An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

Prepared by:Heike Boeltzig-Brown, PhDInstitute for Community InclusionSchool for Global Inclusion and Social DevelopmentUniversity of Massachusetts Boston, USA

Submitted to:National Institute of Vocational RehabilitationChiba, Japan

November 2013

2 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

The author wishes to thank Cecilia Gandolfo, Sheila Fesko, Susan Foley, William Kiernan, John Halliday, and Miriam Heyman of the ICI, and Jennifer Polkes of the Association of

People Supporting Employment First (APSE) for their contributions to this effort.

The information and opinions contained in this publication are those of the author and do not necessarily reflect those of the agencies and organizations mentioned in this report.

This report is funded by a contract from the National Institute of Vocational Rehabilitation (NIVR), Japan.

3An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

Table of Contents Background and Purpose of the Report 1

1. Overview of the University of Massachusetts (UMass) Boston, the Institute for Community Inclusion (ICI), and the School for Global Inclusion and Social Development (SGISD)

1

2. Rehabilitation Counseling Education (Pre-Service) and Related Organizations 22.1. Rehabilitation Counseling Programs Nationally 22.2. Council on Rehabilitation Education (CORE) 32.3. Master’s Degree Program in Rehabilitation Counseling Education (RCE) at the SGISD 42.4. Commission on Rehabilitation Counselor Certification (CRCC) 6

3. Vocational Rehabilitation Technical Assistance & Continuing Education Model (In-Service) 73.1. National Technical Assistance and Continuing Education (TACE) Structure 73.2. New England TACE Center at the ICI (RSA Region 1) 9

4. Competency-Based Training for Employment Support Staff 104.1. Association of Community Rehabilitation Educators (ACRE) Training Competencies and

Certification10

4.2. Association of People Supporting Employment First (APSE) Professional Competencies and Certification

11

4.3. ICI’s College of Employment Services (CES) 13

Conclusion 14

Appendices 15Appendix A: Guest Lecture PowerPoint SlidesAppendix B: Institute for Community Inclusion (ICI) Poster (in Japanese)Appendix C: Rehabilitation Counseling Student HandbookAppendix D: Rehabilitation Counseling Field Placement HandbookAppendix E: Rehabilitation Counseling Capstone Experience Appendix F: Certified Employment Support Professional-Certification Handbook Appendix G: College of Employment Services (CES) Flyer

References 16

List of Abbreviations

ACRE AssociationofCommunityRehabilitationEducatorsAPSE AssociationofPeopleSupportingEmploymentFirstCE ContinuingEducationCES CollegeofEmploymentServicesCESP CertifiedEmploymentSupportProfessionalCoP CommunityofPracticeCORE CouncilonRehabilitationEducationCRC CertificationofRehabilitationCounselorsCRCC CommissiononRehabilitationCounselorCertificationCRP CommunityRehabilitationProviderCSPD ComprehensiveSystemofPersonnelDevelopmentESP EmploymentSupportProfessionalESPCC EmploymentSupportProfessionalCertificationCouncilICI InstituteforCommunityInclusionMA MasterofArtsdegree/programMEd MasterofEducationdegree/programMS MasterofSciencedegree/programNE NewEnglandNIVR NationalInstituteofVocationalRehabilitation(Japan)NIDRR NationalInstituteonDisabilityandRehabilitationResearch(USA)PhD DoctorofPhilosophyRCE RehabilitationCounselingEducationRSA RehabilitationServicesAdministrationSE SupportedEmploymentSGISD SchoolforGlobalInclusionandSocialDevelopmentTA TechnicalAssistanceTACECenter TechnicalAssistanceandContinuingEducationCenterUMassBoston UniversityofMassachusettsBostonVR VocationalRehabilitation

1An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report Background and Purpose of the Report

TheNationalInstituteofVocationalRehabilitation(NIVR)inJapancontractedtheInstituteforCommunityInclusion(ICI),SchoolforGlobalInclusionandSocialDevelopment(SGISD)attheUniversityofMassachusettsBostontoprovideanoverviewofpre-serviceandin-servicerehabilitationeducation,training,andtechnicalassistanceintheUnitedStatesintheformofaguestlectureandareport.NIVRrequestedthattheguestlectureandthereportincludeaspecificfocusonthemaster’sdegreeprograminrehabilitationcounselingeducationattheSGISD.

ThepurposeofthisreportistoserveasadescriptivesummaryoftheinformationpresentedintheguestlectureonSeptember3,2013atNIVR.(SeeAppendixA:GuestLecturePowerPointSlides).BoththeICIguestlectureandthereportarepartofaNIVRresearchprojectthatbroadlyfocusesoncompetenciesofvocationalrehabilitation(VR)professionals. Specifically,theNIVRprojectinvestigateschangingjobfunctionsandrequirementsofvocationalrehabilitation(VR)counselorsandotheremploymentsupportprofessionalsinJapan,intheUnitedStates,andinothercountries,andimplicationsforVRcompetenciesandrehabilitationeducation,training,andtechnicalassistanceinJapan.

1. Overview of the University of Massachusetts (UMass) Boston, the Institute for Community Inclusion (ICI), and the School for Global Inclusion and Social Development (SGISD)

UMassBostonistheonlypublicuniversityinmetropolitanBoston,offeringmorethan170academicprogramsthroughits10collegesincludingtheSchoolforGlobalInclusionandSocialDevelopment.Inaddition,theuniversityhousesmorethan30researchinstitutesandcentersincludingtheInstituteforCommunityInclusion.UMassBostonservesahighlydiversestudentpopulationthatincludesmanyrecentimmigrants,peoplefromlower-incomefamilies,andpeoplefromurbancommunities.1Morethanhalfofthestudentsarethefirstintheirfamiliestoattenduniversity.FormoreinformationaboutUMassBoston,visit:http://www.umb.edu

Establishedin1967,theICIhasbeenpromotingtheinclusionofpeoplewithdisabilitiesinallaspectsofsocietyforover40yearsthroughresearch(systemschange,policyandpractice),service(evaluationandmodeldemonstration),training(pre-serviceandin-service),technicalassistance,anddisseminationofinformation,research,andbestpractices(seeAppendixB:ICIPoster).TheinstituteisajointprogramofUMassBostonandBostonChildren’sHospital,andispartofanationalnetworkof67UniversityCentersforExcellenceinDisabilities.WithinUMassBoston,theICIispartoftheSchoolforGlobalInclusionandSocialDevelopmentthataddressestheneedsofpersonswithdisabilitiesandothersexcludedfromsocietythroughteaching,research,training,andotheractivities(explainedlater).

Theinstitute’sworkhasacross-disabilityorientationacrossthelifespanofindividualswithdisabilities,addressingissuesofeducation,employment,healthcare,andcommunitylife–theICI’skeyfocalareas.Acrossthesefocalareas,theinstitutehosts13nationalcentersandfiveregionalorstate-levelcenters.Additionally,ICIstaffhaveservedasexpertsoninternationalresearchprojectsandhaveprovidedtrainingandtechnicalassistanceinternationally(forexample,intheCzechandSlovakRepublics,Turkey,theKingdomofSaudiArabia,theUnitedArabEmirates,Taiwan,andJapan),addressingdisabilityissuesineducation,employment,healthcare,andcommunitylife.Overall,ICIprojectsincreasedisabilityinclusionthroughouttheNewEnglandregion,acrosstheUnitedStates,andinternationally.

