Position Paper
The Pennsylvania Rehabilitation Council was created pursuant to 1992 Amendments to the Federal Rehabilitation Act of 1973. Under this act, the Council reviews, analyzes, and advises the Office of Vocational Rehabilitation. A representative of Individuals with Disabilities Education Act (IDEA) is required as a member of the Council.
The Pennsylvania Rehabilitation Council also provides a formal structure through which service recipients and their advocates may participate in the development and oversight of policies programs and services that affect the employment goals of persons with disabilities. Transition from Special Education to Vocational Rehabilitation and/or employment has been an area of interest since the Council's inception. In the 1998 amendments, all State Rehabilitation Councils received a federal mandate to address transition issues.
The Rehabilitation Act and the Individuals with Disabilities Education Act require the involvement of VR counselors for eligible students transitioning from school. "The decision of Congress to emphasize transition is consistent with its decision in 1986 to amend the Rehabilitation Act to create a supported-employment program for people with severe disabilities." One of the primary purposes of IDEA is to "***ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living ***" [§ 300.1(a). Section 701 of the Rehabilitation Act of 1973 describes the philosophy of consumer control, peer support, self-help, self-determination, equal access, and individual and system advocacy, in order to maximize the leadership, empowerment, independence, and productivity of individuals with disabilities, and the integration and full inclusion of individuals with disabilities into the mainstream of American society. Because many students receiving services under IDEA will also receive services under the Rehabilitation Act, it is important, in planning for their future, to consider the impact of both statutes (IDEA - Appendix A, III).
In order to insure that no child is left behind, every student needs to be identified and serviced properly, to allow future transition into employment, education/training and independent living.
The Pennsylvania Rehabilitation Council, considering the need of the disability community and all the young adults still in Special Education programs, is requesting special attention be paid to the strengthening of the language involving the Transition Coordinator's position. It is of the utmost importance that those selected to fill this position be knowledgeable about employment, placement and vocational rehabilitation theory and practice. We also believe that schools, along with all the departments and agencies involved in transition should be required to work together and at an earlier time in the student's transition.
In order to effectively plan for and support students, families, advocates, educators and Rehabilitation Counselors, the act should include statements, standards and regulations that are clear, easily understood and require the spirit of collaboration and partnerships. Without this clarity, education will be perceived as creating a convoluted, burdensome process to delay meeting its responsibilities to students with disabilities.
Therefore the Council supports the following recommendations:
Dated: March 2004
Pennsylvania Rehabilitation Council
1902 Market Street Camp Hill, PA 17011
voice:717-975-2004
tollfree:888-250-5175
fax: 888-524-9282
tty: 888-559-2658
email: racucpca@parac.org