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There is a PowerPoint file available to accompany this presentation. The BDA Conference 2001 CD-ROM contains 61 PowerPoint files. For details of how to obtain the CD-ROM, please contact the BDA.
Saturday stream 2 Session 09.00 - 11.10 Length 75 minutes
Glenn Young
U.S. Department of Education, Washington DC, 20202 Glenn_Young@ed.gov
Abstract
Over the last several years, the federal government has sponsored a series of grants, pilot projects and national working groups, focused on how adult with LD can be best served in programs ranging from adult literacy to welfare and job training programs. These efforts have lead to the development of an overall design program for needed elements in the creation of a successful program model. These element for a successful program include: 1) Screening - all people coming in are screened for LD - using valid screening tools (such as WA and KS state developed and sponsored screening). If screens indicate LD, there is a system in place for rapid referral for testing. 2) Diagnostic testing in a very timely fashion - (goal of no more than three weeks from referral to completed report back to the case manager) using appropriate testiness tools and measurements that take into account race, class, gender. The diagnostics report also should include recommendations on accommodations and assistive technology. In addition, the testing design is designed to meet the needs of adults: * qualification for GED, community colleges, four year college accommodations * accommodations in job training programs, adult education programs and work. 3) Trained Casemanagers - who are trained to understand what the diagnostic reports mean and have the resource needed to provide for accommodations and assistive technology. Also, casemanagers who are trained to see the recognition of LD as a positive for the consumer (client) and not as another barrier to prevent success. 4) Community Links - Government and community based programs whom are involved in disability work related and independent living programs that are integrated into the service delivery model. The disability agencies provide resources on assessment, accommodation development, and assistive technology, as well as supportive psychological services. 5) Trained Employers - who are trained to understand LD and its impacts and the rights of the employee for the uses of accommodations as a means to be successful in the workplace. Employers need to be trained in how to enable the worker with LD to be part of the work force with accommodations, if needed, without paternalistic approaches to disability issues. 6) On-going support - for the person with LD once they are in the employment setting, to be able to keep their current position, and also prepare for movement into the next (higher paying) position. The on-going supports could include training in the accommodations and assistive technology, job coaching, mentoring, literacy skill development and on-the-job personal relationship training. 7) Consumer empowerment throughout the whole process - where the consumer is informed and participates in the process, with informed consent, for screening and testing and in development of employment options. They need to be trained to be a self advocate, as well as being provided with the means to address the emotional impact of having not be identified with LD up until this point.
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