Conclusion

The reality is that literacy programs often don’t have adequate knowledge of the particular learning needs of people with developmental disabilities, while staff who work in the field often think they don’t have adequate experience in teaching literacy skills. Therefore, it is crucial that literacy and disability organizations co-operate and consult to serve this unique population and, by doing so, help them become fuller participants in their communities.

References

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Koppenhaver, D. A., & Erickson, K. A. (1994, October). Literacy strategies and materials for adolescents and young adults with developmental disabilities. Workshop sponsored by New Hampshire Department of Education and Institute on Disabilities/UAP, University of New Hampshire, Manchester, NH.

L’Institut Roeher Institute (1994). Literacy in motion: A guide to inclusive literacy education. North York: Author.

Lockert, R. (2000). SARC Supplementary tutor handbook: Supporting literacy for people with intellectual / developmental challenges. Saskatoon, SK: Saskatchewan Association of Rehabilitation Centres (SARC).

Van Krayenoord, C. E. (1992). A survey of adult literacy provision for people with intellectual disabilities. Brisbane: Fred and Eleanor Schonnell Special Education Research Centre, The University of Queensland, 75.