• Social Stigmas – Being 'illiterate' has a social stigma associate with it. Many individuals with low literacy skills cover up for their poor reading skills, sometimes resulting in dire consequences. Furthermore, adult students do not want to be seen to be associated with programs which teach basic reading and writing skills, which has lead to different labeling of these programs such as skills training and upgrading.

  Several focus group participants related personal experiences about losing their jobs when it was discovered that they could not read well. One participant told the story about his last job, where grade 12 was a requirement of employment and he was terminated because he had lied about having the required qualification. Participants spoke of feeling shame when they were found out.

  A number of literacy programs have experience with learners who have criminal records which presents yet another barrier to their learning. These individuals often deal with an additional social stigma.

6.1.4. Support Issues

• Formal Diagnosis – Lack of a formal diagnosis of LD or AD/HD means that the learner's problem is often inadvertently interpreted to be lack of motivation. In fact, a significant percentage of students in adult education programs have undiagnosed LD or AD/HD, potentially as high as 30% to 50%, although as previously indicated, there is no reliable data available.

  While psycho–educational assessments are carried out routinely in many public schools today, for students who were either never assessed or where the results of the assessment have been discarded (they are normally retained for three years only), a diagnosis is important information in their literacy learning. The cost of such an assessment is normally not covered by most of the funding programs but at the same time, funding for accommodations is contingent on an assessment. Typically, the cost of an assessment is in the range of $1500 to $2500.

  The Learning Disability Association of Nova Scotia carries out assessments at no cost, as part of the Destination Employment program. Persons who believe they are at risk of having LD and are unemployed are eligible for the program. If the assessment confirms an LD diagnosis, the program provides the students with greater awareness of their disability and assists them in developing job–related goals and tools for seeking and retaining employment.

  However, a formal diagnosis is only the first step in addressing literacy issues with this student population. Treatment and individual funding for treatment are necessary for these students to succeed. In the case of AD/HD, waiting times for treatment are long, skilled and knowledgeable medical personnel are scarce, medication is expensive and family support is often lacking.

  While these issues sometimes become apparent when adult students enrol enrol in literacy upgrading, it begs the question about which government department should or could best address them – health, education or community services, or a combination of the three.