glossary for the definition of competitive integrated employment. The Rehabilitation Act emphasizes the achievement of competitive integrated employment to ensure that all individuals with disabilities, especially students and youth with disabilities served through the VR program, are provided eve ry opportunity to achieve employment with earnings comparable to those paid to individuals without disabilities, in a setting that allows them to interact with individuals who do not have disabilities. Through the sharing of program information and coordin ation of joint training, VR program and school staff can explore and identify transition -related services, such as work-based learning, dual enrollment programs, and competitive integrated employment or supported employment opportunities for students exiting school. WIOA amendments to the Rehabilitation Act build on this effort by emphasizing that individuals with disabilities, especially students and youth with disabilities, are given the opportunity to train and work in A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 31 competitive integrated employment or supported employment. Both school and VR program staff are now responsible for providing documentation of completion of specific services and actions prior to referring a student with a disability to subminimum wage employment. School officials are resp onsible for providing the VR agency documentation of completion of appropriate transition services under IDEA , consistent with the confidentiality requirements of the Family Educational Rights and Privacy Act . VR agencies are required to provide the youth with documentation of completion of transition services under IDEA in addition to completion of pre-employment transition services and other appropriate services under the VR program. The youth with a disability must obtain this documentation prior to star ting a job at subminimum wage with an employer who holds a section 14(c) certificate under the Fair Labor Standards Act . VR agency staff is available to consult with school staff and others to share information that will enable school staff, students, and family members to better understand the medical aspects of disabilities as they relate to employment, the purpose of the VR program, how and when VR staff can best serve the employment needs of the students in the transition process, and how school staff c an assist students in their preparation for VR services leading to an employment outcome in competitive integrated employment or supported employment. Supported Employment Supported employment refers to competitive integrated employment or employment in a n integrated work setting in which individuals are working on a short -term basis toward competitive integrated employment. Supported employment services, including job coaching, are designed for individuals with the most significant disabilities who need o ngoing support services because of the nature and severity of their disability in order to perform the work involved. A job coach provides intensive training and on- going support to an individual to learn and perform job tasks at the work site, to teach and reinforce acceptable work behaviors, and to develop positive working relationships with his or her co -workers. As needed, the job coach is able to develop individualized accommodation tools for use on the job, such as picture albums of the sequence of steps in a job or communication aids for individuals with speech or hearing deficits. See the Glossary for the definition of supported employment. As the student or youth with a disability learns and demonstrates progress in these areas, the job coach decrea ses the support and time spent with the individual on the job. The job coach makes follow -up or check -in visits on the job site to determine if the individual is performing well on the job and to provide additional job coaching when job tasks change, or the student or youth needs repeated training on a particular task. Sometimes, the job coach, family member, or youth will identify a co -worker who can provide assistance rather than the job coach. This assistance offers natural support for the individual wh ile working. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 32 A natural support approach refers to enhancing or linking individuals to existing social supports in the work environment that are available either informally (from co -workers and peers on the job) or formally (from supervisors and company-sponsored employment programs). Natural workplace support approaches require more intensive efforts up- front to link the employee to available supports since the approach does not rely on the continuing presence of the job coach. 20 However, when there is no natural support available and the individual needs ongoing support services, a family member or another agency, such as developmental disabilities, Medicaid, or the VR agencies provides the job coaching or other services. Other se rvices frequently include transportation, daily living, or counseling services relating to attendance or arriving to work on time. Ongoing support services needed by an individual to maintain a job, such as job placement follow -up, counseling, and trainin g, are considered “extended services.” These services are identified on the IPE, along with the service provider that will fund and provide these services. VR agencies may provide extended services to a youth with a most significant disability for a period up to four years or until the youth turns 25 years old. See the Glossary for the definition of extended services. Customized Employment While supported employment matches the individual with a position and trains him or her to perform the essential tasks in that position, customized employment designs or tailors job tasks to meet the individual’s interests, skills, and capabilities, as well as the needs of the employer. Customized employment is accomplished by using various strategies, including: • Customizi ng a job description based on current employer needs or on previously unidentified and unmet employer needs; • Developing a set of job duties, a work schedule and job arrangement, and specifics of supervision (including performance evaluation and review), an d determining a job location; • Using a professional representative chosen by the individual, or if elected self -representation, to work with an employer to facilitate placement; and • Providing services and supports at the job location. Examples of individuals in customized employment across the country are included in “Customized Employment Works Everywhere.” You may go to the website to learn more: https://www.dol .gov/odep/documents/vignette_v3_blue_508_final.pdf Self-Employment Self-employment refers to an individual working for him or herself and being responsible for earning his or her own income from a trade or business rather than working for an employer and being paid a salary or wage. