Eligibility

You are eligible if:

• You receive Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI); or
• You have a disability that makes it hard to get ready to work, find a job, and keep it. VRS considers how the disability affects you and if services can help.

After your application is submitted, VRS has 60 calendar days to decide if you are eligible.

Students should apply for VRS at the beginning of 11th grade. If you have an IEP or 504 plan, contact the VRS counselor assigned to your school.

You can also apply if you are an adult who is not in school. You must attend a VRS orientation at your local Minnesota Workforce Center or VRS office. You must fill out an application.

Find your local Workforce Center at careerforcemn.com/locations or call 888-GET-JOBS (888-438-5627).

VRS cannot always help everyone eligible for services. There are limited resources. Federal law requires first helping people with the most severe disabilities. There may be a waitlist.

VRS Counselors

VRS counselors help develop an Individualized Plan of Employment (IPE). The plan helps identify work goals, service needs, and who provides services.

Counselors will make sure your IPE is:

• Complete;
• Provides services needed to reach your goals; and
• Leads to a job.

• Meet with you to determine progress on the plan.
• Offer a list of community partners that can provide additional services.

Services Provided by VRS

Job Preparation

• Informational interviewing and career exploration
• Interest and ability testing
• Vocational evaluation and planning
• Career counseling and guidance

Find a job

• Support in searching and applying for jobs
• Job counseling
• Job placement 

Support for keeping a job

• Job-site assessment and accommodations
• Assistive technology and devices

Additional VRS Services through Community Partners

• Medical and psychological testing
• Work experience while still in high school
• Training and education after high school
• Skills training. This may include:

• On-the-job training
• Formal classroom education

• Job coaching
• Supported employment

Payment

Your gross income determines how much you pay for certain services. VRS has a specific process for determining how much you may pay for services.

There is no charge for services if you receive SSI, SSDI, General Assistance (GA), Minnesota Family Investment Program (MFIP), Temporary Assistance for Needy Families (TANF), or have limited income.

Free VRS services:

• Counseling
• Vocational evaluations
• On-the-job training
• Job coaching

VRS can help pay for:

• Tuition
• Books and school supplies
• Equipment and assistive technology
• Fees

After you find a job, VRS services may continue for 90 days. After this time, VRS will close your case. You or your guardian may think you need extended services. You will need to register with a provider that offers extended employment services.

Appeals

You have the right to appeal. Reasons for appeals:

• Eligibility decisions
• Service denial
• Denial of a chosen service provider

Resources

• Disability Benefits 101
• MN Vocational Rehabilitation
• Arc Guide to Vocational Rehabilitation Services (VRS) – PDF

For further information or advocacy services, contact The Arc Minnesota at 833.450.1494 or visit www.arcminnesota.org. (Please note: This document is not legal advice. No information should replace the advice of an attorney.)

All rights reserved (c) 2020 The Arc Minnesota. Document updated August 2020.

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Transition is considered academic programing for student’s grade 9 through age 21. Attention toward adult life is considered during this time, with focus on independent skills needed in high school, post-secondary education, employment and daily living activities. The Arc helps families navigate the change into adult services.

Please note that this is a general list of ideas for students ages 14 – 21. Activities will vary depending on the needs of the student.

There are a variety of Arc Guides that provide more information on services, programs and options. Check out all Arc Guides in the Learning Center.

