Creating a 21st Century Workforce (84.421F)

The purpose of the Disability Innovation Fund (DIF) Program, as provided by the Consolidated Appropriations Act, 2023 (Pub. L. 117-328), is to support innovative activities aimed at increasing competitive integrated employment (CIE) as defined in section 7 of the Rehabilitation Act of 1973 (Rehabilitation Act) (29 U.S.C. 705(5)) for youth and other individuals with disabilities.

The Creating a 21st Century Workforce grant funds model demonstration projects designed to develop, implement, refine, evaluate, and disseminate, for easy adoption, new or substantially improved model strategies or programs to transition youth and adults with disabilities to competitive integrated employment (CIE) in any one of five topic areas or sixth field-initiated topic area that includes the opportunity to address more than one topic.

Topic Areas

• Topic Area 1: Broadening access to advanced technology careers and creating a 21st century workforce of youth and/or adults with disabilities leading to CIE
• Topic Area 2: Innovative applications of advanced technology to support youth and/or adults with disabilities leading to CIE
• Topic Area 3: Justice-Involved Youth with Disabilities: Early intervention and reintegration from the juvenile justice system to the community, leading to CIE
• Topic Area 4: Early intervention and workforce reintegration strategies for youth and/or adults with acquired disabilities that lead to CIE
• Topic Area 5: Early intervention and workforce reintegration strategies for disconnected youth and/or disconnected adults with disabilities that lead to CIE
• Topic Area 6: Field Initiated (For example, an applicant could apply under topic area 6 with a proposed project that combines topic area 1 with any of topic areas 2 to 5).

FY 2024 Funding

Estimated Available Funds: $263,313,221.00

Estimated Range of Awards: $8,000,000 - $10,000,000 (frontloaded for the 60-month project period).

Program Authority

Consolidated Appropriations Act, 2023 (Pub. L. 117-328), 136 Stat. 4892.

Applicable Regulations

1. The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99. 
2. The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. 
3. The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance) in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.

Eligibility

• State agencies or their equivalents under State law:
  • State educational agency (SEA)
  • State Juvenile Justice agency
  • State Developmental Disabilities agency
  • State Department of Health
  • State Department of Human Services
  • Designated State unit for Vocational Rehabilitation Services
• Public, Private and Nonprofit Entities, including Indian Tribes and Institutes of Higher Education (IHE)

Notes on Eligibility

• The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian Tribes.
• The regulations in 34 CFR part 86 apply to Institutions of Higher Education only.
• The regulation 34 CFR 75.51 "How to prove nonprofit status applies to nonprofits and requires documentation to prove its nonprofit status." Under some programs, an applicant must show that it is a nonprofit organization. (See the definition of nonprofit in 34 CFR 77.1.) An applicant may show that it is a nonprofit organization by any of the following means: 
  • Proof that the Internal Revenue Service currently recognizes the applicant as an organization to which contributions are tax deductible under section 501(c)(3) of the Internal Revenue Code; 
  • A statement from a State taxing body or the State attorney general certifying that: (i) The organization is a nonprofit organization operating within the State; and (ii) No part of its net earnings may lawfully benefit any private shareholder or individual; 
  • A certified copy of the applicant's certificate of incorporation or similar document if it clearly establishes the nonprofit status of the applicant; 
  • Any item described in paragraphs (b)(1) through (3) of this section if that item applies to a State or national parent organization, together with a statement by the State or parent organization that the applicant is a local nonprofit affiliate; or 
  • For an entity that holds a sincerely held religious belief that it cannot apply for a determination as an entity that is tax-exempt under section 501(c)(3) of the Internal Revenue Code, evidence sufficient to establish that the entity would otherwise qualify as a nonprofit organization under paragraphs (b)(1) through (4) of this section.

