The Workforce Innovation and Opportunity Act (WIOA) amended the Rehabilitation Act of 1973 and requires Vocational Rehabilitation (VR) agencies to set aside federal funds for the provision of PreEmployment Transition Services (PTS) to “students with disabilities who are eligible or potentially eligible for vocational rehabilitation services. Pre-Employment Transition Services include five core services (Job Exploration Counseling, Work-based Learning Experiences, Counseling on Post-Secondary Education, Workplace Readiness Training, and Instruction in Self-Advocacy):
Job Exploration Counseling
Classroom instruction usually conducted within the school setting that could include: career exploration for in-demand occupations, as well as nontraditional employment; labor market trends; career interest inventories, and identifying careers of interest to the student.
Work-based Learning Experiences
Work-based learning experiences, which may include in-school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible. These will include: On Campus OJE-OJT, Community OJE-OJT, Employer Paid Work experiences, Work-Site tours to learn about necessary job skills, job shadowing, mentoring opportunities in the community, internships, apprenticeships, short-term employment, or fellowships.
Counseling on Post-Secondary Education
Counseling on opportunities for enrollment in comprehensive transition or post-secondary education programs at institutions of higher education. This would include advising students and parents or representatives on academic curriculum, providing information about college applications and admission processes, completing the FAFSA, or providing disability support services.
Workplace Readiness Training
Classroom or community-based instruction beyond that received in a work related class. This typically provides training in skill areas other than vocational development that students will need to function independently within the community. Skill areas may include, but are not limited to, use of public transportation, meal preparation, money management, household management, communication and interpersonal skills, job seeking skills, understanding employer expectations and are tailored to the individual’s needs.
Instruction in Self-Advocacy
Learning about rights, responsibilities, and how to request accommodations or services as well as being able to communicate any thoughts, concerns or needs while seeking services. Conducting informational interviews, mentoring with educational staff, employers, individuals in the community, or other areas and participating in youth leadership activities are all examples.
