CONCLUSION

People with significant physical disabilities that have literacy needs are among the most marginalised and difficult to reach people in Canadian society.

We can define “significant” in terms of the impact of the disability upon a person’s ability to achieve citizenship. “Citizenship is composed of three analytical dimensions: (1) rights and responsibilities, (2) access, and (3) a feeling of belonging. All three dimensions must be present in order for someone to be a full citizen, although not everyone has the same rights, responsibilities, access or feelings of belonging” (Valentine 2001).

It is clear from the findings of this study that having a physical disability and literacy needs makes it more difficulty for individuals to achieve full citizenship. It is, therefore, our intention to disseminate the findings of this study as widely as possible (i.e. to academics, people with disabilities, literacy practitioners, government policy makers, and organizations supporting people with disabilities and the media) in the hope that we can contribute to the development, promotion and adoption of best practices and guidelines for establishing accessible literacy programs for people with physical disabilities.

REFERENCES

Brewster, S. (2004). Insights from a social model of literacy and disability. Literacy, April: 46-51.

Browning, N. (2002). Literacy of children with physical disabilities: A literature review. The Canadian Journal of Occupational Therapy. 69 (3): 176- 182.

Butler, S. (1991). Learning about literacy and disability at St Christopher House adult program. Toronto: Ontario Department of Education.

Darville, R. (1992). Adult literacy work in Canada. Toronto, ON: Canadian Association for Adult Education.

Hammell, K.W., (1992) Psychological and sociological theories concerning adjustment to traumatic spinal cord injury: the implications for rehabilitation. Paraplegia 30 (5), 317- 326. Kapsalis, C. (1999). The effect of disability on literacy skills . Nepean, ON: Data Probe Economic Consulting Inc.

Lockert, R. (2000). Supplementary tutor handbook. Saskatoon: SK: Saskatchewan Association of Rehabilitation Centres.

Macht, J. (2000). Literacy and disability. Vancouver: Persons With Disabilities Advisory Committee (accessed May 7, 2004) http://www.hrsdc.gc.ca/en/gateways/nav/top_nav/program/nls.shtml

Neil Squire Foundation (1999). A Pan Canadian study on literacy issues for adults with significant disabilities. Vancouver: same as author.

Panitch, M. & Ticoll, M. (1995). Speaking of equality: Making literacy programs accessible to people with an intellectual disability. Ottawa: Roeher Institute.

Paul, R. (1997). Facilitating transitions in la nguage development for children using ACC. Augmentative and Alternative Communication, 13 (September): 141-148.

Statistics Canada (1996). Reading the future: A portrait of literacy in Canada. Ottawa: Minister of Industry, Statistics Canada catalogue no. 89-503-XPE.

Street, B.V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. Harlow: London.

Sturn, J. & Clendon, S. (2004). Augmentative and alternative communication, language and literacy: Fosteri ng a relationship. Topics in Language Disorders. 24 (1): 76-91.

Valentine, F. (2001) Enabling Citizenship: Full Inclusion of Children with Disabilities and their Parents, Canadian Policy Research Networks Discussion Paper No. F/13.

Western Canada Workplace Essential Training Network (1996). Workshops on literacy, economy and society. Calgary, AB: same as author. (accessed May 8, 2004) www.nald.ca/library/research/wwestnet/cover.htm