The representation of high school students receiving vocational rehabilitation services in Minnesota

Abstract

Many high school students with disabilities receive vocational rehabilitation services, especially those students who are placed in special education. This paper examines the number of high school students classified as having a disability, receiving vocational rehabilitation services. A survey was designed by the investigator and will be distributed to vocational rehabilitation counselors in the state of Minnesota. The survey was developed to obtain knowledge about the number of high school students receiving rehabilitation counseling services. The investigator will receive data from vocational rehabilitation counselors employed by the Minnesota Department of Economic Security (Division of Rehabilitation Services). The focus of this research is on the number of students with disabilities between the years of 1997-2000, receiving vocational rehabilitation services. The investigator will also review information provided by Minnesota Rehabilitation Council, Minnesota Children, Families, and Learning Center, and the National Data Resource Center. The findings can be used to examine how effectively Minnesota Rehabilitation Services are working with students with special needs. Future research can examine if there is an increased need for rehabilitation counselors and other possible changes necessary for the potential growth. It can give school administrators and staff, vital information on possible classroom accommodations and management. A focus on school-to-work transitional services can also be reviewed. Since many of the students are leaving high school and entering into society, the research can help local employers, colleges and communities to implement changes necessary to benefit these students. This paper outlines a historic overview of special education legislation and the Division of Rehabilitation Services. It examines the definition, diagnosis, incidence, and characteristics of the following disabilities: Chemical Dependency, Deaf/Hard of Hearing, HIV/AIDS, Learning Disabilities, Mental Retardation, Serious Mental Illness, Traumatic Brain Injury, Attention Deficit Disorders, and Epilepsy. It reviews minorities in special education. The research also lists vocational rehabilitation services provided among disability, race, and gender of students enrolled in Minnesota Public School districts.