June 2012

Southeast TACE Logo 

TACE Talks Transition 
Monthly Transition Information from the Southeast TACE

Upcoming TACE Transition Topics 

Inclusive Entrepreneurship-Implementation Considerations for VR Systems
July 12, 2012

1:00-2:30 PM ET

This 90-minute session builds upon the introduction to Inclusive Entrepreneurship webinar that was held on May 2. Presenters will describe how the Inclusive Entrepreneurship process can fit seamlessly into current VR methods for goal and support planning, assessment, training, service implementation and successful 90-day retention and beyond.


Working with Schools: Effective Practices

August 2, 2012

1:00-3:00 PM ET

There are many ways to effectively navigate and work within a school district, including regular exchange of information, providing resources and materials, and assisting teachers and students with an unmet need. Educators and counselors can expect to see marked improvement in their performance indicators by implementing practices provided in this training.


TACE Training Archives

2010, 2011 and 2012 TACE webinar recordings, handouts and PowerPoint slideshows are archived and available for you to access at your convenience.


TACE Learning Communities

Job Development Exchange

The Exchange focuses on what a counselor needs to know, whether they are buying job development services or doing it themselves. 


Helping Your Team Improve Employment Outcomes for Individuals with the Most Significant Disabilities-Traumatic Brain Injury (TBI)

This four-webinar series will provide
VR Counselors and Area Directors with information, tools, and tips to communicate, interact, and support individuals with TBI to reach integrated, competitive employment goals.

Upcoming Training Events

Job Development

July 2-30, 2012

Cost: $125

This course covers specific principles associated with job development via online lectures and readings.


The iPad as a Personal Learning Device

July 26, 2012

2:00-3:30 PM ET

This webinar will introduce iPad users to the many applications, settings, features, functions, and apps that make the iPad a state-of-the-art personal learning device.


Autism Summer Institute

August 6-8, 2012

Concord, NH

Registration is open for the 14th Annual Autism Summer Institute, a conference for families, educators, community service providers, and self-advocates.


What's Normal? The Value of the Developmental Lens in Working with Transition-Aged Youth with Mental Health Challenges

August 7, 2012

1:00-2:00 PM ET

Participants will be introduced to the latest theory and empirical research on development between ages 18 and 29. Explore distinctions between developmental vs. mental health challenges during emerging adulthood.


Supported Employment Web-Based Certificate Series

Aug. 20-Nov.12, 2012

Cost: $250

This is an ACRE-certified course covering important employment strategies.


Innovative Technology for Students with ID in PSE

August 27, 2012

2:00-3:30 PM ET

Learn how new technologies, including mixed-reality environments, are transforming the learning experiences of students with ID.


Getting Started: Developing Inclusive College Opportunities

Sept.17, 2012

2:00-3:30 PM ET An overview of the issues involved in developing inclusive postsecondary educational opportunities for students with intellectual disabilities. 




Be sure to check the TACE Events page

for the most up-to-date training announcements. 






Welcome to the monthly electronic Southeast TACE Talks Transition! For our June issue, we've gathered transition-related information from across the country to help you guide the young people you serve successfully into adulthood. 


We encourage you to let us know about your creative local practices, transition tips for VR Counselors, and Customized Employment success stories. Send an email to Kim Brown at brown@ruralinstitute.umt.edu and she'll schedule a telephone interview with you to learn more about what you are doing. The information will be written up and shared in a future TACE Talks Transition and on the TACE Transition Services web site.
Meet Your Colleagues:

Southeast TACE is please to introduce Victoria J. Reilly, MRC, CRC. Vickey is the State Plan Administrator for Transition & Mentoring for the Kentucky Office of Vocational Rehabilitation. She also serves as the Coordinator for the Community Based Work Transition Program throughout Kentucky public high schools. Vickey was a Transition Counselor for 8 years working with local area high schools prior to taking on her current role in 2009. Previously, she served as a high school FMD teacher and before that was the Marketing Director for a financial institution for 14 years. She earned her BS in Psychology from Northern Kentucky University and her MS in Rehabilitation Counseling from The University of Kentucky. Vickey currently resides in Kenton Vale with her family and dogs.

Regional Spotlight:

The Importance of Collaborating on Concurrent Work and Education Opportunities: Kentucky Experiences

Excerpted from an article for Think College by Kathy Sheppard-Jones, Victoria Reilly, and Melissa Jones


The Postsecondary Opportunities workgroup was convened in 2005, to explore the needs and availability for postsecondary education in Kentucky for students with intellectual disabilities (ID). The Human Development Institute (HDI) at the University of Kentucky (Kentucky's University Center for Excellence in Developmental Disabilities) convened the group. Leadership from the Kentucky Office of Vocational Rehabilitation (OVR) was actively involved from the outset. The HDI and OVR have a long-standing partnership, working together in areas related to transition, employment, rehabilitation technology, and benefits planning, enhancing the capacity and ability to serve people with disabilities. Other workgroup participants included families with teenagers who were exploring options for the next step after high school, and representatives from Kentucky Protection and Advocacy, the Commonwealth Council on Developmental Disabilities, Kentucky ADA, and the Bluegrass Technology Center. From the outset, the intent was to work with Institutions of Higher Education (IHEs) throughout the state to increase the number of postsecondary options for students with ID, recognizing that there is no single postsecondary school that meets the interests and needs of all potential students. OVR's statewide impact was critical to attaining this broad perspective.


