years-of-age or older. The adult performance level study also confirms that many older persons have a critical need for acquiring functional competencies and life coping skills. Of those persons who ranked in the lowest APL competency level, the study's findings show the largest percentage of persons in the age group of 60-65, followed by the age group of 50–59.

In response to this need, it is recommended that special consideration be given to assessing the educational needs of older citizens, to designing delivery systems for counseling and instruction, to developing curricula to provide competencybased adult education for older citizens, or to evaluating the effectiveness and impact of programs for the elderly. Established community facilities and programs should be utilized to involve older persons in adult education through cooperative efforts with community agencies and voluntary groups that serve the elderly, such as: senior centers, nutrition programs, nursing homes, home-makerhealth aid, and other home-based services.

Reports from the States indicated the following age distribution of participants in the adult education program during 1975. The number of participants is expected to remain stable through 1976.

Public Law 93-29 amended the "Adult Education Act" by authorizing the Commissioner to make grants to State and local educational agencies or other public or private nonprofit agencies for programs to further the purpose of this act by providing educational programs for elderly persons whose ability to speak and read the English language is limited and who live in an area with a culture different than their own. Such programs shall be designed to equip such elderly persons to deal successfully with the practical problems in their everyday life, including the making of purchases, meeting their transportation and housing needs, and complying with governmental requirements such as those for obtaining citizenship, public assistance and social security benefits, and housing. However, to date no appropriations have been requested or made to implement this section. 2. COMMUNITY SERVICE AND CONTINUING EDUCATION

Title I of the Higher Education Act of 1965 (Public Law 89-329, as amended) authorizes grants to the 50 States, the District of Columbia, Guam, American Samoa, the Commonwealth of Puerto Rico, and the Virgin Islands. The intent of these grants is to strengthen the community service programs of colleges and universities for the purpose of assisting in the solution of community problems through the continuing education of adults. The program is administered in each State by an agency designated by the Governor, under a State plan approved by the U.S. Commissioner of Education. The State agency establishes program priorities and approves and funds institutional proposals. Funds are provided on a 66% Federal and 33% non-Federal basis. A community services project under this act means an educational program, activity or service, including research programs and university extension or continuing education offerings. The State grant program has supported a number of projects designed to assist the older American. During 1976, more than 170,000 individual participants were involved in 77 projects (including multiproblem areas) in 35 States at a cost of approximately $1,451,000 in Federal funds. Activities supported by these funds included special programs to meet educational needs of the aging, legal aid and housing assistance, professional and paraprofessional gerontological human relations training for those providing care and services to the elderly. Special projects, authorized by section 106, permits the Commissioner to reserve 10 percent of the funds appropriated in order to support special projects which are designed to seek solutions to regional and national problems brought about by technological change. Such special projects are limited to demonstration or experimental efforts. Projects must be based on a design for and the implementation of organized continuing education activity for adults. In 1976, two projects for the aging received second year renewals at a total cost of $180,000. A renewal award of $100,000 was made to the Maricopa County Com

munity College District in Arizona for their project, six dimensions for people over sixty. This statewide project involving six community colleges has targeted services to senior adults. Each college has developed and will operate separate programs focusing on a different part of the senior adult population and its continuing education needs. Individual projects have used the mass media and direct instructional approaches.

In addition, $80,000 was awarded as a second year renewal to the University of Tennessee (Nashville) for development of an institutional model for community service and continuing education for the elderly. Ways and means have now been searched out to increase higher education access for the elderly. During this year, several processes will be further developed and then all will be tested. A consortium of four colleges and universities in Tennessee (Dyersburg State Community College, East Tennessee State University, Tennessee Technical University, and the University of Tennessee) are conducting this project.

Total appropriations for fiscal year 1976 were $12,125,000. Of this sum, $1,212,500 or 10 percent was reserved by the Commissioner for special projects, with the remainder, $10,912,500, being distributed to the States and territories.

