Literacy and Other Employment-Related Services for People with Disabilities.

In a recent issue of American Rehabilitation, I reported to you on various states providing innovative collaborations between vocational rehabilitation (VR) programs and the Temporary Assistance for Needy Families (TANF) program. RSA staff continues to conduct research to bring you the latest information regarding those collaborations. In this issue, I want to broaden the discussion to include the work done by the adult education community, VR and other programs to identify and provide employment-related services, especially literacy services, to consumers in the TANF and Workforce Investment Act (WIA) programs who have hidden or undiagnosed disabilities. The source for the abstracted information contained in this column is the National Institute for Literacy's (NIFL) July 15,1999, State Policy Update. The document was co-authored by Mary Park of the National Institute for Literacy and Glenn Young of the Department of Education's Office of Vocational and Adult Education.

To begin, it is helpful to examine the problem of low literacy among individuals with disabilities. According to a 1993 National Adult Literacy Survey, while the general population reflects 21 percent of individuals who function at the lowest level of literacy proficiency, that percentage increases dramatically among individuals with disabilities. Thirty six percent of people with some form of hearing impairment have very low literacy, 44 percent of those with physical disabilities function at the lowest proficiency and 87 percent of individuals with mental retardation possess very low literacy skills. The fact that many individuals in need of literacy services are unaware of their disabilities compounds the problem considerably.

In an effort to improve access to literacy programs by individuals with disabilities, many states are strengthening programs through improved staff disability training; increased state-level collaborations between education programs, VR, colleges and universities, and community-based disability programs; and the development of screening tools. There exist in the NIFL report examples of these three strategies. I will summarize them here.

Staff Training

Through a grant to the University of Connecticut, the Connecticut Department of Education funds a technical assistance center focused on the training and education needs of adults with disabilities. Resources from the center are available to various entities, including adult education professionals and workforce development boards. The center assists adult education professionals to understand disability more fully, become better aware of legal requirements for serving individuals with disabilities, and explore teaching styles and strategies that address the needs of adult learners with disabilities.

Since 1994, Arkansas has provided training and policy manuals on topics such as learning disabilities, compliance with the Americans with Disabilities Act (ADA) and strategies for ensuring programmatic access.

Oklahoma has trained approximately 100 adult education teachers regarding awareness and understanding of disabilities (especially learning disabilities), application of appropriate disability screening, specific teaching techniques to instruct adults with learning disabilities, and information regarding available referral sources. The training in Oklahoma continues through "Train-the-Trainer" programs.

Collaboration

Ohio's adult education and literacy office has begun a collaboration with the Governor's Council on People with Disabilities, as well as the Rehabilitation Services Commission, to develop an intervention strategy for identification of adults with learning disabilities.

Illinois has instituted a pilot program to serve TANF clients suspected of having learning disabilities through a seamless process of assessment and counseling, education and training and job development and placement.

Oklahoma has compiled a directory of professionals who are willing to provide diagnostic services to individuals believed to have learning disabilities.

Screening Tools

In Chickasha, Oklahoma, the local adult education entity provides basic skills assessment to TANF recipients, which may include a learning disability screen, as appropriate. Someone believed to have a learning disability based on the screening will receive instruction from a teacher trained to work with adults with disabilities.

Illinois' Department of Human Services has trained some staff to administer a 14-question learning needs assessment, which can result in a TANF consumer being referred to the seamless pilot program designed to provide appropriate and seamless services.

Oklahoma is training its adult education professionals to assist students with disabilities in obtaining appropriate documentation to allow for reasonable accommodations during the administration of GED tests.

For More Information

I found the National Institute For Literacy's publication informative. If you would like to receive a copy of the complete document, contact Jenn Rigger on my staff at [phone] or via e-mail at [e-mail]. In future columns, I will continue to share with you information regarding collaborations among VR, welfare, WIA, and other programs. In addition, I will continue to explore service provision related to individuals with specific disabilities.