Skip Navigation
AIR4VR
About Webcast
CoP Videos

The following information will establish a baseline of understanding necessary for completing this unit.

Practice tip! This information will also help counselors in the field better understand and accurately complete those pesky Certificates of Eligibility.

Barriers to Success

To appropriately tailor pre-ETS service delivery, counselors must understand the difference and connection between disability, functional limitations, impediments to employment, and accommodations.

As we know, a qualified physician or clinician determines the presence of a disability, and the VR counselor determines if the disability poses a barrier to employment, otherwise known as an "impediment to employment." However, not all disabilities result in an impediment to employment.

Functional Limitations

To accurately determine if a disability results in an impediment to employment, the counselor must first identify if the disability results in a functional limitation that impairs a person's ability to:

  • perform specific job tasks (e.g., learn and perform tasks specific to a job)
  • prepare for work (e.g., identify interests and abilities and jobs compatible with those attributes; complete job-related training requirements)
  • get work (e.g., locate job openings, complete a job application, prepare for an interview)
  • keep work (e.g., meet the employer's performance and conduct expectations)

Specific Job Tasks

Let's first examine a barrier to a person's ability to perform specific job tasks. We often see this barrier with workers who acquire a disability and can no longer perform a job task considered essential to their jobs. This concept, represented by a graphic formula, looks like this:

From left to right are five symbols: A box containing the words "functional limitation," a plus sign, a box containing the words "Job Task," an equal sign, and a padlock with the words "Impediment to Employment." The graphic above, translated into a written statement, looks like this:

As the result of macular degeneration (disability), the client is unable to see (functional limitation) to read labels on medication bottles (specific job task) as required of a home health aide.

Common Competencies

Now, let's examine the barriers to a person's ability to prepare for, get, and keep a job. These abilities are grouped because they represent common competencies for all workers. We frequently observe this with youth whose disabilities may hinder all three areas: preparing for, getting, and keeping jobs. This concept, represented by a graphic formula, looks like this:

From left to right are five symbols: A box containing the words "functional limitation," a plus sign, a box containing the words "Skills to Prep, Get, & Keep a job," an equal sign, and a padlock with the words "Impediment to Employment."

The graphic above, translated into a written statement, looks like this:

As a result of Down Syndrome (disability), the client is unable to independently plan and organize (functional limitation) to begin a job search (job-getting skill) as required to get a job.

The following table illustrates various skills necessary for each domain (e.g., preparing for, getting, and keeping a job).

Essential Skills to PREP for | GET | & KEEP a Job

Table listing with headings (1) Prepare for a Job (Pre-ETS Skills) Explore personal interests and abilities; Explore jobs compatible with interests and abilities, including their job duties, and training requirements; Complete job-related training requirements. (2) Get a job (Job Seeking Skills) Initiate a job search; Complete a job application; Prepare for an interview. (3) Keep a job (Soft Skills) Get to work on time and as scheduled; Complete job tasks according to employers expectations; Get along with others.

Some youth with disabilities may have functional limitations that impede them in multiple domains. For example, consider this statement:

As a result of dyslexia (disability), Ethan cannot accurately or efficiently read written print (functional limitation) to complete class assignments (job preparation skill) or complete a job application (job-seeking skill) as is required to complete a class and get a job.

Keys to Success

Once we have determined the barriers resulting from a disability, our next step is to help identify effective solutions (accommodations) to overcome the barriers. As a padlock represents barriers to employment, a key represents the accommodations that can open those locks. Let's identify the accommodations needed to unlock Ethan's barriers to education and employment success. The following statement represents a complete Certificate of Eligibility as it lists both the impediment and the solution to the impediment.

As a result of dyslexia (disability), Ethan cannot read written print (functional limitation) to pass a class (job preparation skill) or complete a job application(job-seeking skill). Ethan requires screen-reading software (accommodation), enabling him to complete school assignments and job applications independently.

As you can see, "independently" is strategically entered into the template to accentuate VR services' aim to reduce or remove impediments, making students more independent. Independence is, after all, the ultimate goal.

For future reference, here's the template for a complete Certificate of Eligibility:

As a result of (insert disability), ________ (insert functional limitation) to (insert a job prep, get or keep skill or a specific job task).

__________ requires (insert service or product) to (insert job prep, get or keep skill or a specific job task).

Voila! We now havea brief,accurate, and complete eligibility certification upon which we can:

  • establish eligibility,
  • justify the purchase of necessary services or goods, and
  • tailor our approach to the youth's unique disability.

Practice Tip! We encourage counselors who struggle to write eligibility certifications to consider using the formula. It will clarify their eligibility decisions, and their supervisors will marvel at their accuracy and proficiency.