[D/H/LD 1001]

The program provides a model for delivering adult general education classes to older adults residing in a retirement center, convalescent facility or nursing home. Classes are individualized in line with residents' physical and mental abilities and based on their interests and learning goals. Teacher staff and nursing home staff work together to integrate the education program into the nursing home environment.

An individual education plan (IEP) is developed for each student and revised each trimester according to his or her changing needs, interests, and abilities. Class content and learning activities are designed to address the residents' varying levels of physical and mental abilities, using materials appropriate for older learners. Prospective teachers are screened for their ability to teach effectively in the nursing home environment, and new teachers are paired with experienced teachers for on-the-job orientation and training.

Funding is provided by Florida Educational Finance Program (FEFP) local district funds.

Agency: Dade County

[D/H/LD 1002]

All individuals change over time. This is also true of the developmentally delayed adult. The Seniors Program of UCP (United Cerebral Palsy) was created to give the elderly developmentally delayed population of the UCP sheltered workshop the opportunity to enhance the quality of their lives by choosing a semi or full retirement program. In the past, these clients worked a full day and had some academic or social skills classes scheduled throughout their workweek. The need became apparent for a special program that could allow these aging clients to work less and have more time for social and recreational pursuits.

At the inception of the program in September 1990, all UCP workers 45 years of age and older were surveyed to see if a desire was present to semi-retire and join a Seniors program. It was explained to each interested client that he or she would continue to work in the morning from 9:00 a.m. to 11:00 a.m. but then spend the rest of their day in social and recreational activities.

Twenty-one clients were inducted into the Seniors Program in September 1990. The program has remained in place to date with modifications made to meet the clients' wants and needs.

The Seniors are transported by van to the sheltered workshop of UCP on a daily basis. They arrive at 9:00 a.m. and leave at 2:30 p.m. All 21 Seniors are seated together in one large classroom. Seventeen of the twenty-one students have chosen the semi-retirement program. They work (on piecework) from 9:00 a.m. to 11:00 a.m. and are paid biweekly according to their rate of production. Four students have chosen the full retirement program and participate in a small group activity at that time. After lunch at the Center, the teacher guides all 21 Seniors and teacher's assistants in varied recreational activities based on a daily schedule. These activities include: jigsaw puzzles, bingo, outdoor games, arts and crafts, music, exercise, cooking/nutrition, movies and group discussions. Field trips are scheduled twice a month. One is usually educational or recreational in nature, and the second is a social visit to an elder care facility in the community.

Each student has an individual plan (IHAEP) that is developed yearly by the interdisciplinary team composed of the student, teacher, social worker, teaching assistants, ancillary staff and any family or community member that the client chooses to invite. This plan is revised and reviewed at least once during the year and is used to generate data sheets which notate the student's daily progress with specific objectives.

Since the concept of a program designed to meet the needs of the aging developmentally delayed student is an emerging one, a large percentage of the curriculum used in the Seniors Program cannot be found in a single published manual or textbook. Most of the curricular ideas and materials are gathered from many sources and adapted by the teacher to meet the needs of the program. A wide scope of teaching strategies and techniques are used to address each client's individual requirements. Materials appropriate for older developmentally delayed learners, which address various levels of physical and mental abilities, are required to help each Senior enhance the quality of his or her life.

The Seniors Program is a cooperative venture between UCP of Miami, Inc., and the Miami Springs Adult Center. Each Senior is a Dade County Adult Basic Education student. The majority of clients are placed at UCP and funded by HRS/Developmental Services.

UCP provides classroom space, supplies, utilities, transportation, a teaching assistant, a social worker, and support staff as needed. Miami Springs Adult Center provides a teacher, a part-time teaching assistant, and a stipend for materials. The success of the Seniors Program at UCP has occurred due to the efforts and strong commitment of United Cerebral Palsy and the Miami Springs Adult Center. The blending of resources and staff has facilitated the establishment and evolution of this very unique program.

Agency: Broward County

[D/H/LD 1003]

The purpose of the Life Skills Program is to provide adult handicapped students with "hands on" experience related to the curriculum they are learning in the classroom. Many handicapped students are able to demonstrate comprehension by role playing activities in the classroom, but cannot transfer this learning to life situations in the community. This program completes the learning experience by enabling the students to travel into the community to apply what they've learned to real life situations. All experiences encourage independence and self-reliance on the part of the students and increase their ability to become active within their families and productive members of their communities.

