Why is the "whole life" project important?
Between 10-15% of the general population has a learning disability. But research suggests that in adult literacy programs, it is likely that 50 - 70% of adult learners have a learning disability that has not been diagnosed or accommodated in regular school settings. This has terrible consequences for people's social, emotional and economic well-being. According to the 2007 Putting a Canadian Face on Learning Disabilities (PACFOLD) Study:
A significant number of youth and adults with learning disabilities drop out of the education system altogether, with over one-quarter of Canadians with LD aged 22 to 29 (28.3%) reporting less than a high school certificate as their highest academic achievement, compared to 14.9% with the general population.
They are also more likely to report being unemployed (51% of adults aged 30 to 44, as compared to 89.1% of the general population of the same age). Canadians with learning disabilities are also two to three times more likely to report high levels of distress, depression, anxiety disorders, suicidal thoughts, and visits to a mental health professional and poorer overall mental and physical health compared to the general population (LDAC 2007).
Although adult educators have long recognized the unique learning needs of their students, there is a need for much more training and information about learning disabilities as they impact on adult literacy work.
The goal of this project is to support these professional development needs with training, information and support that is based in adult literacy practice.
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