Assessment

A thorough assessment of each individual learner at the start of any literacy program would allow those providing the service to be fully informed about the person’s unique learning needs and to determine the exact nature of the person’s literacy issues. It would also allow service providers to gauge the level of support and instructional level that the learner requires.

The following factors could be included in such an assessment:

• Literacy level (e.g. comprehension, reading, writing levels and abilities)
• The learner’s level of interest / motivation / own attitude
• Learning disability
• Cognitive difficulties (e.g. memory problems, attention deficit)
• Psychiatric problems
• Mobility and agility and whether mobility aids are needed
• Social factors
• Social and family circumstances - support network, community involvement
• Financial circumstances
• Perceptual problems
• Sensory impairment – need for sensory aids
• Insight (e.g. some participants do not recognise the extent of their literacy problems)
• Emotional state – there are some powerful emotions, notably anger and frustration associated with literacy problems

Principles of Adult Education

In order for learners to improve their literacy skills , the service provider must be knowledgeable of these principles and innovatively incorporate them in facilitating learning.

· Pacing

In order to address the different learning needs and styles of the adult learner it is critical that the learning takes place at a pace and in a manner that suits the learner. People with physical disabilities often comment that information is presented in a manner that is too fast for them to comprehend or in a way that they find inaccessible due to complicating factors such as sensory impairment. It is also crucial that the persons learning style is understood and addressed (e.g. some people learn better from visual information, others from auditory instruction).

· Autonomy and Self-direction

Learners need to be free to direct themselves. Instructors must actively involve them in the learning process and serve as facilitators for them. Specifically, instructors must get the participants’ perspectives about what topics to cover and let them work on projects that reflect their interests. Instructors need to act as facilitators, guiding
participants to their own knowledge, rather than supplying them with facts.