The target clientele includes adults and out-of-school youths, 16 years of age or older, with one of the following disabilities: Developmentally Disabled, Physically Disabled and/or Emotionally Handicapped. Currently, our school serves approximately 40 adult handicapped students. Two teachers certified in Special Education are assigned to this program. Students must be able to toilet and feed themselves and refrain from any physically aggressive behavior toward self or others. Students exit the program when all Individual Handicapped Adult Education Plan (IHAEP) goals have been met. The Life Skills Program is only a small part of the curriculum offered to the students who attend 5 days a week for 6 hours each day.

Before participating in the Life Skills Program, students are evaluated using the assessment provided in the Broward County Adult Handicapped Curriculum Guide. Based on information collected on this assessment, AN IHAEP Goals and Objectives form pertaining to the Life Skills Program is completed for each student. A checklist correlated to the objectives of the IHAEP documents student progress and is completed for each trip. The following trips have been planned and included in the program: Walking Safety, Public Transportation, Library, Supermarket, Laundromat, Post Office, Restaurant, Shopping Mall, Craft Store and Chamber of Commerce.

One teacher takes a rotating group of 4-6 students on a practical experience trip every 2 weeks. Regular field trip procedures are followed. Many trips are repeated to accommodate small groups. A substitute teacher must be hired to work with remaining students during the hours the regular teacher is out of the classroom. Two teachers are always with the students at the school.

Agency: Broward County

[D/H/LD 1004]

The Adult Handicapped Program is designed to provide educational classes for handicapped adults and out-of-school handicapped youths, 16 years or older. Programs are provided for learning disabled, physically handicapped, and emotionally disturbed. The program objective is to effectively meet the individual needs of handicapped adults through a variety of settings.

An Individual Handicapped Adult Education Plan (IHAEP) staffing develops a yearly education plan that may include curriculum modifications, use of adaptive equipment, use of interpreters and/or note takers, exploration of vocational fields, supported employment, and referrals to other support agencies. Programs are provided in a variety of ways from residential settings to mainstreaming in Adult Basic Education, Adult Secondary, General Education Development Classes, or English for Speakers of Other Languages.

A Curriculum Guide has been developed for use in our Adult Handicapped Program and focuses on self-help: daily living skills, affective domain, communication skills, behavior and social development, as well as leisure-time activities. Teachers are provided with technical assistance and strategies for teaching the Adult Handicapped student within the mainstream classes (ABE, GED, ESOL).

Classes are located at off-campus sites, community schools and adult centers. The Adult and Community Education Department works in conjunction with HRS, ARC, Goodwill and other agencies, as well as providing classes within the adult and community centers. Teachers are funded by the School Board of Broward County while the agencies provide a classroom and other essential support systems. Entry into a program requires documentation of a disability and students exit a program when all outcomes indicated in the IHAEP for the specific program have been mastered.

Agency: Pinellas County 1995-96 Exemplary

[D/H/LD 1005]

Beyond the Classroom: Community Based Instruction for Adults with Developmental Disabilities, a Section 353 Special Demonstration Project, was a joint project of Pinellas County Schools department of Adult and Community Education and the St. Petersburg Junior College, department of Human Services. The primary goal of Beyond the Classroom was to provide an effective educational program for adults with developmental disabilities that will assist them to develop the skills necessary to successfully live and work in the community. Research in exceptional educational practices has shown that mentally disabled students have a very difficult time transferring learned skills from the classroom environment to successful performance in "real world" environments. In order for these students to effectively learn independent living and employability skills, the instruction should take place where the students must perform the skills. One of the three general objectives of this project was to develop and implement a quality community-based instruction program for adults with developmental disabilities that incorporated the following components: situational/performance assessments of students' independent living and vocational skills; development of Individual Disabled Adult Education Plans (IDAEPs) for each student; instruction at various community sites; and classroom instruction to reinforce skills taught in the community. Exceptional adult education is not a teaching certification subject area and is an unrecognized special field in education. There are no college courses specifically designed to prepare education majors to teach adults with disabilities. Therefore, as its second objective, Beyond the Classroom served as an internship site for Human Services majors at St. Petersburg Junior College who wish to explore the field of exceptional adult education. The third objective was to develop a program implementation guide and model visitation site for adult educators interested in implementing a similar program.

