Steps to Accessing Vocational Rehabilitation and Agency Supports for Students

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This is offered as a guide only…procedures for the transition of students to adult services may vary in each region or community.

Step 1: Introduction to VR at IEP Meeting
Vocational Rehabilitation (VR) services can be accessed during the traditional junior year of high school (or the year before the exit year). A VR counselor can be invited to your Individualized Educational Program (IEP) meeting to get to know you and talk with you and your team about transition activities. (VR counselors are generally booked well in advance so they should be contacted 3-4 weeks before your meeting.) If it isn't possible for the VR counselor to attend your IEP, you can make an appointment to see the counselor at some other time during your junior year. If you or your school feels you may qualify for services with other community agencies, those agencies may also be invited to your IEP.

At the age of 16, you may also be referred for Developmental Disabilities (DD) services (if you haven’t already been). Your school case manager or transition teacher will be able to find out if you qualify for this service. Staff from DD can attend IEP and VR meetings to help coordinate planning for your future.

Note: If you are not in special education but have a disability that might impact your ability to work, you may still qualify for VR services and could benefit from contacting a VR counselor.

Step 2: Planning Your Transition to Adulthood
Beginning no later than age 14, your IEP should address living, working, and leisure transition goals for your future. At each IEP after age 14, these goals will be reviewed. Starting at age 16, your IEP will address Transition Service Needs - that is, you and your team will identify what specific services can assist you in reaching your goals. This information will help your VR counselor get a clear picture of your vocational direction.

Step 3: Apply for VR Services
When you apply for VR, the VR counselor will gather additional information about your work history, interests, plans for the future, etc., and will explain the VR process in more detail. The counselor may decide that additional information is needed prior to determining eligibility for services. Assessments completed through community agencies (adult providers) and in conjunction with your school may be recommended. You and your VR counselor will determine what assessment is appropriate to provide information about what needs you have to become employed. You may also be asked to interview potential adult providers of assessment services and make a choice about which agency you feel would best meet your needs. Since every student’s situation is different, VR counselors may utilize assessment tools that could include:

Review of school and academic information: The VR counselor reviews your social, work, and activity histories.

Review of medical and psychological information: The VR counselor gathers and reviews information about how medical or psychological factors could impact you in a work setting.

Student interview: The VR counselor visits with you to discover areas of interest, strengths, and limitations. The counselor explores your awareness of the behaviors and skills required in the labor market.

Interest inventories and informational interviews: If you have not completed a vocational interest inventory with your school, the VR counselor may ask you to complete one to help you identify areas of interest for vocational planning. The VR counselor may also ask you to gather information about the skills needed to perform a specific job by visiting with employers of that occupation.

Vocational Profile: School staff or community providers may complete this. A Vocational Profile is a holistic way of looking at your ideal work conditions and supports. To develop a Profile, you are observed in a variety of familiar settings in which you are at your best. Information is also gathered from those who know you in several environments (home, school, church, recreational, etc.). This is a descriptive, not an evaluative, tool. It results in a summary of your ideal work conditions and supports, as well as a description of your current performance in familiar settings and relevant tasks. The Profile information can then be used to customize work experience or job development.

Crew-based Work Assessment: This assessment places you on a real job to obtain information about work speed and quality, ability to take direction and correction, interaction with coworkers and supervisors, and attendance.

Community-based Assessment: For some students, an assessment with an employer in the community is appropriate. In this case, VR covers the wages at minimum wage for the agreed number of hours.

Vocational Evaluation: In this weeklong assessment, you are asked to complete various work-related tasks to assess work speed and quality, ability to follow instruction, response to direction and correction, and problem-solving ability.

Step 4: VR Planning Meeting
If you are determined eligible for VR services, you and your counselor will meet to discuss your employment plans and needs. Together you will talk about whether or not you would benefit from one of the assessments described in Step 3. If you and your VR counselor agree some type of vocational assessment is necessary, a meeting will be held to review what information is needed, work site characteristics, who will perform specific tasks, and what exact questions need to be answered. This meeting will involve you and your VR counselor, and could also include your parents, school staff and adult community providers.

It is important that you maintain regular contact with
your VR counselor!

Montana Vocational Rehabilitation Website