He or she may say "I've been getting along fine up to now".
Possible responses:

• Point out how important it's been to find ways of getting around this problem. What works for you?
• Discuss and praise the useful resources that have been accumulated
• Talk about the times that reading and writing are missed the most.
• Suggest learning just enough for those occasions.

He or she may say "I've had it with school".
Possible responses:

• Talk about what school was like: memories, fears, failures...
• Talk about how things have changed, what school for adults is like: how it works, who goes there, how a typical evening [day] goes, what you will learn...

He or she may say "It's too late, I'm too old".
Possible responses:

• Examples of people of the same age who are learning
• Talk about the person's dreams: the great things he or she could do with knowing more
• Talk about what learning could change in life, both now and [later]
• What new things has he or she learned recently? How and where? Did it feel good?
• Encourage him or her to try, to take a chance

What happens next

Now that the subject has been broached openly, give the person ample time to think things over, and more importantly, to take action. It's a good idea to agree to talk again. Often, two or three formal or informal contacts will be needed before the person decides anything, especially if registration in a literacy group is being considered.

Despite the fact that an adult would benefit from a literacy program the decision is ultimately their own. Sometimes adults are unable to commit themselves to a literacy program because the time is not right for them. They will, however, remember the information and support you have provided.