Blindness Rehabilitation Specialist - Anticipated Vacancy

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Blindness Rehabilitation Specialist

Transition Consultant

Department of Labor - Bureau of Rehabilitation Services

Division for the Blind and Visually Impaired (DBVI)

Job Class Code: 5052

Grade: 23 - Professional/Technical

Salary: $51,500.80-$72,259.20/Annually

Location: Portland

Opening Date: November 3, 3036

Closing Date: November 18, 2026

Currently, this position is not eligible for visa sponsorship or STEM OPT extensions.

Children and young adults who are blind or have low vision, along with their families, have unique needs that often require coordinated support from multiple providers, agencies, and systems across home, school, community, and vocational settings.

The BLRS/TC provides consultation, service coordination, advocacy, and connections to resources and information for individuals from birth through age 24 and their families. Working collaboratively with the individual, family, and rehabilitation team, the BLRS/TC helps identify needs, navigate services, and plan for future educational, vocational, and independent living goals.

Although the position serves individuals across the birth-to-24 age range, the BLRS/TC works most closely with middle school students and youth preparing for transition to adulthood.

Primary Tasks

• Meets with clients, families, and relevant professionals to explain applicable laws, rights, services, options, timelines, and alternative resources.

• Provides services to potentially eligible students, including Pre-Employment Transition Services (Pre-ETS) and transition services, consistent with the Workforce Innovation and Opportunity Act (WIOA).

• Provides vocational rehabilitation services to transition-age youth and consults with vocational rehabilitation counselors to support continuity between educational and vocational services.

• Counsels and supports children and families regarding DBVI services, adjustment to blindness or visual impairment, and available resources.

• Coordinates with Teachers of Students with Visual Impairments (TVIs), Orientation and Mobility Specialists (O&M), Vision Rehabilitation Therapists (VRTs), and other professionals to support comprehensive blindness rehabilitation services.

• Advocates for and coordinates appropriate accommodations in early childhood, K-12, specialized school, postsecondary, vocational, and employment settings.

• Coordinates Expanded Core Curriculum (ECC) activities to support the development of skills needed for independence and successful transition to adulthood.

• Assesses functional abilities and limitations related to blindness or visual impairment to inform educational, vocational, and rehabilitation planning.

• Coordinates services and consultation for individuals with co-occurring disabilities in collaboration with families and other service providers.

• Coordinates team meetings and collaborates with educational personnel and service providers to support Individualized Education Program (IEP) development and implementation.

• Prepares case notes, reports, correspondence, and professional recommendations to document services, client progress, and program activities.

• Participates in statewide and local boards, committees, and collaborative groups to promote advocacy, resource development, interagency coordination, and training.

Knowledge, Skills, and Abilities

• Knowledge of blindness and visual impairment and their impact on social, emotional, educational, vocational, and independent living development.

• Knowledge of blindness rehabilitation services, programs, and resources.

• Knowledge of federal and state special education laws, regulations, and service systems.

• Knowledge of co-occurring sensory, physical, mental health, and developmental disabilities and their interaction with blindness or visual impairment.

• Knowledge of counseling, family engagement, case coordination, and multidisciplinary service delivery practices.

• Ability to work independently and collaboratively as part of a multidisciplinary team.

• Ability to adapt to changing priorities, service needs, and work demands.

• Ability to communicate effectively, both orally and in writing.

• Ability to coordinate services and collaborate with families, schools, agencies, and communit