The field of private rehabilitation provides exciting and challenging career opportunities. IARP Rehabilitation Case Management and Transition Services Section members work with diverse populations of people with disabilities in business, industry, government, and agency settings. The RCTS Section is an excellent resource for developing and revitalizing your professional career.
WHO ARE WE?
The IARP RCTS Section is a dynamic community of professionals who provide rehabilitation and disability case management and transition services in rehabilitation agencies, business and industry, insurance companies, schools, hospitals, government services, and private rehabilitation organizations. Our members coordinate multi-disciplinary rehabilitation services and we provide direct services to persons with disabilities, including rehabilitation case management, job placement and return-to-work coordination, vocational counseling and career assessment, independent living and community integration, benefit assistance, and ergonomic and assistive technology implementation. We consult with employers and others on regulation compliance issues, disability policy, and best practices to improve productivity and independence of people with disabilities
WHY BE ACTIVE IN THE IARP RCTS SECTION?
Rehabilitation Case Management and Transition Services practice provides a challenging and rewarding career. Participation in the IARP RCTS Section optimizes your career capabilities by offering networking opportunities with leaders in the profession, many of whom offer mentoring for new professionals. We find our strength and take pride in our diversity of practice and our entrepreneurial spirit. We collectively offer experience in bench-marking and best practices, and we are recognized for our national and international influence, as well as our commitment to the professional growth of new and present members. RCTS members are strong vocal advocates for their profession and quality standards of service delivery. We are a welcoming community where lifelong friendships and professional relationships are constantly developed and nurtured. We are committed to supporting our members through continuing education, professional networking opportunities, and the development of tools and resources to support our members and to enhance the lives of those we serve.
OVERVIEW OF THE REHABILITATION AND DISABILITY CASE MANAGEMENT
OVERVIEW OF Transition planning
Transition planning is a proactive, student-centered process that can help position a child with disabilities for success. These services are designed to be an early start at job exploration and exposure for students with disabilities that will maximize their potential to enter competitive integrated employment and should be individualized to each student's transition plan to assist them, their families and school systems in planning the movement from school to post school life. Transition planning is about fostering an environment where students with disabilities are empowered to realize their full potential to maintain fulfilling careers that build a sense of personal value, financial equity, and greater independence.
A student with a disability is an individual who is in a recognized education program, is at least 14 years of age but not yet 22 and is eligible for and receiving special education or 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. Schools are required to include a transition plan in students' individualized education programs, or IEPs, when students turn 16 years old. Transition services are part of the special education process and should be tailored to student’s aspirations, abilities, and the requirements of their educational or vocational goals.
Transition planning for students with disabilities is a critical pathway that requires the concerted efforts of local educational agencies, vocational rehabilitation agencies, parents, guardians, representatives, students, and other stakeholders. It is a collaborative method to provide services that focus on job exploration, exposure to work and determining the level of support needed for successful employment outcomes. A Vocational Rehabilitation Counselor is best suited to facilitate this collaboration having specialized knowledge of the impact of disability on employment, current employment trends, and community resources.
The 2014 Workforce Innovation and Opportunities Act (WIOA) affords State Vocational Rehabilitation programs the opportunity to provide students with disabilities who have individualized education programs or 504 plans regardless of application status with Pre-Employment Transition Services (Pre-ETS). Pre-ETS can be provided to any student with an IEP, 504, or documented disability, have been determined eligible or are potentially eligible for State Vocational Rehabilitation services, are interested in employment and who have an identified need for Pre-Employment Transition Services. The Pre-ETS services are quite prescriptive and limited to these five focus areas: (1) Job Exploration Counseling, (2) Work-Based Learning, (3) Counseling Opportunities for Enrollment in Comprehensive Transition or Post-Secondary Educational Programs, (4) Workplace Readiness Training, and (5) Self-Advocacy.
Pre-ETS may continue past high school if the individual continues their education i.e. The Transition Academy, college, or a certificate program until age 22. Pre-Employment Transition Services end when the student leaves/exit secondary or post-secondary school or when the student turns 22.