Comments on Service Delivery Effectiveness in Meeting the Needs of
Persons with Developmental Disabilities, Including Learning Disabilities

May 25, 2007

The Learning Disabilities Association of Virginia (LDAV), an affiliate of the Learning Disabilities Association of America (LDA) has about 300 members across Virginia,, including parents and teachers of students with learning disabilities (LD), adults with learning disabilities, and support professionals who serve them. LDA respects the Board’s many significant activities over the past years and appreciates the opportunity to provide public comment concerning important ways in which the Virginia Board for People with Disabilities can improve the quality of life for Virginia children and adults with learning disabilities.

Our recommendations to the Virginia Board for People with Disabilities focus on the following areas of particular concern to people with learning disabilities.

1. Department of Rehabilitative Services. While recognizing the limited resources of the DRS, which must address both assessment and services statewide, LDA strongly recommends that the DRS priorities and order of selection provide a balanced division of resources to serve those with severe disabilities, including severe LD, DRS should also consider as a priority, those with the greatest potential for employability, so that available funds are maximally effective in ensuring clients’ ability to become gainfully employed.

In order to more accurately document the clients served, LDAV also suggests that DRS collect and publicly report data indicating the percentage of clients with LD and other disabilities who are assessed, served in Woodrow Wilson and community placements, and actually employed following the provision of services and closing of cases.

2. Supported Employment Services. Existing supported employment services, which have been very effective in enabling people with developmental disabilities to become independently employed should be expanded to meet the different needs of those with severe and moderate LD.

LDAV strongly recommends that the Board, as a priority, establish LD support services in higher level employment environments to help them become successful, independent employees who can carry out tasks at the expected level because they;

• Understand the supervisory role in settings,
• Have needed accommodations for organizing and scheduling tasks,
• Can take notes on directions and tasks assigned,
• Are able to use assistive technology, including both low and high tech, and
• Develop other skills and dispositions critical to appropriate work environments.
  
  Further, such support services should be provided for apprentice and academic internships, as well as initial employment after technical, community college, and other post-secondary educational experiences.

3. Availability of Assistive Technology. LDAV strongly recommends that new and energetic steps be taken to increase parent and teacher awareness of

• The variety of assistive technology available to assist those with LD in being successfully employed and independent.
• How to select and use assistive technology that meets specific individual needs, and
• Steps to obtaining assistive technology for use in home, school, and/or employment settings.
  
  Because parents and professionals have indicated to LDAV that assistive technology personnel are often not as responsive and encouraging as expected, staff responsible for contact with parents, educators, and the public should be provided with guidance and training that ensures positive, helpful interactions.

4. Dissemination of Summary of Performance. IDEA 04 requires a ‘Summary of Functional and Academic Performance’ (SOP) rather than a comprehensive re-evaluation during the final years of secondary school. The LDAV recommends that an SOP template developed by a broad group of professionals, including those familiar with learning disabilities (see attached), be actively circulated among district special education supervisors, high school counselors and teachers, and DRS personnel so that its features can be incorporated, as appropriate, in to an SOP that meets the individual needs of each high school student with disabilities, including those with learning disabilities.

5. Higher Education. In order to provide much needed information about the Board to parents, families, and schools, LDAV highly recommends that Virginia higher education institution faculty in special education, counseling, and psychology be provided with printed informational materials about the variety of services the Board oversees. Board outreach personnel could address groups of higher education faculty and/or offer to make presentations in classes. Printed materials and CDs could also be provided for faculty to use in classes to inform pre-service and in-service professionals about Board initiatives and activities.

6. The Biennial Assessment Advocacy Chapter. LDAV recommends that the chapter be updated to include a list of Parent Resource Centers and that consideration be given to including the VA DOE list of private special education schools. The web addresses for these resources could also be included.

LDAV would like to take this opportunity to commend the Board for conducting the series of hearings across Virginia. The staff were cordial, very willing to listen, and helpful in responding to questions. There was a comfortable, problem-solving atmosphere which was very conducive to constructive discussion and suggestions.

Jean Lokerson, President
Learning Disabilities Assn of Virginia