1 Source:UMassBostonWebsite:http://www.umb.edu/the_university/facts

2 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

HeadedbyDr.WilliamKiernan,theICIDirectorandDeanoftheSchoolforGlobalInclusionandSocialDevelopment,theinstitutehasabout240staffincludingresearchersandgraduateassistants.AboutonehalfofICIstaffhaveidentifiedasbeingapersonwithadisabilityorashavinganimmediatefamilymemberwithadisability.FormoreinformationabouttheICI,visit:http://www.communityinclusion.org

Establishedin2012,theSGISDseekstodevelopfutureleadersabletoaddressissuesofequalityofopportunity(inclusion)andenhancedwellbeingandqualityoflifeforall(socialdevelopment).Theschool’semphasisisongroupsofpeoplewhoareexcludedfromsocietyduetodisabilityorotherconditions.Itisthefirstgraduateschoolintheworldtofocusonhealth,wellness,andsocialandeconomicdevelopmentfromaninternationalandcross-disciplinaryperspective.Theschoolspecificallyrespondstoanunmetnationalandinternationalneedforexpertiseinthedevelopmentofcommunitycapacity.Thisneedisaddressedthroughteaching,research,training,andotheractivities.Theschoolhousesfivegraduateprograms:

• AMasterofArts(MA)programandadoctoral(PhD)programinglobalinclusionandsocialdevelopment(startinginFall2014),

• AMasterofArts(MA)programintransitionleadership(startinginFall2014)(Theschoolcurrentlyoffersagraduatecertificateintransitionleadership),

• AMasterofScience(MS)programinrehabilitationcounselingeducation(explainedlater),and• AMasterofEducation(MEd)programinvisionstudieswiththreespecializationsincludingTeacherofStudentswith

VisualImpairments,OrientationandMobility,andVisionRehabilitationTherapy.

Twelvegloballeadershipcompetenciesguidetheschool’sprogrammingefforts:

1. KnowledgeBaseinInclusion,SocialDevelopment,andGlobalization2. Self-ReflectionandLeadership3. EthicsandProfessionalism4. CriticalandCreativeThinkingandTranslationintoPractice5. Communication6. NegotiationandConflict/DisputeResolution7. CulturalCompetency8. DevelopingOthersThroughTeaching,Training,andMentoring9. TransdisciplinaryPracticeandTeamBuilding10. WorkingwithCommunities,Organizations,andSystems11. PolicyandAdvocacy12. Research,Evaluation,andPolicyAnalysis

FormoreinformationabouttheSGISD,visit:http://www.umb.edu/academics/sgisd

2. Rehabilitation Counseling Education (Pre-Service) and Related Organizations

2.1 Rehabilitation Counseling Programs Nationally

Asof2013,thereare96master’sdegreeprogramsinrehabilitationcounselingeducation(RCE)basedatuniversitiesorcollegesthroughouttheUnitedStatesthathavebeenaccreditedbytheCouncilonRehabilitationEducation(CORE).2COREisanationalorganizationthataccreditsgraduateprogramsinRCEandotherrehabilitationdisciplinesandisexplainedinthenextsection.Themaster’sprograminRCEofferedbytheSchoolforGlobalInclusionandSocialDevelopment,UMassBostonisoneofthe96COREaccreditedprogramsandisexplainedlaterinmoredetail.

ArecentsurveyconductedbyCOREshowsthatthe96RCEmaster’sprogramsgraduatedatotalof1,510studentsbetweensummer2010andspring2011,including296students(20%)whoreportedadisability(CORE,n.d.).Thisrepresentsaslightincreasefromthepreviousyear(totalof1,473graduatesincluding286individualswithdisabilities).Thetopthreeplacesof

2 Source:COREwebsite:http://www.core-rehab.org/WhatIsCORE

3An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

graduateemploymentin2010−2011were(inorder):stateVRagencies(36%),communityrehabilitationproviders(23%),andrehabilitationrelatedagenciesandorganizations(17%).Graduatesofmostprograms(84)pursuedCertifiedRehabilitationCounselor(CRC)certification(asreportedbytheprogramsinthesurvey).(CRCcertificationisexplainedlaterinmoredetail.)ExistingresearchindicatesthatthenumberofgraduatesofCOREaccreditedRCEprograms-theprimarysourceforqualifiedVRcounselorcandidatesforthepublicVRprogram-isinsufficienttomeetbothcurrentandfutureVRprogramworkforceneeds(Dew,Alan,&Tomlinson,2008).Thisisanissuethaturgentlyneedsaddressing.

2.2 Council on Rehabilitation Education (CORE)

COREaccreditsapproximately96universityandcollege-basedRCEprogramsatthemaster’slevelaswellasprogramsinrehabilitationservicesanddisabilitystudiesattheundergraduatelevel.AccordingtoCORE,“Accreditationservestopromotetheeffectivedeliveryofrehabilitationservicestopeoplewithdisabilitiesbystimulatingandfosteringcontinualreviewandimprovementofmaster’sdegreerehabilitationcounseloreducationprograms.”3Forthepurposeofaccreditation,COREdevelopedstandardsforRCEprograms(CORE,2011a).ThesestandardsareusedtoreviewRCEprograms-bothnewprogramsandpreviouslyaccreditedprograms.Newprogramsthatmeetthesestandardsareaccreditedforamaximumperiodofthreeyears.Afterthreeyears,programshavetoapplyforre-accreditation.Previouslyaccreditedprogramsthatsuccessfullygothroughthereviewcanbeaccreditedforamaximumperiodofeightyears.COREonlyaccreditsprogramsintheUnitedStates.However,COREiscurrentlyintheprocessofdevelopingadirectoryofexistinginternationaluniversityandcollege-basedrehabilitationanddisabilityeducationprogramswiththegoalofidentifyingeducationalstandardsthatcanbemeasuredacrosscultures,communities,andcountries.4FormoreinformationaboutCORE,visit:http://www.core-rehab.org.

AlthoughCOREaccreditationisnotmandatory,mostRCEmaster’sprogramsseekorhavesoughtaccreditation.TheCOREstandardsthatserveasthebasisforaccreditationandguidethereviewprocesshavebeengroupedintosixdomains:1)MissionandObjectives,2)ProgramEvaluation,3)GeneralCurriculumRequirements,KnowledgeDomains,andStudentLearningOutcomes,4)ClinicalExperience(consistingofapracticumwithatleast100hoursandaninternshipofatleast600hoursofsupervisedrehabilitationcounseling),5)AdministrationandFaculty,and6)SupportandResources.IntermsofGeneralCurriculumRequirements,CORErequiresRCEmaster’sprogramstoincorporateanemphasisonethicalbehavior,diversityorindividualdifferences,andcriticalthinkingintheircorecurricula.Specifically,COREidentified10corecurriculumareas:

1. ProfessionalIdentityandEthicalBehavior2. PsychosocialAspectsofDisabilityandCulturalDiversity3. HumanGrowthandDevelopment4. EmploymentandCareerDevelopment5. CounselingApproachesandPrinciples6. GroupWorkandFamilyDynamics7. Assessment8. ResearchandProgramEvaluation9. Medical,Functional,andEnvironmentalAspectsofDisability10. RehabilitationServices,CaseManagement,andRelatedServices

Eachareaisbrokendownfurtherintoknowledgedomainsandrelated,measurablestudentlearningoutcomes.SeeCORE(2011a)foradetaileddescriptionofthestandards.TheCOREreviewprocessconsistsofaself-studybytheprogramapplicant;stakeholdersurveys(students,graduates,andpracticum/internshipsupervisors)conductedbytheprogramapplicant;andasitevisitconductedbyCORE.ThesitevisitincludesinterviewswiththeRCEProgramCoordinator,universityadministrators,faculty/staff,students,graduates,aswellaspracticum/internshipsupervisors.AccreditedprogramshavetosubmitannualprogressreportstoCORE.

3 Source:COREwebsite:http://www.core-rehab.org/WhatIsCORE4 Source:Gladnetemailentitled“COREGlobalSurveyofRehabilitation&DisabilityEducationprograms”datedOctober15,2013.

