• Intro to Vocational Rehabilitation
  • How VR Helps in Employment
  • What is section 121
• Vocational Counseling
  • Tips from the Field
  • Counselors as Leaders - 7 Traits
  • 7 Critical Traits (continued)
• School to Work Transition
  • The Beginning
  • Preparing Youth for VR
  • Writing a Transition Plan
  • Transition Plan Specifics
  • Academic Instruction
  • Transition Links
• Individual Plan of Employment
  • Setting a Goal
  • Factors to Consider
  • Services on the IPE
  • Developing Job Skills
  • Work & Professionalism
• Services Under IPE
  • Soft Skills: Becoming employable
  • Job Analysis & Job Carving
    • Job Analysis Example # 1
    • Mary's Job
    • Job Analysis Example #2
    • Job Carving
  • Occupational Therapy
  • Spectrum of Services
• Difficult Clients
  • Understanding Difficult People
  • Non-working lifestyle
  • Fear & Hopelessness
  • Fear, Hopelessness & VR
  • Fear & Hopelessness (cont.)
  • Fear & Hopelessness, Part III
  • Clients Don't Want to Work
• Legal Rights
  • Individuals with Disabilities Education Act
    • Legal Rights - IDEA
    • Allan's Story
    • IDEA - Later Changes
    • IDEA links
  • Section 504
    • Accommodations & Modifications
    • Accommodations VS Modifications
• Self-Advocacy
  • Steps to Self-Advocacy
  • Tools of the Trade
• Resources
  • Spirit Lake Resources
  • Under-used Resources
  • VR Links

IPE : FACTORS TO CONSIDER WHEN SETTING A GOAL

In setting the goal, there are several factors to consider.

1. What does the person want to do?
2. Why does she want to do that? The role of the VR counselor is not to tell people what goals to have but to help them clarify their own goals. If, as in the case of the client Irene Bear Runner discussed in her article you read earlier, the goals don't appear realistic for the client, you may find that some other occupation fits what she wants to do, such as work in a hospital or work with children.
3. Does the person have the skills to achieve this goal?
4. If not, can the person get the training to acquire those skills, and is that something that he or she wants to do? A very bright young woman we knew wanted to be a veterinarian because she loved working with animals. However, when she found out it took eight years of college and that she would have to move away from home for at least part of that time, she said, "Forget it". She completed four years of college, works in a facility for people with developmental disabilities and has her own home with a couple of goats, dogs and cats.
5. Are the jobs (or training) available in the local community? If not, is the person willing to relocate?
6. If the person wants to be self-employed, is there support in place for him or her to establish a business? (Much more about that later).
7. Less than 1% of Native Americans served by vocational rehabilitation end up working sheltered workshops or other supported employment, probably due to the lack of local options. If the person's disability is so severe that regular competitive employment is not an option, is some type of job carving possible?
8. As counselor Sandra Bercier noted, consider other issues in the person's life. Does she have young children or older relatives who need care? How will the person's disability affect this goal? Is he limited in the number of hours he can work due to fatigue or other physical problems?
9. What about Social Security Disability Income and other benefits a person will lose? Be sure to check out the Ticket to Work program for individuals who are receiving Social Security.