Frequently Asked Questions

The IEP team should always consider a referral to DVR for students with post-school goals towards employment or postsecondary education and/or training.

A referral to DVR:

• May be initiated by anyone, at any time. Typically, referrals come from teachers, the student themselves, or family members.
• Should be made no later than the student's last year of high school, or younger if the student is willing and available to participate in developing a plan to go to work.
• If the student is considering postsecondary education or training the referral should be early enough to allow adequate time for research, planning, and application.

Any student with a disability may qualify for DVR services. Examples of disabilities include, but are not limited to:

Mild conditions such as hearing loss, a speech impairment, asthma/allergies

Physical limitations that preclude the student from some activities

Emotional or mental health conditions

Impairments in social interactions

Learning disabilities

Moderate visual impairments

Cognitive limitations or intellectual disabilities

Youth that may be identified as "high-risk" who may experience disabilities that have not yet been identified

DVR approaches everyone as an individual who can work if they have the right supports. Please do not try and guess if a student is eligible. The best course of action is to refer any student you think might benefit from DVR services.

DVR counselors would like to attend all IEP meetings. Unfortunately scheduling that is difficult, especially if the counselor doesn't know the student yet. Referring a student to the DVR counselor can start the process and make future IEP meetings more productive.

The initial meeting between a student and DVR counselor is to establish rapport and gather information.

The DVR Counselor is interested in understanding:

The nature of the disability, how it affects the student, and any helpful accommodations.

The student's interest in going to work.

The student's career interests and abilities.

The student's willingness and availability to participate.

Gather basic information (SS#, address, DOB, family history, involvement with the legal system, etc.).

The teacher's knowledge of the student can provide helpful insight!

Teachers, and parents, can help ensure the connection with DVR is successful. Helpful hints:

Remind the student of appointments.

Assist the student with completing necessary paperwork and signatures.

It is beneficial if you can attend with the student until a relationship with the counselor is established. Teachers can encourage the student to talk about themselves and also provide additional information about the student.

DVR Eligibility can be confusing because it is extremely individualized. Teachers should refer students they think need help. The DVR counselor will take care of the eligibility part.

The VR Counselor collects enough documentation to determine that a student:

Has a physical, sensory, or mental impairment that results in a substantial impediment to employment.

Requires VR services to achieve employment.

Can benefit from VR services by achieving competitive integrated employment that is consistent with their unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice.

School records, such as the ESER, can sometimes be the only documentation a VR counselor needs to determine eligibility. DVR will pursue other documentation and can pay for someone to assess the student's disability, if needed.

Eligibility is never based on: Income - There is no financial needs test for eligibility.

Unrealistic Career Goals - We can help the student identify an employment outcome they can realistically achieve.

Type of disability - We want to know if there is a disability, does it cause the student issues, and can they benefit from our services.

DVR Timeline