4 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

FormoredetailedinformationabouttheCOREreviewandaccreditationprocess,seeCORE(2011b)and(2012),orvisittheCOREwebsiteat:http://www.core-rehab.org

2.3 Master’s Degree Program in Rehabilitation Counseling Education (RCE) at the SGISD

Themaster’sprograminRCEofferedbytheSchoolforGlobalInclusionandSocialDevelopment,UMassBostonisoneof96COREaccreditedprogramsintheUnitedStates.Fundedinpartbyalong-termtraininggrantfromtheRehabilitationServicesAdministration(RSA),U.S.DepartmentofEducation,theprogrampreparesgraduatesforjobsinavarietyofsettings(suchasrehabilitationagencies,schools,careerplanningagencies,hospitals,clinics,residentialtreatmentfacilities,mentalhealthagencies,etc.).However,95%ofourgraduatesobtainemploymentinthefieldofrehabilitationcounseling.5Theprogramalsopreparesgraduatestopursuedoctorallevelstudiesiftheydesiretodoso.Itisa60-creditmaster’sprogramthatisavailableoncampusaswellasonline.ProgramgraduatesareeligibletotakethenationalexaminationasaCertifiedRehabilitationCounselor(CRC)withoutadditionalcourseworkorexperiences. CRCcertificationisanationalvoluntarycertificationforVRprofessionalsandisexplainedlaterinmoredetail.GraduatesalsomeettheeducationalrequirementsforMassachusettslicensureasaLicensedRehabilitationCounselor(LRC).ThislicensurealsorequirespassingtheCRCexaminationandaminimumoftwoyearsoffull-timepostmaster’sdegreesupervisedclinicalexperienceorequivalentexperience.

Program Design and Curriculum: TheRCEmaster’sprogramhasthreemajorcomponents:academiccoursework,fieldexperiences,andacapstoneproject.

Academic coursework: Studentsmustcompleteseriesofgeneralcounselingcoursesandcoursesspecifictorehabilitationcounseling(listedbelow).Onlinestudentsmustattendtwoclinicallybasedcoursesduringatwo-weeksessionatthebeginningoftheprogram(COU614andCOU616).Thesearetheonlytwocoursesthatstudentsarerequiredtoattendinperson(i.e.thatarenotofferedonline).

General Counselor Education Core Courses (Total of 30 credits)

• COU601ResearchandEvaluationinPsychology• COU605Vocational,Educational&PsychologicalAssessment• COU606EthicalStandardsandProfessionalIssuesinCounseling• COU608AbnormalPsychology• COU614CounselingTheoryandPracticeI• COU615CounselingTheoryandPracticeII• COU616GroupCounselingandGroupDynamics• COU620ClinicalApplicationofHumanDevelopment• COU622FamilyTherapyTheories• COU653PerspectivesinCrossCulturalCounseling

Rehabilitation Counselor Education Core Courses (Total of 30 credits)

• COU602Medical,Psychosocial,&EducationalAspectsofDisabilities• COU603FoundationsofRehabilitation• COU610CaseManagement&PlanninginRehabilitation• COU612VocationalRehabilitationandPlacement• COU613VocationalDevelopmentandCareerInformation• COU688PracticuminRehabilitationCounseling• COU698InternshipinRehabilitationCounseling(12creditstotal)

Total credits required: 60

SeeAppendixC:RehabilitationCounselingStudentHandbook,pages16−19forcoursedescriptions.

5 Source:SGISD,RCEprogramwebsite:http://www.umb.edu/academics/sgisd/grad/rehabilitation_counseling_ms

5An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

Field experiences: Inadditiontocoursework,studentsmustengageinfieldexperiencesinrehabilitationcounselingintheformofapracticumandaninternship.ThepurposeofthepracticumistointroducestudentstoclinicalpracticeasaVRcounselor.Therefore,studentsmostlyobservecertifiedrehabilitationprofessionalsinthefieldduringtheirpracticum.Thepurposeoftheinternshipisforstudentstobegintoseeclientsandtoprovidecounselingandguidancetothoseclientsundersupervision.

Thepracticum(3credits)consistsof100hoursoffieldexperienceinanapprovedplacementsitesuchasaclinic,adaytreatmentprogram,aresidentialprogram,oraschool.Fortyoutofthe100hourshavetoinvolvedirectcontactwithclients,meaningthatastudentwouldparticipateinactivitiessuchasconductanintakeintervieworfacilitateagroupworkshop.Studentscompletetheone-semesterpracticumpriortotheinternship.Duringthepracticum,studentsreceiveatleastonehourofindividualsupervisionweeklybythesitesupervisorandonehourandahalfofgroupsupervisionweeklybyprogramfaculty.

Theinternshipconsistsof600hoursofsupervisedfieldexperienceandiscompletedinaVRsettingoverthecourseoftwosemesters(300hourspersemester,6creditspersemester,totaling12credits).Examplesofinternshipsitesinclude:stateVRagencies,veterans’affairshospitalsandrehabilitationfacilities,communityrehabilitationproviders,schools,andprivaterehabilitationfacilities.Duringtheinternship,studentsbegintoseeclientsandtocarryoutrehabilitationcounselingactivitiesundersupervision.Theyreceiveatleastonehourofindividualsupervisionweeklybythesitesupervisorandonehourofgroupsupervisionweeklybyprogramfaculty.NotethatsitesupervisorscangetcontinuingeducationcreditstowardstheirCertifiedRehabilitationCounselor(CRC)status.(CRCsmustre-certifyeveryfiveyearsbyre-examinationorbyearning100hoursofcontinuingeducationcreditsincluding10creditsinethics.)

SeeAppendixD:RehabilitationCounselingFieldPlacementHandbookformoreinformationaboutthepracticumandinternship,includingsiteselection,sitesupervisors,studenttraineeresponsibilities,practicum/internshipevaluationandstudentfeedbackonpracticum/internshipexperiences,aswellassampleformsandquestionnaires.SeealsoAppendixC:RehabilitationCounselingStudentHandbook,pages20–23.

Capstone project: Studentsmustalsocompleteafinalprojectintheformofaresearch project oraclinical case analysis.Thepurposeoftheresearch projectis“topreparestudentstobepractitioner-scientists[…]bydemonstrate[ing]skillsofsystematicinterpretationofresearchinformationpresentedinjournalsandotherscientificsourcesalongwithclinicalexperienceinthepracticeofrehabilitationcounseling”(Source:AppendixC:RehabilitationCounselingStudentHandbook,page24).Studentsareexpectedtoidentifyaproblemoranissueinthefield(usuallyduringtheearlypartoftheirinternship)anddevelopaplanforaddressingthisproblemorissuethroughpolicyorresearchactivities.AnemphasisisbeingplacedonhowtheproblemrelatestopracticeasaVRcounselor.Studentsdevelopandimplementasmallresearchproject.Theyareexpectedtosharetheresultsoftheirstudyviaaformalreportandaformalpresentationinfrontoftheirpeersandprogramfaculty.

Thepurposeoftheclinical case analysisis“toengagestudentsinanexperiencewhich,initscomprehensiveness,bringstogethertheirentirelearningexperiencethroughouttheirenrollmentintheProgram,andreinforcestheirownself-efficacyandfeelingsofcompetenceasarehabilitationcounselor”(Source:AppendixC:RehabilitationCounselingStudentHandbook,page24).Studentsareexpectedtoidentify(usuallyduringtheearlypartoftheirinternship)aclinicalcase,thatis,anindividualtheyareworkingwithinacounselingrelationship.Theywillaudio/videorecordacounselingsessionofthecaseandalsocompleteacomprehensiveanalysisofthecase.Studentsarerequiredtosubmitdocumentationoftheiractivities(listedonpage2ofAppendixE:RehabilitationCounselingCapstoneExperience)andalsoproduceafinalreport.

