The participants spoke of the impact their disability had in terms of needing time, a slower pace, an accessible environment and adaptive technology and the lack of adaptation by others or expertise in teaching “outside the box.” One participant (BC12) compared her experience with the “freedom” and “choice” of able-bodied learners when she made the following comments:

“ For an able bodied person they can choose when to cook dinner … when to clean or whatever … for the person with the disability it’s kind of challenging to hear about that kind of freedom ‘cause its always been about time and structure … it gets scary out in the world.”

“ It’s difficult to be a self-advocate because I’m always subject to other people’s schedule and structure.”

“ You gotta learn but they make you do it in their timeframe – not positive or constructive – feel pressured by other people’s expectations and time limits.”

As another participant said:

“ I never seemed to live up to their expectations, sent a wrong message, that the level you achieved isn’t good enough” (NB5)

The expectations of parents have been identified as a strong indicator of a child’s success in developing literacy skills in terms of encouraging and monitoring schooling, providing opportunities to participate in literacy activities at home and motivating and encouraging the child to learn (Browning, 2002). Participants spoke primarily of the negative (although occasionally well-intended) influence of parents:

“ Mum tried to console me by saying “education isn’t everything”.” (BC2)

“ Dad couldn’t read himself; I guess I’m just like him.” (BC4)

“ They [the family] called me stupid and lazy compared to my two brothers.” (NB2)

“ My parents didn’t have much schooling themselves.” (NB5)

Where people did offer constructive help in learning to read and write, the participants primarily identified their mothers (or foster mothers) and friends who “got books,” “practiced writing with me,” and “taught me to use a computer.”