vocational-rehabilitation-leaders-perceptions

VOCATIONAL REHABILITATION LEADERS' PERCEPTIONS OF COLLABORATION WITH CHILD AND ADULT MENTAL HEALTH FOR SUCCESSFUL EMPLOYMENT OUTCOMES IN TRANSITION-AGE YOUTH Maryann Davis Anwyn Gatesy-Davis Learning & Working RRTC, Transitions ACR, Department of Psychiatry, UMass Medical School Affiliation(s) March, 2018 The Transitions to Adulthood Center for Research Acknowledgements The mission of the Transitions to Adulthood Center for Research is to promote the full participation in socially valued roles of transition-age youth and young adults (ages 14-30) with serious mental health conditions We use the tools of research and knowledge translation in partnership with this at risk population to achieve this mission Visit us at: http://www.umassmed.edu/TransitionsACR The contents of this presentation were developed with funding from the National Institute on Disability and Rehabilitation Research, and the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, United States’ Department of Health and Human Services (NIDILRR grant number 90RT5031) NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS) The content of this presentation does not necessarily represent the policy of NIDILRR, ACL, HHS, and you should not assume endorsement by the Federal Government The Transitions to Adulthood Center for Research Collaborators & Thanks • Nancy Koroloff, Pathways RRTC, Portland State University • Joseph Marrone, Institute for Community Inclusion, UMass Boston • Martha Castro, Raphael Mizrahi, Learning & Working RRTC, UMass Medical School Special thanks to • John Connelly, JD, Director of Research & Grants, Council of State Administrators of Vocational Rehabilitation • Gwen White, Healthy Transitions Team Lead, Now is the Time Technical Assistance Center • VR agency leaders – who took time to participate in these interviews The Transitions to Adulthood Center for Research Workforce Innovation & Opportunity Act P L 113-128 • Streamlines U.S workforce-related programs, including programs for individuals with disabilities • Passed in 2014, final rules for implementation 2016 • Designed to provide high quality, continuous, & seamlessly delivered services for youth (14-24 year olds) • beginning with career exploration and guidance • support for educational attainment • opportunities for skills training in in-demand industries/occupations • culminating with a good job along a career pathway The Transitions to Adulthood Center for Research Workforce Innovation & Opportunity Act cont’d • Vocational Rehabilitation (VR) system is responsible for individuals with disabilities • Workforce system as a whole mandated to be accessible to people with disabilities • “Youth with a disability” aged 14-24 • “Student with a disability” • enrolled in secondary or postsecondary education • meets age requirement for the provision of transition services in the state (typically ages 16-21) • receives special education and related services under the Individuals with Disabilities Education Act (IDEA) • OR is an individual with a disability for purposes of section 504 of the Rehabilitation Act of 1973 The Transitions to Adulthood Center for Research Workforce Innovation & Opportunity Act cont’d • VR system will provide Pre-Employment Transition Services to students with disabilities, minimally includes; • Job exploration counseling • Work-based learning experiences, • in-school or after school opportunities • experience outside the traditional school setting (including internships) • Counseling on opportunities for enrollment in comprehensive transition services or post-secondary education programs • Workplace readiness training to develop social skills and independent living • Instruction in self-advocacy, may include peer mentoring • For youth with disabilities • 50% of VR’s supported employment program allotment for provision of Supported employment services to youth with the most significant disabilities The Transitions to Adulthood Center for Research Challenges for VR • Poor connections through special education •