The Transition Process: Ages 14 – 16

General

• Beginning at grade 9, the student must be invited to participate in the Individualized Education Program (IEP) process and must have a Personal Learning Plan.
• Work with the school to complete a good, comprehensive transition assessment.
• Expand the IEP team to include additional members who can offer information on planning for the adult world for the student. This may include a county case manager and vocational rehabilitation counselor.
• Review the school catalog for offered classes. Consider the full range of classes and extracurricular activities when planning schedules. Think about and plan for courses required for post-secondary education.
• Develop transition goals for both academic and functional (everyday living) needs. The IEP should include courses of study based on transition needs and goals.
• The IEP should include goals to develop skills fostering independence. IEP goals should address needs in the areas of employment, post-secondary training and learning, home, independent living, and safe and healthy sexual choices.
• Budgeting and banking skills should be addressed and developed if needed.
• Explore future planning processes that focus on the student and what they want for their future. (The Arc Minnesota offers multiple Person-Centered Planning processes to help students and families consider options.)
• Explore eligibility for Medical Assistance and Social Security benefits.
• Request a MnCHOICES assessment from the county if not already done this. This assessment assists to determine service options.
• Encourage the development of self-advocacy skills. Help the student understand his/her own disability and how to communicate their needs to others. Could the student benefit from joining a self-advocacy group?

Employment

• Explore career options and include career planning goals in the IEP. Assess skills and interests and develop a career plan.
• Determine and develop skills related to completing job applications accurately, creating resumes and seeking employment.
• Visit the Disability Benefits website: www.db101.org . Complete the School and Work Estimator and a Get Smart School tool kit.
• Obtain a volunteer position. Discuss family and friend connections for potential volunteer and employment opportunities for the student.
• Determine potential employment options in the community.

Post-Secondary Training and Learning Opportunities

• Explore post-secondary options with the IEP team and Vocational Rehabilitation counselor, and document decisions on the IEP.
• As an IEP team, discuss a potential graduation date for the student, – 18, 19, 20 or 21 years of age?

Recreation, Leisure and Community Participation

• Identify the student’s interests in recreation and leisure activities within the community. Determine what needs, if any, should be addressed on the IEP.
• Determine transportation options and how the student will get around in the community.
• Determine need for education on healthy relationships and sexuality. Develop plan to address needs.

The Transition Process: Ages 16-18

General

• Review activities from ages 14 – 16. Are they completed? Is more information needed? Is there more work to be done?
• Determine what college entrance exams are required. Determine and apply for required test accommodations. Determine need for testing preparation sessions. These may be offered at the school or in the community.
• Explore eligibility for Medical Assistance and Social Security benefits. Be aware that eligibility can change when a student becomes 18.
• A student must be informed at the annual IEP meeting that rights belonging to the parent will transfer to the student at age 18, unless a legal guardian is obtained.
• Obtain a state identification card (which can be a driver’s permit, license, or state ID card).
• Learn about alternatives to guardianship and guardianship.
• Obtain information on school timelines for graduation including taking graduation pictures, announcements, cap and gown, class party, and senior class picture.
• Prepare a transition portfolio – including evaluation reports, transcripts, test scores, current IEP, medical records, interest inventories, extra-curricular activities, etc.

Employment

• Create a list of references from school, personal, and professional contacts.
• Explore paid job options. Apply for a job.
• In the transition portfolio, add references, a template of a completed job application, and a list of skills that have been acquired.
• Have the student conduct informational interviews. The student can meet with individuals who have careers he/she is interested in. Connect student with mentors in their interest areas.
• Expect student will work in competitive, integrated employment. Consider more restrictive options if necessary (supported employment, enclaves, day training and habilitation).
• Determine the need for direct teaching time on “soft employment skills” (greeting people, eye contact, attendance, interacting with employer, employee and general public, etc.).

Post-Secondary Training and Learning Opportunities

• If the student will not graduate and leave school after completing their senior year, identify postsecondary training transition programs.
• Attend college and resource fairs.
• Identify options for colleges, vocational, or technical schools. Tour potential schools; determine entrance requirements; talk to staff in the disability services office.
• Determine financial needs for post-secondary options.
• Identify and keep a list of supports and services that might be needed in post-secondary settings, including assistive technology. Learn about Section 504 and how the rules governing those programs can help the student.

Home and Independent Living

• Consider requiring the student to perform household and community chores that are required for future housing options.
• Determine the need for post-high school supports at home, school and community.
• Begin a conversation with the student about what kind of housing they desire after high school. Discuss where the student would like to live, if they would like to live with someone, and what their dream looks like.
• Recreation, Leisure and Community Participation
• Explore transportation options. Develop public transportation skills or take driving lessons.