SeeAppendixE:RehabilitationCounselingCapstoneExperienceformoreinformationaboutthecapstoneproject.SeealsoAppendixC:RehabilitationCounselingStudentHandbook,page24.

Program Tracks and Tuition: TheRCEprogramcanbecompletedonafull-timeorpart-timebasis.Full-timestudytakestwoyears;part-timestudytakesfouryears.Studentstakeonaverage3.5yearstocompletetheprogram(moststudentsworkpart-timewhilepursuingthisprogram.) See AppendixC:RehabilitationCounselingStudentHandbook,page13foratypicalplanforfull-timestudyandpages14−15foratypicalplanforpart-timestudy.Thereisalsoanoptiontocompletetheprogramonline.Tuitionforthecampus-basedprogram(bothfull-timeandpart-time)isapproximatelyUS$31,200(exacttuition

6 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

dependsonthenumberofinpersonversusonlinecoursesstudentstake).6TuitionfortheonlineprogramisapproximatelyUS$28,500.Scholarshipsareavailableforeligiblestudents,whichcovertuitionandfees,andalsoprovideasmallstipend.Scholarshipstudentswhocompletetheprogramarerequiredtoworkinthefieldfortwoyearsforeachyearoftuitionsupport.

Program Enrollment and Graduation:Theprogramadmits8−10studentsannuallyforthegraduatecohort.Thiscoversboththecampus-basedprogramandtheonlineprogram.Studentsforthecampus-basedprogramareadmittedinfall;studentsfortheonlineprogramareadmittedinthesummer.AsofOctober2013,thereare29studentsenrolledintheprogram.7Ofthose,11arefull-timestudentsand18arepart-timestudents.Ofthe29students,19arepursuingthecampus-basedprogramand10areintheonlineprogram.Atotalofsixstudentsgraduatedfromtheprogramin2012–2013.

Formoreinformationaboutthemaster’sprograminRCEattheSGISD,visit:http://www.umb.edu/academics/sgisd/grad/rehabilitation_counseling_ms

2.4 Commission on Rehabilitation Counselor Certification (CRCC)

CRCCistheworld’slargestrehabilitationcounselingorganization,havingcertifiedmorethan35,000rehabilitationcounselorssince1974.8TheCommissionsetsqualitystandardsforrehabilitationcounselingservicesintheUnitedStatesandCanadaandpromotesthesestandardsthroughcertificationofrehabilitationcounselors.Thiscertificationisvoluntary.TobeeligibletositfortheCRCexam,individualsmusthaveamaster’sdegreeinrehabilitationcounselingorinacloselyrelatedfield.9IndividualswhopasstheexaminationbecomeCertifiedRehabilitationCounselors,orCRCs.CRCsmustre-certifyeveryfiveyearsbyre-examinationorbyearning100hoursofcontinuingeducationcreditsincluding10creditsinethics.

CRC Certification and State VR Agencies: Federalregulations(34CFR361)10requirestateVRagenciestoestablishpersonnelstandards-alsocalledComprehensiveSystemofPersonnelDevelopment(CSPD)standards thatare“consistentwithanynational-orstate-approvedorrecognizedcertification,licensing,orregistrationrequirements.”MoststateVRagenciesusetheCRCcertificationtodetermineiftheircounselorsmeetCSPDstandards(Dew,Alan,&Tomlinson,2008).Asaresult,theminimumacademicstandardforVRcounselorsinmoststateVRagenciesisamaster’sdegreeinrehabilitationcounseling.

CRC Examination: Theexaminationconsistsof175multiple-choicequestionsthatareadministeredonline.11Individualsaregiventhree-and-a-halfhoursoveran8-dayperiodtocompletethetest.Theexaminationquestionsaddress10knowledgedomains:

1. Assessment,Appraisal,andVocationalEvaluation2. JobDevelopment,JobPlacement,andCareerandLifestyleDevelopment3. VocationalConsultationandServicesforEmployers4. CaseManagement,ProfessionalRolesandPractices,andUtilizationofCommunityResources5. FoundationsofCounseling,ProfessionalOrientationandEthicalPractice,Theories,SocialandCulturalIssues,and

HumanGrowthandDevelopment6. GroupandFamilyCounseling7. MentalHealthCounseling8. Medical,Functional,andPsychosocialAspectsofDisability9. DisabilityManagement10. Research,ProgramEvaluation,andEvidence-BasedPractice

6 Source:RCEprogramwebsite:http://www.umb.edu/academics/sgisd/grad/rehabilitation_counseling_ms7 Source:RCEprogramwebsite:http://www.umb.edu/academics/sgisd/grad/rehabilitation_counseling_ms8 Source:CRCCwebsite:http://www.crccertification.com/pages/about_crcc/112.php9 Source:CRCCwebsite:https://www.crccertification.com/pages/eligibility_requirements_july_2014_crc_exam/289.php10 Source:CodeofFederalRegulations34CFR361:http://www.doleta.gov/disability/htmldocs/rehab_regs.cfm11 Source:CRCCwebsite:http://www.crccertification.com/pages/crc_exam_overview/120.php

7An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

CRCCprovidesarangeofresourcestohelpcandidatespreparefortheexamination.Thisincludesadetailedlistofexaminationtopics(byknowledgedomain),examinationsamplequestions,aswellasanexaminationreadinglist.12Additionally,thereisaCRCinteractivepreparationtest(a50-itempracticetest)availableforpurchase.13Theapplication/examinationfeeforfirsttimeapplicantsandCRCswhowishtore-certifythroughre-examinationisUS$385.14

CRC Re-Certification: CRCsmustre-certifyeveryfiveyearsbyre-examinationorbyearning100hoursofcontinuingeducationcreditsincluding10creditsinethics.VariousorganizationsofferthesecontinuingeducationcreditstoCRCs.ThefeeforcertificationrenewalisUS$295.15OrganizationsthatoffercontinuingeducationprogramsinrehabilitationcounselingmustseekapprovalfromCRCCinordertooffertheirprogramstoCRCs.CRCCprogramapprovalisvalidfor12months.16ArangeoforganizationsandprogramsgiveCRCcontinuingeducationcredits.ThisincludestheNewEnglandTechnicalAssistanceandContinuingEducation(TACE)CenterandtheCollegeofEmploymentServices(CES)programattheICI(bothareexplainedlaterinmoredetail).17TheU.S.DepartmentofEducation,NationalInstituteofDisabilityandRehabilitationResearch(NIDRR)alsofundsresearchcentersthatofferadhoctrainingrelatedtothescopeoftheresearchandoftenoffercontinuingeducationcreditstotrainingparticipants.NIDRRfundsmultipleresearchcentersacrossthecountryandhasbeeninvestingheavilyinresearchrelatedtostateVRagencies.Oneoftherequirementsforfundingisthattheseresearchcentersoffertrainingandtechnicalassistance.TheICIhostsseveralNIDRR-fundedcentersthatfocusonemploymentandvocationalrehabilitation.ThesecentersprovidetrainingandTAinadditiontoresearch.SeeAppendixB:ICIPosterformoreinformationaboutthesecenters.

FormoreinformationabouttheCRCCincludingCRCexamination,certification,andre-certification,visit:http://www.crccertification.com

3. Vocational Rehabilitation Technical Assistance & Continuing Education Model (In-Service)

3.1 National Technical Assistance and Continuing Education (TACE) Structure

Establishedin2008andfundedbytheRehabilitationServicesAdministration(RSA),U.S.DepartmentofEducation,thepurposeoftheTechnicalAssistanceandContinuingEducation(TACE)centersis“toimprovethequantityandqualityofemploymentoutcomesforindividualswithdisabilitiesthrough enhanced technical assistance (TA) and continuing education (CE)forstatevocationalrehabilitation(VR)agenciesandagencypartnersthatcooperatewithstateVRagenciesinprovidingVRandotherrehabilitationservices(e.g.,CentersforIndependentLiving,ClientAssistancePrograms,andCommunityRehabilitationPrograms”(emphasisadded).18RSAfundedatotalof10TACEcenters,onecenterperRSAregion(seeFigure1),foraperiodoffiveyears.Oneofthe10centers theNewEnglandTACEcenter(RSARegion1) ishousedattheICI,UMassBostonandisexplainedlaterinmoredetail.Togetherthe10TACEcentersformthenationalTACEcollaborative.

