Two of the men were dyslexic. One had been to the local college for a year (September to April), the other had been in and out of college several times. One was a married family man, the other lived at home with his parents. The married man was seasonally employed and did not go back to college as he was looking for work. Tutoring seemed to be "the answer" for him - or night classes (after 7 p.m.) where he could get individual help. He objected to the 18 - 19 year old high school dropouts who enter ABE and act as though "the world owed them a living." They are "immature, want to socialize, and disrupt the class." This man's wife and children are also dyslexic. The whole family was assessed by a diagnostic service in another town. Ibis man would like better diagnostic counselling and information services closer to home. A drop-in centre which could provide help and peer support would be useful, and to time pressure to complete studies by the agencies."

The other man was a most severely disabled dyslexic who was reading at a Grade 1 - 2 level and not able to make much progress. He arrived at the interview with all his reports and assessment history since childhood. He was in his late 20s. He had applied for a disability allowance, but was told he was "teachable" and therefore the disability allowance did not apply. "Here's the proof," he said, "What am I supposed to do?" His work history had been one of varied short-term and emergency-type jobs. His mental health had been affected by his situation. Yet this man, evidently, has a mechanical aptitude and "can fix car starters, repair electric coffee pots and make lamps." He also said he had a friend who was good mechanically and took a mechanics course, but failed it because of his reading difficulties. "Yet he repairs motors for his friends."

These mini-profiles are offered because 8 of the total interview sample of 61 persons (13 percent) were genuinely learning disabled. They are a subgroup within ABE programs and likely always will be, unless the school system takes measures to somehow redress the problems. Yet, can ABE offer these people a second chance? It can give some of them "a home" for a while, but many "don't want to be short-changed." If one-to-one tutoring is seen as the answer, then the tutors will require special training.