TRANSITION GUIDE

A TRANSITION GUIDE TO POSTSECONDARY EDUCATION AND EMPLOYMENT FOR STUDENTS AND YOUTH WITH DISABILITIES
As previously discussed, the continuum of services available through the VR program includes: preemployment
transition services that are available only to VR eligible or potentially eligible students with
disabilities; transition services that are available to groups of students or youth with disabilities, or on an
individual basis under an approved IPE; and other VR services that are provided to eligible students and
youth with disabilities under an approved IPE.
The definitions of “student with a disability” and “youth with a disability” are listed in the Glossary of this
guide.
“Pre-Employment Transition Services” and Individualized Transition Services
“Pre-employment transition services” are offered as an early start at job exploration and are designed to
help students with disabilities that are eligible or potentially eligible for VR services identify their career
interests. These services include:
• Job exploration counseling;
• Work-based learning experiences, which may include in-school or after school opportunities, or
experience outside the traditional school setting (including internships) provided in an integrated
environment to the maximum extent possible;
• Counseling on opportunities for enrollment in comprehensive transition or postsecondary
educational programs at institutions of higher education;
• Workplace readiness training to develop social skills and independent living; and
• Instruction in self-advocacy, (including instruction in person-centered planning), which may
include peer mentoring.
As noted earlier, pre-employment transition services are only available to “students with disabilities.” For
students with disabilities who are not enrolled in an education program administered by an LEA, but who
are enrolled in other public programs, VR agencies may coordinate the provision of pre-employment
transition services for these students with disabilities with the public entities administering those
educational programs. Services arranged or provided by the VR agency should be based upon an
individual’s need and should enrich, not delay, the transition planning process, application to the VR
program, and the continuum of services necessary for movement from school to post-school activities.
Although the five distinct pre-employment transition services discussed above are only available to
students with disabilities at the earliest stage of this continuum, either in a group setting or on an
individual basis, VR agencies may provide transition services—another set of VR services in the
continuum of services—to students and youth with disabilities. Some transition services are provided to
groups of students and youth with disabilities prior to or after submitting an application for VR services.
While these group services are not individualized or specifically related to the individual needs of the
student or an approved IPE, they are beneficial and increase the student’s opportunities to participate in
activities, such as group tours of universities and vocational training programs; employer site visits to
learn about career opportunities; and career fairs coordinated with workforce development and
employers.
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