The 2008 reauthorization of the Higher Education Opportunities Act (P.L. 110-315) (HEOA) represented a significant opportunity for building ever-stronger partnerships between vocational rehabilitation, institutions of higher education, and Kentucky's workgroup. The subsequent Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grant competition, through the Office of Postsecondary Education, funded Kentucky's Supported Higher Education Project (SHEP). As a result, SHEP is currently serving 47 students with intellectual disabilities at three institutions of higher education in Kentucky. SHEP provides authentic person-centered planning, individualized supports (e.g. assistance with planning and organizing; serving as liaison to college professors, administrators and staff; technology assessments; tutoring; networking; social and recreational supports; development of natural supports), mentoring and other supports as needed. Kentucky residents who have an intellectual disability, who are motivated to go to college, who have appropriate family or other supports, and who have educational or employment goals requiring postsecondary education are eligible to participate.


A key component of SHEP includes a strong collaborative effort with Kentucky OVR to explore ways to creatively provide supports to individuals with ID, ignoring traditional lines drawn in the sand, separating agencies and supportive entities. Typically in Kentucky, individuals who are served by vocational rehabilitation are either pursuing education or taking part in job development/job training activities. If a person attends college, that is the focus of their Individualized Plan for Employment (IPE) and supports are developed for that one specific vocational goal. Once the person completes the education goal that is outlined in his or her IPE the focus then shifts to employment-related activities. It's a sequential process. In this pilot, however, students are pursuing education and job training concurrently with an Educational Coach contracted to assist with both academic hurdles and work-study related activities. The assistance is individually based on the needs and interests of the student while maintaining certain progression requirements established in their person-centered plan. Seven students are currently participating in this collaborative pilot. Adult supported employment vendors are trained as educational coaches to support the two directions of the IPE, and as a result, they are receiving supported employment services simultaneously while enrolled in post-secondary school. A result of this meaningful collaboration is a streamlined process that addresses both the educational and vocational needs of individuals with intellectual disabilities.


We know that higher education brings increased opportunities for students. A college education is valued by our society and often results in increased economic advantages for those who participate. Research is beginning to show that this is also the case for students who happen to have intellectual disabilities. Rehabilitation Services Administration (RSA) showed students enrolled in institutions of postsecondary education exited Vocational Rehabilitation programs with jobs at a rate 26% higher than those not engaged in higher education. The income earned by these students was also 73% higher than for VR consumers who found employment but had not attended college (Migliore & Butterworth, 2009).


Though this is relatively new territory, it is exciting to be a part of positive change. Through collaboration that includes common goals and shared resources, individuals with ID can and are having enriching life opportunities that will ultimately have a positive impact on quality of life outcomes. Not only do these students reap the benefits of these collaborative efforts, but so do others who are gaining insight into the competence and abilities of individuals with disabilities.



Higher Education Opportunity Act (2008). Pub. L. No. 110-315. 20 U.S.C. 1001 et. seq.


Kentucky National Core Indicators (2010). 2010 recommendations report. Retrieved from http://www.belongingky.org/wp-content/uploads/2010/11/FinalReport20101.pdf


Migliore, A. & Butterworth, J. (2009). Postsecondary education and employment outcomes for youth with intellectual disabilities. Data Note XXI. Boston, MA: Institute for Community Inclusion.


The archive of the May 24, 2012 Transition to Employment: Evidence-based Policies and Practices webinar is now available.The webinar addressed the following objectives:

1. Examine post-school employment outcomes for transition-age youth with intellectual disabilities, autism and other developmental disabilities;

2. Gain an overview of recommended and promising practices that increase employment outcomes for students with significant intellectual and developmental disabilities;

3. Discuss how research findings can be used to develop public policy to improve transition outcomes.


Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder [PDF] reports on a study that found more than 50% of youth with an ASD who had left high school in the past two years had no participation in employment or education, and youth with an ASD had the lowest rates of participation in employment compared with youth in other disability categories.



The Winter/Spring 2012 issue of Impact [PDF], published by the Institute on Community Integration at the University of Minnesota, focuses on supporting new career paths for people with intellectual and developmental disabilities. It is filled with thought-provoking articles by national leaders and innovators in the disability employment field.


