1. Make all mainstream literacy programs accessible to people with all types of disabilities.
2. Foster cooperation and linkages within and between the literacy and disability communities.
3. Facilitate the documentation and widespread dissemination of best practices.
4. Provide opportunities for trainer education.

By providing effective literacy training the potential for some of this group to move on to further educational and career development activities can be facilitated. This would increase the opportunities for community integration or “full citizenship” for those who are most marginalized by their disability and ultimately create opportunities for improvements in their vocational, social, and economic status (Macht, 2000).

Considerable work has been done over the past decade in determining the critical role of language acquisition and the complex barriers to achieving literacy competency experienced by children with disabilities who use augmentative and alternative communication (ACC). These authors stress the need to balance a variety of academic and social literacy activities and the importance of weaving reading, writing and communicating together, and involving others in the learning activities, such as parents, family members and friends within the context of the learner (Sturn & Clendon, 2004; Paul, 1997). In contrast, Brewster (2004) suggests that “adult literacy has been seen as a set of neutral, measurable, asocial technical skills” (p. 46) and as primarily an individual achievement. He also notes that this remains the dominant conception in almost every sphere of adult literacy teaching and intervention. This “autonomous” approach parallels society’s attitude towards disability as an individual problem of disease, incapacity, impairment and tragedy (Hammell, 1992) and contributes to the marginalization of people with disability. Literacy is not a single entity; there are multiple ways in which we act out our uses and meanings of reading and writing in different social contexts (Brewster, 2004; Street, 1994).

Little research has, however, been conducted to explore these multiple interpretations of the meaning of literacy from the perspective of the individuals with physical disability (Brewster, 2004; Butler, 1991). This type of consultation is a crucial component in developing effective literacy programs that address the needs of both this population and specific individuals (Macht, 2000). Practitioners in the literacy community have been extensively consulted with regard to professional development needs; however, “there seems to be very little information about any concerns people with disabilities themselves have regarding literacy programs” (Macht, 2000, p. 27).

Purpose of the Project

The purpose of this project, funded by the Canadian National Literacy Secretariat (NLS), is to explore issues of accessing and participating in literacy programs and otherwise improving literacy skills from the perspectives of people who have a physical disability. Information, based on their perceptions and experiences, has been sought about the factors – both personal and systemic – that facilitate and prevent people with disabilities from participating in literacy initiatives. The study findings will be used to generate meaningful recommendations for improving the accessibility¹ of literacy programs and learning activities for people with disabilities.