A Case Study of a Volunteer-Based Literacy Class with Adults with

The purpose of this study was to examine participants ’ perspectives on how a volunteer-based adult literacy class supports the learning of adults with developmental/intellectual disabilities. Interviews were conducted with four tutors, three adult learners, and two coordinators and observations of the class occurred over a 6-month period during which the author was a tutor. The focus during this time period was on health and mathematics. Three major categories were identified: class organization (goals and structure), teaching strategies and behaviours, and class activities. Based on these findings, several recommendations are presented including the need for further integration of adult learners ’ out-of-school literacy activities into the class and for increased tutor knowledge of the adult learners ’ disability