- Supporting Students with Asperger's Syndrome Who Present Behavioral Challenges
- A Brief Explanation of Discrete Trial Training
- Applied Behavior Analysis: A Focus on Outcomes
- A Challenge to Reframe our Thinking About Behavior
- Concerning Consequences: What Do I Do When...?
- Consequences, Behavior, and My Birds
- Don't Forget About Self Management
- Ever Had a Crisis Kind of Day?
- Movement Difference: A Closer Look at the Possibilities
- Movement Differences Among Some People with Autism: an Impetus to Re-Examine Behavioral Issues
- Observing Behavior Using A-B-C Data
- Positive Behavior Supports Creating Meaningful Life Options for People with ASD
- Ten Steps Towards Supporting Appropriate Behavior
- The Challenge of Combining Competing Input in the Classroom
- "Your Attitude Just Might Be My Biggest Barrier"
- Applied Behavior Analysis: The Role of Task Analysis and Chaining
- Tips for Choosing a Provider for Applied Behavior Analysis (ABA)
- What to Consider When Looking for a Qualified ABA Provider
- “If They Could Only Tell Me What They Are Thinking.” The Need for Augmentative Communication for Individuals with Autism Spectrum Disorders
- Assessment Day: Questions About the Communication Development of Your Young Child with an Autism Spectrum Disorder
- Aiding Comprehension of Individuals with Autism Spectrum Disorders During One-on-One Interactions
- Can Social Pragmatic Skills Be Tested?
- Comprehension of the Message: Important Considerations for Following Directions
- First Steps and the Journey to a Diagnosis of ASD for a Child under Three
- Functional Categories of Delayed Echolalia
- Functional Categories of Immediate Echolalia
- Initial Guidelines for Developing a Communication Intervention Plan for Individuals with Autism Spectrum Disorders and Significant Limitations in Communication Ability
- Long and Short Term Strategies for Reducing Specific Repetitive Questions
- Successfully Using PECS with Children with ASD
- Meeting the Challenge of Social Pragmatics with Students on the Autism Spectrum
- Opportunity to Communicate: A Crucial Aspect of Fostering Communication Development
- Reading with Your School-Age Child: Building Vocabulary One Word at a Time
- Social Communication and Language Characteristics Associated with High Functioning, Verbal Children and Adults with ASD
- The 21st Century Speech Language Pathologist and Integrated Services in Classrooms
- The High Functioning Person with an Autism Spectrum Disorder: A "Tourist" in His Native Country
- The Role of the School Speech Language Pathologist and the Student with Autism
- Using a Visual Support to Enhance WH Question
- Visual Resources for Enhancing Communication for Persons with Autism Spectrum Disorders and Other Disabilities
- Visual Schedules and Choice Boards: Avoid Misinterpretation of their Primary Functions
- Visual Supports: Sources for Symbols for Receptive and Expressive Communication
- What is the Picture Exchange Communication System or PECS?
- Articles - Communication
- Articles - Communication
- Articles - Communication
- Articles - Communication
- Articles - Communication
- Articles - Communication
- Articles - Communication
- PICO - A Decision Making Tool For Selecting Apps
- Helping Your Child to Develop Communication Skills
- Evidence-Based Practices for Effective Communication and Social Intervention
- Important Predictors
- The Use of Technology in Treatment of Autism Spectrum Disorders
- Collaborative Teaming
- Educational Programming
- Academic Supports for College Students with an Autism Spectrum Disorder
- Advice from Adults with Autism Spectrum Disorder to Teachers Regarding Literacy Instruction
- Advice for Peer Tutors
- Applying the Ziggurat and CAPS Model in Your School District
- Aspects of Support for Learning
- A Young Adult's Guide to Deep Breathing as a Relaxation Technique: A Personalized Fact Sheet
- Can Schedule Usage Training Include Elements of Literacy Instruction?
- Clean Up Your Act! Creating an Organized Classroom Environment for Students on the Spectrum.
- Change is Good! Supporting Students on the Autism Spectrum when Introducing Novelty
- Classroom Choreography: The Art of Scheduling Staff and Students
- Complexities of Instructional Support
- Creating a Circle of Support
- Critical Features of Early Intervention: Merging Best Practices
- Developing Long Term Relationships Between School and Parents
- Early Intervention for Young Children on the Autism spectrum: Parent’s Perspective
- Educating Students with Autism: Are There Differences in Placement?
- Establishing Long Term Goals: What Are We Hoping to Achieve
- For General Education Teachers: Helpful Questions to Ask About Students with ASD
- Get Engaged: Designing Instructional Activities to Help Students Stay On-Task
- "Ham It Up and Get It Cookin!!" Thoughts From Dr. Greenspan
- Home-School Communication
- "I Can Do It Myself!" Using Work Systems to Build Independence in Students with Autism Spectrum Disorders
- “I Wake Up for MY Dream!” Personal Futures Planning Circles of Support, MAPS and PATH
- Life After High School...So Now What
- Literacy Resources
- Lovaas Revisited: Should We Have Ever Left?