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 33 A student or youth with a disability could choose self -employment in a particular business that matches his or her career strengths and interests. Individuals choose self -employment for many reasons, whether it is to work in or out of the home in order to meet family care responsibilities, or to control work schedules or to meet their accessibility needs. The range of occupations for self -employment is vast. For example, individuals with disab ilities may choose to be a self-employed certified public accountant, medical billing services provider, comic book artist, or lunch cart operator, among many other options. VR agencies offer services and guidance to assist a student or youth with a disability to prepare for self - employment, such as training or start -up costs for their business. Typically, the VR counselor will recommend that the individual develop a business plan that includes a market analysis supporting the self-employment venture, the individual’s work role in the business, anticipated income based on local market information, identification of the support services needed, and the tools, equipment or supplies needed and their cost. In many cases, the VR counselor refers the student or youth to local community organizations that provide technical assistance to develop the business plan or pay for the development of a business plan. The student or youth and the VR counselor will use the collected information to identify the objectives and goals in their IPE. Conclusion: Know Your Options to Plan A range of options is available for students to use in achieving their educational and career aspirations. Students, family members, educators, VR counselors, and other support professionals are encouraged to know about available postsecondary opportunities and services to properly plan and prepare a youth with a disability for adult life. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 34 4. S UPPORTING STUDENT -M ADE D ECISIONS : P REPARATION FOR A D U LT L IFE Overview Successful post -school transition is most likely to happen when students are actively engaged in their own transition planning. To engage students, families, IEP Teams, VR professionals, and other support professionals should: • Set high expectations; • Use a person -centered planning approach; • Support the student’s or youth’s social and emotional learning; • Provide the student or youth with support to make their decisions; and • Counsel the student and their representative to make informed choices. This section presents key elements of supported decision-making and describes the practice of informed choice to assist students and youth with disabilities in their decisions for adult life. This section also contains references to resources that will aid students in achieving their life goals. Setting High Expectations for Secondary School Students with Disabilities Expectations play a critical role to success in employment and postsecondary educational settings. Low expectations are often cited as significant barriers to academic and career achievement for students with disabilities. 21 For example, the Government Accountability Office (GAO) found that attitudinal barriers of faculty and support service providers in postsecondary educational settings have been shown to inhibit the performance of students with disabilities. 22 In contrast, setting high expectations for students with disabilities promote successful post -school transition. Research demonstrates that students with disabilities do better when they are held to high expectations and have access to the general education curriculum. 23 To set high expectations and foster successful post -school outcomes for students with disabilities, all individuals concerned with their education should: • Establish a school -wide culture of high expectations; • Provide students with disabilities access to rigorous coursework (see accelerated programs section below); • Ensure students with disabilities have IEP goals that are aligned with the challenging academic content standards for the grade in which the student is enrolled and ensure that students with disabilities receive the specialized instruction, related services and other supports they need to meaningfully access, be involved, and make progress in the general education curriculum; A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 35 • Provide students with disabilities the opportunity to access College and Career Ready Standards and Assessments; and • Ensure educators have the tools and resources necessary to support success. 24 Person- Centered Planning When developing the IEP or the IPE, planning is centered on the interests, strengths, skills, and needs of the student or youth with disability. Person -centered approaches: • Include in the planning process, individuals who have a deep knowledge of the student’s academic and social history; • View the student as an individual, rather than as a diagnosis or disa bility; • Use everyday language in transition planning, rather than “professional jargon;” and • Ensure that goals are developed based on the student’s unique strengths, interests, and capacities. Addressing Students’ Social and Emotional Needs It is important to address the social and emotional needs of students with disabilities to ensure that the y have the skills needed to be successful in a postsecondary educational setting or workplace. Students with disabilities who have well -developed social skills are more likely to be able to successfully navigate employment, community, and postsecondary education settings. 