Dahlia Shaewitz is a managing researcher at AIR and director of the disability and rehabilitation practice area, the goal of which is to improve competitive employment outcomes for qualified adults with disabilities. She also directs projects to support accountability, research, and professional development for the adult literacy field. Her work includes technical assistance and training, qualitative research, coaching and mentoring, and policy development and support.
Shaewitz serves as co-principal investigator with Gallaudet University within a Rehabilitation Engineering Research Center (RERC) funded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) to train consumers and disseminate information about hearing assistive technology to consumers and technology providers. She also leads qualitative research for the Transition Work-Based Learning Model Demonstration for the Maine Division of Vocational Rehabilitation funded by the U.S. Rehabilitation Services Administration (RSA). She serves as senior advisor to qualitative studies on two grants to support inclusion of people with disabilities in career pathways programs in Kentucky and Virginia, funded by the RSA.
For the New York State Literacy Zone Researcher-Practitioner Partnership funded by the Institute for Educational Sciences, Shaewitz develops training and qualitative research tools to support the development of a data-driven decision-making model to help Literacy Zones administrative staff, case managers, and state accountability staff to understand and use data to make decisions about and improve case management in adult education programs.
In her policy work, Shaewitz served as senior advisor to the 2017 National Council on Disability’s Annual Progress Report, which provides the White House and Congress with a look at the state of disability policy in the U.S. She contributed to the 2011, 2014, 2015, and 2016 NCD Annual Progress Reports, which identified current and emerging issues impacting the lives of people with disabilities and recommended policy changes. She is also the deputy project director for the national accountability system for adult education support project funded through the U.S. Office of Career, Technical, and Adult Education (OCTAE), for which she provides policy guidance and support to Federal and state agencies, and designs and implements training on accountability issues including changes due to the Workforce Innovation and Opportunity Act.