Applicant Information

• Applications for New Awards: Disability Innovation Fund: Creating a 21st Century Workforce of Youth and Adults with Disabilities through the Transformation of Education, Career, and Competitive Integrated Employment Model Demonstration Project (April 9, 2024)

FY 2024 Grantees

Abstract

Pathways to Competitive Integrated Employment responds to the absolute priority by establishing, evaluating, and expanding a partnership between Career Technical Education (CTE), career-focused community-based organizations (CBOs), regional workforce boards, industry partners, and a University Center for Excellence on Developmental Disabilities (UCEDD). The model brings local and regional partners together around a “collective impact approach” by identifying projects that provide direct benefits to communities. This approach provides mutual reinforcement to all members of the partnership, allows partners to combine resources in ways that expand the scope and scale of efforts, and builds a positive community profile for all partners. The model builds upon recent successful collective impact efforts in one Oregon region by building tools, products, and procedures to deliberately engage a greater number of disconnected youths with disabilities in career-connected learning and work-based experiences. Project products will include: (1) protocols for identifying and referring disconnected youth disabilities to project services, (2) pathways for both in-school and out of school disconnected youth with disabilities to access career connected-learning, work-based learning, and wraparound supports; and (3) asynchronous professional development modules for CTE providers, career-focused CBO staff, industry partners, and families designed to assist them in engaging and supporting disconnected youth with disabilities in program services leading to CIE. During Years 1 and 2, the project will be implemented, evaluated, and improved in one Oregon region. All project details, procedures, results, and resources will then be used to expand the model to two additional, largely rural regions in Oregon during Years 3-5. Over the 5-year funding period we anticipate serving 1900 disconnected youth with disabilities and their families; and approximately 1000 CTE, CBO, and industry partners. Data pertaining to youth will be evaluated to determine the impact of services on CIE outcomes; data from professionals will evaluate the effects of PD participation on provider, family, and youth outcomes; and formative data gathered from multiple sources will inform continuous model improvement. All model procedures, products, and findings will be incorporated into a publicly available website and disseminated through state and national networks to support model expansion in other regions throughout Oregon, and nationally.

Abstract

The purpose of the project is to develop, implement, refine, evaluate, and disseminate, for easy adoption, a model program to transition youth and adults with disabilities to CIE. The application addresses Topic Area #2 - Innovative Applications of Advanced Technology to Support Youth/Adults with Disabilities Leading to CIE. Project activities will take place in the Tampa Bay area. Virtual Reality (VR) and Artificial Intelligence (AI) technologies are integral to the project model, adoptability/scalability, and sustainability. Specific aims include:

• To promote CIE outcomes through the development, implementation, refining, and evaluation of a VR technology model program (DIVE-VRT) for youth and adults with disabilities.
• To create an accessible, user-friendly website that contains project information, results, training, and resources to support DIVE-VRT participants and stakeholders, and to host a DIVEVRT model replication process that utilizes both human and AI technology for site monitoring/ moderation, data collection, training, technical assistance, and support.

Abstract

The XR for VR: Using Extended Reality to Close the Career Awareness Gap and Achieve Competitive Integrated Employment (CIE) in Vocational Rehabilitation project aims to enhance career advancement opportunities for North Dakotans with disabilities, particularly those in geographically isolated and socioeconomically underserved areas. XR for VR will use extended reality to bridge the career awareness gap by increasing awareness among individuals with disabilities about available high-wage career opportunities in the manufacturing industry and educating advanced manufacturing employers about the disability community as an untapped pool of capable employees who are eager to work. Through a multi-faceted approach, the project will pilot a replicable, postsecondary-based model to support individuals with disabilities to access CIE; strengthen the CIE ecosystem by collaborating with disability service providers, educators, and manufacturing employers; and develop accessible and affordable advanced technology infrastructure. By promoting and building the capacity of all North Dakotans to support and participate in CIE, XR for VR will help overcome the critical awareness challenges on both sides of the employment equation. Designed with the intent and capacity to scale nationwide, XR for VR will serve as a model for other regions to adopt and benefit from its innovative approach.

Abstract

The primary goal of the "AbilIT Across America" project is to create a scalable, transferable program model that supports neurodiverse youth and adults, particularly those with Autism and ADHD, in obtaining Competitive Integrated Employment (CIE) in advanced technology careers. The project aims to reduce barriers for neurodivergent individuals, enhance employer understanding and practices for inclusion, and build capacity among service providers and employers to better recognize and cultivate talent.