Beyond the Classroom is set up on a 235-day schedule. The class meets five hours per day, 5 days per week. The year round schedule is vital to this program because of the need for continuity. This population needs constant reinforcement and tends to use learned skills that are not practiced regularly. Time allocations play an important role in community-based instruction. About 80% of the time should be spent in the community teaching and reinforcing the desired skills and outcomes and the remaining 20% of the time is devoted to teaching and reinforcing skills in the classroom. A full time teacher and assistant staff it. Because the majority of class time is spent at various community sites, this staffing model is recommended to ensure the safety and well being of the students and the effectiveness of the program. The curriculum consists of three components: employability skills, daily living skills, and functional academics. These components are closely interrelated and are taught in conjunction with one another. The goal of instruction is to help the students become independent.

Transportation is the largest perceived obstacle to community-based instruction for adults with developmental disabilities. Beyond the Classroom received 353-grant money for transportation this past year. In order to continue this program next year, Beyond the Classroom parents and guardians have pledged to hold fundraisers for transportation money. There are several other possible alternatives for districts that would like to implement community-based instruction, but do not have money for transportation. One solution is to choose community sites within walking distance. Another is to use public transportation. Students may purchase their own bus tickets or the need for transportation money could be presented to local service, civic, or business organizations. A third alternative is to enlist parents, guardians, and volunteers as car pool drivers. Beyond the Classroom's effectiveness was measured by three methods: student enrollment; student progress; and student, parent/guardian, community site representative, and intern evaluation surveys. District enrollment documentation showed that this program served 20 adults. Student progress documentation showed that 35% of the students successfully achieved all of their instructional objectives, 53% achieved one or more of their objectives, and 12% made some progress toward achieving their objectives. 100% of the students surveyed said that they could independently perform a skill at home that they learned in the program. The parent/guardian and community site representative survey results revealed that 100% of those surveyed strongly agreed that Beyond the Classroom was an effective community-based instruction program for adults with developmental disabilities. In addition, based on the intern surveys, it can be concluded that the internship program was an effective and successful experience for both interns.

Agency: Pinellas County

[D/H/LD 1006]

Bridging the Gap is a unique workplace literacy program for developmentally disabled adults competitively employed through a local supported employment program. Many supported employment clients are not successful on the job because they lack the necessary academic skills to perform their job responsibilities. Bridging the Gap combines both on-the-job teaching and classroom instruction.

The on-the-job teacher (OJT) model is the core component of Bridging the Gap. The OJT is the "bridge" between employees, employers, job coaches and adult basic education teachers. The OJT provides instruction at the job site in academic, social and/or independent living skills necessary for job success. Evening adult basic education classes are provided in which the focus of classroom instruction is job-related and targets functional academic skills needed to enhance job performance. A manual is available that provides instructional goals, learning objectives and sample learning activities that were developed for use in classes targeted to supported employees.

The success of Bridging the Gap is the result of strong interagency cooperation among the Pinellas Adult and Community Education department and local supported employment program providers. The HRS District V Supported Employment Task Force has served as the advisory committee for this project. Program evaluation is based on student progress reports and continuing feedback from participants, employers and agency personnel. Program supervision is the responsibility of Pinellas Adult and Community Education and a teacher coordinator.

Agency: Leon County

[D/H/LD 1007]

The target population for this project is adult handicapped citizens in Florida and the teachers and administrators who plan and implement educational programs for these individuals. During 1990-91, through a 353 Project Grant, Leon County Schools Adult and Community Education revised and expanded its comprehensive Curriculum for Students with Special Needs and the correlating Activities for Students With Special Needs.

The major objective of this project was to improve educational programs for adult handicapped students by providing program administrators and teachers with an instructional guide and resources to help accomplish this goal. Passage and funding of the Zollie M. Maynard Law further emphasized the need for such resources by school districts in Florida.

Project materials are excellent resources for enhancement of existing district programs and would be invaluable to districts that are planning new programs for adult handicapped students on all ability levels. In Leon County, these instructional materials are used in open entry/open exit educational programs that are FTE funded and reported in program category 416. Project components include selecting goals/objectives, developing individual handicapped adult education plan (IHAE), teaching strategies/materials, record keeping and evaluation.