25 IEP Teams need to take active steps to provide opportunities for students with disabilities to acquire appropriate social skills. Many of these opportunities can be integrated into the student’s existing course of study. Specific strategies include: • Role -playing Schools can create opportunities for students with disabilities to practice appropriate social skills in a variety of contexts, including school -based, workplace, community, and postsecondary educational settings. • Participation in social and emotional learning programs A variety of specific social skill development programs exist that can help students acquire critical social skills. 26 • Positive school climate Parents should be aware that a positive school climate is critical to helping students with disabilities develop strong social skills. For example, safe and supportive classrooms build on the students’ strengths. 27 A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 36 Providing the Student and Youth with Support to Make Their Decisions Beyond developing social skills, it is crucial for students with disabilities to understand and acquire the skills for self -determination during high school to ensure success in postsecondary education and the workplace. 28 Students with strong self -advocacy skills who understand and fully participate in the development of their IEP and SOP have better transition outcomes. 29 Key characteristics of self -determination are the ability to: • Speak for yourself (self -advocacy); • Solve problems; • Set goals; • Make decisions; • Possess self -awareness; and • Exh ibit independence. 30 Schools help students develop self -determination skills when they: • Support students in establishing their own transition goals, including postsecondary education, career, and independent living goals; • Ensure that students are actively involved in IEP meetings and understand their IEPs, including their specialized instruction and related services, the accommodations they receive for instruction and assessments, if applicable, and supplementary aids and services to facilitate their educa tion in the least restrictive environment; • Help students develop skills to direct their own learning; • Use person-centered planning; and • Create and maintain a system that supports family involvement and empowers families to support the self-determination of their sons and daughters. 31 Developing self -determination and making informed choices heighten students’ knowledge of the transition process and success in post -school settings. Self-determination activities can be described as activities that result in individuals with developmental disabilities, with appropriate assistance, having the ability, opportunity, authority, and support (including financial support) to: • Communicate and make personal decisions; • Communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individual receives; • Control resources to obtain needed services, supports and other assistance; • Participate in, and contribute to, their communities; and A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 39 qualifies for an ABLE account. If the individual is not already receiving those benefits, then he/she can still qualify for the account if the individual obtains a letter from a licensed physician. See 26 U.S.C. § 529A(e)(2) for more specific eligibility information. The individual with a disability who will benefit from the account is the account owner, though other designated individuals may establish the account on the individual’s behalf. How does it work? Contributions into ABLE accounts are made with post -tax dollars and may not —except in specific circumstances —exceed $15,000 per year in the aggregate. Contributions are not deductible for Federa l tax law purposes but may be f or State tax law purposes . Any income the account earns will gr ow tax- free , as long as fu nds in the account are used solely for qualified disability expenses . Withdrawals from the account will not incur any additional F ederal taxes. Most importantly, the ABLE account owner will not lose access to means-tested Federal programs ( e.g., Medicare or SSDI ), just by having $2 ,000 or more in the account. The balance of an ABLE account will not impact access to these programs until the account reaches $100,000. While a majority of States have established ABLE programs , some have not . Indivi duals with disabilities who reside in States that have not yet established their own programs may enroll in another State’s ABLE program . For a current list of State programs and features , please visit: https://www.ablenrc.org/ . What expenses may be paid for with an ABLE account? An ABLE account may be used to pay for all “qualified disability expenses.” The Act defines qualified disability expenses as any expenses related to the eligible individual’s disability and which are made for the benefit of that individual. The ABLE Act does not list specific costs, but notes that qualifying expenses can be for “education, housing, transportation, employment training and support, assistive technology and personal support services, health prevention and wellness, financial management and administrative services, legal fees, expenses for oversight and monitoring, funeral and b urial expenses” but also for “other expenses” consistent with the purpose of the ABLE Act. For more information about the ABLE Act and ABLE accounts, visit the ABLE National Resource Center website at: https://www.ablenrc.org . Conclusion: Student Empowerment Advances Career Decision- Making Teaching self -determination and exercising informed choice are not practices limi ted to the most able youth with disabilities. Schools can help foster self -determination and VR agencies can enhance career decision-making to assist youth with disabilities, including those with the most significant complex or lifelong intellectual or dev elopmental disabilities, to achieve their desired post school goals. