In The Spotlight

Expanded California Education Access for Adults with Disabilities: An Update During the First Year Implementation of AB 104  

By: Laurence Jones, Education Program Coordinator

Last year, People With Disabilities Foundation (PWDF) provided an overview and comments on new efforts to improve adult education in California.[1]  The bills provide the framework and funds for adult education, focusing on five target areas including education programs for adults with disabilities.

The State has allocated funding for the implementation stages over two state fiscal years.  $500 million for the Adult Education Block Grant (AEBG) was allotted for 2015-16 and was followed with another $500 million in 2016-17.  The AEBG distributes these funds through regional consortia consisting of community college districts, school districts and county offices of education to implement regional plans that are intended to better serve the needs of adults.

In an overview of plans last year, PWDF noted that each consortia faced a diversity of populations to serve with specific regional population needs. We noted that areas of concern specific to students with psychiatric disabilities may include:

• Difficulty with medication side effects
• Screening out environmental stimuli
• Sustaining concentration
• Maintaining stamina

We were encouraged by some consortia members’ focus on adults with disabilities. We noted some of the expected challenges and in-place solutions that consortia identified in their plans.  For example, one consortium noted that a lack of diagnosis for mental and developmental disabilities in adult education populations could lead to diminished service for these populations. Other consortia reported that they worked with community-based organizations (CBOs) that serve this population to help address gaps in service so that these adult learners can be successful.

However, we generally found that plans that were initially inclusive of adults with psychiatric and/or developmental disabilities to be few and far between. Our recommendations at the time were that consortia programs should be inclusive of disabilities beyond the scope of physical disabilities, and to build nuanced plans that account for the diversity of their student bodies. We recommended that the consortia create individualized plans based upon each student’s needs, similar to IEPs (Individualized Education Programs) developed for elementary and secondary school students.  We also recommended a variety of reasonable accommodations in the classroom, with assignments, and for exams. (See article in PWDF Spring 2016 e-newsletter for a full list of recommended accommodations.)

As of May 2017, the initial reporting of consortia member plans and first year activities are now available on the AEBG website for review. [2]  There continues to be a lack of unified focus on adults with disabilities, particularly for students with psychiatric and/or developmental disabilities. However, some consortia are taking an in-depth approach to holistically target students with psychiatric and/or development disabilities.

The Plumas County Adult Education Consortium provides an example of how consortia members are handling outreach to students with psychiatric and/or developmental disabilities. Like many consortia members, they are reaching out to local organizations with specific experience with this population. They have chosen Plumas County Mental Health as a community partner. Plumas County Mental Health offers a “variety of adult and children’s outpatient mental health services at regionally located sites: individual, family and couples therapy, medication evaluation and prescribing, coordinated case management and psychiatric nursing.” [3] In its report, this consortium noted the difficulties it encountered in the initial stages of implementing its plan, particularly the learning curve it and the CBOs it funded encountered and lack of continuity in staff.

Similarly, Lake Tahoe Adult Education Consortium partners with El Dorado County Mental Health for support, programs and services for individuals with (or impacted by) mental health issues. [4]Mendocino-Lake Community College District follows a similar model as well, partnering with Ukiah Valley Association for Habilitation.[5]

Ukiah Valley Association for Habilitation has worked with local populations since 1966 providing a supportive environment by educating and involving the community in an effort to integrate people with disabilities into community life. [6]

Larger consortia are more likely to develop in-house programming alongside seeking assistance from community based organizations.  For example, Los Angeles Regional Adult Education Consortium is “developing job readiness training curriculum that focuses on training adults who have been dislocated, men and women who are at risk [of] or formerly incarcerated, and individuals with disabilities.”[7] Los Angeles Mission College (LAMC) reports that it will work with community partners who will help these students gain employment. As the planning continues with all consortia, PWDF would welcome explicit emphasis within this planning to acknowledge the specific challenges that face those entering the workforce with psychiatric and/or developmental disabilities.

Marin County Adult Education Block Grant Consortium acknowledges that it has run into challenges with stakeholder engagement and states that it will continue to explore options and opportunities for collaboration between existing programs, members of the community and partners for adults with disabilities in Marin County.[8]

In terms of research and implementation, we reiterate findings from our initial statements regarding AB 104 in last Spring’s e-news article: “without clarification and direct advocacy for students with psychiatric and/or developmental disabilities, they are prone to receive generalized service that may not address their specific needs.”[9] Of paramount concern is equity of access and ensuring reasonable accommodations for students with psychiatric and/or developmental disabilities.[10]

PWDF believes that base standards of accommodations we outlined last year for students with psychiatric and/or developmental disabilities should be statewide. We are cognizant that there is an incrementalist approach taking place. PWDF continues to be optimistic that California will be a leader in access and equity for all adults with their education and career goals.

PWDF Profile

Who We Are

People With Disabilities Foundation is an operating 501(c)(3) nonprofit organization based in San Francisco, California, which focuses on the rights of the mentally and developmentally disabled.

Services

Advocacy: PWDF advocates for Social Security claimant’s disability benefits in eight Bay Area counties. We also provide services in disability rights, on issues regarding returning to work, and in ADA consultations, including areas of employment, health care, and education, among others. There is representation before all levels of federal court and Administrative Law Judges. No one is declined due to their inability to pay, and we offer a sliding scale for attorney’s fees.

Education/Public Awareness: To help eliminate the stigma against people with mental disabilities in society, PWDF’s educational program organizes workshops and public seminars, provides guest speakers with backgrounds in mental health, and produces educational materials such as videos.

Continuing Education Provider: State Bar of California MCLE, California Board of Behavioral Sciences Continuing Education, and Commission of Rehabilitation Counselor Certification.