TACEcentersconductannualandongoingneedsassessmentsofstateVRagenciesintheirregionandthentailorthetrainingandTAtolocalandregionalneeds.TheyfrequentlyassiststateVRagencieswiththecomprehensivestatewideneedsassessmentthatRSArequiresagenciestodoeverythreeyears.TACEcentersalsoassiststateVRagenciespreparefortheRSAmonitoringprocess(RSAmonitorsstateVRagencieseveryfiveyears).TACEcentersnotonlysupportstateVRagenciesbutalsotheirpartnersincludingcommunityrehabilitationproviders.NeedsassessmentofVRpartnersisconductedbystateVRagenciesandthensharedwiththeTACEcenterssothattrainingandTAcanbetailoredtothespecificneedsandissuesofthesepartneragencies.

TheTACE modelhasseveraladvantages(NationalTACECollaborative,2012):First,theregionallocationofthecentersallowsthemtogainintimateknowledgeoftheuniqueneedsofeachstateVRagencyaswellasoftheirrespectiveTACEregion,andtobeculturallyandregionallyresponsivewhilemaintainingindividualizedrelationshipswitheachVRagencyanditsleadership.12 Source:CRCCwebsite:http://www.crccertification.com/pages/crc_exam_preparation/72.php13 Source:CRCCwebsite:http://www.crccertification.com/pages/crc_exam_preparation/72.php14 Source:CRCCwebsite:http://www.crccertification.com/pages/application___fees/70.php15 Source:CRCCwebsite:http://www.crccertification.com/filebin/pdf/CRCCertificationGuide.pdf16 Source:CRCCwebsite:http://www.crccertification.com/pages/program_pre_approval_for_ce_providers/115.php17 Foralistoftrainingproviders/CRCCapprovedprogramssee:http://www.crccertification.com/pages/certificants/111.php18 Source:FederalRegister,ProposedRule03/15/2013:https://www.federalregister.gov/articles/2013/03/15/2013-06077/rehabilitation-continuing-education-

program-rcep-for-the-technical-assistance-and-continuing

8 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

EachTACEcenterhasanadvisorycommitteethatrepresentsthevariousVRstakeholdersinitsregion.ManyTACEcentershaveseverallevelsofadvisorycommittees.Forexample,inNewEngland(RSARegion1)thestateVRagencydirectorsarepartoftheTACEadvisorycommittee.VRdirectorsmeetquarterlyandprovidevaluableinputonVRtrendsinthestate,theregion,andnationally.TheyinformtheTACEcenteraboutTAneedsandpossibletrainingneeds.ThestateVRagencytrainingcoordinatorsarealsopartoftheTACEformaladvisorycommittee.TheyprovideinputonthetrainingneedsandoverallinitiativesofthestateVRagencies.TheyalsodiscussregionalopportunitiesforcollaborationwiththesupportoftheTACEcenter.

Second,becauseTACEcentersareembeddedregionally,theycanrespondmorepromptlyandeffectivelytolocalandregionalissuesastheyemerge(thanwouldperhapsbepossiblewithonlyonelargenationalTACEcenter)throughin-personandonlinetrainingandTA.TACEcentersareapprovedbytheCommissiononRehabilitationCounselorCertification(CRCC)togivecontinuingeducationcreditsforTACEtrainings.Third,theapproachusedtostafftheTACEcentersisanotheradvantageofthemodel.TACEcentersemployknowledgeableandexpertstaffwhorepresentformerstateVRagencyandpartnerstaffbutalsoincludeuniversitystaff(academiciansandresearchers).

ThenationalTACEcollaborativeisapowerfulnetworkofresourcesavailabletoeachTACEcenter.Collaborationandpartnershipamongcentersisencouragedandfacilitatedinvariousways.Forexample,TACEcenterssharetrainingcontentandbest/effectivepractices,jointlydevelopandconducttrainingandTA,andconducttrainingandTAforotherregionsasneeded.Nationally,TACEcentershavesharedtrainingresourcesinareassuchasethicsandmotivationalinterviewing.Thereisongoingcommunicationaboutwhatareemergingissuesandhowtheseneedtobeaddressed,affordingTACEcentersanopportunityforenhancedcollaboration.FormoreinformationaboutthenationalTACEcollaborative,visit:http://interwork.sdsu.edu/sp/ntc/

Figure 1: 10 TACE Centers in the United States Form the National TACE Collaborative

Source:NationalTACECollaborativewebsite:http://interwork.sdsu.edu/sp/ntc/tace_regions/

3.2 New England TACE Center at the ICI (RSA Region 1)TheNewEnglandTACEcenterisajointprojectoftheICI,UMassBostonandAssumptionCollege(subcontractor).ItservesstateVRagenciesandtheirpartnersintheRSARegion1.Region1ismadeupofthesixNewEnglandstatesandincludes10stateVRagenciesandtwotribalVRprograms.19Thecenterprovidestraining(inpersonandonline)andTAonawide-rangeofVRrelatedtopicsandissuestothosestateVRagenciesandtheirpartners.ThecenteralsooffersACRE(AssociationofCommunityRehabilitationEducators,explainedlater)trainingprovidinganACREcertificationtotraineeswhocompleteit.

19 Foralistoftheseagenciesandprogramssee:http://www.tacene.org/region-1-vr-agencies

9An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

Thistrainingisspecificallyforemploymentsupportprofessionalswhoworkforcommunityrehabilitationproviders(thatoftencontractwithstateVRagencies)andfocusesonjobdevelopmentandsupports.

Needs Assessment to Plan TACE Training and TA: TheNewEnglandTACEcenterconductsannualandongoingneedsassessmentswithstateVRagenciesforthemtoidentifywheretheagencyneedstrainingorTA.RSAalsoprovidesinputonwheretrainingandTAareneededthroughthestateVRagencymonitoringreports(RSAmonitorsagencieseveryfiveyears).Needsassessmentmostlytakestheformofsemi-structuredinterviewswithVRagencydirectorsandseniorstaff,aswellasVRagencytrainingcoordinators.TheinterviewsareconductedbyTACEstaffwhotailorthequestionstotheindividualagencyanditsneedsandissues.RegionalneedsandissuesoftenemergewhenTACEstafffacilitatemeetingsofVRagencydirectorsand/orVRagencytrainingcoordinators.Followingaresomeexamplesofthekindsofregionalissuesandneedsthatwereidentifiedoverthepast18monthsorfrom2012–2013.

• Develop/shareapproachestonewVRcounselortraining• Improveservicesandoutcomesforclientswithdualdiagnosis(substanceabusedisorders/mentalillness)• Workingwithandimprovingoutcomesforclientswithcriminalhistories• Howtoutilizemotivationalinterviewingtechniquesincounseling• Improvethequalityofcaseloaddocumentation• Improvecaseloadmanagementskills• HelpstaffmaintainethicalpracticesintheirrolesinVR• Developskillsinsupervisorsandaspiringsupervisors

TACE Training and TA: TheidentifiedissuesandneedsdriveTACEtrainingandTA.Trainingisprovidedbothinpersonandonline.AlistofNewEnglandTACEcentertrainingevents(in-personworkshops,conferences,andonlinetraining),bothpastandfuture,isavailableat:http://www.tacene.org/calendarContinuingeducationcreditsareofferedforTACEtrainings.Theonlinetrainingcoursesaregearedtopeoplewithabroadrangeofcomputerexperience.Coursesareledbyaninstructorwhoremainsinvolvedthroughoutthetraining.Theyareaboutonemonthlongandhaveaclearstartandenddate.Coursesincludearangeofactivities(suchasfieldworkactivities,practiceexercises,orscheduledphoneorwebconferences)anduseavarietyofformatstodelivertrainingcontent(suchasreadings,presentations,discussionforums,phoneorwebconferences,videos,professionaldevelopmentactivities,andassignments).