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 40 G LOSSARY OF T ERMS Individuals with Disabilities Education Act ( IDEA) (20 U.S.C. 1400 et seq.). Rehabilitation Act of 1973, as amended (Rehabilitation Act) (29 U.S.C. 701 et seq.) Elementary and Secondary Education Act of 1965 (ESEA) , as amended by the Every Student Succeeds Act (20 U.S.C. 6301 et Seq.) Stephen Beck, Jr. Achieving a Better Life Experience Act of 2014 (ABLE Act) ( 26 U.S.C. § 529A) Higher Ed ucation Opportunity Act (P.L. 110-315) ALTERNATE DIPLOMA [ESEA Title VIII, Sec. 8101(25)] Alternate diploma means a diploma for students with the most significant cognitive disabilities, as defined by the State, who are assessed with a State’s alternate assessment aligned to alternate academic achievement standards under section 1111(b)(2)(D) of the Elementary and Secondary Education Act and is — (i) Standards -based; (ii) Aligned with the State’s requirements for a regular high school diploma; and (iii) Obtained within the time period for which the State ensures the availability of a free appropriate public education under section 612(a)(1) of the Individuals with Disabilities Education Act . CHILD WITH A DISABILITY [20 U.S.C. Sec. 1401(3)] IN GENERAL.—The term ‘‘child with a disability’’ means a child— (A) with intellectual disabilities, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to in this title as ‘‘emotional disturbance’’), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (B) who, by reason thereof, needs special education and related services. COMMUNITY REHABILITATION PROGRAM [29 U.S.C. Sec. 705(4)] Community Rehabilitation Program means a program that provides directly or facilitates the provision of vocational rehabilitation services to individuals with disabilities, and that provides, singly or in combination, for an individual with a disability to enable the individual to maximize opportunities for employment, including career advancement: (A) medical, psychiatric, psychological, social, and vocational services that are provided under one management; A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 41 (B) testing, fitting, or training in the use of prosthe tic and orthotic devices; (C) recreational therapy; (D) physical and occupational therapy; (E) speech, language, and hearing therapy; (F) psychiatric, psychological, and social services, including positive behavior management; (G) assessment for determining eligibility and vo cational rehabilitation needs; (H) rehabilitation technology; (I) job development, placement, and retention services; (J) evaluation or control of specific disabilities; (K) orientation and mobility services for individuals who are blind; (L) extended employment; (M) psychosocia l rehabilitation services; (N) supported employment services and extended services; (O) customized employment; (P) services to family members when necessary to the vocational rehabilitation of the individual; (Q) personal assistance services; or (R) services similar to the se rvices described in one of subparagraphs (A) through (Q). COMPETITIVE INTEGRATED EMPLOYMENT. [29 U.S.C. Sec. 705(5)] The term ‘‘competitive integrated employment’’ means work that is performed on a full -time or part- time basis (including self -employment) — (A) for which an individual — (i) is compensated at a rate that— (I) (aa) shall be not less than the higher of the rate specified in section 6(a)(1) of the Fair Labor Standards Act of 1938 (29 U.S.C. 206(a)(1)) or the rate specified in the applicable State or local minimum wage law; and (bb) is not less than the customary rate paid by the employer for the same or similar work performed by other employees who are not individuals with disabilities, and who are similarly situated in similar occ upations by the same employer and who have similar training, experience, and skills; or (II) in the case of an individual who is self -employed, yields an income that is comparable to the income received by other individuals who are not individuals with di sabilities, and who are self -employed in similar occupations or on similar tasks and who have similar training, experience, and skills; and (ii) is eligible for the level of benefits provided to other employees; A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 42 (B) that is at a location where the employ ee interacts with other persons who are not individuals with disabilities (not including supervisory personnel or individuals who are providing services to such employee) to the same extent that individuals who are not individuals with disabilities and who are in comparable positions interact with other persons; and (C) that, as appropriate, presents opportunities for advancement that are similar to those for other employees who are not individuals with disabilities and who have similar positions. CUSTOMIZ ED EMPLOYMENT [29 U.S.C. Sec. 705(7)] Customized Employment means competitive integrated employment, for an individual with a significant disability, that is based on an individualized determination of the strengths, needs, and interests of the individual with a significant disability, is designed to meet the specific abilities of the individual with a significant disability and the business needs of the employer, and is carried out through flexible strategies, such as: (A) job exploration by the individual; (B) working with an employer to facilitate placement, including: (i) customizing a job description based on current employer needs or on previously unidentified and unmet employer needs; (ii) developing a set of job duties, a work schedule and job arrangement, and specifics of supervision (including performance evaluation and review), and determining a job location. EMPLOYMENT OUTCOME [29 U.S.C. Sec. 705(11)] Employment Outcome means, with respect to an individual: (A) entering or retaining full-time or, if appropriate, part-time competitive employment in the integrated labor market; (B) satisfying the vocational outcome of supported employment; or (C) satisfying any other vocational outcome the Secretary of Education may determine to be appropriate (including satisfying the vocational outcome of customized employment, self - employment, telecommuting, or business ownership). EXTENDED SERVICES [29 U.S.C. Sec. 705(13)] Extended Services means ongoing support services and other appropriate services, needed to support and