Project materials were developed and field-tested in cooperation with adult education teachers in adult handicapped classrooms in Leon County. Teacher training, prior to use of project materials, is highly recommended for program success. Materials and training may be available to districts needing this assistance.

Agency: Leon County School District

[D/H/LD 1008]

Goal: The goal of this project is to provide Adults with Disabilities Programs statewide with a curriculum that will be the foundation for meeting the many and varied educational needs of the students, and to provide training and technical assistance in a local, regional, and state level for teachers and administrators.

Background: Historically, providing educational services for adults with disabilities were not a priority in most school districts. With the passage of the Zollie Maynard Education for the Handicapped Adults Act, a major step was taken to place emphasis on the educational opportunities for adults with disabilities. The law establishes educational programs in several categories and encourages adults with disabilities to improve/increase daily living and academic skills and economic independence.

Since 1982, Leon County Schools has been serving a growing number of these adults, as have other districts in the state. Educational services are varied and specialized depending on the disabilities of the students in a particular class. Leon County developed and is using "Curriculum for Students with Special Needs" and the accompanying "Activities for Students with Special Needs" manual. These must now be revised and updated in order to meet the needs of the students and the goals set forth on a national, state, and local level.

Agency: Baker County

[D/H/LD 1009]

The target population of the program is severely emotionally disturbed adult students. These students are clients at Renaissance West, a residential psychosocial program. The focus is independent living skills aimed at preparing clients to return to community living. The program serves students identified as Handicapped Adults in the area of Adult Basic Education and offers basic literacy and life skills for adults. The program includes writing, reading, and math, applicable to everyday adult coping skills.

Renaissance West coordinates efforts with the Baker County School Board to educate the clients in accordance with the Florida State Board of Education Administrative Rules and Regulations for exceptional student education. Each student has an Individual Handicapped Adult Education Plan which defines program outcomes; annual goals and objectives; job prep & training; performance levels; specialized services; teacher evaluations; etc. Our program consists of one instructional employee and administrative support. Scheduling and needs assessments are negotiated between Renaissance West and the Baker County School Board. TABE (Test of Adult Basic Education) is used as a locator test. Other materials appropriate to Adult Basic Education and independent living skills are used. A teacher register and the Baker County School Board staff maintains plan book. A classroom facility is required.

Staff training retreats are occasionally held by Renaissance West. The Baker County School Board also offers staff development inservices and training conferences. Renaissance West offers workshops, fieldtrips, vocational rehabilitation, social security benefits, psychiatric counseling, housing, and twenty-four hour a day supervision. FTE is generated in the program. The program cost factor is 1.614. Test scores and the affective and attitudinal changes in clients largely determine effectiveness. Another measure of effectiveness includes the initiative shown by students in attending the class and remaining in class for the duration of the class time.

Agency: Flagler County

[D/H/LD 1010]

The Flagler County Schools' and Community Education Adult Activities Center provides educational services for the adult handicapped population of the county. The overall program objectives include education in life skills, basic academics, self-help and social integration. In addition, each participant receives an Individualized Educational Plan. The IEPs are developed by staff observation, family input and through the administration of a survey tool called S.A.I.L.S. - Systematic Approach to Independent Living Skills. This survey assesses six major learning areas: home management, personal management, social/emotional, pre-vocational/vocational, functional academics and communication skills. In order to be eligible for this program, the individual must meet four criteria. The participant must be eighteen years of age or older, provide documentation of an existing handicapping condition, provide proof of freedom from communicable tuberculosis and be trainable. Documentation of an existing handicapping condition can be submitted through a written report from the Department of Health and Rehabilitative Services, Vocational Rehabilitation, Labor and Employment Security, the Educational Division of Blind Services, or medical or psychological records from a qualified physician. In addition, the A.A.C. provides a Health Services Program designed to encourage the primary caregivers to devote attention to health problems of their family members. Caregivers are encouraged to monitor participant's overall health and to use physicians, dentists and community health agencies if the need should arise. The Adult Community Education Department initiated this program in response to recent cutbacks in federal and state funding, which forced senior citizens to be put under the care of their families. Significantly large numbers of these families required that both parents work to support the family income. This leaves many senior citizens, living with such families, alone during the day. Many of these individuals required stimulation, companionship and care to maintain or improve their current skills and mental outlooks. When a handicapping condition occurs, such as Alzheimer's or stroke in these individuals, attending a senior center or community center can become impossible. What was needed was a unique facility that was specifically designed to meet the needs of these members of our community. This center also provides relief for the primary caregivers in the form of the secure feeling that comes from the knowledge that their family member is attending a care facility that offers educational programs and social interaction in a protective setting administered by the School System. The A.A.C. employs accredited teachers and nurses at an affordable price and thus provides relief from the stress often associated with the care of a handicapped person. Lastly, the care facility can function as a support group for care providers of the impaired or elderly. Discussion groups can be formed where techniques for stress management and improved home care can be presented. In establishing this program a committee comprised of home health care providers, Council on Aging representatives, nursing home and hospital personnel, Alzheimer's' Association members, ministerial representatives, Nurses Association members, Adult and Community Education Advisory Committee members, and other members at large, met to determine the needs and guidelines and to endorse this program. In addition a survey was prepared and distributed by Adult/Community Education to the members of our county. Prices and a brief description of the proposed program were included. On the basis of the committee recommendations and the survey results, the Superintendent of Schools applied to John E. Lawrence, the Adult/Community Bureau Chief for F.T.E. funding at 1.6 weight as an Adult Education Program under the Adult Handicapped plan. Upon approval of the Flagler County School Board, the Superintendent of Flagler County Schools, the Director of Adult and Community Education and the Region 12 Coordinating Council, the Adult Activities Center was created.

