With Less Literate Canadians
In surveying Canadians with lower levels of literacy, the study found that they want to be better informed on issues that are relevant to their everyday lives, and that a mere 14 percent indicated that they receive enough information from the government. The survey further revealed that over half (56 percent) of respondents use evening television as their main source of information, while relatively few of them (18 percent) get their information from newspapers. Furthermore, an overwhelming majority favour direct contact, with 81 percent identifying the telephone as their preferred means of communicating with government representatives.
While improving the literacy skills of Canadians remains an important challenge, the study's objective lies with identifying the challenges associated with communicating with less literate Canadians. The CIO will continue to work with other departments and agencies to further improve the ways in which the Government of Canada communicates with all Canadians. Already, care is taken to ensure that communication approaches include a mix of media – including TV, community newspapers, direct mail, etc. – in an effort to better reach every Canadian, whatever his or her level of literacy. More emphasis is also being placed on plain language, clearly laid out communication initiatives; the National Service Guide, which is currently being distributed, is a good example of such initiatives.
Women's Education des femmes, Summer 1996 - Vol. 12, No. 2
Authors: H. Jane Warren
In this article, the author recounts her experience returning to university and re-building her life after sustaining traumatic brain injury in a car accident.
Using easy-to-read maps, this report shows the wide discrepancy of literacy between those with and without disabilities.
The authors have used a Geographic Information System (GIS) to prepare maps that illustrate a variety of data about the relationship between literacy and disability in Canada. For instance, there are maps that show participation in the labour force by people with disabilities and by people with low literacy skills; income levels correlated with literacy skills and with disabilities; and the distribution of the population with disabilities by province and territory.
The authors note that this spatial look at social issues can provide useful tools for the development of policy and services.
The authors have provided difficult-to-locate statistical data. They point out that their work has shown that persons with disabilities face obstacles to full participation in Canadian society, adding that the evidence suggests it is easier for people with disabilities or with literacy problems to live an inclusive life in British Columbia and Alberta than in other areas of Canada.
To order a copy of “Landscape of Literacy and Disability in Canada”, please go the Canadian Abilities Foundation Online Store: http://www.beanstreamcarts.com/stores/abilities/group.asp?groupid=5863&c=0.
Series: Best Practice and Innovations
Authors: Patricia Hatt
This document deals with adults who have learning disabilities. Different aspects of the concept of learning disabilities are presented in this manual in simple terms. True stories of adults with learning difficulties contribute to the different parts of the manual. There are also many references to books, videos and websites that people can have access to for more information.
The goal of this series is to provide important information on three topics of high priority to the literacy community and to highlight new, innovative, and successful practice relevant to LBS-funded agencies across Ontario.
Authors: Literacy BC
This list was compiled to help adult literacy educators find resources pertaining to learning disabilities. The list is organized according to six principles of good practice aimed at supporting a “whole life” approach to working with people with learning disabilities in adult literacy settings.
Those principles are: finding out about learning disabilities and how they shape adult literacy work; building relationships of trust and dialogue through intake, screening and learning profiles; “learning-disabilities friendly” instructional strategies and supports inside and outside the classroom; addressing issues that may come along with learning disabilities, such as fear, low self esteem, anxiety, experiences of violence, poverty and isolation; changing how the world thinks about learning disabilities through system advocacy, self advocacy and awareness raising; and self-directed professional development.
The resources deal with learning disabilities in general as well as with specific conditions like dyslexia, fetal alcohol spectrum disorder, attention deficit disorder, brain injury and deafness.
The resources listed include reports; books; websites; documentary films; literature reviews; and tool kits. Most listings include annotations.
Screening Tools, Strategies, and Employment
Series: Learning Disabilities Training
Authors: Literacy Link South Central
The purpose of this document is to provide literacy practitioners with more in-depth and targeted information about working with adults with learning disabilities and intellectual disabilities. It is hoped this document will provide practitioners with the tools to effectively screen, identify and provide learning strategies for both of these groups.
Project that field tests text-reading software with adult literacy learners and makes recommendations regarding the various software packages and their applicability for people working in the adult literacy field.
Series: Literacy is for Life Fact Sheet
Authors: Movement for Canadian Literacy
The Literacy is for Life Fact Sheet series is a series of two-pager highlights on literacy and related topics.
This Fact Sheet highlights Literacy and Disabilities. Despite rapid advances in technology and learning tools, people with disabilities are still being left behind on their journey towards literacy.
Authors: Joel Macht
This report has two objectives. One is to illustrate the complexity of the relationships between literacy, disability, employment, education and income. The data illustrating the impact of disability on literacy is explored. The report then demonstrates the value of high literacy skills in the present labour market.
The second and major objective of the report is to determine how to address the literacy needs of people with disabilities. Information from relevant resources and a selection of Canada's best practice literacy programs helped the author to formulate thirteen recommendations, intended to address the problem of low literacy among people with disabilities and to guide the efforts of the Persons With Disabilities Advisory Committee (PWDAC).
For information :
Human Resource Development Canada
Strategic Services & External Relations, BC/Yukon
Tel. (604) 666-8201
Fax (604) 666-1042
Literacy for Deaf Immigrant Adults: A Symposium for Collaboration and Learning was a unique event, the first of its kind in Western Canada. It was inspired by the research project "Effective Techniques and Tools for Immigrant Deaf and Hard of Hearing Adults in Bilingual and Bicultural Literacy Programs" conducted by Bow Valley College instructor Brent Novodvorski.
The conference proceedings as outlined in this document centred around Values, Myths and Perceptions including lack of awareness and information; funding, services and programs; and advocacy, lobbying and education.
The symposium generated significant discussion of issues around literacy for Deaf immigrants. Participants formulated an action plan that both closed the symposium and opened the possibility for work in this area to continue. The evaluations of the day were positive overall, though some participants expressed some concern that sometimes ideas that come out of symposia are not pursued and the potential for future work is lost.
The organizing committee for this symposium has committed to following up with interested individuals to establish an on-going working committee to realize some of the goals established in the action plan.