This qualitative study examined: 1) What older lesbians and gay men know about OAA-funded services; 2) attitudes towards the services; 3) experiences utilizing the services; 4) how current needs are met; and 5) plans for care as they age. Focus groups were conducted from June-August 2016. Purposive and snowball sampling yielded a sample size of 31. Five focus groups were conducted, and analysis used Grounded Theory. Four themes emerged: 1) low expectations of a welcoming environment, 2) the importance of being out, 3) need for LGBT-specific services, and 4) how to create inclusive services.

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LGBTQ older adults present a range of biopsychosocial needs and life experiences that may differ from the general population of older adults. Researchers have broken LGBTQ older adults into three age brackets: the Invisible Generation born before the 1920s; the Silent Generation born in the 1930s and 1940s; and the Pride Generation born in the 1950s and 1960s (Fredriksen-Goldsen, 2016). Research is emerging on health disparities and is fueling calls for inclusive services for this population. This paper session reports on the work of a research collaborative between social work and public health (two universities and a statewide advocacy organization). A qualitative study, designed as phase one a statewide need assessment, engaged ten focus groups (N=48 participants) throughout a mid-Atlantic state. Study aims were to better understand the experiences and perceptions of LGBTQ older adults now and expectations and plans for care as they age. Findings included (1) emphasis on the nuance of connection as an ageing LGBTQ adult; (2) expectations for quality of services; (3) realities of planning for future living arrangements; and (4) two sides of advocacy, as both a personal responsibility and a call for allyship. Recommendations will be made on how attendees can: evaluate agency policies and procedures to create safe spaces and inclusive services, engage in needs assessments of older LGBTQ+ adults in their own communities, and advocate at the State and Federal levels to strengthen services in the aging network to better serve this group, with specific focus on the Older Americans Act.

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Purpose: Authors discuss program theory and the crafting of long-term care based educational trainings, derived from implementing New Jersey’s mandated legislative policy. Method: This article applies program theory to explain how trainings were designed and implemented, thereby illustrating how sometimes change mechanisms may not be the intervention itself but the response that the activities generated. Results: Program created activities triggered desirable mechanisms to occur which then led to desired educational outcomes. In brief, university social work educators observed the paucity of research on LGBT+ older adults, ran focus groups at senior centers and nutrition sites, and responded to legislation passed in March 2020. Conclusion: Social work researchers, expert in HIV/AIDS, combined efforts via a multi-university collaboration and developed trainings based on local and national research to meet requirements of the S2545 NJ bill. Trainings were created and offered by both a for-profit organization and university collaboration and evaluation measures have been considered.

It is often assumed that current disability constructs exist in conceptual isolation from one another. This article explores the tangled historical relationship between "mental retardation" and learning disability in the writings and speeches of special education pioneer Samuel A. Kirk. Beginning in the 1950s, Kirk repeatedly told an educability narrative that described children with low IQ scores as capable students worthy of instruction. However, when he tried to clearly distinguish between the new learning disability construct and the older mental retardation, Kirk altered his standard tale. True intellectual potential then shifted to the learning disability, leaving mental retardation doubly stigmatized as the disorder of educational infertility.