- Making the Most of Morning Meeting
- Motivating Students Who Have Autism Spectrum Disorders
- Moving from Preschool to Kindergarten: Planning for a Successful Transition and New Relationships
- Peer Support Programs
- Promoting the Educational Success of Students with Autism: The Role of the Parent-Staff Relationship
- Planning for Successful Transitions Across Grade Levels
- Practical Steps to Writing Individualized Education Program (IEP) Goals: And Writing Them Well
- Practical Recommendations for Utilizing a Range of Instructional Approaches in General Education Settings
- Recognizing Different Types of Readers with ASD
- Reframing Our Thinking and Getting to Know the Child
- Restricted Repertoires in Autism and What We Can Do About It
- School Cultures that Support Students Across the Autism Spectrum
- Service Learning: Something to Think About
- Supporting Staff Using Coaching Model
- Supporting Students with Asperger's Syndrome
- Teaching Students Who Are Low-Functioning: Who Are They and What Should We Teach?
- Theory of Mind in Autism: Development, Implications, and Intervention
- There is No Place Called Inclusion
- The Road to Post-Secondary Education: Questions to Consider
- Tips for Teaching High-Functioning People with Autism
- Tips to Consider When Including a Student with ASD in Art, Music, or Physical Education
- Transition: Preparing for a Lifetime
- Transition to Middle School
- Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another
- Understanding the Design and Power of a Personal Schedule
- Using Visual Schedules: A Guide for Parents
- Who Are We Working for Anyway? Avoiding Personal Agendas at Meetings to Better Support Individuals Across the Autism Spectrum
- Structured Teaching Strategies: A Series
- Growing Up Together
- How to Open A Combination Lock/Locker
- Supporting Youth with Autism Spectrum Disorders Through Postsecondary Transition
- Curriculum Materials and Programs for Individuals on the Autism Spectrum
- Implementation and Effectiveness of Using Video Self-Modeling with Students with ASD
- Video Self-Modeling How To and Examples
- Advocates: Qualities to Look for and Choosing the Correct One for YOU
- Considering an Overnight Camp Program for your Child on the Autism Spectrum?
- Finding or Starting a Support Group
- Making the Most of the Holidays for Your Family and Your Son/Daughter on the Autism Spectrum
- Selected Bibliography for Families of People within the Autism Spectrum
- Selected National Resources for Information on Autism Spectrum Disorders
- Selected Resources for Understanding and Supporting Siblings
- Setting the Stage for Parent-Professional Collaboration
- Siblings Perspectives: Some Guidelines for Parents
- What About the Dads?
- When Your Child is Diagnosed with an Autism Spectrum Disorder
- What to Do If You Suspect Your Son/Daughter Might Have an Autism Spectrum Disorder
- For Parents: Preparing for the School Year
- Self Help/Medical
- Teaching a Young Man to Shave
- An Introduction to Possible Biomedical Causes and Treatments for Autism Spectrum Disorders
- The "M" Word
- Mealtime and Children on the Autism Spectrum: Beyond Picky, Fussy, and Fads
- Good Night, Sleep Tight, and Don’t Let the Bed Bugs Bite:
- Taking Your Son/Daughter with an Autism Spectrum Disorder to the Dentist
- Teaching a Young Woman to Shave
- Anxiety and Panic Struggles
- Anxiety and Autism Spectrum Disorders
- Having THE Talk with Your Child with ASD
- General Information
- Assessment Processes for Autism Spectrum Disorders: Purpose and Procedures
- Autism Awareness Month: Facts and Tips for Working with Individuals on the Autism Spectrum
- Diagnostic Criteria for Autism Spectrum Disorder
- Diagnostic Criteria for Social (Pragmatic) Communication Disorder
- Disability Information for Someone who has an Autism Spectrum Disorder: A Customized Example
- Getting Started: Introducing Your Child to His or Her Diagnosis of Autism or Asperger Syndrome
- Increasing Incidence of Autism Spectrum Disorders Continues in Indiana
- Standardized Tests and Students with an Autism Spectrum Disorder
- Article 7, Title 511
- What’s in a Name: Our Only Label Should Be Our Name: Avoiding the Stereotypes
- For Physicians: Diagnosing Autism Spectrum Disorders and Working with Schools
- Behavioral Issues and the Use of Social Stories
- How to “Lose the Training Wheels:” A New Way to Teach Bicycle Riding
- Living in Fear: Anxiety in Adolescents with Autism Spectrum Disorders
- Local Community Resources to Enhance Activities
- Making (and Keeping) Friends: A Model for Social Skills Instruction
- Making Camps Accessible for All
- Play in the Lives of Young Children with Autism
- Play Time: An Examination Of Play Intervention Strategies for Children with Autism Spectrum Disorders
- Social Activity Groups: Another Approach for Helping to Bridge the Friendship Gap
- Teaching Social Skills through Theatre
- The Collective Outcomes of School-Based Social Skill Interventions for Children on the Autism Spectrum
- The Value of Movement Activities for Young Children
- We All Need Exercise
- Finding a Friend in School
- Bullying and Students on the Autism Spectrum
- Incorporating Typical Peers Into the Social Learning of Children with Autism Spectrum Disorders
- Articles by Temple Grandin
- An Inside View of Autism
- Choosing the Right Job for People with Autism or Asperger's Syndrome
- Evaluating the Effects of Medication
- Genius May Be an Abnormality: Educating Students with Asperger's Syndrome, or High Functioning Autism
- Making the Transition from the World of School into the World of Work
- Social Problems: Understanding Emotions and Developing Talents
- Teaching Tips for Children and Adults with Autism
Vocational Rehabilitation Services
Contributed by Marci Wheeler, M.S.W., Indiana Resource Center for Autism
Vocational Rehabilitation (VR) is a state program which assists people with disabilities to obtain services that help them prepare to obtain and maintain employment. The program is administered by the Bureau of Vocational Rehabilitation Services (VRS) under the authority of the Indiana Family and Social Services Administration (FSSA). Eligibility for VR services is based on state and federal requirements.
