Other supports related to time, materials and instruction were much the same as previous comments about classroom experiences. Some used:

• “flexible resources/lots of class time”
• “self paced approach rather than curriculum adaptations”
• “same curriculum but need more time and various teaching strategies”
• “differential instruction-oral instruction and assessment”
• “hands on manipulation”
• “suitable materials and practical reading situations”
• “experience of working with these students has shown that learners with learning disabilities need more task reminders and prompts to focus on the issues”

Practitioners addressed the emotional supports learners required because of their learning difficulties. Practitioners must give “a lot of encouragement and self-esteem building” or provide “demystification of learning problems.” Practitioners were sometimes “...counseling with families and individuals regarding their personal problems or providing “consultations with learners about learning and coping strategies”, “parent training and support” or even providing “emergency transportation”.

VIEWED LIMITIONS

Comments that touched on the limitations of students with learning disabilities and educational or literacy programming in the province were reflected in these statements:

• “The availability for accommodation for LD individuals wanting to write the G.E.D., as it stands permission for accommodation must be obtained through Washington”
• “Adult learners should be aware of their difficulties and have some idea of how to deal with them”
• “Presently LD students are frustrated and disillusioned-they do not know how or where to go for help”
• “Limitations experienced by students with LD‘s raises the need for active lobbying of government and recognition of the definition in legislation”

Practitioners indicated other supports their programs provide in a limited way in addition to those listed above; these comments clarify how supports were provided and draw attention to the creativity practitioners use to promote learning success. Programs incorporate “extra tutoring whenever possible”, “matching learner to appropriate tutor” or “peer tutoring”. Limitations pertaining to the provision of tutors were expressed. “We have one tutor split between two classes” and “we provide a tutor to a limited extent.” Another limitation expressed was “we are able to provide these supports on a restricted basis, in that if we put too much into these supports we also hurt the overall viability of the program.”