maintain an individual with a most significant disability in supported employment, that: (A) are provided singly or in combination and are organized and made available in such a way as to assist an eligible individual in maintaining supported employme nt; (B) are based on a determination of the needs of an eligible individual, as specified in an individualized plan for employment; and A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 43 (C) are provided by a State agency, a nonprofit private organization, employer, or any other appropriate resource, after an individual has made the transition from support provided by the designated State unit. FREE APPROPRIATE PUBLIC EDUCATION (FAPE) [20 U.S.C. Sec. 1401(9)] Under the IDEA, the term “free appropriate public education” means special education and related services that— (A) have been provided at public expense, under public supervision and direction, and without charge; (B) meet the standards of the State educational agency; (C) include an appropriate preschool, elementary school, or secondary school education in the State inv olved; and (D) are provided in conformity with the individualized education program required under section 1414(d) of this title . Under the U.S. Department of Education’s regulations implementing Section 504 of the Rehabilitation Act (34 CFR § 104.33(b)(1) -(2)), appropriate education is the provision of regular or special education and related aid s and services that (i) are designed to meet individual educational needs of persons with disabilities as adequately as the needs of persons without disabilities are met and (ii) are based upon adherence to procedures that satisfy the requirements of §§ 104.34, 104.35, and 104.36. Implementation of an IEP developed in accordance with the IDEA is one means of meeting this standard. INDIVIDUALIZED EDUCATION PROGRAM (IEP) [20 U.S.C. Sec. 1401(14)] The term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with section 614(d) of the IDEA. INDIVIDUAL WITH A DISABILITY [29 U.S.C. Sec. 705(20)(A)] IN GENERAL.—Except as otherwise provided in subparagraph (B), the term ‘‘individual with a disability’’ means any individual who — (i) has a physical or mental impairment which for such individual constitutes or results in a substantial imp ediment to employment; and (ii) can benefit in terms of an employment outcome from vocational rehabilitation services provided pursuant to title I, III, or VI. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 44 INDIVIDUAL WITH A SIGNIFICANT DISABILITY [29 U.S.C. Sec. 705(21)] Individual with a Significant Disa bility means: (A) IN GENERAL. —Except as provided in subparagraph (B) or (C), the term ‘‘individual with a significant disability’’ means an individual with a disability: (i) who has a severe physical or mental impairment which seriously limits one or more functi onal capacities (such as mobility, communication, self -care, self-direction, interpersonal skills, work tolerance, or work skills) in terms of an employment outcome; (ii) whose vocational rehabilitation can be expected to require multiple vocational rehabilitat ion services over an extended period of time; and (iii) who has one or more physical or mental disabilities resulting from amputation, arthritis, autism, blindness, burn injury, cancer, cerebral palsy, cystic fibrosis, deafness, head injury, heart disease, hemiplegia, hemophilia, respiratory or pulmonary dysfunction, intellectual disability, mental illness, multiple sclerosis, muscular dystrophy, musculo -skeletal disorders, neurological disorders (including stroke and epilepsy), paraplegia, quadriplegia, and other spinal cord conditions, sickle cell anemia, specific learning disability, end-stage renal disease, or another disability or combination of disabilities determined on the basis of an assessment for determining eligibility and vocational rehabilitation nee ds described in subparagraphs (A) and (B) of paragraph (2) to cause comparable substantial functional limitation. INDEPENDENT INDIVIDUAL’S REPRESENTATIVE; APPLICANT’S REPRESENTATIVE [29 U.S.C. Sec. 705(22)] The terms ‘‘individual’s representative’’ and ‘ ‘applicant’s representative’’ mean a parent, a family member, a guardian, an advocate, or an authorized representative of an individual or applicant, respectively. LEAST RESTRICTIVE ENVIRONMENT OR LRE [20 U.S.C. Sec. 1412(a)(5)(A)] Least restrictive environment or LRE means that, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate scho oling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achie ved satisfactorily. LOCAL AGENCY [29 U.S.C. Sec. 705(24)] Local Agency means an agency of a unit of general local government or of an Indian tribe (or combination of such units or tribes) which has an agreement with the designated State agency to conduct a vocational rehabilitation program under the supervision of such State agency in accordance with the State plan approved under section 101. Nothing in the preceding sentence of this paragraph or in section 101 shall be construed to prevent the local agency from arranging to utilize another local A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 45 public or nonprof it agency to provide vocational rehabilitation services if such an arrangement is made part of the agreement specified in this paragraph. ONGOING SUPPORT SERVICES [29 U.S.C. Sec. 705(27)] Ongoing Support Services means services: (A) provided to individuals w ith the most significant disabilities; (B) provided, at a minimum, twice monthly: (i) to make an assessment, regarding the employment situation, at the worksite of each such individual in supported employment, or, under special circumstances, especially at the re quest of the client, off site; and (ii) based on the assessment, to provide for the coordination or provision of specific intensive services, at or away from the worksite, that are needed to maintain employment stability; and (C) consisting of — (i) a particularized assessment supplementary to the comprehensive assessment described in paragraph (2)(B); (ii) the provision of skilled job trainers who accompany the individual for intensive job skill training at the worksite; (iii) job development, job retention, and placement service s; (iv) social