Browse by keyword "Accessibility"
1. Barriers to Participation in Adult Learning (2006)
Series: State of the Field Report
By: Dorothy Mackeracher, Theresa Suart, Judith Potter
This report focuses on barriers to participation in adult learning activities.
The concept of "barriers" has been an important concept addressed in the adult education literature over the past 50 years. Barriers and access to participation in adult learning activities are most often classified using concepts developed by Patricia Cross and reported in her book, Adults as learners: Increasing participation and facilitating learning (1981). But prior to that date, such authors as Cy Houle (1961), Malcolm Knowles (1970) and Roby Kidd (1960, 1973), wrote about the problems encountered by adults in attempting to access appropriate leaning opportunities.
In addition to the literature on barriers, the research team looked at two related types of reports and studies that examined: (1) the elements of a responsive educational system to support and encourage participation in lifelong learning, and (2) best practices in teaching. These two types of reports were included based on the assumption that both contributed to reducing barriers and increasing participation – one through good institutional policies and practices and the other through good pedagogical practices.
The report is one of seven State of the Field reports on adult learning in Canada. The other reports include Gender & Learning, Culture & Learning, E-Learning, Learning Communities, and Social Movements.
Added: 2006-08-04
2. Barriers to Participation in Literacy Activities Facing People with Physical Disabilities (2004)
By: 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
3. Best Practices in Action (2004)
Tools for Community-Based Adult Literacy and Basic Education Programs
By: NWT Literacy Council, Aurora College, Department of Education, Culture and Employment
The NWT Literacy Council has created a comprehensive framework of best practices that encourages literacy providers to reflect on their practice and learn from others. The framework has three tools:
1. A self-assessment tool for programs
2. A resource of practical ideas to help support best practices
3. Examples of best practices in action in NWT programs
The self-assessment tool for programs consists of 17 best practice statements, followed by several key elements and indicators. Each statement describes a key concept that we have identified as integral to effective programs from current research and from practitioners in the field in the NWT and elsewhere. The best practice statements include the following topics such as philosophy, program planning, program evaluation, program accessibility and instruction.
Funders:
Added: 2006-11-23
4. Best Practices in Managing the Classroom to Improve Student Commitment
Series: Retention Through Redirection
By: College Sector Committee for Adult Upgrading
This document discusses best practices in managing the classroom to improve student commitment in Ontario college LBS programs. The best practices are listed in three sections; each is organized under the area or individual having the greatest control of those practices. These sections are: institution controlled; practitioner controlled, and; shared control.
Added: 1990-01-01
5. Bridging the Employment Gap - Retail (2008)
Workforce Curricula for Learners with Low Level Literacy Skills
Series: Bridging the Employment Gap
By: Simcoe/Muskoka Literacy Network
This manual is part of Bridging the Employment Gap for Learners with Low Level Literacy Skills, a two-phase project begun in 2001. Phase 1 of the project focused on students with the lowest level literacy and basic skills, especially the developmentally challenged population. In Phase 2, the focus was expanded to include all Essential Skills Level 1 learners. This project involved the development of job-specific sector manuals that include step-by-step learning activities for selected tasks in specified sectors. All the activities have been aligned to the Essential Skills and to the selected National Occupation Classification profiles.
There are six manuals in the series: Clerical, Grounds Maintenance, Janitorial, Kitchen Help, Retail, and Ready for Work.
The Retail binder will help individuals who may have the opportunity to work in a retail setting. It includes four main units: Counting Money, Sorting by Size, Matching UPC Numbers and Stocking Shelves. This manual should be used in conjunction with Ready for Work, a manual that addresses the "soft skills" common to many jobs.
Funders:
Added: 2009-03-02
6. The dilemmas of accountability (2009)
Exploring the issues of accountability in adult literacy through three case studies
By: Ralf St. Clair, ABC CANADA
The aim of this project was to compile what has been learned about building accountability systems in adult literacy in British Columbia, Ontario and Scotland. The findings are presented in three sections: dealing with systemic issues, how accountability mechanisms should be designed, and working with data. Wherever possible the findings reflect all three jurisdictions and focus on common concerns. It is the author's hope that some of the description and insights will be useful to people working in these and other jurisdictions.
Added: 2009-06-10
7. A Guide to Assistive Technology to Support Literacy Learners With Disabilities (2003)
Assistive technology can be any item, piece of equipment or system that helps work around or compensate for a disability, whether it is a learning disability or a physical disability.
Most adaptive technology is divided into one of two categories: either low or high technology solutions. High tech assistive technology usually involves computerized equipment like a computer, either software or hardware. It can also be a piece of equipment that works on its own or can connect to a computer.
The assistive technology products presented in this document cover mostly high technology aids. This list of products is not intended to be all-inclusive, but rather to provide information on products commonly available.
Added: 2003-01-01
8. Helping Communities Bloom (2009)
A Family Literacy Resource Guide for British Columbia
By: Literacy BC
This Family Literacy Resource Guide is intended to provide support and information to the many individuals and groups
involved in family literacy throughout the province of British Columbia.
Some examples of these individuals and groups are: family literacy practitioners, program administrators, school districts, teachers’ organizations, early childhood educators, libraries, colleges, family resource programs, government ministries, funders and evaluators.
This Resource Guide reflects the philosophies, principles and realities of the diversity of family literacy programs in the province and provides useful guidelines for development, delivery and evaluation of programs.
The Family Literacy Resource Guide was, in part, adapted from the BC Framework of Statements and Standards of Best Practices in Family Literacy
Added: 2009-07-07
9. Listen to Learn Youth Literacy Project - Phase II: Timmins (2001)
Series: Youth Literacy Project
This is a brief written in 2001 that extracts demographic data sets regarding literacy rates, attitudes and situational factors among youth learners in with the Listen to Learn Youth Literacy Project in Timmins, Ontario. The survey examines a small number of youths ranging in age from 15-26 and from varying backgrounds. This report also gives the reader an idea of why these particular youths are in the Listen to Learn Youth Literacy Project as well as anecdotal data and responses.
Added: 2009-09-09
10. Literacy for Persons with Disabilities (2003)
The Right to Read...and Read Well
Series: Literacy for Persons with Disabilities
By: Chris Hornberger, James Bartlett
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.
Funders:
Added: 2005-07-25