Abstract

ECLIPSE (Employment Capacity Leveraged through Inclusive Post-Secondary Education) is a model demonstration project for a statewide network to promote competitive integrated employment (CIE) in inclusive post-secondary education (IPSE) programs for students with intellectual and developmental disabilities (IDD). IPSE programs are designed to provide students with IDD opportunities to learn alongside their same-age peers on college and university campuses. Just like their peers attending higher education in a traditional sense, students enrolled in IPSE offerings seek to develop skills to increase employability. For students with IDD, this means gaining skills to find and maintain CIE to avoid relegation to undesirable work environments, such as sheltered workshops.

ECLIPSE seeks to improve existing CIE training options in Idaho’s three IPSE institutions of higher education and also expand reach by adding programs at two additional IPSE programs in the state. ECLIPSE features a multi-pronged approach to improve CIE outcomes with goals in three larger domains: 

• Prong 1 involves supporting Idaho IPSE programs by increasing the quality and quantity of work experience opportunities and expanding the network of campus partners. Activities include: facilitating authentic work experiences, connecting with campus entities, and promoting interagency collaboration.
• Prong 2 focuses on developing student skills to better prepare them for CIE positions. This involves developing soft skills, job-specific skills, and self-determination. Activities include: delivering direct instruction to students, utilizing peer job coaches, organizing an annual CIE conference for students, and developing youth leadership opportunities.
• Prong 3 is designed to increase IPSE and CIE awareness on IHE campuses, in local communities, and in Idaho through engagement, information dissemination, and policy. Activities include: expanding the Idaho IPSE network, facilitating reverse career fairs, supporting policy and information dissemination, and promoting IPSE programs and CIE. 

Abstract

The Technology Partners Increasing Employment through Coordinated Services (Tech PIECS) project proposes an integrated model of service delivery bringing together essential service organizations for individuals with disabilities in the Commonwealth of the Northern Mariana Islands (CNMI) that includes the islands of Saipan, Tinian and Rota. The $9,307,152 project will provide personalized advanced technology services combined with comprehensive transition and reintegration services to disconnected youth and adults (DYA) with disabilities with the goal of increasing their independence, education and competitive integrated employment. Through the coordinated services made possible by utilizing the Integrated Resource Team (IRT) model (DOL-DEI, 2017), key service organizations will successfully address the challenges facing DYA with disabilities in CNMI including lack of access to advanced technology, low levels of educational attainment, behavioral health issues, criminal justice involvement, low financial literacy, lack of pre-employment skills, lack of job skills and work experience, lack of peer support, and lack of job development and placement services. The Tech-PIECS project will combine advanced technology access, provision and training with transition and reintegration services for at least 200 DYA with disabilities that will lead to increased independence, education and employment. Services will be provided by Northern Marianas College’s (NMC) University Center for Excellence in Development Disabilities (UCEDD) in partnership with the Office of Vocational Rehabilitation (OVR), the Council on Development Disabilities (CDD), the Center for Living independently (CLI), the Northern Marianas Technical Institute (NMTech) and the Interwork Institute at San Diego State University Research Foundation (SDSURF-II).

Abstract

Aspire's Employment Training Program will demonstrate an innovative program that transitions youth and adults with disabilities to Competitive Integrated Employment (CIE) in the warehouse/distribution and two other industries. The project focuses on Topic Area 5: Early Intervention and Workforce Reintegration for Disconnected Youth and Disconnected Adults with Disabilities Leading to CIE and will focus on the Chicago area and people with IDD. 
Across the nation, adults with IDD seeking employment have historically been employed in sheltered workshops. Sheltered workshops run by organizations with 14c certificates pay people with disabilities sub-minimum wage for their labor. This project will create a model for organizations to transition from sheltered workshops to CIE. Aspire will target disconnected people with IDD and other disabilities to equip them with job training through a simulated work environment in a remodeled 14c space. Youth and adults with disabilities receive on-the-job training and a paid internship. Aspire also provides virtual life coaching, transportation assistance, and other supports. The project will connect disconnected individuals with disabilities to in-demand, living-wage jobs in distribution and two other industries. This project has been developed with guidance from some of the most respected minds in disability integration services, including James Emmett Consulting who worked with Walgreens to transform their approach to disability inclusion. Aspire will help connect 227 disconnected youth and adults with disabilities to CIE. More importantly, Aspire will produce a replicable curriculum and program model that can be spread to other industries and service providers to connect more people with disabilities to CIE.