skills training; (v) regular observation or supervision of the individual; (vi) follow up services such as regular contact with the employers, the individuals, the individuals’ representatives, and other appropriate individuals, in order to reinforce and stabilize the job placement; (vii) facilitation of natural supports at the worksite; (viii) any other service identified in section 723 of this title; or (ix) a service similar to another service described in this subparagraph. PRE-EMPLOYMENT TRANSITION SERVICES [29 U.S.C. Secs 705(30) and 733] Pre-Employment Transition Services are — (a) IN GENERAL. —From the funds reserved under section 110(d), and any funds made available from State, local, or private funding sources, each State shall ensure that the designated State unit, in collaboration with the local educational agencies involved, shall provide, or arrange for the provision of, pre-employment transition services for all students with disabilities in need of such services who are eligible or potentially eligible for services under this title. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 46 (b) REQUIRED ACTIVITIES.— Funds available under subsection (a) shall be used to make available to students with disabilities described in subsection (a) — (1) job exploration counseling; (2) work -based learning experiences, which may includ e in school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible; (3) counseling on opportunities for enrollment in comprehens ive transition or postsecondary educational programs at institutions of higher education; (4) workplace readiness training to develop social skills and independent living; and (5) instruction in self -advocacy, which may include peer mentoring. (c) AUTHORIZED ACTIVITIES. — Funds available under subsection (a) and remaining after the provision of the required activities described in subsection (b) may be used to improve the transition of students with disabilities described in subsection (a) from school to postsecondar y education or an employment outcome by— (1) implementing effective strategies to increase the likelihood of independent living and inclusion in communities and competitive integrated workplaces; (2) developing and improving strategies for individuals with intel lectual disabilities and individuals with significant disabilities to live independently, participate in postsecondary education experiences, and obtain and retain competitive integrated employment; (3) providing instruction to vocational rehabilitation counselors, school transition personnel, and other persons supporting students with disabilities; (4) disseminating information about innovative, effective, and efficient approaches to achieve the goals of this section; (5) coordinating activities with transition services provided by local educational agencies under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.); (6) applying evidence- based findings to improve policy, procedure, practice, and the preparation of personnel, in order to better achi eve the goals of this section; (7) developing model transition demonstration projects; (8) establishing or supporting multistate or regional partnerships involving States, local educational agencies, designated State units, developmental disability agencies, private businesses, or other participants to achieve the goals of this section; and (9) disseminating information and strategies to improve the transition to postsecondary activities of individuals who are members of traditionally unserved populations. Sec. 113 Rehabilitation Act of 1973 A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 47 (d) PRE -EMPLOYMENT TRANSITION COORDINATION.— Each local office of a designated State unit shall carry out responsibilities consisting of — (1) attending individualized education program meetings for students with disabilities, when invit ed; (2) working with the local workforce development boards, one-stop centers, and employers to develop work opportunities for students with disabilities, including internships, summer employment and other employment opportunities available throughout the sch ool year, and apprenticeships; (3) work with schools, including those carrying out activities under section 614(d)(1)(A)(i)(VIII) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)(1)(A)(i)(VIII)), to coordinate and ensure the provision of pre -employment transition services under this section; and (4) when invited, attend person -centered planning meetings for individuals receiving services under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.). QUALIFIED DISABILITY EXPENSES [26 U.S.C. Sec. 529A(e)(5)] Qualified disability expenses under the ABLE Act are any expenses related to the eligible individual’s disability and which are made for the benefit of that individual. REGULAR HIGH SCHOOL DIPLOMA [20 U.S.C. Sec. 7801(43)] The term ‘regular high school diploma’ — (A) means the standard high school diploma awarded to the preponderance of students in the State that is fully aligned with State standards, or a higher diploma, except that a regular high school diploma shall not be aligned to the alternate academic achievement standards described in section 1111(b)(1)(E); and (B) does not include a recognized equivalent of a diploma, such as a general equivalency diploma, certificate of completion, certificate of attendance, or similar lesser credential. RELATED SERVICES [20 U.S.C. Sec. 1401(26)] (A) In general The term “related services” means transportation, and such developmental, corrective, and other supportive services (including speech -language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 48 be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children. (B) Exception The term does not include a medical device that is surgically implanted, or the replacement of such device. The individual terms used in this definition are defined at 34 CFR § 300.34. SECONDARY SCHOOL [20 U.S.C. Sec. 1401(27)] Secondary School means a nonprofit day or residential school, including a public secondary charter school, that provides secondary education, as determined under State law, except that it does not include any education beyond grade 12. SPECIAL EDUCATION [20 U.S.C. Sec. 1401(29)] Special