IntermsofTA,theNewEnglandTACEcenterofferstwotypesofTA:PeerTAandIndividualizedTA.Peer TAisbasedontheconceptof“communityofpractice”(CoP)wherepeopleinsimilarpositions(peers)cometogethertosupporteachother.ThisconceptwasfoundtobewellsuitedtostateVRagenciesandtheirpartners.Itallowsforregularandongoinginteraction(inperson,viaphoneoronline)andfornetworking,resourcesharing,andproblemsolving.Thegoalistotransfer“practicable”knowledge.TheNewEnglandTACEcenterestablished11 active Peer TA groups:20

1. VRDirectors2. VRTrainingCoordinators3. VRFiscalAdministrators4. VRMarketing&EmploymentServicesTeam(MAonly)5. VRStatewideEmploymentCoordinators6. VRCommunityRehabilitationProgram(CRP)Coordinators7. VRBusinessEnterpriseProgram(Randolph-Sheppard)staff8. VRAssistiveTechnologyStaff9. Ticket-To-WorkSpecialists(returntowork)10. StateCoordinatorsfortheDeaf11. TransitionStaff

20 ForadescriptionofeachPeerTAgroupsee:http://www.tacene.org/vr-peer-ta

10 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

TheNewEnglandTACEcenteralsoprovidesIndividualized TA-TAthataddressesaparticularproblem,needorconcernofanindividualstateVRagency.TACEstaffwilldiscussthisproblem,issueorconcernwiththeVRagencyandthendevelopacustomizedplantoprovideTA.TAmayincludeconsultationwithspecificstafforgroups,facilitation,resourcesharing,outreach/explorationofagencieswithsuccessfulmodels,coordinationorPeerTAmeetings. FormoreinformationabouttheNewEnglandTACEcenteranditstrainingandTAefforts,visit:http://www.tacene.org

4. Competency-Based Training for Employment Support Staff

4.1 Association of Community Rehabilitation Educators (ACRE) Training Competencies and Certification

ACREisanationalmembershiporganizationrepresentingtrainersandeducatorswhoworkinthedisabilityfield.ACRE’smissionistoraisethestandardsofdisabilityemploymentservicesandtoimprovedisabilityemploymentoutcomesthroughcompetency-basedtrainingandtrainingcertification.ACREevaluatestrainingcurriculaincommunity-basedemploymentservicesagainstasetofstandardsandapprovesthosecurriculathatmeetACREstandards.CurriculaareapprovedforaperiodoffiveyearsandthenhavetobesubmittedtoACREforreviewandre-certification.UponcompletionofACRE-approvedtrainings,participantsreceiveanationalcertificate.FormoreinformationaboutACRE,visit:http://www.acreducators.org

ACRE Standards and National Certification for Training Providers: ACREstandardsconsistof38competenciesgroupedintofourdomains(ACRE,2013):

• Applicationofcorevaluesandprinciplestopractice• Individualizedassessmentandemployment/careerplanning• Communityresearchandjobdevelopment• Workplaceandrelatedsupports

ThesecompetenciesarebasedonthesupportedemploymentcompetenciesdevelopedbytheAssociationofPeopleSupportingEmploymentFirst(APSE,explainedlater).ACRErefinedandexpandedtheAPSEcompetenciestoextendbeyondsupportedemploymentandtoincludemultipleotherapproachestodisabilityemployment,suchascompetitiveemployment,customizedemployment,supportedemployment,andtransitionalemployment.21Moreover,ACREcompetenciesallowfortwolevelsoftrainingandcertificationincommunity-basedemploymentservices:

1. BasicEmploymentServicesTraining/Certificate2. ProfessionalEmploymentServicesTraining/Certificate

TrainingleadingtotheBasic Employment Services Certificatemustbe40hourslongandsufficientlyaddresstheACREcompetencies.22TrainingleadingtotheProfessional Employment Services Certificate mustalsobe40hourslong.ThistrainingaddressestheACREcompetenciesatamoreadvancedknowledgeandskilllevelthantheBasicEmploymentServicesTraining.23ACREbeganofferingcompetency-basedtrainingandtrainingcertificationin2005.Sincethen,morethan3,100professionalshavecompletedanACRE-approvedtrainingprogramandobtainedacertificateinBasicorProfessionalEmploymentServices.ACREmaintainsaregistryofprofessionalswhocompletedACREtraining.Thisregistrytakestheformofanonlinedatabasethatispubliclyaccessibleandthatcanbesearchedbyname,RSAregion/international,typeofcertificate,yearofcertificateaward,and/orstate.24AsofNovember2013,thereare513professionalswithaBasicEmploymentServicesCertificateand20professionalswithaProfessionalEmploymentServicesCertificateinNewEngland(RSARegion1).

ACRE Curriculum Review and Certified Programs:ACREhasastructuredcurriculumreviewprocess.25TrainingprovidersmustbecomeACREorganizationalmembersbeforetheycansubmitatrainingcurriculumforreview.Thecurriculumreview

andrenewalprocessesarefreetoorganizationalmembersasof2013.However,thiscouldchangeinthefuture.Aspartoftheapplicationprocess,trainingprovidersmustconductanassessmentoftheirtrainingcurriculumtoseethatitmeetsallofthe

21 Source:ACREwebsite:http://www.acreducators.org/content/acre-2013-competencies22 Source:ACREwebsite:http://www.acreducators.org/certificates/basic-employment-certificate23 Source:ACREwebsite:http://www.acreducators.org/certificates/professional-employment-certificate24 ACREregistryofprofessionals/certificants:http://www.acreducators.org/certificate-registry25 Source:ACREwebsite:http://www.acreducators.org/training-providers/training-provider-requirements

11An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

ACREcompetencies.Inadditiontotheassessmentresultsandothercurriculummaterials,trainingproviders/applicantsmustalsosubmitevidenceofthequalityoftheirtrainingandtrainers,theircapacitytoprovidetraining,andtheircommitmenttoindividualizedcommunity-basedemployment.AnACRECurriculumReviewCommitteecomprisedof5–8professionalswhorepresentACRE’sdiversemembershipbasereviewsallapplicationsandmakesafinaldetermination.Onceacurriculumhasbeenapproved,thetrainingprovidercanstartofferingthetrainingandawardthenationalcertificate.

ACREmaintainsaregistryofACREtrainingproviders.Thisregistrytakestheformofanonlinedatabasethatispubliclyaccessibleandthatcanbesearchedbyprovidername,RSAregion,international(Yes/No),state,and/ortrainingformat(inperson,online,orboth).26AsofNovember2013,therearefourACRE-approvedtrainingprovidersinNewEngland(RSARegion1)includingtheICI.

