Dulac, G. & McCarthy, William F., MSAD. 11 Adult Education for the Handicapped. Gardiner Area School Administrative District MSAD 11. Augusta, ME: Maine State Planning Council on Developmental Disabilities, 1980, 52 pp.

Intended as a guide for implementation of an educational program for handicapped adults, this manual discusses essential components for an educational developmental disabilities program using an adult education delivery system. Materials are based on efforts of the MSAD (Maine School Administrative District) #11 to offer educational programming to developmentally disabled adults in the Gardiner area. Section 1 discusses responsibilities and composition of an advisory council. Needs assessment and initial program implementation are the focuses of the next section. In section 3 administration is covered, including facilities and transportation, staffing, budgets, and administrator responsibilities. Section 4 considers formulation of project goals, policies, and procedures. Section 5 focuses on a comprehensive delivery system. The MSAD 11 program of instruction is described which involves initial student evaluation, development of Individualized Education Prescriptions, and the stations approach to learning. Section 6 discusses pre-vocation in terms of MSAD 11's prevocational program. Section 7 provides a curriculum content outline with these major skill areas: self-help, motor developmental, receptive oral language, reading expressive oral language, writing, expressive and receptive nonverbal language, cognitive, daily living, personal/social, occupational guidance preparation, and life coping. The final section is an interview with a literacy instructor.

 Farrell, Margaret E., “Literacy Skills of the Intellectually Disabled,” in Open Letter: Australian Journal for Adult Literacy Research and Practice, Vol. 1, No. 2 (1990), pp. 14-26.

A group of 21 adults with moderate intellectual disabilities were administered language assessment, reading, spelling, informal writing, and phonics tests. Most had difficulties with oral language, memory, and psycholinguistic or psychomotor skills. Opportunities to talk with skilled language users about written text were important to developing reading and listening comprehension skills.