Abstract

The Blind Institute of Technology (BIT) seeks to implement a transformative nationwide expansion of our training certification and apprenticeship programs. The primary goal of this demonstration project is to enhance BIT's capacity to deliver high-quality training and employment services to individuals with disabilities across the nation. By scaling our flagship initiative, BIT Academy™, and Registered Apprenticeship Program, we aim to bridge the employment gap for professionals with disabilities, equipping them with essential technical skills and industry-recognized certifications in areas such as Salesforce Administration, Digital Accessibility Analysis, and Project Management. The expected outcomes of this project include a significant increase in employment rates and job placements for individuals with disabilities, improved economic self-sufficiency, and a more inclusive and diverse workforce. The project aims to foster strong employer partnerships and promote systemic change by integrating inclusive practices and accessibility standards within workplace environments. The population to be served encompasses individuals with disabilities nationwide seeking to advance their careers through specialized training and apprenticeship opportunities. Specifically, this program will serve nonprofit employers and (potential) employees. Primary activities to be performed by BIT include developing and implementing five new fully accessible training courses, recruiting and enrolling participants, establishing employer partnerships, and facilitating job placements. Through this comprehensive and innovative approach, BIT aims to create a replicable model for inclusive workforce development, contributing to research, policy, and best practices in disability employment services. This project is poised to make substantial strides toward a more equitable and inclusive labor market, empowering individuals with disabilities to achieve their full potential.

Abstract

VOA-GNY’s Career Access Program will introduce a trauma and brain trauma responsive approach to the delivery of vocational rehabilitation services to homeless adults with disabilities. The project is based upon emerging evidence of demonstrating the high prevalence of brain injury in various populations that are at heightened risk for homelessness. Compounding these challenges is the high rates of trauma, toxic stress and post-traumatic stress disorder in this population, and the dearth of trauma-informed vocational rehabilitation services. The proposed project will deliver, evaluate, and disseminate a flexible package of services informed by the latest scientific research and understanding of both emotional and brain trauma, contributing to best practice literature for serving disconnected adults in vocational rehabilitation settings. Program Services include Comprehensive Assessment, Career Exploration, Individualized Career Planning, Job Skills Training, Job Readiness Instruction, Job Placement, Coaching and Retention, Case Management, Integrated Mental Health and Nursing Services, Benefits Assistance, Transportation and Financial Assistance. Additional Activities include development and refinement of the TBTR framework, formal and informal training of VR and employment partners, development of a project website and development of fact sheets, toolkits and related materials building off of preliminary and final evaluation findings. Expected outcomes include: 1) Develop and disseminate of a toolkit for Trauma and Brain Trauma Responsive (TBTR) Care in VR settings. 2) Training of 80 local providers of workforce development, disability and/or homeless services on its framework for TBTR 3) Dissemination of finding through conference presentations and/or publication in peer-reviewed journals. 4) 100 disconnected adults with disabilities earn a nationally recognized certificate or credential. 5) 180 disconnected adults with disabilities are newly employed in competitive integrated employment. 6) 80% of participants who achieve employment earn a wage of 15% or higher above local minimum wage. 7) 95% of clients who secure employment is retained in employment for 6 months. 8) 90% of employment partners report increased knowledge of strategies to reduce barriers to employment success for people with disabilities generally and brain injury specifically. 9) 95% of employment partners report positive experiences employing participants.