There are guidelines to determine the services provided and the amount VR can pay for certain services. VR funds can only be used for services, equipment, and other assistance that is absolutely necessary for participation in the program and for obtaining successful employment.
In Indiana, legislation has focused on regulations and policies that help facilitate collaboration between schools and vocational rehabilitation services for students who might be eligible for VR Services. At a minimum, vocational rehabilitation counselors can be invited to the case conferences of students who are juniors and seniors.
A formal application for VR services is usually made in the second semester of the student’s junior year in January or February. A student does not have to be receiving special education services to qualify for the VR program. Anyone age 16 or older can contact the local VR office themselves, or if still in school, ask their school counselor to refer them to speak with a VR counselor and/or submit an application for services.
Eligibility for VRS
As part of the application process, the individual (or parent if the individual is under 18 years old) gives permission for the VR counselor to obtain existing evaluations and reports from medical, educational and employment sources. This information will be used to determine eligibility. If this information is not available and/or does not reflect the individual’s current condition, the VR counselor will ask for a combination of diagnostic tests and evaluations to be done at no cost to the applicant.
An individual is eligible for VR services if:
- He or she has a physical or mental impairment that substantially interferes with the ability to prepare for, enter, engage, or retain employment; and,
- Vocational Rehabilitation services are required for the individual to become employable.
A determination of eligibility should be made within 60 days from the date of application unless notification is given that unforeseen circumstances beyond the agencies control have prevented a decision from being made.
Ineligibility and Appeals
If an individual is found not eligible for VR services, they will be notified in writing. If an individual is ineligible for the VR program, the VR counselor may be able to make a referral to other programs and agencies. A person who is found not eligible for the VR program has the right to apply at a later date if they feel their circumstances have changed. A person who is found not eligible may also appeal this decision.
The VR counselor must explain the appeal process. A request for appeal can be made verbally or in writing and must be made within 15 days from the date of the decision (the original ineligibility decision). After an appeal is requested, a VR area supervisor will provide a Request for Hearing form that must be completed. An administrative Hearing must be held within 45 days after the Request for Hearing form is received by VRS. The hearing may be delayed by either party with good cause. A person can be represented by legal counsel or any other person of their choosing. Indiana Protection and Advocacy Services (IPAS) has a Client Assistance Program (CAP) which can assist individuals with concerns about the VR program while seeking services and/or appealing a decision from VRS. CAP services are free.
More information on Indiana Protection and Advocacy Services can be found at their website http://www.in.gov/ipas/. Information to contact IPAS directly is as follows:
Indiana Protection and Advocacy Services
4701 North Keystone, Suite 222
Indianapolis, IN 46205
1-317-722-5555 or 1-800-622-4845 Voice
1-317-722-5563 or 1-800-838-1131 TTY
Services Available from VRS
Once an individual is found eligible for the VR program, the individual and the VR counselor develop an Individualized Plan for Employment (IPE). The IPE will contain the employment outcome goals based on the individual’s unique abilities, interests, strengths, priorities, and concerns. The IPE will also list the services to be provided and who will provide the services along with times frames and methods to use to evaluate progress.
The individual and the VR counselor sign the IPE indicating there is agreement. The IPE is reviewed at least once a year, or more if needed. When reviewing the IPE, changes may be made if necessary. Any changes must be put in writing.
Services provided if determined appropriate can include, but are not limited to:
- Diagnostic testing and assessment to determine eligibility for VR services and also to determine needs.
- Vocational counseling and guidance.
- Job related services including job search and placement assistance.
- Vocational, on the job, and other training services.
- Treatment for physical, mental, and emotional impairments which are considered a substantial impediment to employment.
- Transition services for students to help make the transition from school to work.
- Rehabilitation technology including telecommunications, sensory, and other assistive devices and aids.
- Placement assistance and follow-up.
- Supported Employment.
Limited post employment services may be provided. This is determined on a case by case basis.
To access information on Vocational Rehabilitation Services and to find the nearest office, go to their website at http://www.in.gov/fssa/ddrs/2636.htm or call (317) 232-1319.
Wheeler, M. (2008). Vocational rehabilitation services. Bloomington, IN: Indiana Resource Center for Autism.