Table 7 – Barriers by Category
| TYPES OF ISSUES |
ISSUES SPECIFIC TO ADULT LITERACY STUDENTS WITH DISABILITIES |
ISSUES GENERIC TO ADULT LITERACY STUDENTS |
| Program Issues |
Learning Models |
Financial |
| Volunteer Resources |
Literacy versus Employability |
| Data about Adult Students with Disabilities |
Space |
| Confidentiality |
Languages |
| Alternate Print Materials |
Program Eligibility |
| Eligibility for Work Ready Servicing |
|
| Personal Issues |
|
Fear and Embarrassment |
| |
Personal Motivation |
| |
Personal Priorities |
| |
Value of Literacy |
| Social Issues |
|
Attitudes |
| |
Social Stigma |
| Support Issues |
Formal Diagnosis of LD, AD/HD, etc |
|
| Transportation |
|
| Assistive Technology |
|
6.1.1. Program Issues
- Learning Models – Most literacy programs are generally designed for the generic adult
student and not to specifically meet the needs of students with disabilities. Those students who have
disabilities which are not visible such as brain injuries, learning disabilities (LD), attention
deficit/hyperactivity disorder (AD/HD), mental health issues and others require modifications to the
literacy programs for them to participate fully. Only three organizations in HRM have designed programs
to address the special needs of persons with disabilities –
- Anchor Industries
- Brain Injury Association of Nova Scotia
- Society for the Deaf and Hard of Hearing
|