Abstract

Wor-Wic Community College’s proposed project represents a substantial opportunity to identify and provide early intervention services aimed at reducing the justice-system involvement of students with disabilities, coordinating for the provision of pre-release services for students already involved in the justice system, and promoting education and employment to justice-impacted students with disabilities upon release to prevent vulnerable students from potentially reentering the juvenile justice system. The college will accomplish this through comprehensive professional development of educators and law enforcement personnel, including the School Resource Officers (SROs) within the local school system; coordination with community agencies and organizations for education/training and wrap-around supports; targeted advising for participants enrolling in post-secondary education and training at Wor-Wic; expansion of counseling and disabilities services at the college to accommodate additional students transitioning to college; and collaborations with local industry and labor market partners to establish career pathways/opportunities and track employment outcomes for project participants. Wor-Wic’s project is proposed in four stages to ensure successful, incremental growth and development of the project. Phase 1 includes an environmental survey to identify the regional resources necessary to establish the college as a hub of services and supports for disciplinary referral vulnerable and justice-involved youth with disabilities and to identify and enhance the skills and tools available to improve CIE opportunities. Phase 2 launches professional development and training to develop the campus community and resources and to improve interactions with vulnerable and justice-involved youth with disabilities. Phase 3 is a one-year pilot program with Wicomico County Public Schools, one of highest justice-impacted systems in the state. Phase 4 includes revisions to improve and enhance the program based on pilot outcomes and culminates with full implementation throughout Maryland’s Lower Eastern Shore. Ultimately, Wor-Wic’s proposed project takes a holistic, collaborative approach to identify the necessary resource to best serve youth with disabilities who are justice-impacted, or are vulnerable to entering the justice system, provides pre-release support services to youth in the justice system to enter CIE or postsecondary education, and significantly builds upon Wor-Wic’s staffing resources to foster the enrollment, success, and goal completion for those who enroll in its credit and non-credit programs and courses to enter in-demand, living wage, stable employment.

Abstract

The John F. Kennedy Center for the Performing Arts Office of Access/VSA seeks to improve outcomes in competitive integrated employment (CIE) for individuals with disabilities in Washington, D.C. and across the country who are invested in pursuing employment in the creative economy. The goal is to develop model demonstration projects that increase opportunities and capacity for youth and adults with disabilities to develop creative careers and increase employers’ understanding and capacity to hire individuals with disabilities. Through three service areas: 1. Internship and apprenticeship programs, 2. Career development programs for artists, and 3. Employer Community of Practice, the Kennedy Center will disseminate and share project process and outcomes to support generating expansion of CIE in the arts industry. To facilitate continuous improvement, the Kennedy Center will partner with George Washington University, who will carry out the project’s evaluation plan.

Abstract

The Workforce Development for Neuro-developmental Disability (WD-NDD) project (known locally as Employ210) aims to address the significant employment gap faced by neurodivergent adults, particularly individuals with autism, intellectual, or developmental disabilities. Despite having the skills and motivation to work, many individuals struggle to find and retain meaningful employment, which has a lasting impact on their quality of life and the economy. Employ210 seeks to close this gap by aligning the skills of these individuals with the needs of employers, creating a sustainable model for workforce development that enhances long-term employment outcomes.
The project is based on Psychological Contract Theory, which views the employer-employee relationship as an informal contract defined by mutual expectations. By focusing on employer needs, Employ210 works to ensure that job seekers’ training and skills directly match the expectations of prospective employers, creating a more successful and lasting employment match. This approach includes conducting detailed task analyses through job shadowing of exemplary employees and using the resulting insights to create customized job blueprints that guide employee training. Through this process, Employ210 helps individuals prepare for competitive, integrated employment that aligns with specific job roles.

Abstract

Federal policies underscore the importance of preparing youth with disabilities for competitive integrated employment. However, significant gaps persist in the pathway from school to college and careers: fragmented services and systems, uneven access to and utilization of transition services, and a lack of information sharing across systems. Consequently, states face challenges in ensuring students and youth are connected to external employment-related services. To address these gaps and foster collaboration, schools and partner agencies must enhance their capacity to systematically collect and share student-level data. Maryland Department of Disabilities (MDOD) seeks funding through the Disability Innovation Fund, Creating a 21st Century Workforce of Youth and Adults with Disabilities Through the Transformation of Education, Career, and Competitive Integrated Employment Model Demonstration Project (84.421F). We aim to develop, implement, evaluate, and replicate an innovative interagency data-sharing tool that addresses Topic Area 2: Advanced Technology to Support Youth and/or Adults with Disabilities Leading to CIE. Through this project, we intend to increase linkage to essential education and employment services that enhances the seamless transition to postschool supports and competitive employment outcomes. This digital tool represents a pioneering interagency transition data-sharing system that will enable school and state agency personnel, including vocational rehabilitation, to effectively communicate and share information about student’s application, eligibility, and service receipt. Providing access to this information will reduce service duplication, ensure linkages to appropriate services, and track Measurable Skills Gains and employment outcomes. Successful implementation of LINK will involve: (1) targeted training for families and professionals, (2) family and student engagement, and (3) professional development. A result of this project will be a how-to product that enables replication in other states. MDOD will collaborate with The Center for Transition and Career Innovation (CTCI) and the Center for Advanced Computing at the University of Maryland, Maryland State Department of Educations’ Divisions of Early Intervention and Special Education Services and Rehabilitation Services, Parents Place of MD, local education agencies and the Developmental Disabilities Administration to develop, pilot, and evaluate a tool for sharing student-level data that improves linkages, service coordination, and measurement of postschool employment outcomes. The University of Wisconsin-Madison will evaluate the project.