3. PUBLIC LIBRARY SERVICES

During fiscal year 1976, the Office of Education gave support to library and information services for the aging through projects funded by the Library Services and Construction Act (LSCA).

Since the elderly reader represents one of the highest user groups of public libraries (according to a 1973 LSCA-supported national study) and aging is a special project area designated in LSCA program guidelines, numerous library projects are carried out to serve this vital and often neglected segment of the population.

Librarians are responding to the social, economic, and physiological problems of the aging in many ways. By providing information and education on aging to professionals and laymen working with senior citizens, and by fostering cooperation among agencies concerned with the elderly's needs, the libraries contribute substantially to the achievement of a positive attitude toward the aged. Librarysponsored preretirement counseling and information has smoothed the transition from full-time work to productive and satisfying leisure for many older adults. Involvement of the elderly in the planning process, employment of senior citizens in programs specifically designed to serve this age group, volunteer work, and participation on library boards and advisory councils are all means by which libraries utilize the time and talents of the elderly for mutual benefits. Their talents are also incorporated into oral history projects which aim to preserve the cultural heritage of ethnic groups and geographical locales.

Special programs from public and State libraries reach out to the aging in isolated rural areas and poverty pockets in the city with bookmobiles, cable TV, and books-by-mail delivery. These services are often specially adapted in order to better serve the aged population. In Ohio, for example, and LSCA grant provided for a custom designed bookmobile which facilitated service to elderly readers in Cleveland's senior day-care centers, nutrition centers, and other locations. A hydraulic lift that raises patrons into the bookmobile makes the senior bookshelf accessible even to readers confined to wheelchairs.

Books-by-mail, a growing delivery system, has notable impact on elderly persons whose mailbox can connect them with free, prepaid mailings of selected readings. Some libraries have made this popular service even more suitable for the elderly's needs by not only providing large print books, but also large print book selection catalogs.

Regular library programs in which the elderly participate as active members of the community include discussions, films, arts and crafts demonstrations, exhibits of senior citizens' hobbies, concerts and forums on consumer issues and health concerns. Many library programs are brought directly to retirement and senior citizens centers and in some cases the elderly are provided transportation to the library for special programs. Librarians and volunteers, often older adults themselves, make person-to-person visits to the homebound, residents of nursing homes and the aged in State supported institutions.

The blind and physically handicapped persons, a large percentage of whom are aged, are served through persona! and mail delivery of talking books and special equipment to facilitate their reading opportunities. LSCA and Library of Congress programs complement each other in serving the elderly handicapped

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with talking books, braille, and other special reading materials available on loan through a network of 154 regional and subregional libraries for the blind and physically handicapped throughout the country. Those elderly persons disadvantaged both by physical handicaps and by a limited ability to speak English can also receive library services in the form of talking books, large print materials, recordings and reading aids in their native language.

Senior citizens from all ethnic backgrounds are served with programs that recognize their diverse needs. Many LSCA projects for the aging in Texas, to cite one example, supply special bilingual library services and programs for the Spanish-speaking senior citizens. In one instance, such service included a bilingual large print card with the phone number of important community service organizations (police, fire, ambulance, et cetera) distributed at no charge by the library that produced it. Outreach programs bring information, education, survival skills, cultural pride and communication capabilities within the reach of all bilingual citizens.

Library-centered independent learning programs geared to a broad range of interests and study goals are attracting an increasing number of elderly citizens pursuing a lifelong learning pattern. For example, retired and senior citizens are taking advantage of cultural enrichment and continuing education offered by learn your way centers in New York, Brooklyn, and Queens Borough public libraries. By making appointments to confer with learning advisers, specially trained librarians who help patrons find information or special materials, the elderly can be put in touch with a wide range of resources and given continuing assistance on whatever their interests may be.

