Teachers’ DEN (Deaf Educators’ Network)

Vocational Rehabilitation Services

Do you know of a student who is Deaf or Hard of Hearing who is about to exit school? He or she may be eligible for Vocational Rehabilitation services. As stated on their website (https://www.in.gov/fssa/ddrs/2636.htm):

Vocational Rehabilitation Services (VR) provides quality individualized services to enhance and support people with disabilities to prepare for, obtain or retain employment. The individual will work closely with a VR counselor throughout the process. Through active participation…people with disabilities achieve greater level of independence in their work place and living environments.

Vocational Rehabilitation has recently enacted an Order of Selection to prioritize need. Everyone who applies will have an intake appointment to determine eligibility. If found eligible, VR will determine the severity level of need to determine priority of services. The priority categories are (1) most significant need, (2) significant need, (3) all other. As of August 1, 2017, categories 2 and 3 have been moved to the deferred list.

VR is currently implementing Pre-Employment Transition Services (Pre-ETS) that can start while a student is still in high school. If students receive Pre-ETS before applying for VR AND they are placed on the deferred list, students can continue receiving Pre-ETS. If students have not started Pre-ETS and apply for VR and are put on the deferred list, they cannot start Pre-ETS. Pre-Employment Transition Services have five focus areas:

1. Job exploration counseling, which includes conducting interest inventories, reviewing career websites, taking high school courses on occupations and career readiness, etc.

2. Work-based learning experiences which can include paid or non-paid work experiences in the community, volunteer work, job shadows, short- or long-term internships, on the job training, apprenticeships and employer mentoring activities.

3. Counseling on opportunities for enrollment in postsecondary education, which includes exploration of the wide range of career pathways (i.e., agriculture, manufacturing, etc.), counseling on postsecondary training opportunities including community colleges, universities, trade/technical schools, etc., and counseling to support a smooth transition from high school to postsecondary education (i.e. documenting and advocating for accommodations, identifying financial aid options, etc.).

4. Learning workplace readiness skills, which includes soft-skills training, employability skills training, social/interpersonal skills (i.e. communication, problem solving, decision making, conflict resolution, empathy, professionalism, etc.) and independent living skills training (i.e. good hygiene, money management, using transportation, time management, using technology and assistive technology, appropriate dress, appropriate behavior, etc.).

5. Self-advocacy instruction in self-awareness, disability disclosure, requesting accommodations, understanding rights and responsibilities, self-determination, etc., and mentoring including peer mentoring.

For more information, please visit this frequently asked questions document or contact your local VRS office on the regional map. Indiana ARC has also created a podcast with more information.

The Center for Deaf and Hard of Hearing Education has a comprehensive list of other resources on a multitude of topics.

For more information, please contact Sarah Kiefer, Deaf Education Coordinator skiefer@isdh.in.gov or 317-232-0971, or visit www.cdhhe.isdh.in.gov.

TACKLIN' Assessment

Guidelines for the Assessment and Educational Evaluation of Deaf and Hard of Hearing Children in Indiana

Recently revised edition now available

The Assessment Team at the Center works with all children who are Deaf or Hard of Hearing no matter how unique of a profile they may have either medically or educationally. There is a shortage of professionals who have experience working with deaf and hard of hearing individuals, which can lead to possible misidentification or dismissal of other challenges. This makes the expertise of the Center for Deaf and Hard of Hearing Education Assessment Team so critical in determining any additional variables that impact a student’s progress.

The Center is available to assist schools with in-services, consultation, observations, and assessment at no cost to schools or families. We believe in a whole child approach, including partnering with schools and families to help students meet their optimum potential.

The Guidelines for the Assessment and Educational Evaluation of Deaf and Hard of Hearing Children in Indiana were created as a resource to share our expertise with those who work with and care for Deaf and Hard of Hearing children. Additionally, you an access this resource on our website.