Abstract

Project features and goals: 

1. Offering specialized certifications and education for high demand sectors through three distinct tracks: Cybersecurity, Cloud Computing Solutions, and Computer-Aided Design & 3D Printing. 
2. Collaborating with vocational rehabilitation agencies nationwide to recruit youth and adult with disabilities. 
3. Partnering with leading technology companies to provide paid internships, enhance work-based learning, and integrate advanced technology into employment experiences. 
4. Creating competitive and inclusive employment opportunities for individuals with disabilities.

Abstract

The North Dakota Customizing Integrated Employment Available To Everyone (ND CREATE) Journey to Inclusion Program (ND CJI) will be housed at the North Dakota Center for Persons with Disabilities (NDCPD) at Minot State University (MSU). ND CJI will partner with ND Department of Public Instruction, ND Vocational Rehabilitation, ND Department of Health and Human Services, and Community Rehabilitation Providers. The goal of the ND CJI project is to secure Competitive Integrated Employment (CIE) for disconnected youth with disabilities and/or disconnected adults with disabilities in North Dakota, by addressing the unique employment, training, emotional, cognitive, and life adjustment factors experienced by disconnected youth and/or disconnected adults with disabilities.

Abstract

There is an ongoing crisis of employment for people who are blind, low vision, and deafblind (BLVDB), a group that continues to experience high unemployment and underemployment, as well as low labor force participation. It is time to revolutionize our approach. Evolve Employment is a dual-customer model to address the unique employment challenges faced by BLVDB individuals and their current and potential employers. We are focusing specifically on a subset of BLVDB individuals who acquire a vision loss: incumbent workers in need of job retention support, New Americans, and the long-term unemployed (27 or more consecutive weeks). The Evolve Employment demonstration model is a key component of a broader Evolve VR transformation initiative, aimed at modernizing Minnesota’s vocational rehabilitation (VR) services to meet the needs of both job seekers and businesses in the 21st century.

Abstract

Goals: Improve competitive integrated employment outcomes (CIE) from self-employment goals and services through a model demonstration that applies evidence-based and replicable field-tested practices with State Vocation Rehabilitation State Agencies (SVRAs), Entrepreneurial Support Organizations (ESOs) and Community Rehabilitation Partners (CRPs), along with national dissemination to foster real-time adoption. Expected Outcomes: 1. Greater levels of exploration of options yield greater levels of participation in self-employment toward successful CIE outcomes. 2. EWDs have improved access to services resulting in self-employment CIE. 3. Increased system capacity for successful CIE self-employment outcomes. 4. Resource coordination and collaboration across SVRAs, ESOs and CRPS results in increased numbers of successful self-employment CIE outcomes. 5. Rapid adoption, data collection and evaluation methods support refinement of the model.

Abstract

The Minnesota Retaining Employment and Talent after Injury/Illness Network Program (MN RETAIN) is designed to empower individuals facing acquired disabilities from an injury or illness, offering an integrated team of stakeholders who facilitate early intervention strategies to ensure a safe and swift stay at work/return to work (SAW/RTW). The initiative also provides comprehensive employment and training services to ensure placements in competitive integrated employment (CIE) for eligible individuals. This innovative model targets Minnesota residents aged 18 or older who are unable to work or remain employed because of the acquired disability. Additional inclusion criteria are detailed in the project narrative.

