This Rehabilitation Review article (Volume 11, Number 10, October 2000) was co-written by Richard Lockert of the Saskatchewan Association of Rehabilitation Centres (SARC) and Jeanette Coombe of the Vocational and Rehabilitation Research Institute (VRRI). Rehabilitation Review is published monthly by the VRRI Research Department with funding from the Alberta and Calgary PDD Boards. The article reviews four keys to literacy education success which have been significant for learners with intellectual / developmental disabilities. These are: specific tutor qualities, adopting learner-centred approaches, selecting appropriate written materials, and fostering networks of support and outreach. It reproduces some information given in the SARC Supplementary Tutor Handbook. It is also available online at: http://www.vrri.org/rhb10b00.htm
“I want to improve my reading and writing and I want to learn to work on the computer and do some math. I hope that by learning new things that I can have a more independent life. I would like to be able to stay at my own apartment and take care of my banking. I feel that if I upgrade my skills that I can one day be making my own decisions.” (Sandra Busch, Literacy Learner and Self-Advocate, Beausejour, MB).
Building literacy skills can be a meaningful experience for any adult, but doing so can be even more significant for adults with developmental disabilities. With improved reading ability comes higher expectations, improved self-esteem and more opportunities including employment possibilities. In many cases, community living becomes easier and more successful, and literacy allows adults with developmental disabilities to become active citizens and more effective self-advocates.