Lending and reference services, along with immediate information and referral (I. & R.) services also connect the elderly with front-line community agencies and governmental programs (for example, social security, medicare, medicaid, veterans' programs, etc.) that provide for their well-being. I. & R. services in general, and those services specifically designed for the aging population, are rapidly increasing in number. Cognizant of the elderly's special information needs, libraries are developing innovative I. & R. services. In a rural area outside of Los Angeles, Calif., public libraries used LSCA funds to implement an I. & R. service delivered from a roving van. This van was staffed with personnel knowledgeable about community agencies, especially those concerning the elderly's welfare, and equipped with communications devices which provided contact with the main library for additional resources.

Future plans for library and information services for the aging include the refinement and implementation of model programs developed during the year and the continuation of established services and programs. The extension of library services for the elderly through broader geographical coverage is being undertaken, assisted by a catalog for the dissemination of exemplary LSCA library program, which include projects for the aging. Plans are also being considered for the development of public information programs that would connect the elderly population with the available library services that respond to their special needs.

The 1973 amendments to the "Older Americans Act" included opportunities for strengthening library services to older adults through a new LSCA title IV. "older reader services." With no funds for the new title, special services for the aging continue to be provided from funding available from the Library Services and Construction Act, title I.

4. CAPTIONED FILMS AND TELEVISION

Under the Education of the Handicapped Act, part F (Public Law 91-230, as amended), films and television are captioned for the deaf. The program provides a free loan service of captioned first-run theatrical movies to groups of deaf individuals across the Nation. A considerable number of the people served by this program are over age 65. More important than the film program is the effort in captioning television. Captioned television programs may reach as many as 5 million hard-of-hearing individuals over the age of 65. Captions also enhance the viewing of older individuals who are not hard of hearing since captions provide a richer verbal signal for the viewer.

Public television captioning has taken two forms: open captions which are transmitted and viewed by all people and closed captions which are visible only on sets and stations with decoding devices. The open captioned rebroadcast of the ABC evening news which was begun in November 1971, is the most extensive

of these programs. The Bureau of Education for the Handicapped has expended $1,690,624 on this program. The current contract is for $569,510.

Since May of 1973 the Bureau has developed, in conjunction with PBS, a closed system of captioning. Currently, there is a petition before the FCC to make a permanent ruling for the use of this system. The Bureau of Education for the Handicapped has funded this development at an expenditure of $1,287,000. The current contract runs through May 1977.

PBS offers 5 hours of open captioning per week and 2-3 hours of closed captioning. Some local stations through repeat showings offer a significantly larger number of hours per week. Of particular interest to the population over 65 is the special program "Getting On" which is designed for older people. This is only one of an increasingly large number of programs that are captioned. "The Adams Chronicles," "The French Chef," "Once Upon a Classic," and special events such as the Presidential debates have been well received.

The deaf and hard-of-hearing population is estimated at 13 million. A large percentage of this population is in the age range of over 65. These individuals may be mild to moderately hard of hearing and consequently a prime audience for captioning. The reception of both sight and sound enhance the viewer's ability to understand and enjoy television. More than 140 of the 166 PBS stations offer some captioned programing.

5. OTHER PROGRAMS

RIGHT TO READ

The right-to-read reading academy program currently impacts youth and adults ages 16 and up. The primary emphasis of the reading academy is to provide for the development of literacy skills for those citizens whose current skills are at a very low level. In fiscal year 1977, approximately 30,000 adults including older Americans, are participants in these academies located in 82 sites throughout the United States. The reading academy program has continued under title VIII of Public Law 93-380, as amended.

Older Americans are also recognized as an essential resource for providing reading instruction to others in need. In fiscal year 1977, the reading academy program has funded $86,973 to the National Retired Teacher's Association in Washington, D.C., and has initiated an agreement with the older Americans retired senior volunteer program (RSVP). This agreement provides for the development of linkages between RSVP and reading academy programs throughout the Nation.

CONSUMERS' EDUCATION

The consumers' education program, authorized by title IV, section 407 of the Education Amendments of 1974 (Public Law 93-380), provides funds to stimulate in both school environments and community settings new approaches to consumers' education efforts through competitive contracts and grants. These awards are used for research, demonstration, pilot projects, training, and the development and dissemination of information on curricula. In addition, funds may be used to demonstrate, test, and evaluate these and other consumers' education activities.