Education means “specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including: (A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and (B) instructi on in physical education. STUDENT WITH A DISABILITY [29 U.S.C. Sec. 705(37)] Student with a Disability means: IN GENERAL. —an individual with a disability who — (i) (I) (aa) is not younger than the earliest age for the provision of transition services under section 614(d)(1)(A)(i)(VIII) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)(1)(A)(i)(VIII)); or (bb) if the State involved elects to use a lower minimum age for receipt of pre - employment transition services under this Act, is not younger than that minimum age; and (I I) (aa) is not older than 21 years of age; or (bb) if the State law for the State provides for a higher maximum age for receipt of services under the Individuals with Disabilities Education Act (20 U.S.C.1400 et s eq.), is not older than that maximum age; and (ii) (I) is eligible for, and receiving, special education or related services under part B of the Individuals with Disabilities Education Act (20 U.S.C. 1411 et seq.); or (II) is an individual with a disability, for purposes of section 504 student with a disability is an individual with a disability who is participating in an educational program, including A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 49 secondary education, non -traditional secondary education and postsecondary education, who meet the age requir ements of the definition. SUMMARY OF PERFORMANCE [20 U.S.C. Sec. 1414(c)(5)(B)(ii)] Summary of Performance means for each student with a disability receiving services under Part B of the IDEA who either graduates from high school with a regular high school diploma or exceeds the age of eligibility for FAPE under State law, the school must provide the student with a summary of his or her academic achievement and functional performance. The SOP must include recommendations on how to assist the student in meeting his or her postsecondary goals. SUPPORTED EMPLOYMENT [29 U.S.C. Sec. 705(38)] The term ‘‘supported employment’’ means competitive integrated employment, including customized employment, or employment in an integrated work setting in which individuals are working on a short - term basis toward competitive integrated employment, that is individualized and customized consistent with the strengths, abilities, interests, and informed choice of the individuals involved, for individuals with the most significant disabilities — (A) (i) for whom competitive integrated employment has not historically occurred; or (ii) for whom competitive integrated employment has been interrupted or intermittent as a result of a significant disability; and (B) who, because of the nature and severity of their disability, need intensive supported employment services and extended services after the transition described in paragraph (13)(C), in order to perform the work involved. SUPPORTED EMPLOYMENT SERVICES [29 U.S.C. Sec. 705(39)] Supported Employment Services means ongoing support services, including customized employment, needed to support and maintain an individual with a most significant disability in supported employment, that: (A) are provided singly or in combination and are org anized and made available in such a way as to assist an eligible individual to achieve competitive integrated employment; (B) are based on a determination of the needs of an eligible individual, as specified in an individualized plan for employment; and (C) Are p rovided by the designated State unit for a period of not more than 24 months, except that period may be extended, if necessary, in order to achieve the employment outcome identified in the individualized plan for employment. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 50 TRANSITION SERVICES [20 U.S.C. Sec. 1401(34 ); 34 C.F.R. § 361.5(c)(55) ] Transition Services means a coordinated set of activities for a student with a disability designed within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post -school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities is based on each student's needs, taking into account the student's strengths, preferences and interests, and includes instruction, related services, community experiences, the development of employment and other post -school adult living objectives, and, if appropriate, the acquisition of daily living skills and provision of a functional vocational evaluation. YOUTH WITH A DISABILITY [29 U.S.C. Sec. 705(42)] Youth with a Disability means: (A) IN GENERAL means an individual with a disability who: (i) is not younger than 14 years of age; and (ii) is not older than 24 years of age. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 51 E ND N OTES 1 PACER Center Inc. (2001). Parent Tips for Transition Planning, PHP -c80. Retrieved from http://www.asec.net/Archives/Transitionresources/Parent%20tips%20for%20transition.pdf . 2 Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion From High School Through College . Washington, DC: U.S. Department of Education. Retrieved from https://www.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf . 3 National Collaborative on Workforce and Disability for Youth. Guideposts for Success: Career Preparation & Work -Based Learning Experiences. Retrieved from http://www.ncwd -youth.info/solutions/guideposts- for-success/guideposts -career/. 4 Luecking, R. G. (2009) . The Way to Work: How to Facilitate Work Experiences for Youth in Transition . Baltimore, MD: Paul H. Brookes. 5 Powers, L.E., Deshler, D.D., Jones, B. & Simon, M. (2006). Strategies for enhancing self-determination, social success, and transition to adulthood. In D.D . Deshler and J.B. Schumaker (Eds.), Teaching adolescents with disabilities: Accessing the general education curriculum (pp 235 –273). Thousand Oaks, CA: Corwin Press. 6 Powers, L.E., Sowers, J., & Stevens, T. (1995). An exploratory, randomized study of th e impact of mentoring on the self -efficacy and community -based knowledge of adolescents with severe physical challenges. Journal of Rehabilitation, 61 (1), 33–41. 7 Luecking, R. G. (2009) The Way to Work: How to Facilitate Work Experiences for Youth in Transition . Baltimore, MD: Paul H. Brookes. 