6. The right to have teachers and other service providers who are knowledgeable about literacy instruction methods and principles. Methods include, but are not limited to, instruction, assessment, and the technologies required to make literacy accessible to individuals with disabilities. Principles include, but are not limited to, the beliefs that literacy is learned across places and time, and no person is too disabled to benefit from literacy learning opportunities.
7. The right to live and learn in environments that provide varied models of print use. Models are demonstrations of purposeful print use such as reading a recipe, paying bills, sharing a joke, or writing a letter.
8. The right to live and learn in environments that maintain the expectations and attitudes that all individuals are literacy learners.¹

This Bill of Rights can be accessed at http://www.gac.edu/~dkoppenh/rights.html
* Link was valid at time of publication

Many Kinds of Learners

For many individuals who work in education, it is challenging to distinguish between the learning barriers of an individual with a learning disability and the learning barriers of an individual with an intellectual disability. This is particularly true in the field of literacy where practitioners work with so many different types of people who may have been out of education for a long time. In this chapter, we will try to provide more clarity to the differences between a learning disability and an intellectual disability so that practitioners can better help the individuals that use services in their organizations.