Fiscal year 1976 was the initial funding year for this program and the Office of Education has placed one of its priorities for funding on projects addressing the consumer needs of the elderly. The six funded programs dealing directly with the elderly ranged from training older adults as consumer educators capable of teaching other senior citizens and organizing them for social action regarding their needs as consumers to reviewing and analyzing existing consumer education materials (print and nonprint) to determine their relevance and appropriateness for the use of the elderly.

COMMUNITY SCHOOLS

The community schools program, authorized by title IV, section 405, Public Law 93-380, provides grants to States and local educational agencies for programs to stimulate further community education through awards for educational, cultural, recreational and other related community services. Additional awards are made to institutions of higher education to encourage the training of persons to plan and operate community education programs.

Fiscal year 1976 was the initial funding year for this program and in order for any community to have received Federal funding, its program must have met

eight minimum elements, including the potential to serve all age groups in the community including the elderly. Forty-eight local education agency proposals were funded, all of which may include academic, educational, social, and recreational programs for the elderly.

During 1975, two agreements of understanding were signed by the U.S. Commissioner of Education and the U.S. Commissioner on Aging pledging close cooperative arrangements between the Administration on Aging and the U.S. Office of Education/community education program. These agreements encourage greater utilization of schools for services to the elderly as well as greater volunteer opportunities for senior citizens.

The first major step to implement these two important agreements of understanding took place in Flint, Mich., on October 5, 6, and 7, 1976. A National Conference on Aging and Community Education was attended by approximately 150 participants representing 43 States. Among those attending were representatives of a number of Governors, State leaders on aging, and community education as well as representatives of various national organizations. The purpose of the workshop was to explore methods of how community education and aging officials in each of the States can work more closely together. Statewide workshops to develop specific cooperative efforts are planned by many States in the near future.

A steering committee on community education and aging comprised of national leaders in both areas has been established and will explore further cooperative efforts in the months ahead.

WOMEN'S EDUCATIONAL EQUITY

The women's educational equity program, authorized by title IV, section 408 of Public Law 93-380, provides funds for public agencies, private nonprofit organizations, and individuals to carry out such activities as the development of materials, preservice and inservice training, research and development, guidance and counseling, etc., which will further educational equity for women.

Fiscal year 1976 was the initial funding year. Programs to provide educational opportunities for adult women, including the unemployed and underemployed, are one of the activities authorized under the legislation. The program's regulation requires that all projects reflect understanding that racial, ethnic, socialeconomic, age, or regional groups have differing approaches to the provision of educational equity for women.

METRIC EDUCATION PROGRAM

The metric education program, authorized by title IV, section 403 of Public Law 93-380, provides grants and contracts to institutions of higher education. State and local education agencies, and other public and private nonprofit agencies in order to prepare students to use the metric system of measurement. The system of weights and measures is used in everyday consumer activities, as well as in international commerce. In order to make effective consumer decisions and sound economic judgments, it is essential that all practicing parties fully understand the units by which goods and commodities are exchanged or purchased. For the most part, the elderly must live within fixed incomes. An effort to meet their educational needs in this regard is critical. One strategy used under the metric education program is to strongly encourage all grantees and contractors to incorporate and delineate techniques by which they will actually teach parents and other adults, including the elderly, to use the metric system as a part of their regular educational and training programs.

INDIAN EDUCATION

The Office of Indian Education is cooperating with the Office of Human Development, the Office of Native American Programs, Indian Health Service, Public Service Administration of the Department of Health, Education, and Welfare, and the Office of Environmental Affairs of the Department of Transportation in increasing the base of knowledge about educational opportunities for elderly American Indians and to focus the involvement of Indian tribes and Indian organizations in the decisionmaking processes on problems of elderly Indians.