The facility is open the extended hours of 7:30 am to 5:30 PM Monday through Friday to benefit working caregivers. Participants arrive and leave according to their own chosen schedules. The day is broken up into segments that feature free time; outdoor activities (weather permitting) rest periods and scheduled lessons. During free time the participants play cards or checkers, listen to a story, work on puzzles, watch TV, and perform indoor plant care or work on a craft project. Outdoors, there are walks around a school track, a visit to a County Pool or Nautilus Gym, outdoor horticulture in the vegetable garden and nature study. Rest periods are a half-hour in length and so are times for snacks and beverages. Lessons may be in Adult General Education: General Education Promotion 9900010, ABE 9900000, GEP 9900020 and Adult Life Stages 99000030. In addition, Vocational Job Preparation for the Handicapped VEH0002 may be taught. The main emphasis is on individualized instruction that follows the participant's Individual Handicapped Adult Education Plan (IEP) that was generated by interpretation of the Project S.A.I.L.S. results and through consultation with the participant and caregiver. IEPs are updated at least once a year and evaluated on an as needed basis. Project S.A.I.L.S. is an assessment tool that addresses independent living skills in six major learning areas: Home Management, Personal Management, Social/Emotional, Pre-vocational/Vocational, Functional Academics and Communications. A copy of the S.A.I.L.S. assessment survey and a daily schedule are included in the supplements to this abstract. Typical resources that are needed to implement and maintain this program include worktables, puzzles, cards, arts and craft supplies and instruction books, a sound system, piano, comfortable reclining armchairs, televisions and VCRs. An alarm system used to call for emergency help from Fire, Police and Ambulance is a must. A bell system warning the staff of an unpermitted exit of a participant is strongly recommended. The facility must be equipped with a sprinkler system that conforms to local building codes and HRS regulations, if the facility is seeking HRS certification.

The cooperations that are necessary to operate the program include an in place agreement between the School Board of Flagler County and the District Board of Trustees of Dayton Beach Community College. With the assistance and approval of the Region 12 Coordinating Council it was resolved that the School District of Flagler County should have the primary responsibility for the such described program under Vocational and Adult Basic Education. This agreement was pursuant to State Board of Education adopted regulations Section 6A-6.66 for County School Boards and Section 6A-14.37 for Community College under Florida Statute 228.075. Also Flagler County Adult Community Education submitted its proposal for approval to the Superintendent of Education of Flagler County and the School Board at Flagler County and to the office of the State Director of Adult and Community Education. The State Human Resources Services Agency was consulted during the planning stages for advice on necessary building codes, health and documentation requirements to gain H.R.S. accreditation. Inspections were scheduled by H.R.S. prior to opening. A team of inspectors made a series of visits to the site to explain regulations. We conformed and received accreditation prior to opening. The Adult Activity Center is funded by Adult Handicapped F.T.E. through Florida's Education Finance Plan. Each student is funded through program hours. A nominal supply fee is collected from each participant to defray costs for supplementary materials. In order to be eligible, Flagler County had to submit a written Adult Handicapped Plan to the Department of Education for approval. Staffing requirements include the need for a State Certified Teacher and a Licensed Practical Nurse. The nurse should have done course work in CPR and be familiar with the Heimlich Maneuver. The L.P.N. must be able to monitor and dispense medications. In addition, nurse as well as teacher must be physically able to assist participants in and out of wheelchairs and bathrooms. Rigorous custodial care is a must and must provide for daily cleaning of all facilities with an on call emergency capability. Start up costs for furniture and sprinkler systems were $15,000. The recurring costs include rent $2400/mo., phone $40/mo, electric/$120/mo., and salaries for teacher, nurse and custodian.