The Transition Process: Ages 18-21

General

• Review activities from ages 14 – 16, and 16 – 18. Are they completed? Is more information needed? Is more work to be done?
• Develop a financial plan based on after graduation plans. This should include short term and long term needs.
• Explore future planning processes that focus on the student and what they want for their future. The Arc Minnesota offers multiple Person-Centered Planning processes to help students and families consider options.
• Obtain a summary of performance from the school IEP case manager when exiting school services. Upon graduation, the school must provide the student with a summary of his/her academic achievement and functional performance. This must include recommendations on how to assist the student in meeting the postsecondary goals.
• Many school districts have transition fairs which provide students and parents with information on adult services. Find out if there is a transition fair in your district, or attend one in a neighboring district.

Employment

• Continue goals and classes directly related to career field of interest.
• Meet with Vocational Rehabilitation Services (VRS). Counselors assist persons in vocational assessments and other employment supports. Ask your IEP team or contact your local Workforce Center.

Post-Secondary Training and Learning Opportunities

• Monitor post-secondary application deadlines, including financial aid deadlines.
• If planning on a post-secondary class/program, register with the school’s disability office by the end of high school senior year.
• At age 18, all males must register with the Selective Services. You can register or find more information on registration at www.sss.gov. Many high schools can also register students.

Home and Independent Living

• Identify and explore future housing options.
• Recreation, Leisure and Community Participation
• Register to vote.
• Join community groups based on recreation and leisure interests.

Download PDF

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Securing skilled, talented and qualified people with disabilities can impact your company’s competitive advantage and workplace morale.  Your leadership is crucial to the productivity, enjoyment and overall experience of all employees at your company. By introducing some important concepts into your work culture, you can help ensure a positive experience for all of your employees.

Lead by Example and Encourage People-First Language:

• People-First Language highlights the person, not the disability. By placing the person first, the disability no longer defines the person, but is one of several aspects just like gender or ethnicity. (See guide to People-First Language).
• Discourage and speak out against any bullying, harassing or negative behavior in the workplace.

Team Building:

• Be certain to involve your team member with a disability with staff trainings, team building activities, team meetings and/ or company social events. Encourage interactions between employees with disabilities and their co-workers during staff meetings and trainings incorporating group activities that involve interacting with others. Sometimes people worry about a person with a disability not being able to participate fully in an activity or assume that they would not want to attend which leads to them not being invited.
• When planning meetings, staff training or other events, try to anticipate accommodations for the employee with a disability. If there is a concern about accommodations needed, discuss with the employee with a disability prior to the event.  Transportation can create challenges for some people with disabilities who may rely on public transportation. Schedule off-site events near a bus line or in close proximity to the office are ways to support participation by employees with disabilities

The Physical Office Environment:

• Keep hallways and office spaces clear from excess clutter to ensure ease of movement around and access to equipment such as fax machines, copiers and printers.
• Provide accessible restrooms, drinking fountains and telephones. If such facilities are not available, be ready to offer alternatives, such as a private restroom, or a desk phone.

Communication:

Distribute company information, announcements or events through more than one method of communication such as email and a print flyer to include people who may understand information in differing ways.

Provide disability awareness training in your workplace

Hire qualified people with disabilities

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People with disabilities are – first and foremost – people who have individual abilities, interests and needs. They are moms, dads, sons, daughters, sisters, brothers, friends, neighbors, coworkers, students and teachers.  About 54 million Americans — one out of every five individuals — have a disability. Their contributions enrich our communities and society as they live, work and share their lives.

