Definition #2:

"Individuals with intellectual disabilities have limited intellectual potential that results in significantly reduced ability to transfer information, resulting in problems with problem solving. However, they also have strengths and interests that can be used to achieve goals that are important to them."⁸

As practitioners who work directly with individuals with intellectual disabilities, we know how many challenges they face on the path to acquiring literacy skills. Some of these challenges include; short attention span, lack of retention, generally poorer language skills, and even transportation to the learning site.

Attention Span and Interest

Most learners with intellectual disabilities have an attention span of about 15 - 30 minutes, which is why we often see learners becoming easily bored and anticipating a change in activity. Also, many learners can have difficulty retaining information particularly if the information does not pertain to their personal goals. For example, when you teach an individual with an intellectual disability how to use computer software, it sometimes takes a lot of repetition of the steps needed to access the software before the learner can do it independently. If it is not a piece of software that they want to use for some personal goal, it is even more difficult for the learner to retain the instructions. Individuals with intellectual disabilities display challenges with language skills because they are not able to articulate their needs as well as other learners. And finally, transportation can be a key issue where learners may not have bus passes, family to rely on or other supports to drive them to and from literacy programs.

Practitioners who have worked with individuals with intellectual disabilities know how important it is to provide concrete material and material that is of high interest to the learner. In fact, it is essential that information be meaningful to the learners and link with their personal experiences. This is why it is vital that these learners plan their own learning goals. "As much as possible, adult literacy learners with intellectual disabilities should generate their own learning goals, based on their own interests and needs. Being in control of their own learning builds self-esteem and helps retain interest. Volunteer literacy tutors and learners' own networks play important roles in helping individuals overcome these barriers."⁹