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- People with learning disabilities. This is
a definite subgroup within the target population. Some adults went through
their school experience not knowing they had a disability, but knowing that
they had problems with learning. Other adults had their problems detected, but
nothing was done for them in school. The usual college placement tests are not
sufficient to detect specific disabilities. Apparently, there are very few
community diagnostic and assessment centres for learning disabled adults.
Several of the interviewed adults had gone to the Capability Centre in Victoria
for diagnosis. This Centre is unique and struggling for funds. Other adults had
had to make use of local school board special services.
Adults with
learning disabilities who were participating in programs made special pleas for
different instructional strategies, the use of auditory and visual techniques
in learning, more individualized help, and work with computers. These adults
also need support networks and advocates. The Association of Learning Disabled
Adults (ALDA) is trying to offer this kind of help to people who need it.
- Trades training, or the next step. This was another
major issue and of concern to many of the participants and others. It is of
particular concern in the smaller centres where job opportunities are already
limited. Many participants have returned or come to ABE so they do not have to
be chambermaids, dishwashers, and loggers for the rest of their lives. Yet they
see the credentials for trades and other jobs being made higher and more
complicated, and wonder if they are "shut out" before they start. The current
emphasis of the financial support system through MSSH is on employability. Some
people from the smaller centres said they needed a job training centre where
specific employable skills for which there was a demand could be taught.
Aspects of carpentry, plumbing, electrical and mechanical trades could perhaps
be taught without the full apprenticeship or trades training, especially in
areas where there is a demand for skilled tradesmen. One man said, I would
really like to work. They have employment training programs for people on UIC,
but nothing for people on social assistance."
Camosun College's Basic
Vocational Skills Development program was quoted as a useful model by some of
the adults interviewed.
- Bureaucratic hassles. Many interviewees and
participants railed against the system. There were one or two who had been
caught up with the loss of unemployment benefits because they had returned to
school. There were others who felt their workers tried to be superior and
treated them in a demeaning and insensitive manner. Many of the men commented
that single women with children get a better deal. They all seemed to know
someone with fewer dependents than themselves who were receiving more money,
The emphasis on goals and employability worried others. "You have to have a
goal. How do I know what my goal is? That's why I want to come to school," said
one man. "You can't get any support from welfare after Grade 10," said someone
else. Many people did not seem to know that they could get bus passes, daycare
subsidy and a clothing allowance if they needed it. It seems that if they do
not ask the questions they do not get the answers. Changes in government policy
add to the confusion. Many financial assistance workers and rehab officers
receive limited training for their jobs. Training is really on-the-job.
Additional training may prepare workers to be more sensitive towards students
and potential students.
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