In the community meeting, the elder presented another medicine wheel teaching to illustrate the four major areas of learners’ needs, which a holistic learning program would have to address (see Appendix B). His teaching provided direct relation to experiences shared by literacy workers of the most effective teaching and learning methods used with Aboriginal learners. It is widely recognized that the ideal learning environment embraces the learner’s spirit, body, mind, and emotions. Creating a safe arena for learners to explore new learning experiences on all these levels as they apply to the fulfillment of practical needs, imbues relevance to gaining knowledge and skills, so that the learner’s ability to retain and use new information is enhanced.

Learning-program staff must be aware of the variety of learning styles in any classroom setting. Practitioners must be able to provide a wide range of opportunities for learners to experience holistic learning, ensuring the success of a greater number of learners -an important aspect in a community concerned with the success of the group- in addition to the success of the individual. Allowing learning to engage in peer tutoring and peer mentoring further empowers them to take responsibility and control of their own educational experiences.

When the executive directors/steering committee members were asked in their survey to identify “already-existing resources in relation to Aboriginal needs assessments, students, and practitioner needs/voices particularly relating to literacy and basic skills,” only the AlphaPlus Centre mentioned having such resources available.

Lastly, survey participants were asked whether they had “Any other questions you think should be included in a further draft of this survey?” Three respondents mentioned:

• location of program;
• times of program- morning, afternoon, evening; and
• cost.