Project-based funding is available from the Federal / Provincial Labour Market Development Agreement (LMDA). In the past two years, the LMDA funding priorities have included literacy, youth and information technology projects. In 2001/2 and 2002/3, literacy projects received about $1.7 million or 30% and $0.9 million or 24% respectively of the total number of projects funded.

There is little individualized funding available for adult literacy students unless they are on an employment path or are pursuing post secondary education.

1.6 Conclusions and Recommendations

The following is a summary of the recommendations. They are discussed in more detail in the body of the report in Section 9.

Within the context of the following conclusions and recommendations, consideration must be given to involving adult students with disabilities in all or some of these initiatives. A creative way must be found to tap into the enthusiastic and committed student group about whom this study has been written. There were a number of individuals who participated in the focus group for learners who could be candidates for involvement in ongoing work.

1. Instructor and Tutor Training for Working with Persons with Disabilities
   
   While many instructors and tutors are qualified teachers and knowledgeable about teaching literacy skills to their students, there is no requirement for them to be knowledgeable or trained to work effectively with persons with special needs and disabilities. A number of recommendations to assist in rectifying this issue are presented below:
   • Updating and distributing a 10 year old tutor training guide, entitled Accessing Learning for Adults with Disabilities, which does not appear to be widely distributed.
   • Increased dialogue between literacy and disability organizations could facilitate knowledge and skills training in working with adult students with disabilities.
   • In the longer term, relevant program offerings through the Nova Scotia Community College or other educational institutions should be explored to provide a formal and consistent approach to training programs for literacy tutors and instructors working with adult students with disabilities.