Abstract

Work is fundamental to the physical and psychological well-being of people with and without disabilities and serves as a central component of people’s lives. Individuals who are unemployed tend to experience a higher prevalence of depression and anxiety disorders, use alcohol more frequently, and report lower scores on self-esteem and quality-of-life measures. Conversely, individuals who are actively engaged in meaningful work experiences not only earn a livable wage but derive physical and mental health benefits as well as increased overall well-being. The state-federal vocational rehabilitation (VR) program is instrumental in helping people with disabilities obtain employment. Recent legislation guiding the implementation of this program, the Workforce Innovation and Opportunities Act (WIOA) identified the importance of job retention to realize many of the benefits associated with work. However, there is a lack of evidence-based practices associated with increasing job retention of persons with disabilities engaged in competitive integrated employment (CIE). The University of Wisconsin-Madison (UW-Madison) is requesting funding to conduct a model demonstration project (Topic area 6) to demonstrate the efficacy of a job retention program, Promoting Retention in Meaningful Employment (PRIME) program. The UW-Madison program, in collaboration with the state VR programs of Wisconsin Division of Vocational Rehabilitation, Delaware Division of Vocational Rehabilitation, Florida Vocational Rehabilitation, Maryland Division of Rehabilitation Services, and our collaborating research partners will provide a model demonstration of the PRIME program in four states. This program will focus on addressing common barriers to retention and develop capacity and planning among individuals with disabilities to retain and advance at work in select areas of each state. The demonstration will involve comparing PRIME participants to individuals who match on certain demographic characteristics to evaluate the efficacy and impact over the intervention. The intended outcomes of the program will be observed in the short term through increases in Social Cognitive Career Theory-based constructs and readiness for self-advocacy while intended long term outcomes will be increased retention at six- and twelve-months post-exit from VR services. The project will also plan for sustainability.

Abstract

Goals: Establish a seamless statewide partnership with the Mississippi Department of Rehabilitation Services (MDRS), Mississippi Council on Developmental Disabilities (MSCDD), Mississippi Department of Education (MDE), Mississippi State Department of Health (MSDH), Disability Rights Mississippi, Office of Workforce Development/AccelerateMS, and Mississippi Department of Employment Security (MDES) who share a common interest and capacity in building a 21st Century labor force for all Mississippians with acquired disabilities, particularly those with chronic conditions that significantly impact fatigue levels, cognitive functions, and/or respiratory health, substantially limiting major life activities. CHP will also benefit from our partnership with West Virginia University and the University of Wisconsin-Madison to implement early interventions for 700 Mississippians with acquired disabilities resulting in at least 525 individuals achieving successful competitive integrated employment (CIE) outcomes, either through job retention or job acquisition. Dissemination of results and products to broad professional and public audiences will follow principles of universal design and delivery platforms (including a project website).

Abstract

Volunteers of America Texas, Inc. (VOATX) is proposing TechReach: Advancing Disability Inclusion in High-Tech Careers (TechReach) to serve people with disabilities ages 18 years and older in Houston, Texas and its surrounding areas, including Harris, Fort Bend, and Montgomery counties in Congressional District 12. The project will provide individualized workforce development and financial stability services to participants with any type of disability, including physical disabilities (e.g., mobility impairments, chronic health conditions), sensory disabilities (e.g., visual or hearing impairments), intellectual disabilities (e.g., developmental delays, cognitive impairments), and/or mental health disabilities (e.g., depression, anxiety, bipolar disorder). TechReach will serve a total of 975 participants during the project period (175 participants in Year 1 and 200 participants annually in Years 2-5). VOATX is pursuing Topic Area 6 (Field Initiated), by combining Topic Area 1 (Broadening Access to Advanced Technology Careers and Creating a 21st Century Workforce of Youth and/or Adults with Disabilities Leading to CIE) and Topic Area 5 (Early Intervention and Workforce Reintegration for Disconnected Youth and/or Disconnected Adults with Disabilities Leading to CIE).

Abstract

The purpose of the proposed project is to develop and implement the Accelerated VR Training and Capacity Building Program to increase knowledge, skills-based competencies, and proficiency specific to contemporary rehabilitation issues with professionals and paraprofessionals working in the state-federal Vocational Rehabilitation program (84.421F). The program also seeks to address ongoing workforce challenges faced by these agencies. The two track training and micro-credentialing program will be based at the University of Wisconsin Stout Vocational Rehabilitation Institute (SVRI) in Menomonie, WI and represents a partnership with the Council of State administrators of Vocational Rehabilitation (CSAVR), the University of Wisconsin-Madison, and Employment Resources, Inc. This innovative training and capacity building program will be available to VR personnel and key stakeholders in all U.S. states and territories. 

