The authors of this study use data from the child component of the 2001 Participation and Activity Limitation Survey (PALS) to analyze access to educational services for Canadian children with disabilities.
The first part of their analysis deals with national and provincial trends in an effort to determine if where a child lives makes a difference when it comes to access to educational services. The second part analyzes the effect of the type and complexity of disabilities on access to education.
The authors found that in Canada, the majority of children with disabilities attend regular school, with one quarter attending a regular school that offers special education classes and only a small minority attending special education schools.
There is much variability in provincial rates of school participation and it is unclear if these differences reflect provincial differences in policies, such as increased inclusion or an emphasis on mainstreaming children with disabilities, or whether it is a reflection of limited special education services available.
The authors found that the type of disability and its complexity are both important for access of school services. Children with physical disabilities only or chronic conditions only are more likely to attend regular classes and less likely to experience difficulties in accessing special education services, as compared to children who have a developmental, learning, or psychological disability.
The document was published by the Canadian Council on Learning (CCL) and Statistics Canada.
Authors: Nick Johnson
In this paper, the author suggests that distance learning is not only here to stay, but will have an unprecedented impact on the educational systems currently in place.
The promise of online learning is that it will one day deliver personalized content to every student, tailored to each individual’s learning style and presented at a pace determined by the individual’s ability and availability.
Whether such a grand promise can be delivered is a topic for testing and debate in the next few years, the author says. At the same time, because of the Internet, more academic information continues to become more readily accessible to more people at a lower cost, and that pattern is not about to change.
Companion Document to: The Right to Read...and Read Well
This document is a companion to ”Literacy for Persons with Disabilities; The Right to Read...and Read Well”. It is a directory of literacy organizations and programs in the Halifax, Nova Scotia area. Included are public and private programs where literacy is at least part of the program offering or where literacy is core to the program. Excluded are ESL programs, computer literacy programs and strictly employment-related programs.
This alphabetical directory includes comprehensive information on specific literacy programs such as program description, location, contact information, registration information, cost, and wheel chair accessibility.
Annotated Bibliography, An
Authors: Centre for Literacy of Quebec
This bibliography is intended to provide some context to the discussions around adult literacy and learning disabilities. The collected annotations are provided in the hope that they will inspire further research and lead to some common understanding of the ways that literacy and learning disabilities may or may not related.
A National Study
Authors: Brent David Novodvorski
This project was prompted by another initiative of the Deaf Literacy Initiative (DLI), an umbrella organization that provides training, research, networking and resources to the deaf and deaf/blind literacy community in Ontario.
DLI has been preparing an employment-based literacy assessment tool it wants to share with Deaf Adult Literacy Programs (DALPs) outside Ontario. As little is known about Canadian DALPs, this project was launched to fill that knowledge gap.
The project, carried out between October 2010 and March 2011, included a review of literature and the gathering of information through questionnaires, interviews and a focus group. The author describes the report as providing a snapshot of 16 DALPs across Canada.
Based on the research findings, the author suggests that more work needs to be done to develop successive American Sign Language (ASL) levels for deaf adults, an ASL curriculum, and assessment tools specifically for deaf learners.
Authors: The Conference Board of Canada
This Conference Board of Canada (http://www.conferenceboard.ca) case study focuses on the Winnipeg Division of Boeing Canada Technology. Boeing employs 24 deaf workers in its Winnipeg plant and has developed two workplace education programs specifically geared to the needs of this group: the Reading Workplace Documents for Deaf Learners program and the Math for Deaf Learners program. These programs both use American Sign Language to communicate with learners. This case study looks at various aspects of these two programs, including their objectives, target groups, activities, resources, barriers, solutions, and use as a model.
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
Annotated bibliography - June 2008
Authors: Sarah Elaine Eaton
This annotated bibliography covers a variety of topics related to late entry learners in college academic upgrading programs. The programs include: adult literacy, adult basic education and upgrading, adult education, best practices, aboriginal literacy, literacy among learners of English as a Second or other language, literacy for persons with disabilities, and workplace and essential skills.
Authors: Bea Clark
This literature review is part of a project designed to provide Ontario’s 24 colleges of applied arts and technology with the resources to offer “blended delivery” of adult upgrading (AU) and literacy and basic skills (LBS) programs in an efficient and effective manner. Also known as hybrid delivery, blended delivery refers to courses that combine face-to-face classroom instruction with online learning, with the goal of maximizing both student learning and physical resources.
The author notes that research about blended delivery is not plentiful, given that it is a relatively new concept. However, the literature clearly shows that students are satisfied with blended delivery courses and do as well as or better than they do in face-to-face and fully online courses.
Blended delivery is particularly appealing to adult students because it can be more flexible and convenient, and may reduce such expenses as parking and travel.
The author also points out that training for faculty and technical support for both faculty and students are critical to the successful implementation of blended delivery.
Authors: Bea Clark
This report offers an assessment of the current state of “blended delivery” in Ontario’s college-based adult upgrading (AU) and literacy and basic skills (LBS) programs.
Blended delivery refers to courses that combine face-to-face classroom instruction with online learning. Such an approach, also known as hybrid delivery, is used to maximize both student learning and physical resources.
To get a picture of the state of blended delivery, three surveys were conducted early in 2011: a survey of college AU/LBS practitioners; a survey of college professional development staff; and a survey of AU/LBS students at Cambrian, Durham, Georgian, Mohawk, Sault and Sheridan colleges.
Based on these results, the author says, it is clear that blended delivery and the use of technology is the way of the future; students want and are prepared for flexible course delivery options; and while there are challenges to developing such courses, there are supports in place at most colleges to help practitioners move forward.