Learners and practitioners need to work as teams, identifying areas of difficulty and agreeing on strategies to use to begin the process of overcoming these difficulties. Learners can often participate in planning for improvements in their own behaviour which allows them to experience more ownership for change and pride in accomplishing improvements. Adult learners have mastered self-monitoring when they are aware of their problem behaviours and the control they need to exhibit to improve the situations.

Self-determination: A key part of the transition process

Transition planning

The term transitions refers to identifying learners' end goals and building in the necessary skills to help make the transition from the current literacy program to the workplace, from job to job and/or further training. According to the Ministry of Training, Colleges and Universities' guidelines, agencies need to provide learners with training in the literacy and basic skills necessary for further training/ education, employment, and independence. The following key LBS principles support the need for transition planning.

• Program commitment to learners: A quality literacy program values, plans for, and provides opportunities for learners to increase literacy and numeracy skills, life skills, critical thinking, and problem-solving skills.
• Learner-centred approaches and methods: A quality literacy program is learner-centred and uses approaches and methods that respect learners as individuals. It helps learners to participate individually and collectively in order to take control of their learning.

LBS agencies are already in a good position to support effective transition planning for adults with learning disabilities. They hold values that support transitions and they recognize the need for skills training beyond basic literacy by offering self-management learning outcomes.