Abstract

Transforming systems so that justice-involved youth with disabilities can thrive: A multilevel system of reintegration supports (T3) is a collaboration among the Department of Corrections, the Department of Public Instruction, and the Department of Workforce Development-Division for Vocational Rehabilitation and addresses topic area 3 through an implementation-science informed multilevel system of innovative supports aimed at increasing competitive integrated employment for justice-involved youth with disabilities. The project is organized so that all justice-involved youth with disabilities and adults who care about them have support through social media campaigns and an app-based reentry toolkit (8,000 participants). From that universe, a targeted group of students – made up of Wisconsin youth under 18 in state correctional facilities – will receive some support through dyslexia screening and related intervention services as appropriate (1,500 participants). Finally, a much smaller group – students most marginalized at the intersection of disability and justice and, often, race – will receive the highest level of care, or intensive supports, through a trauma-informed, community-based, mentor-facilitated comprehensive case management model that begins during incarceration (“exit begins at entry”) (250 participants). Evaluation of T3 includes implementation and impact assessment, including propensity score matching comparison groups to determine impacts on positive education (graduation, post-high school) and VR (certification, wages, hours) outcomes and negative corrections outcomes (rearrest, reconviction, reincarceration).

Abstract

The Nebraska EmployABILITY Project will help individuals with disabilities ages 14 –24 through innovative workforce development and supported employment approaches aimed at achieving competitive integrated employment in growing Nebraska career pathways. In collaboration with Nebraska-VR and other key partners, the project’s systemic approach to transition and adult services will build on existing infrastructure and incorporate career exploration, planning, preparation, training, and experiential opportunities, including technology based training and virtual reality simulations, aligned with Nebraska’s labor needs. The project will focus on earlier engagement of services to increase the efficacy of interventions and increase successful employment outcomes for Nebraskans with disabilities with an emphasis on our underserved populations. The project will provide high quality career exploration and job training programs to establish pathways to competitive integrated employment to over 2000 individuals statewide; form collaborative agreements with local agencies to support recruitment, training and business partnerships; develop partner workgroups and relevant training curricula and toolkits to enhance replicability of the model and assure quality, statewide implementation; and deliver individualized supports and services to participants, including the use of person-centered plans to increase employment outcomes.

Abstract

Families Achieving Self-Sufficiency Together (FASST) will support disconnected adults and youth with disabilities across multiple geographical regions throughout the United States, to include Delaware, Florida, North Carolina, Utah, and Virginia. Our primary population served will be TANF-eligible adults, as well as transition-aged students and youth in their household up to age 24. Our project will support individuals to:

• Navigate and eliminate vocational and nonvocational barriers
• Connect with VR services and Pre-ETS; training providers; and community employers for both short-term and career positions
• Gain occupational and/or employment readiness skills
• Gain financial capability leading to self-sufficiency and financial stability

The purpose is to reach populations underserved by VR, holistically serving the entire family to achieve financial self-sufficiency and prevent intergenerational poverty. Our partner, Our Ability, will also support this project and our job seekers by providing a job search portal that is powered by artificial intelligence.

Abstract

Pathways to Success (PTS) project will cover the following geographical locations 30Parishes: Acadia, Ascension, Assumption, Calcasieu, Cameron, East Baton Rouge, East Feliciana, Iberia, Iberville, Jefferson, Jefferson Davis, Lafayette, Lafourche, Livingston, Orleans, Plaquemines, St. Bernard, St. Charles, St. Helena, St. James, St. John the Baptist, St. Martin, St. Mary, St. Tammany, Tangipahoa, Terrebonne, Vermillion, Washington, West Baton Rouge, West Feliciana. The project will broaden access to Competitive Integrated Employment (CIE) through education & training to the population served, service professionals, and employers focusing on the innovative uses of advanced technologies that support a diverse, equitable, inclusive, and accessible workforce.

• Create new CIE opportunities for career development through telecommunications and customer service projects that use advanced technologies, offering optimal accessibility to promote successful employment for the population served.
• Develop new CIE opportunities within the organization using innovative applications of advanced technologies across departments that offer optimal accessibility and the power of artificial intelligence (AI) to promote successful employment for the population served.

Abstract