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BACKGROUND: Under the Workforce Innovation and Opportunity Act of 2014 (WIOA), vocational rehabilitation (VR) agencies are required to evaluate their students' need for pre-employment transition services and use this information to inform their goals, priorities and strategies. OBJECTIVE: This manuscript presents the development and field testing of the Transition Self-Assessment Tool (TSAT), a web-based instrument designed to support VR agencies' evaluation and strategic planning initiatives by measuring the availability, accessibility, and coordination of school-based transition services. METHOD: Our methods describe the TSAT development procedures and the methods of conducting a TSAT field test. RESULTS: Findings suggest high schools offer a broad array of career-related services for their students. However, not all potentially eligible students with disabilities have access to those services and when these services are provided, they are frequently delivered without coordination with VR. Additionally, data show more services are available, accessed, and coordinated in high schools participating in a statewide transition program. CONCLUSION: Results from the TSAT field test suggest it is feasible to conduct a statewide needs assessment of school-based transition services using this instrument. Furthermore, the findings from the TSAT align with prior knowledge about school-based transition services, and can be used to inform a state's goals, priorities and strategies. [ABSTRACT FROM AUTHOR]

BACKGROUND: The Workforce Innovation and Opportunity Act of 2014 (WIOA) substantially changed the way state vocational rehabilitation (VR) agencies prepare transition-age students with disabilities for competitive integrated employment through the provision of pre-employment transition services (Pre-ETS). However, little is known about how state VR agencies are delivering Pre-ETS to students with disabilities in practice. OBJECTIVE: The purpose of this study was to examine state-level provision of Pre-ETS across the United States. METHOD: Descriptive analyses of Rehabilitation Services Administration's Case Service Report (RSA-911) data of Pre-ETS recipients between 2017 and 2020 were conducted across states. RESULTS: Substantial state-level differences were noted in the type of Pre-ETS provided, how many Pre-ETS were provided to each recipient, the disability characteristics of students, and state use of Pre-ETS provider types (VR staff or vendor). CONCLUSION: State differences in Pre-ETS implementation require further research to investigate best practices within and across states. More differentiated training and technical assistance models aligned with these state-level differences are needed. [ABSTRACT FROM AUTHOR]

Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four pillars: WSU ROAR workshops, Washington State University audit courses, employment experiences, and independent living. Individualized instruction guides the WSU ROAR workshops to allow students to develop their independence. Students also participate in audit courses in inclusive settings on campus to gain skills to help with future employment opportunities. Peer Allies, who are students traditionally enrolled at college, provide meaningful social and academic relationships by partnering with the students in WSU ROAR. This program description discusses the development of the postsecondary education program and its adaptation to meet its goals while addressing the challenges of being a rural university in eastern Washington. This program description also describes how the WSU ROAR program adapted to a remote learning platform during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

BACKGROUND: Despite national efforts to improve post-school outcomes, many students with disabilities are unprepared to enter the workforce. Coordination with Vocational Rehabilitation (VR) can offer opportunities for improved employment outcomes. OBJECTIVE: This study examined OregonVRdata to identify predictors of positive closure status for youth with disabilities. METHODS: Researchers used logistic regression to explore the effects of individual, in-school, post-school and contextual factors on VR case closure status among 4,443 young adults with disabilities who received and completed services from Oregon VR between 2003 and 2013. RESULTS: Being female, having a mental illness, traumatic brain injury, multiple disabilities, interpersonal or self-care impediments to employment, receiving SSI, and closing with VR in periods of high unemployment reduce the likelihood of a positive VR closure. Participating in a collaborative transition program, earning a high school completion certificate, receiving a greater number of VR services, closing below the median number of days to closure, and closing in low unemployment periods increase the likelihood of a positive VR case closure status. CONCLUSION: These findings highlight specific barriers to employment for vulnerable groups of young adults with disabilities, and identify service and contextual factors that can support positive employment outcomes. [ABSTRACT FROM AUTHOR]