Other supports related to time, materials and instruction were much the same as previous comments about classroom experiences. Some used:
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”.
Comments that touched on the limitations of students with learning disabilities and educational or literacy programming in the province were reflected in these statements:
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.”