Youth with Disabilities Experience Better Outcomes Thanks to Vermont’s Efforts to Advance Transition Services

NOTE: October is National Disability Employment Awareness Month

A teacher and students studying at a desk

Original News item posted at Mathematica.

This blog is a cross-post from Mathematica and the Vermont Linking Learning to Careers project, which was made possible by a Disability Innovation Fund grant from OSERS’ Rehabilitation Services Administration at the U.S. Department of Education.


Youth with disabilities face many challenges as they transition from high school to adulthood. Compared with their nondisabled peers, a greater share of youth with disabilities experience higher rates of poverty, health issues, service needs, dependence on benefits, and poorer academic performance, and they face lower expectations for their education and employment achievements. More inclusive attitudes and policies, such as those promoted in the Workforce Innovation and Opportunity Act, recognize the value of continued education and work experience for youth with disabilities, and evidence has shown that they can succeed in the workforce with proper supports. As a result, federal and state agencies have bolstered their efforts to better serve youth with disabilities during this critical transition.

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Technical Assistance to Improve Postsecondary Transition Services

Use of joint discretionary grant funding from the Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) in the Office of Special Education and Rehabilitative Services (OSERS) to provide technical assistance (TA) to State Education Agencies (SEAs), Local Educational Agencies (LEAs), State Vocational Rehabilitation Agencies (SVRAs), and Career and Technical Education (CTE)


U.S. Secretary of Education Betsy DeVos believes in the innate potential of every student and knows that access to high-quality services are an essential part of local, State, and Federal efforts to improve outcomes for all students and youth with disabilities. OSERS is seeking input from the public, particularly SEAs, LEAs, SVRAs, parents and CTE educators, and other relevant stakeholders on how best to provide TA to States in order to improve postsecondary transition services to all students and youth with disabilities. Additionally, OSERS seeks input on how best to strengthen and expand coordination and collaboration with OSERS Parent Training and Information Centers and other relevant TA centers.

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