ICI as An ACRE Approved Training Provider: TheICIoffersanACRE-approvedInnovative Employment TrainingleadingtoaBasicEmploymentServicesCertificate.Itisaseven-dayinpersontrainingthatincludesinstructor-ledworkshops,groupwork,andfieldwork.Somepartsofthetrainingareofferedonlineaswell.Fieldworkprovidesparticipantsanopportunitytopracticewhattheyhavelearnedinthetrainingandtostrengthentheirskills.Participantsmustcompletethe40hoursoftrainingandthesixfieldworkassignmentsinordertobeawardedacertificate.Belowisthetrainingschedulefortheseven-dayperiod:

• Day1:FoundationsofCommunityEmployments(6hours)• Day2:GettingtoKnowYourJobSeeker&PlanningforSuccess(6hours)• Day3:PartnershipstoPromoteEmployment&UnderstandingSocialSecurityWorkIncentives(6hours)• Days4–5:ExploringEmployerNeeds&DevelopingQualityMatches(12hours)• Days6–7:Training&SupportStrategies(12hours)

ThetrainingcurriculumandinformationabouttrainingfeesareavailableuponrequestfromtheICI.TheICIhasbeenofferingthistrainingsince2005,awardingmorethan500BasicLevelEmploymentServicesCertificatesandover20ProfessionalLevelEmploymentCertificates.NotethattheICIhasbeenapprovedbyACREtoprovideInnovativeEmploymentTrainingforboththeBasiclevelandtheProfessionallevel.However,wecurrentlyonlyoffertrainingfortheBasiclevel.

4.2 Association of People Supporting Employment First (APSE) Professional Competencies and Certification

APSEisanationalmembershiporganizationdedicatedtointegratedemployment.APSE’smissionistoadvanceemploymentandself-sufficiencyforallpeoplewithdisabilitiesthroughadvocacyandtraining.Asthenamesuggests,APSEsupportsEmploymentFirst-employmentinthegenerallabormarketasadesirableandachievableemploymentoutcomeforallpeoplewithdisabilities,includingthosewithsignificantdisabilities.27APSEhaschaptersin35statesandtheDistrictofColumbiaandiscurrentlyintheprocessofestablishinginternationalchapters.Membersincludeindividualswithdisabilitiesandtheirfamilies,disabilityserviceprovidersandprofessionals,businessesandemployers.FormoreinformationaboutAPSE,visit:http://www.apse.org

APSE Training, Competencies, and National Certification for Professionals: APSEoffersavarietyoftrainingopportunitiestobothmembersandnon-members.28Thisincludesanannualconferencethatbringstogetherbusinessandcommunityleaderswiththegoaltosharebestpracticesinemploymentservicesandsupportsforpeoplewithdisabilities.Othertrainingopportunitiesincludewebinarsontopicssuchasjobdevelopment,self-employment,transition,publicpolicy,organizationalchange,andautism.Therearealsoonlinecoursesontopicssuchassupportedemploymentoremploymentforindividualswithmentalillness,aswellaschapterevents.

Inadditiontotraining,APSEoffersemploymentsupportprofessionals(ESP)anopportunitytobecomeaCertifiedEmploymentSupportProfessional(CESP)bypassingtheCESPexamination.ESPsincludejobcoaches,jobdevelopers,transitionemploymentspecialists,jobplacementpersonnel,andemploymentspecialists/consultants.TheCESPcertificationprogramisbasedonasetofninecompetenciesforsupportedemploymentthatAPSEdevelopedwithinputfromanationalexpertgroup(APSE,2010):

26 ACREregistryoftrainingproviders:http://www.acreducators.org/find-training-providers27 FormoreinformationaboutAPSE’spositiononEmploymentFirst,visit:http://www.apse.org/employmentfirst/28 Source:APSEwebsite:http://www.apse.org/training/

12 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

1. IntroductiontoSupportedEmployment2. AssessmentandCareerPlanning3. MarketingandJobDevelopment4. On-the-JobTrainingandSupports5. OngoingSupports6. ManagingBenefits7. OrganizationalChange8. SpecialPopulations9. Self-Employment

APSE’scertificationprogramisthefirstnationalcompetency-basedcertificationprogramforESPs.

CESP Examination, Certification, and Re-Certification: APSEestablishedanEmploymentSupportProfessionalCertificationCouncil(ESPCC)tooverseeCESPexamination,certification,andre-certification. TobeeligiblefortheCESPexamination,individualsmustmeettheminimumeducationandworkexperiencerequirements.29Theymusthaveahighschooldiplomaorequivalent.Intermsofworkexperience,individualsmusthaveoneyearofESPworkexperience(whichmayincludeuptothreemonthsofinternshiporpracticumtime)orninemonthsofESPworkexperiencewithatrainingcomponent.Additionally,individualsmustadheretoandsigntheESPCCCodeofConduct.IndividualssubmittheirapplicationtotheESPCC,andtheESPCCwillthendeterminetheapplicant’seligibility.Onceapplicantshavereceivedconfirmationoftheireligibility,theycanregistertotaketheexaminationatoneoftheexaminationlocations.TheexaminationfeeisUS$159.TheCESPexaminationconsistsofmultiple-choicequestionsthatareadministeredinpersonoverathree-and-a-halfhourperiod.QuestionsaddressfivecontentareasbasedontheAPSEsupportedemploymentcompetencies:

1. ApplicationofCoreValuesandPrinciplestoPractice2. IndividualizedAssessmentandEmployment/CareerPlanning3. CommunityResearchandJobDevelopment4. WorkplaceandRelatedSupports5. OngoingSupports

Examinationquestionsarebasedonscenarios,askingtesttakerstofindthemostappropriatecourseofactionforeachsituation.APSEiscurrentlyworkingonastudyguidethatwillbeavailablefortesttakersinthefuture.Todeveloptheexamination,APSEformedanationalgroupofsubjectmatterexpertsandchargedthemwithdefiningtheroleoftheESPanddeterminingtheknowledgeandskillsneededforthisjob.30Theexpertgroupdevelopedasetofquestionswhichwerevettedbyanumberofworkgroupswhoanalyzedeachquestionforcontent,relevance,accuracy,andsoon.ThequestionswerethennarroweddowntocreatethefirstversionoftheCESPexamination.Theexaminationisupdatedregularly.Aspartoftheexamination,testtakersreceivefeedbackforms,wheretheyareaskedtoreportquestionstheyfeelareconfusingorinaccurate.Thesequestionsarethenreviewedbytheexpertgroupthatiscreatingthenextversionoftheexamination.Inadditiontoadjustingcurrentquestions,newquestionsarewrittenaswell.Subsequentversionsoftheexaminationaresubjecttothesameintensereviewasthefirstversion.APSEbeganofferingtheCESPcertificationin2011.Version1oftheCESPexaminationhad503testtakersand82.4%passedthetest.Version2hashad62testtakerssofarwithapassrateof82.7%.31

CESPsmustre-certifyeverythreeyearsbyaccumulating36continuingeducationcreditsdirectlyrelatedtoESPorbyre-examination.Individualspayare-certificationfeeofUS$125.APSEmaintainsalistofacceptableactivitiestoobtaincontinuingeducationcredits.32FormoreinformationabouttheCESPexamination,certification,andre-certification,seeCESP(2011–2012)orvisittheAPSEwebsite:http://www.apse.org/certification/

29 Source:APSEwebsite:http://www.apse.org/certification/30 Source:PersonalcommunicationwithJenniferPolkes,APSECESCoordinator,November6,2013.31 Source:PersonalcommunicationwithJenniferPolkes,APSECESCoordinator,September3,2013.32 ForalistofacceptableactivitiesforCEcreditseehttp://www.apse.org/docs/Activities%20Accepted%20for%20CE%20Credits.pdf

13An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

4.3 ICI’s College of Employment Services (CES)

HousedattheICI,CESisanonlinetrainingprogramtargetedatemploymentsupportprofessionals.Itaimstoprovidetheseprofessionalswiththeknowledge,skills,andvaluesneededtoeffectivelysupportpeoplewithdisabilitiesandotherchallengesinfindingemployment.CESisajointpartnershipoftheICI,Elsevier,theInstituteonCommunityIntegrationatUniversityofMinnesota,andAPSE.ThemissionofCESisthreefold:

