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1. Barriers to Participation in Literacy Activities Facing People with Physical Disabilities (2004)

Barriers to Participation in Literacy Activities Facing People with Physical Disabilities Double-A conformance, W3C Web Content Accessibility Guidelines 1.0

Authors: Dr. Christine Carpenter, Neil Squire Foundation, Tim Readman

This report discusses the issues regarding the participation of adults with disabilities in adult literacy programs from their point of view. It discusses many barriers to developing literacy skills which may be attitudinal, technological, emotional or transportation-related. As well, it gives recommendations on how to overcome these barriers. The study findings will be used to generate meaningful recommendations for improving the accessibility of literacy programs and learning activities for people with disabilities.

This study employed a qualitative research approach and used semi-structured interviews as the method of data collection. Interviews were conducted in a number of different locations in British Columbia, New Brunswick, Ontario and Saskatchewan.

For more information, contact:

Neil Squire Foundation
Suite 220 - 2250 Boundary Road
Burnaby, BC V5M 3Z3
Telephone: (604) 473-9363 or
Telephone: (604) 874 8895
Fax: (604) 473-9364
Email: literacy@neilsquire.ca
Website: http://www.neilsquire.ca

Funders:

Added: 2004-09-29

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2. Reading Between The Lines (2004)

Reading Between The Lines Double-A conformance, W3C Web Content Accessibility Guidelines 1.0

A practical guide for organizations and individuals wishing to improve the accessibility of their literacy programs to people with physical disabilities

Authors: Tim Readman, Dr. Christine Carpenter

This handbook is designed to help anyone offering literacy training to people with physical disabilities make their services truly accessible to their client group. The information presented here is the result of a review of the existing literature and of conducting 27 interviews across Canada with people with a physical disability who have self-identified problems with reading and writing.

Added: 2005-05-13

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