The ways states are improving their literacy services for adults with disabilities were examined through a national survey conducted by the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) and National Institute for Literacy (NIFL) and case studies of three states: Oklahoma, Illinois, and Connecticut. The OVAE/NIFL survey established that nearly all states and territories were providing staff development to their literacy programs in the area of disabilities. Nearly two-thirds of the states were seeking ways to improve access for adults with disabilities through the development of demonstration projects. The approaches being used to improve access to literacy programs generally fell into the following three main groups: providing strong professional development, creating state-level collaborative groups, and developing and investing in screening and diagnostic procedures. Oklahoma was pursuing a strategy of extensive teacher training for adult education and literacy teachers. Illinois was conducting a pilot project to employ Temporary Assistance to Needy Families with learning disabilities. Connecticut was attempting to address the problem of improving disabled adults' access to literacy services through a state-funded technical assistance center. (Appended are the survey letter and a table detailing the responses received from the 54 states and territories.) (MN)