8 Information in this section is based upon a Joint Dear Colleague letter on career pathways (OVA E, ETA, Administration for Chil dren and Families). April 4, 2012. Retrieved from https://www2.e d.gov/about/offices/list/ovae/ten-attachment.pdf . 9 See Assistance to States for the Education of Children with Disabilities and Preschool Grants for Children with Disabilities, Final Rule, Analysis of Comments and Changes , 71 Fed. Reg. 46540, 46667 (Aug. 14, 2006). 10 Id. 11 If the VR agency is operating under an order of selection, the IPE must be developed and approved before each eligible student meeting the order of selection criteria leaves the school setting. Sect ion 101(a)(9)(A) of the Rehabilitation Act and 34 CFR § 361.22(a)(2). 12 See State Vocational Rehabilitation Services Program, 81 Fed. Reg. 55,687 (August 19, 2016)(Preamble). A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 52 13 Adapted from: Alverson, C.Y., Burr, J., FitzGerald, P., Dickinson, J., Johnson, M., Ozols, K., & Simich, S. (2015). Oregon Youth Transitions Program (YTP) Procedures Manual. With further modifications from Brenda Kaye Simmons, Director, Transition Services, Missouri Vocational Rehabilitation. 14 Cameto, R., Levine, P., &Wagner, M. (2004). Transition Planning for Students with Disabilities. A Special Topic Report from the National Longitudinal Transition Study-2 (NTS2) . Menlo Park, CA: SRI International. 15 Section 504 of the Rehabilitation Act of 1973 , as amended, 29 U.S.C. 794, prohibits discrimination on the basis of disability in programs or activities of entities such as public schools and State vocational rehabilitation agencies receiving Federal financial assistance. Title II of the ADA , as amended, 42 U.S.C. 12131 et seq., prohibits discrimination on the basis of disability by State and local public entities, regardless of receipt of Federal funds. OCR shares enforcement responsibility for Title II in the education context with the U.S. Department of Justice. For more information about these laws, go to https://www.ed.gov/ocr 16 Please visit https://www2.ed.gov/about/offices/list/ocr/docs/auxaids.html for a detailed overview of auxiliary aids and services. 17 U.S. Department of Education, Office for Civil Rights. (2011). Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators . Washington, DC: Author. Retrieved from https://www2.ed.gov/about/offices/list/ocr/transi tionguide.html. 18 Johnson, D. R. (2009). Foreword. In R. G. Luecking, The Way to Work: How to Facilitate Work Experiences for Youth in Transition. Baltimore, MD: Paul H. Brookes. 19 Brolin, D. (1995). Career education: A functional life skills approach (3 rd ed.). Upper Saddle River, NJ: Prentice Hall. 20 Fabian, E. S., Edelman, A. & Leedy, M. (1993). Linking workers with severe disabilities to social supports in the workplace: Strategies for addressing barrier s. The Jour nal of Rehabilitation, 59, 3 p. 29(6). 21 Please visit the University of Washington DO -IT website ( https://www.washington.edu/doit/programs/accesscollege/employment -of fice/career - prep/creating -inclusive-career -development-program) for further information. 22 Please refer to the Report of the Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities (2011) ( https://www2.ed.gov/about/bdscomm/list/aim/meeting/aim -report.pdf) for further information. A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 53 23 In enacting the IDEA Amendments of 2004, Congress recognized that research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to (i) meet d evelopmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible. (Section 601(c) (5) (A) o f the IDEA. As the graduation rates for children with disabilities continue to climb, providing effective transition services to promote successful post -school employment or education is an important measure of accountability for children with disabilities . Section 601(c)(14) of the IDEA . 24 For additional information on College and Career Ready Standards and Assessments , please visit: https://www2.ed.gov/policy/elsec/leg/blueprint/faq/college-career.pdf . For strategies regarding how to improve the learning of all students, please visit the ED’s SWIFT Schools website: http://www.swiftschools.org/ . 25 Bremer, C. D. & Smith, J. (2004). Teaching social skills. National Center on Secondary Education and Transition Information Brief, 3(5). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=1749 . 26 Id. 27 Please visit the U.S. Department of Education’s Guiding Principles: A Resource Guide for Improving School Climate and Discipline for additional strategies: https://www2.ed.gov/policy/gen/guid/school -discipline/guiding -principles.pdf. 28 Loman, S., Vatland, C., Strickland -Cohen, K, R., & Walker, H. (2010). Promoting Self-D etermination: A P ractice Guide. Retrieved from http://ngsd.org/sites/default/files/promoting_self-determination_a_practice_guide.pdf . 29 Id. 30 Id. 31 Loman, S., Vatland, C., Strickland -Cohen, K., Horner, R., & Walker, H. (2010). Promoting Self -Determination: A Practice Guide . Retrieved from http://ngsd.org/sites/default/files/promoting_self-determination_a_practice_guide.pdf . Please visit the U.S. Department of Education’s Parent and Training Information (PTI) Centers for additional information on how parents can become more involved in developing students’ self-determination www2.ed.gov/parents/needs/speced/resources.html. 32 Center for Parent Information and Resources (October 2015). Getting Ready for When Your Teen Reaches the Age of Majority: A Parent’s Guide . Retrieved from https://www.parentcenterhub.org/age -of-majority -parentguide . A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES 54 33 Note also that under IDEA, States must establish procedures for appointing the parent of an IDEA -eligible student, or if the parent is not available, another appropriate individual, to represent the educational interests of the student throughout the period of the child’s eligibility under Part B of IDEA, if, under State law, a student who has reached the age of majority but has not been determined to be incompetent, can be determined not to have the ability to p rovide informed consent with respect to the student’s educational program.