Literacy Activities Handbook - Saskatchewan Association of Rehabilitation Centres

When introducing new materials, some students may require longer times on task. The student may have a short attention span and be easily distracted. It is important to break the task (script) into smaller units or parts for the student. Things like pre-reading, sequencing and new word definitions are strategies to help the student stay on task.
Some students have developed coping methods and / or strategies when reading. This may give the student a ‘rigidity’ to learning and he / she may resist any change to his / her learning strategies. It is important to use and instruct the student to use the same strategies each time the student is reading. All students require a systematic teaching concept.
Everyone requires built-in successes. Start at a level at which the learner is comfortable, and then work towards advancing his / her skills. This will avoid unnecessary frustrations for both the instructor and the student.

Quoted from:
Cindy Crichton, Reader’s Theatre for the Mentally Challenged. Olds, AB: Project Read Soon (The Mountain View Society of Alberta), 1997, p. 3.
Reproduced with permission.

“We can say with certainty that there is a need for continuing education for the developmentally challenged adult. Clients currently being served represent only a small portion of those needing service. Several agencies would like to have this type of education available for their clients. And there are other adults in this largely rural area who are not listed with community living groups and who could benefit from this service.”

Catherine Janossy
A Needs Survey & Program Description: Program Delivery for the Developmentally Challenged Adult in Grey, Bruce and The Georgina Triangle. Walkerton, ON: The Walkerton & District Literacy Council, p. 4.