Learners with developmental disabilities may face more challenges than the typical adult learner. Insufficient instruction in the past, lack of retention, slow learning pace, short attention span, generally poorer language skills, low confidence and even transportation to the learning site are all potential barriers. Volunteer literacy tutors and learners’ own networks play important roles in helping individuals overcome these barriers. This Rehabilitation Review will look briefly at each of four keys to literacy education success which have been identified as significant for people with developmental disabilities – tutor qualities, learner-centred approaches, written materials and support and outreach. These keys come from the SARC Support Inclusion! Literacy Project, conducted by the Saskatchewan Association of Rehabilitation Centres (SARC), the literature and our broader experience.
Tutor qualities
Rehabilitation workers or tutors working with people who have developmental disabilities need certain characteristics and aptitudes to ensure successful learning relationships. Obviously, they must embrace the belief that the adult learner can learn, and they must feel competent and confident in their ability to instruct. The Roeher Institute (1994) cites respect for the learners, good communication skills, perseverance, enthusiasm, interpersonal sensitivity and concern for the whole person as vital qualities for an instructor. Other qualities include creativity, awareness of needs, basic training and supports, a sense of humour and the desire to celebrate success.
Learner-tutor interactions should always be egalitarian rather than hierarchical. In essence, both participants are learning and benefiting from the relationship. Student and instructor should always treat each other in a manner they would find acceptable for themselves. And it is also important that the tutor does not impose herself or himself on the student by, for example, “fixing” writing, or suggesting topics.