Words are powerful. The words we use to refer to people shape our beliefs and ideas about them. Old and inaccurate ways we describe people with disabilities support negative stereotypes and prejudiced attitudes. Like gender and ethnicity, disability is one of many characteristics of being human. When we use labels to describe a person we devalue and disrespect them as individuals. Our words both define and reflect our everyday life and can promote positive attitudes about persons with disabilities.  A critical consideration in communicating with and about people with disabilities is the use of “People-First Language.” People-First Language highlights the person, not the disability.  By placing the person first, the disability is not the thing that defines the individual, but one of several aspects just like gender or ethnicity. People-First Language is not about political correctness, it is about good manners and respect.  It eliminates generalizations and stereotypes, by focusing on the person rather than the disability.[1]

The following chart lists some examples of how to use people-first language and also lists some preferable disability related terms in place antiquated terms:

Instead of this:                                                                  Say This:

Sarah is autistic                                                                 Sarah has autism

Ben is confined to a wheelchair                                          Ben uses a wheelchair

Retarded, handicapped, crippled                                       A person with a disability

Brain damaged                                                                  A person with a brain injury

She can’t/or she has problems with…                                 She needs or she uses…

Handicapped parking                                                         Accessible parking

As you can see in the chart above, some of these wording changes are minor, but they change the emphasis of the statement dramatically. Let’s look at the first example: “Sarah is autistic.” This implies that autistic is who Sarah is, that having autism entirely defines her – but we know that is not true. By instead saying “Sarah has autism” we are acknowledging Sarah as a person first and as a person she does happen to have autism, but we are not using that disability label to try and define and limit who she is.

[1] Adapted from “What is People First Language” by The Arc. http://www.thearc.org/page.aspx?pid=2523

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There are many powerful myths that exist about people with disabilities in the workplace. Perhaps you have heard some of them at your place of work? You may have even thought of them yourself. There are a number of beliefs about people with disabilities in our culture, where they should and should not be and what they can and cannot do. Many of these beliefs are false, or at least cannot be said to broadly apply to people with disabilities.

Here are some realities employers have found in hiring people with disabilities:

Reality: On the whole people with disabilities in the workplace prove to be highly reliable and conscientious employees. People with disabilities bring unique skills and perspectives to the work environment.

Reality: Many employers have found that people with disabilities in their companies have found positions that were a good skills match, some of which were challenging positions to fill and have excelled.

Reality: Workplaces benefit from the diversity of experience that people with disabilities bring. Some employers have mentioned that people with disabilities in their organizations have ended up being some of the most well liked employees in their workforce and a boost to overall staff morale.

Reality: A diverse workforce is reflective of the world we live in. Companies that include people with disabilities increase their competitive advantage.

Reality: With a generation of workers beginning to retire, people with disabilities represent a large talent pool that is largely untapped. People with disabilities have abilities, skills and talents that can benefit businesses and people with disabilities have made it known that they are willing and able to work.

Reality: There is little to no extra expenses for employers hiring people with disabilities. Not all people with disabilities will require an accommodation and most accommodations provided by employers are low cost.

MORE ABOUT ACCOMMODATIONS

Sometimes employers become nervous when hearing the term accommodations, envisioning them to be costly and hard to provide; a burden on their business. However, a person with a disability may not require an accommodation at all and research shows that often accommodations are low-cost and simple such as rearranging a workspace or allowing some flexibility in work hours.

According to the Americans with Disabilities Act a reasonable accommodation is defined as any change or adjustment to a job, the work environment, or the way things usually are done that would allow an individual with a disability to apply for a job, perform job functions, or enjoy equal access to benefits available to other individuals in the workplace.

The reality is that there are a wealth of qualified candidates that can help meet the needs of your business. Some of these qualified candidates may have a disability and a simple accommodation may be all that is needed in order to support this person in contributing to your company.

Additional Resources:

Job Accommodation Network

www.askjan.org

A free consulting service designed to increase the employability of people with disabilities by:

• Providing individualized worksite accommodation solutions
• Providing technical assistance regarding the American with Disabilities Act (ADA) and

other disability-related legislation

• Educating callers about self-employment options.

Disability Information

www.disability.gov

This user-friendly website contains links to information of interest to people with disabilities,

their families, employers, service providers and other community members.

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Introduction

People with disabilities can be a strong asset to your business, bringing new perspectives and dedication to the job. Companies that hire people with disabilities are tapping into a pool of skilled, dedicated workers and taking further steps to build a diverse workforce that is reflective of the world in which we all live and work. This document will offer an overview of disability and tips for interacting with and supporting people with disabilities in the workplace.