In conclusion, we at the Flagler County Adult/Community Education Department feel particularly proud that our AAC program can be viewed as unique both in the process by which the center was conceived and its results, which is an attempt to solve a relatively new community.

The facility is placed amid a multi-purpose setting, adjacent to both Wadsworth Elementary School and Buddy Taylor Middle School. It is also within 150 feet of our Freda Zamba Aquatic and Nautilus Complex. There is a constant going and coming of people to classes and children playing around the school. Our participants are not isolated but are part of a school community that provides learning and care facilities to community members of all ages.

Agency: Hillsborough County/Hillsborough Association for Retarded Citizens

[D/H/LD 1011]

With the "graying of America" there has been a need to provide "retirement" services to developmentally disabled adults. This population traditionally is employed in a workshop setting. However, with increasing life spans, even this population needs services past their productive years. The clientele for this program, therefore, are developmentally disabled adults, age 45 years or later. They are ambulatory, have few or no behavior/medical problems serious enough to preclude them for participation in this program, and are toilet-trained. In this particular program, clients are "dually enrolled" that is they are clients of H.A.R.C. and adult education students. That is not, however, a requisite for operating this program.

Clients attend the program Monday through Friday from 9:00 a.m. to 3:00 p.m. The program requires its own room, or building with a ratio of six clients to one teacher or aide. This program involves the retirees in the community by providing day trips most days of the week. Transportation is needed, and must be available at all times. This is an on-going educational experience in a non-didactic setting. Learning is experiential, where social and life skills are enhanced and reinforced from moment-to-moment by the teachers and their peers. The "classroom" is a museum or theater, restaurant or movie, bowling alley or shuffleboard court. The goal is to ENRICH, EDUCATE, AND ENTERTAIN, utilizing the community and its resources. At times when clients are at the center, any number of activities can be engaged in at one time--such as watching television, working on a craft project, playing table games or simply having a conversation. Community involvement and awareness of community resources are necessary in order to achieve success for this program. The program is funded through cooperative efforts with the School Board of Hillsborough County, the HRS Developmental Services Program Office, District Six, and the Hillsborough Association for Retarded Citizens (HARC). Staffing is provided by the School Board of Hillsborough County and HARC. Needs assessment tools, some standardized and one developed by HARC, uses a 3-year assessment form which evaluates each individual in each of the major domain areas. This tool establishes a longitudinal baseline that evaluates progress for a three-year period. The program, thus far, continues to grow in its popularity by diverse activities, and now, by size. Donations by the community (business, restaurants, churches, etc.) continue also to be a measure of the program's success.

AGENCY: Suwanee County Schools:1998-1999

[D/H/LD 1012]

I. The Purpose of the Project … is to train at least 50 individuals who are engaged in the current practical methodologies they can implement when working with adults with Learning Disabilities (LD). These individuals will become LD Leaders and will act as resources and specialists to other local adult education programs.

2. The Target Population and Needs of Population to be served … includes those persons engaged in serving illiterate adults who may have learning disabilities are incarcerated and/or are probationers. Too few adult educators have an adequate understanding of learning disabilities or new techniques in identification and treatment. LD Training was the most frequent training request by teachers on surveys conducted by the Suwannee River Regional Literacy Center over a two-year period.

3. Federal and/or State goals and Priorities addressed in this project:...

1. Goal: Training persons engaged or preparing to engage in adult education including: Training teachers of adults to more effectively serve illiterate individuals with learning disabilities and individuals who read below the fifth grade level.
2. State Priority: Expanding outreach activities to disadvantaged adults through training of adult teachers and administrators.

