The Right to Read...and Read Well
The higher one's level of literacy, the greater the likelihood that stable employment is attainable. Studies suggest that more people with disabilities function at the lowest literacy levels and that less people with disabilities are employed than the population at large.
This study focuses on issues related to adult literacy for persons with disabilities in the Halifax Regional Municipality. The study researches the factors which contribute to the utilization of community based literacy programs by persons with disabilities; identifies barriers to learning and models which have had success with this diverse population, and; recommends approaches and/or changes necessary to eliminate the barriers to successful literacy learning for adults with disabilities.
Women's Education des femmes, Winter 1991 - Vol. 8, No. 3/4
Almost half of the people with disabilities in Canada are illiterate, and even greater numbers are illiterate in the developing regions of the world. Disabled women are less likely to be literate than disabled men. Disabled people, particularly disabled women, need specific consideration within the learner population. Literacy is both a gender issue and a disability issue.
Over a one-year period, this study investigated the contributions made by three literacy-based supports (support circles, cognitive compensatory tools and cognitive enhancement tools) to the lives of five young adults with FAS/FAE (Fetal Alcohol Syndrome/Fetal Alcohol Effects), ranging in age from 16 to 34 years. Each of these support systems was designed to help the young adults cope with daily living challenges such as everyday memory failure, disorganisation, and social isolation. Based on the observation that many individuals with FAS/FAE who live satisfying, productive lives do so because they have tightly knit, devoted support groups (generally parents and siblings), the study set out to explore the role that literacy-based supports might play in these individuals' lives.
For a copy of the report, contact : Literacy BC, 601 - 510 West Hastings Street, Vancouver, BC V6B 1L8 Tel. (604) 684-0624 or 1-800-663-1293, Fax 604-684-8520, E-mail: email@example.com WWW : http://www.nald.ca/lbc.htm
Women's Education des femmes, Winter 1993 - Vol. 10, No. 3/4
Authors: Tanis Doe
This article explores some of the difficulties that women and people with disabilities have faced independently and together in their struggle to ensure questions of access and equity are part of the national training agenda.
Literacy Link South Central Community Development Project, A
Authors: Amy Tooke Lacey
This report describes a community development project carried out by Literacy Link South Central (LLSC) in Ontario in 2001-02.
The project began when representatives from programs serving persons with special needs asked LLSC for help in reducing the isolation they felt. At the same time, literacy service providers funded by the Literacy and Basic Skills Branch of the Ministry of Training, Colleges, and Universities (MTCU) asked LLSC to explore what literacy services existed in the various communities within the six-county area served by the network.
The project identified community services and best practices; gaps in services; and ways to bridge the gaps. The author notes that while many of the resources described in the report are specifically aimed at people with developmental disabilities, some of the documents may also be useful when working with people who have other disabilities.
The New Brunswick Summit on Learning Disabilities took place at Mount Allison University in Sackville, NB, on March 25, 1999. It was co-sponsored by the T.R. Meighen Foundation and the Learning Disabilities Association of NB. The overwhelming observation, voiced again and again by many of the professionals from different disciplines in attendance, was that the needs of people with Learning Disabilities (LD) are not being adequately met by the health and education systems in the province, and that in the interests of both those individuals and the province itself, substantial changes need to be made.
Participants suggested ways to address certain issues and noted the need for early identification and assessment of LD, as well as proper follow-up. The four concerns considered the most urgent were the issue of early identification of LD; the need for education to promote broad awareness of LD in society as a whole; the need for a seamless, cohesive, provincial approach to LD; and the need for a coordinated continuum of programs and services to facilitate the LD student's transition from pre-kindergarten right through to the workplace.
For more information, contact The Meighen Centre at Mount Allison University, 44 Main Street, Sackville, NB E4L 1A7, Tel. (506) 364-2527, Fax (506) 364-2625.
In these notes, Charles Ramsey presents NALD before the House of Commons Standing Committee on Human Resources, Social Development and the Status of Persons with Disabilities. Ramsey also emphasizes the need for the federal government investment and leadership in both workforce and workplace literacy for adult Canadians.
Sue Folinsbee explores the consequences of the government's cuts, especially the 17.7 million dollars to the National office of Literacy and Learning (NOLL). Folinsbee also presents five recommendations. The last one, for example, urges the federal government to consider a joint partnership model with both private and public sector employers and unions along with other important stakeholders to provide a shared vision and plan of action to address the need for workforce and workplace literacy. "We encourage a broad definition of literacy rather than a narrow one that just considers the present job. We encourage multiple entry points for upgrading as well as strategies and initiatives that are flexible and contextual. We discourage a “one size fits all” approach".
Series: Best Practice and Innovations
Authors: Lisa Hagedorn
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: Gary Birch
This is the final report of a research project conducted by the Neil Squire Foundation. The project's objectives were:
1. To understand the barriers of mainstream literacy training by persons with significant physical disabilities.
2. To develop mechanisms of delivery that address these barriers through a process of active field testing.
3. To establish partnerships with those responsible for the ongoing delivery of literacy training so that these new mechanisms of delivery can be incorporated into a sustainable model.
4. To increase public awareness related to youth issues.
Report of the Standing Committee on Human Resources Development and the Status of Persons with Disabilities
Series: Raising Adult Literacy Skills
Authors: Judy Longfield
This report begins with a brief overview of the extent of Canada's low literacy skills problem, as identified by the results of the 1994 International Adult Literacy Survey. The next chapter discusses the need for a coherent literacy policy within the federal government and calls for joint federal/provincial/territorial action to address the problem of low literacy. The last chapter identifies many key areas where the federal government could make a significant contribution in this regard and discusses, among other things, the need to: design an Aboriginal literacy strategy; expand the mandate and capacity of the National Literacy Secretariat; help families and communities, persons with disabilities, early school leavers, immigrants and refugees, and inmates to combat low literacy; and address the needs of low literacy individuals in the Canadian workplace.