About Disability:

An estimated 56.7 million people in the United States – 1 out of every 5 people – have some form of disability. The term disability is an umbrella term which includes a variety of limitations any person may experience in their lives.

An estimated 4.6 million people are impacted by Intellectual and Developmental Disabilities (I/DD) . A person with an intellectual or developmental disability may or may not experience a physical limitation as a result of their disability. The effect of a person’s disability varies with each person, just as range of abilities varies considerably among all people. Most people with I/DD have been unemployed or underemployed despite their ability, desire, and willingness to work. The primary reason is the belief that people with I/DD cannot work or are not interested in work which is not the case.

Hidden Disabilities:

Well known intellectual and developmental disabilities such as Down Syndrome or Cerebral Palsy are familiar to many people. Also, it is common for people to have interacted with a person with a physical disability, such as a person who uses a wheelchair for mobility. Not all disabilities are obvious and you may have interacted with someone who has a disability and not known. These types of disabilities are often referred to as hidden disabilities. Certain intellectual disabilities, Epilepsy, some Autism Spectrum Disorders and Dyslexia are all examples of hidden disabilities. These disabilities may not be noticeable and may only impact a narrow aspect of a person’s life. A person may learn to compensate for such a disability or may ask for an accommodation to support them at their work. A person with a hidden disability may or may not choose to disclose this disability to others. If a person does disclose that they have a disability do not make assumptions about how this will affect their ability to perform their job. Many people with disabilities are successful in their jobs with minor accommodations needed and other times with no accommodations.

Interacting with a Person with a Disability – The Basics:

Disability is a natural part of the human experience. Any one of us or any person you know could become disabled at any time. Yet, if you do not regularly interact with a person with a disability you may have some anxiety about it. Perhaps you are worried about doing or saying the wrong thing? You are not alone. Here are some tips that will help you in interacting with a person with a disability:

1. RELAX – DON’T OVERTHINK IT
A person with a disability is aware that they have a disability and they also understand that people are unsure and sometimes uncomfortable. Try to act naturally, use your normal voice, and give the same sort of personal space you normally would with anyone. Most people with disabilities don’t mind answering questions about their disability but refrain from asking overly-personal questions that you wouldn’t ask of a non-disabled person.

2. ASK BEFORE YOU HELP
If you notice that someone has a physical disability and you are concerned that they may need assistance, ask him or her if they need help. A person may decline help either because they don’t need it or because what you are attempting to do isn’t actually helpful.

3. DO NOT LEAN ON A PERSON’S WHEELCHAIR.
This would be the same as approaching a person without a disability and leaning on their shoulder. Wheelchairs are an extension of a person’s body.

4. ASSUME COMPETENCY
Never assume a person with a disability is unable to perform a task or that they are unable to understand. People with disabilities have a wide range of skills that differ from person to person.

5. SPEAK PLAINLY
Use concrete, straightforward speech and do not talk down to a person with a disability or speak overly slow or overly loud. If the person you are speaking to needs you to speak slower, or to say something in a different way they will most likely tell you. Never use child-like speech or voice tones when addressing an adult with a disability.

6. SPEAK DIRECTLY TO THE PERSON
If a person with a disability has a support person, companion or interpreter with them, address the person with the disability directly. Do not address questions to the support person at the exclusion of the person with the disability.

7. GIVE FULL AND PATIENT ATTENTION
When talking with a person who has difficulty speaking, be prepared to offer extra time. If necessary ask questions that can be answered with short responses. Repeat what you understand and if there is something they said that you did not understand, ask them to repeat it.

8. THE “R” WORD
The term retarded is considered very offensive. Don’t use it. The terms crippled & handicapped are also not preferred as these are antiquated terms. Rather than saying “a handicapped person” instead say “a person with a disability.” Think of the person first, not the disability label. See the guide to people first language for more information on this.

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