 4. Indicator(s) of Adult Education Program Quality: IX. Staff Development …

1. Program has an ongoing staff development process that considers the specific needs of its staff, offers training in the skills necessary to provide quality instruction and includes opportunities for practice and systematic follow-up.

5. Funds will be used for Teacher Training.

6. This project is innovative in that it addresses the need for ongoing staff development for those engaged in providing adult education. While training in LD may be available for teachers at annual conferences (ACE and FL Literacy), it is typically short term and highly focused. This project provides the means for ongoing, in-depth training spaced throughout the year (four two-day workshops) to allow opportunities for demonstration, modeling, guided practice, independent practice, discussion, evaluation and feedback. An important emphasis is the creation of' a cadre of LD Leaders to offer assistance to other adult education workers who may experience similar frustrations in meeting the special needs of the learning disabled population.

7. The total project budget is $92,117

Agency: Leon County Schools

[D/H/LD 1013]

Target Clientele: Senior adults residing in a nursing home or adult congregate living facility. Also included are senior adults attending adult day care centers and congregate meal sites.

Program Objective: To provide the senior adult with essential skills or knowledge that will enhance the senior adult's quality of life.

Program Format: Classes are conducted at nursing homes, congregate living facilities, adult day care centers and congregate meal sites. The Life Skills Curriculum for Senior Adult Learners and the Life Skills Resource Guide for Adult Learners are utilized as the basis of instruction. The curriculum is based on the State of Florida, Department of Education's Adult Basic Education Curriculum Framework and the Adult Life Stages Curriculum Framework and Performance Standards.

Instructional topics included in the program are consumer education, coping skills, creative living, enrichment, expression, health education, history/social science, language arts, life science, math, and physical/earth/space science.

The effectiveness of the program is measured by responses from teachers, facility staff, students, students' families, HRS and the general public.

With 33.5% of Florida's adult population over the age of 55 and this age group experiencing the most rapid growth, the needs of this population must be addressed. The Florida Comprehensive Plan for Better Living for Seniors, 1989, indicates that one in six participants in adult education programs are age 65 and older and, yet, these seniors have educational needs that are not being met. As this population continues to rise, a growing need exists to provide more and more educational programs, social service and leisure programs.

This program is funded through the Florida Education Finance Program.

Agency: Hernando County

[D/H/LD 1014]

The disabled community has very little available to them as far as recreational and socialization activities are concerned. Perfect Harmony meets the needs of our disabled population by providing after school and weekend programs geared towards improving the physical capabilities, mental attitude, and social development of the students. One instructor is provided for each class with several "buddies", or volunteers, which provide essential assistance in setting up equipment and participating in the activities provided.

The program originally targeted only the retarded population of the community. Today we offer assistance programs that address the needs of multiple sclerosis patients, Parkinson's patients, and those with arthritis. In addition, a totally fee-supported Jr. Perfect Harmony program is provided for children under the age of 16. Grants and other means of assistance are applied for by the program coordinator and the adult and community education coordinators in order to offset the amount of fees needed by the individual enrolling in the program. Adults are enrolled into the program as non-credit physical education students and are funded partially through lifelong learning.

Many local organizations contribute in providing the Perfect Harmony program. The YMCA of Hernando County makes their facility available in providing floor and water exercises to the multiple sclerosis patients. United Way, Daystar of Hernando County, the Hernando County Education Foundation, and many more agencies have contributed funds or services enabling us to provide the Perfect Harmony program. Community businesses and organizations have been very supportive in providing this essential program.

Agency: Marion County

[D/H/LD 1015]

Target clientele for the program are a mentally handicapped adult with an intellectual functioning range of mild to borderline. Students must be able to learn, evidence no severe behavioral problems, and be capable of employment. Overall program objectives are to teach the adults the skills needed to make a successful transition from the home/school environment to the world of work. The community is used as part of the "classroom" in teaching practical academics, socialization skills and job skills.

Programs for Independence follow the public school calendar but meets during the summer. Hours are 8:15 AM to 2:30 PM Monday through Friday. Resources needed are a self-contained classroom with a daily living skills component located near community "mainstream" (stores, etc.). An IHAEP (Individualized Handicapped Adult Education Plan) is developed for each student. The curriculum is based on the Basic Skills Track and the Functional Skills Track of the Adult Basic Education Curriculum Frameworks.

