JSET ejournal
The Role of the Vocational
Rehabilitation Counselor in Procuring Technology to Facilitate
Success in Postsecondary Education for Youth with Disabilities
Peg Lamb
Holt Public Schools
Introduction
Business leaders across the country are clamoring for highly
skilled workers in all industries to meet the increased demands
of a technological global economy and to fill the large voids
created by the retirement of the boomer generation. The United
States Department of Education in their Strategic Plan of 1998-2000
has reported that postsecondary education is the entryway to
professional and technical training and higher wages. Thus, in
order for the U.S. to sustain the economy and remain competitive
in the world market, it is imperative that young adults pursue
some form of education and training beyond high school in order
to meet the present workforce demands and to achieve economic
independence.
According to Blackorby and Wagner (1996) youth with disabilities
are pursuing postsecondary education in greater numbers climbing
from 2.6% in 1978, to 9.4% in 1995, to nearly 19% in 1996. The
most recent statistics reported by Henderson (1999) in HEATH
Resource Center's Statistical Profile on College Freshmen indicated
that the number of students with learning disabilities enrolling
in higher education has increased 173% between the years of 1989
to 1998. In spite of students with disabilities increased access
to higher education they have met with limited success in college
programs, resulting in poor employment outcomes (Stodden, 2000).
In a survey conducted by the National Organization on Disability
(NOD, 1998) only 29% of persons with disabilities, ages 18-64
work full or part-time. This statistic becomes even more alarming
when considered in relation to the estimated size of the U.S.
population of persons with disabilities, (e.g., 10-15% of the
population or approximately 28-32 million people). Given the
present vacancies in the workforce and the projected future needs,
it is critical that persons with disabilities enter and be able
to succeed in postsecondary education and training in order to
access high-skilled jobs and compete in the workforce.
According to Burgstahler (2002), access to electronic and information
technology has the capability to facilitate positive postsecondary
educational and career outcomes for students with disabilities
thereby strengthening the possibility of their entrance into
these high skilled jobs.
Therefore, there is a compelling need for strong transition programs
and practices to address the issues of postsecondary education
and services including access to technology for youth with disabilities.
This includes mainstream computer-based technology and also assistive
technology, which is specialized hardware and software, to meet
the needs of students with disabilities. Assuring such access
and appropriate use requires the commitment and involvement of
the students, parents, policy-makers, educators, and the rehabilitation
counselor (Burgstahler, 2002). This article examines the specific
role of the rehabilitation counselor in procuring technology
for students with disabilities.
In the revision of the IDEA 1997 the definition of "transition
services" is very similar to its definition in the Rehabilitation
Act of 1992. According to Kohler (1998) the intent of aligning
these two laws was to remove the barriers to school/agency collaboration
and facilitate a coordinated transition from school to postschool
services and clear the way for the early involvement of vocational
rehabilitation (VR) counselors with high school students with
disabilities. The active involvement of VR counselors in transition
planning is crucial in assisting students with disabilities in
identifying postschool goals and the supports necessary to achieve
them, including the use of assistive technology. Collaboration
and coordination at the interagency systems level between the
secondary special education teacher, the rehabilitation counselor
and the college disabilities counselor is critical (Kohler, 1998).
Further, IDEA 1997 mandates that assistive technology be considered
at Individual Education Planning (IEP) meeting for students with
disabilities.
