• programs and agencies must "buy in" to the priority and necessity of literacy for adults with developmental disabilities

• program leaders must be prepared to enhance and expand their training whenever possible

• develop teacher tutor training programs

• training is considered to be a continuous process

• where possible support having tutor volunteers attend professional development programs

• literacy instructors must become familiar with the unique issues that are specific to this population (behavioral, social, physical, etc.)

• do not interpret the slower pace of learning as a lack of progress.

• use of a learning outcomes based approach is essential to assist an instructor in understanding when a learner has reached a learning plateau due to learning capacity rather than instructional style

Use a learning outcomes approach that:

• uses a results-based focus

• provides program accountability

• provides learner-centred services

• is based on adult education principles

• provides links with the broader education and training system

• encourage links with existing programs/courses relevant to the human services field such as Developmental Services Worker (DSW) Programs.

• there should be a commitment by agencies to value these credentials in the hiring process

• link with the Staff Training Advisory Committee

• share in-house training opportunities.

• encourage life long learning