• Increased dialogue between literacy and disability organizations could facilitate knowledge and skills training in working with adult students with disabilities. Disability organizations have a wealth of information and knowledge which could be organized into 'lunch and learn' sessions, conference or customized workshops, a tips and techniques newsletter, or added onto the TEAM Work or other website. This might best be initiated by a joint sub–committee of TEAM Work Cooperative shareholders and the HRM Literacy Association.
  • In the longer term, instructors and tutors working with students with disabilities should have appropriate training and qualifications to meet the challenge of working effectively with this student group.

    St. Clair College in Windsor, Ontario has included a literacy component in the Developmental Services Worker program to assist graduates in supporting learners with developmental disabilities. The College also intends to consider the feasibility of offering a general orientation to literacy training courses through their continuing education program.23

    Similarly, 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.

  1. Funding for Literacy Programs for Adult Students with Disabilities

    Anecdotal evidence suggests that 30% to 50% of students in adult literacy programs have either learning disabilities or AD/HD. In Section 4 of this report, we indicate that 77% of persons with learning disabilities function at the lowest two literacy levels, suggesting that literacy programs may well have a high percentage of students with learning disabilities.

    The funding approach and funding levels for adult literacy, particularly at Levels 1 and 2 are inadequate to allow literacy programs to address the many issues related to literacy learning for persons with disabilities. As previously indicated, these organizations work with 65% of the adult literacy student population and receive only 43% of the applicable funding.

    The Department of Education program funding supports the specific programs developed and taught by the Brain Injury Association and the Society for the Deaf and Hard of Hearing to meet the needs of these students. Using these programs as models, an appropriate funding model is required to –

    • Either enhance existing programs or develop literacy programs which meet the needs of other disability groups;

    23 Networking with Organizations Serving Persons with Special Needs – A Literacy Link South Central Community Development Project, Amy Tooke Lacey, July 2002 – page 15