Interagency cooperation is necessary for the program's operation. The program is co-sponsored by the Marion County School System and the Association for Retarded Citizens. The main funding source is the FTE (30 students). The staff consists of two teaching units and three aides: one classroom aide, and two transitional trainers. (One of the aide positions is funded from outside source.) Needs assessment for the program is provided by the ARC, VR, HRS, JTPA, ESE, and the Project Transition Interagency Council. Program statistics show that over 62% of the students qualifying for the program have become successfully employed.

Agency: Citrus County Schools

[D/H/LD 1016]

Goal: The goals of this project are to: · identify and locate exceptional adults who have left secondary school before acquiring a diploma or certificate of completion · develop an educational service model that provides employment and basic and functional literacy skills to achieve independence in society, and · disseminate information and develop a workshop training program.

Background: Data for Citrus County over a five-year period from 1986 through 1991 indicate that 22.7% of disabled exiters dropped out of school. Based on the 1992-1993 Post-School Outcome Data, the disabled exiters' dropout rate had increased to 47%. Recent data indicates similar numbers of disabled dropouts. The Department of Education has identified dropout retrieval activities as educational programs and activities which identify and motivate students who have dropped out to re-enter school to obtain a high school diploma or equivalent. The "Statewide Dropout Prevention Database: What's Happening in Florida (1994)" confirmed that only 36% of the school districts reported dropout retrieval activities. No data on re-entry was available.

Agency: Broward County

[D/H/LD 1017]

Target Population: The program served 180 adults, ranging in age from 22 to 72, in 1990-91. Participants have varying disabilities, including mental and physical handicaps, vision and hearing limitations, emotional disturbances, specific learning disabilities, and speech and language impairments.

Program Goal/Objectives:

The program goal is to improve the lives of Broward's adult handicapped population.

Program objectives include:

a) meeting the individualized needs of developmentally disabled adults despite their levels of severity;

b) providing functional, work-oriented tasks to develop skills needed to obtain supported/competitive employment.

Program Description: Three simulated work environments, each one customized to enable students with varying disabilities to successfully perform work-related tasks, are set up as skills labs. The computer lab is a multi-faceted program utilizing adaptive equipment, computers, language masters, and teacher-made materials. Students are required to enter account numbers and data base information, distinguish codes, proofread, and perform word processing tasks. The office skills lab is designed to teach basic typing skills, formatting correspondence, alphabetical and numerical filing, and other basic office tasks. At the completion of the hospitality/housekeeping skills labs, students possess the skills and knowledge to function safely and effective at hotels or in similar environments. Color-coding of materials and workstations facilitates the following of directions and motivates students to work independently. Each lab presents its own set of challenges to the students.

Agency: Flagler County

[D/H/LD 1018]

Flagler County School Board's Adult and Community Education Department, in conjunction with Act Corporation of Flagler/Volusia Counties, sponsors Step-Up Industries Vocational/sheltered workshop. The workshop is designed to provide vocational work-related training to mentally and physically handicapped residents of Flagler County. Instruction in basic living skills is also provided to handicapped clients.

When a client enters Step-Up Industries he/she will be assessed within the first 45 days and an individualized plan for services, goals, and progress measurement is established. This plan is reviewed and updated regularly with a team meeting for each individual being held annually. Goals and Objectives can be modified, added, or dropped as the client's performance indicates.

Clients being assessed are provided actual work experience and instruction to improve vocational skills. Local businesses are contacted to provide work for the program. Clients are paid on a piece-rate basis that is derived from commensurate area wages and industry productivity norms.

Step-Up Industries operates under Act Corporation's U.S. Department of Labor Sheltered Workshop License. Act provides many of the local contracts and serves as an intermediary in billing procedures, pickup and delivery services and is responsible for the payroll of each client. One staff member is employed by Act and the other four by the Flagler County School Board. FEFP dollars are collected under the course entitled "Vocational Education for the Handicapped."

There are several other services available in addition to vocational training. Step-Up Industries coordinates with the Council on Aging to provide transportation for all clients who attend the program. Day care services are available on site for children whose parents participate in the program at no cost to the parent. An on-site cafeteria allows for clients to learn food preparation skills in addition to service the students, staff and clients who attend that Adult Education site.