The Case for Inclusion 2012, produced annually by United Cerebral Palsy (UCP), ranks how well state Medicaid programs serve individuals with intellectual and developmental disabilities. The report also provides examples of policies and practices from the top-performing states. Visitors to the UCP website can:

  • Compare state & national data
  • View state scorecards
  • Interact with the ranking map
  • See highlights of the 2012 report, top and bottom 10 states, most improved states and those with the biggest drops, and facts about the best performing states
  • Advocate for areas needing improvement in states, and promote achievements that maintain high quality outcomes, like eliminating waiting lists and closing large institutions
  • Download the full 2012 report and previous reports

Each month, the Current Population Survey (CPS) is conducted by the U.S. Census Bureau for the Bureau of Labor Statistics. According to the survey, the May 2012 Youth Employment Rates were as follows:


May 2012 - Youth Employment Rate (%)

Age 16 to 19


No Disability



Age 20 to 24


No Disability




Thought Sauce! Hot Ideas for Cool Employment is a downloadable manual of the most requested informational articles on Customized Employment from Griffin-Hammis Associates.


Creating an Inclusive Workplace: Integrating Employees With Disabilities Into a Distribution Center Environment [PDF] is a peer-reviewed article in Professional Safety magazine that presents data from the Walgreens distribution center in Anderson, SC. According to the report, employees with disabilities show greater retention, equal productivity and equal safety related to their peers without disabilities.


The Small Business Disability Inclusion Fact Sheet [PDF] published by the Employer Assistance and Resource Network outlines information and resources (accommodations, tax credits, EARN, etc.) available to assist small businesses to better understand disability employment issues.


Facilitating Employment for Individuals with Autism Spectrum Disorders [PDF] is a Research to Practice Brief offering suggestions for supports to ameliorate behavioral challenges that often limit access to the community and work.

National News: 

The recent SparkOpportunity Challenge asked America's youth how to create jobs and connect youth to education. 135 video submissions were submitted by young people, and the videos drew more than 10,000 votes in just 10 days. View the winning entries and see if they trigger ideas for your community! 

Post-Secondary Education:

Think College at the Institute for Community Inclusion at the University of Massachusetts Boston has published Perspectives on Life after High School for Youth with Intellectual and Developmental Disabilities [PDF]. This brief describes the findings and impact of a statewide web survey conducted in Florida for families of youth with intellectual and developmental disabilities. The survey gathered perspectives about post-secondary education for students with IDD and information on current practices.


A Prelude to Progress: The Evolution of Postsecondary Education for Students with Intellectual Disabilities [PDF] is a Think College brief that gives an historical perspective, discusses current realities, and imagines what comes next for individuals with intellectual disabilities who wish to attend college.

Social Security:

The Social Security Administration can fast-track the evaluation process for disability claims if they fall under its Compassionate Allowances Program, developed for applicants whose medical conditions are so serious that their conditions obviously meet disability standards.


The archived Accessible Technology's Role in Today's Workplace webcast is now available. This event, hosted by the U.S. Department of Labor's Office of Disability Employment Policy, is part of an online educational series designed to explore the connection between emerging technologies and the employment of people with disabilities.

Web Sites:

The Center on Transition to Employment website will highlight findings of the Center's research, as well as related products, tools, publications, and other resources.

Have you accessed your Portal today?

Visit the TACE Transition Services web site. In the "Login For" section on the left-hand side of your screen, select "Counselor" or "Coordinator." This will take you to the "Login to MyTACE Account" page. You will use your MyTACE Account to register for available events, seek applicable credit, and access your specialized portal - Transition Services Counselor or Coordinator. 


Attended a TACE Webinar? You may already have created a MyTACE Account. If you have a MyTACE Account, email tacesoutheast@law.syr.edu and request to join the TACE Transition Network. If you don't already have a MyTACE account, follow the instructions to "Create a New MyTACE Account" and also apply for Portal access.

Please forward this TACE Talks Transition to others. Invite them to subscribe by joining the Southeast TACE Transition Listserv. To join the listserv, they simply visit the Southeast TACE Transition Services web site and follow the Transition E-Mail-List link . We'll take it from there!  
If you have any questions about TACE or would like to request technical assistance, please contact Civa Shumpert at norciva@gmail.com.

For questions about the Southeast TACE Transition Listserv or the monthly Southeast TACE Talks Transition, please contact Kim Brown at brown@ruralinstitute.umt.edu

The Southeast TACE Transition Team
Meet the Southeast TACE Transition Team
Chip Kenney, Project Director & Principal Investigator
Jill Houghton, Deputy Director
Norciva (Civa) Shumpert, TACE Transition Consultant
About the Southeast TACE Talks Transition:
This free service is being sponsored by Southeast TACE, the Technical Assistance & Continuing Education (TACE) Center for Region IV. TACE is a partnership of academic, governmental, and community expertise that provides technical assistance and continuing education activities to meet the training and organizational development needs of State Vocational Rehabilitation (VR) agencies and their partners in Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee. Southeast TACE supports VR, Community Rehabilitation Programs, Centers for Independent Living, Client Assistance Programs, and other agencies to enhance employment outcomes, independent functioning, independent living and quality of life for persons with disabilities throughout the eight states in the Southeast Region IV.
To unsubscribe to the Southeast TACE Transition Listserv, use the SafeUnsubscribe link at the bottom of this message or send an email with "unsubscribe transition" in the "Subject" line to brown@ruralinstitute.umt.edu. Please do not flag the messages as spam - this may prevent delivery of the web blasts to other people using your Internet provider who wish to continue receiving the TACE Talks Transition.