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.
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.
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: Glenn Yates
This report provides the results of the three-phase project "Building Bridges for Adults with a Developmental Disability."
Phase one was used was to exchange information about positive developments in the fields of literacy and developmental disabilities. In addition, barriers, gaps and overlaps between the two service sectors were identified.
In phase two, the focus was upon developing a shared base of knowledge regarding the preparation and supports needed to promote successful participation by people with developmental disabilities in literacy programs.
During the final stage of the project, participants explored ways of building mutually beneficial partnerships to promote effective and efficient services to the people served by both groups while enhancing literacy.
Lessons in Learning - February 16, 2007
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Learning opportunities for Canadians with disabilities are slowly improving because of technological advances that help them to overcome limitations, and because society is increasingly willing to eliminate the barriers that restrict their activities. However, the authors of this paper argue that there is still ample room for improvement.
Studies suggest that Canadians with disabilities are not achieving the same positive learning outcomes as non-disabled Canadians, nor are they reaping the same benefits in the labour market, the authors point out.
Ensuring a fuller range of opportunities for Canadians with disabilities will require a multi-lateral approach that includes changing attitudes toward people with disabilities; providing support for parents of children facing disabling conditions; creating conditions to ensure school success; encouraging and supporting further education; and accommodating people with disabling conditions in the workplace and community.
Limitations on learning can arise directly from disabling conditions, or they can be imposed by society’s unwillingness to alleviate restrictions on the activities of people with disabilities, the authors say. In either case, removing those limitations would benefit all Canadians by ensuring that those with disabilities have richer opportunities to learn and to make contributions to society.
A Self Advocacy Manual
Change is Inevitable, but Growth is Optional . . . The title is central to the Independent Living movement. This Self-Advocacy Manual is a tool for facilitators and volunteers to assist persons with disabilities learn the skills necessary to become effective self-advocates. It is geared toward persons with disabilities who are at a level where they are prepared to make changes in their lives, but need the encouragement and support of their peers to explore barriers they are encountering.
Women's Education des femmes, Summer 1996 - Vol. 12, No. 2
Authors: Jane Field
In this article, the author discusses prevalent misconceptions about people with disabilities; the stereotypes, the assumptions and the need for many people to make a serious change in attitude.
Congress Report, March 2 - 5, 2000
This is a report of a conference on women's learning, education and training in Canada which took place March 2-5, 2000 and was hosted by the Canadian Congress for Learning Opportunities for Women (CCLOW), in collaboration with the National Women's Reference Group on Labour Market Issues (NWRG). The conference brought together a diversity of women from across Ontario and the rest of Canada to discuss the status of women's learning, education and training in this country and to strategize for the future.
The aim of the conference was to examine the current status of women's learning, education and training in Canada, and the continued role of a national organization addressing these issues. Six overarching theme areas were identified: Learning, Work and Gender Equity; Technology and Women's Learning; Women's Literacy Education; Learning and Trauma; Older Women and Learning; Supporting Women's Learning