• Educate.CESdeliverscurriculathatarealignedwithprovenbestpracticesinthefieldandmeetnationalcompetenciesandstandards.Eachcourseestablishesclearprofessionalmeasuresforskills,performance,andadvancement.[…]

• Enrich.CESgivesemploymentprofessionalsastrongfoundationofpracticalskillsandcorevaluesintheirfield[and]asenseofpurposeandconfidence[…]

• Inspire.[…]Professionalswillfindanewsenseofprideintheirjobs[…]they’relikelytokeepthesejobslonger,andtoseetheirworkasafulfillingcareer[…]33

Program Design and Curriculum: Thecurriculumwasdesignedusingself-pacedmodulesandapracticalproblem-basedlearningstructure,providingmaximumflexibilitytostudents(theycanaccesscoursecontentanytime)andsupportingthemastheyworktowardsachievingtheprogram’slearningobjectives.ThecurriculumaddressesallofthecompetenciescoveredintheAPSEexaminationforcertificationasaCertifiedEmploymentSupportProfessional(CESP).ThismeansthatCESprogramgraduatesarewell-preparedtotaketheAPSEexaminationtobecomeaCESP.Additionally,allCEScourseshavebeenapprovedbytheCommissiononRehabilitationCounselorCertification(CRCC)forcontinuingeducationcredits.Thecurriculumconsistsof11corecourses:

1. StrategiesforJobDevelopment:Part1and22. PrinciplesofCareerDevelopment3. FoundationsofEmploymentServices4. BusinessPerspectives5. PerformanceCoachingandSupport:Part1and26. UsingWorkIncentivesTowardsSelf-Sufficiency7. Funding8. TickettoWork9. Networking

SeeAppendixG:CESFlyerforalistofcoursedescriptions.AnEditorialBoard,comprisedofexpertsinthefield,reviewsallcourses,makingsurethatthecurriculumrepresentsthebestpracticesinthefield.Theexistingcurriculumisbeingupdatedregularlyandwheneverthereisachangeinpolicyand/orpractice.Newcoursesarealsobeingadded.Forexample,fournewcoursesarescheduledtobereleasedinfall/winter2013:EmploymentServicesforPeoplewithMentalHealthDisabilities,EmploymentforPeoplewithDisabilitiesandCriminalHistories,Networking,andJobCreation.CESprogramstaffarealsointheprocessofaddingacomponentthatwouldsupplementtheonlinetrainingwherestudentshavetodemonstrateskilldevelopment.Thecurriculumcanbepurchasedasatrainingpackage(pricesareavailableuponrequestfromtheICI).Coursecontentcanbemodifiedtoothercontextsandtomeetmorespecifictrainingneeds.FormoreinformationaboutCES,visit:http://directcourseonline.com/employmentservices/

33 Source:CESprogramwebsite:http://directcourseonline.com/employmentservices/about-ces/

14 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

Conclusion RehabilitationcounselingisanacademicsubjecttaughtatthegraduatelevelatuniversitiesandcollegesintheUnitedStates.Pre-servicetrainingcombinesafocusonacademiccoursework,fieldworkexperiences,researchandclinicalskills.ThesefocusareasarereinforcedbytheCOREstandardsformaster’slevelrehabilitationcounselingprograms.The96COREapprovedrehabilitationcounselingprogramsareamajorsourceofqualifiedcounselorcandidatesforstateVRagencies;manyoftheseagenciesrequirecounselorstobeCertifiedRehabilitationCounselors.Similartrendstowardnationalstandards,competency-basedtraining,andprofessionalcertificationcanbeseeninthefieldofdisabilityemploymentserviceswithACREestablishingstandardsforprovidersoftrainingincommunity-basedemploymentservicesandAPSEofferinganationalcertificationforcommunityemploymentserviceproviderstaff.Finally,theRehabilitationServicesAdministrationisheavilyinvestingintheTACEmodeltosupportstateVRagenciesandtheirpartnersthroughin-servicetrainingandTA.

15An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

AppendicesAppendixA:GuestLecturePowerPointSlidesWeblink:http://www.communityinclusion.org/nivr_a/

AppendixB:InstituteforCommunityInclusion(ICI)Poster(inJapanese)Weblink:http://www.communityinclusion.org/nivr_b/

AppendixC:RehabilitationCounselingStudentHandbookWeblink:http://www.communityinclusion.org/nivr_c/

AppendixD:RehabilitationCounselingFieldPlacementHandbookWeblink:http://www.communityinclusion.org/nivr_d/

AppendixE:RehabilitationCounselingCapstoneExperienceWeblink:http://www.communityinclusion.org/nivr_e/

AppendixF:CertifiedEmploymentSupportProfessional-CertificationHandbookWeblink:http://www.apse.org/docs/CESP%20Candidate%20Handbook.1.12.pdf

AppendixG:CollegeofEmploymentServices(CES)FlyerWeblink:http://www.communityinclusion.org/nivr_g/

16 An Overview of Pre-Service and In-Service Rehabilitation Education, Training, and Technical Assistance Efforts in the United States: Summary Report

ReferencesAssociationofCommunityRehabilitationEducators(ACRE)(2013).2013 ACRE competencies: employment services.Retrievedfrom:http://www.acreducators.org/content/acre-2013-competencies

AssociationofPeopleSupportingEmploymentFirst(APSE)(2010).APSE supported employment competencies.Retrievedfrom:http://www.apse.org/docs/APSE%20Supported%20Employment%20Competencies%5B1%5D1.pdf

AssociationofPeopleSupportingEmploymentFirst(APSE)(2011−2012).Certified Employment Support Professionals, Certification Handbook, 2011−2012. Retrievedfrom:http://www.apse.org/docs/CESP%20Candidate%20Handbook.1.12.pdf

CodeofFederalRegulations34CFR361,Retrievedfrom:http://www.doleta.gov/disability/htmldocs/rehab_regs.cfm

CouncilonRehabilitationEducation(CORE)(n.d.).Annual profile of CORE accredited programs: a three-year summary, summer 2008−spring 2011.Retrievedfrom:http://www.core-rehab.org/Files/Doc/PDF/AnnualProfiles/2008-2011.pdf

CouncilonRehabilitationEducation(CORE)(2011a).CORE accreditation standards (effective January 1, 2011). Retrievedfrom:http://www.core-rehab.org/Files/Doc/PDF/COREStandards20120204.pdf

CouncilonRehabilitationEducation(CORE)(2011b).Preparing for CORE accreditation: graduate rehabilitation counselor education (RCE) program guidelines (a guide for graduate program coordinators).Retrievedfrom:http://www.core-rehab.org/Files/Doc/PDF/Grad%20Coordinator%20Manual-May%202013%20Final.pdf

CouncilonRehabilitationEducation(CORE)(2012).Accreditation manual for masters level rehabilitation counselor education programs. Retrievedfrom:http://core-rehab.org/Files/Doc/PDF/CORE%20ACCREDITATION%20%20MANUAL%209-2012.pdf

Dew,D.W.,Alan,G.M.,&Tomlinson,P.(Eds.)(IRI2008).Recruitment and retention of vocational rehabilitation counselors (Institute on Rehabilitation Issues Monograph No. 33). Washington,DC:TheGeorgeWashingtonUniversity,CenterforRehabilitationCounselingResearchandEducation.Retrievedfrom:http://iriforum.org/download/33IRI.pdf

FederalRegister(2013).Proposed rule by the U.S. Department of Education on 03/15/2013.Retrievedfrom:https://www.federalregister.gov/articles/2013/03/15/2013-06077/rehabilitation-continuing-education-program-rcep-for-the-technical-assistance-and-continuing

NationalTACECollaborative(2012).Recommendations to improve effectiveness of the national TACE-model, Final white paper / draft (4/10/2012).Retrievedfrom:http://interwork.sdsu.edu/sp/ntc/collab_info/