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Data came from interviews with four tutors, three adult learners, and two coordinators, alongside six months of class observations in a not-for-profit adult education centre in a Canadian city. Findings identified three major areas: class organization, teaching strategies and behaviours, and class activities. Recommendations emphasize integrating out-of-school literacy activities and expanding tutor disability knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-case-study-of-a-volunteer-based-literacy-class-with-adults-with-developmental-disabilities/593519/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-case-study-of-a-volunteer-based-literacy-class-with-adults-with-developmental-disabilities/593519.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose?","Question",{"text":112,"@type":113},"To examine how participants view how a volunteer-based adult literacy class supports adults with developmental/intellectual disabilities in their learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"Interviews were conducted with tutors, adult learners, and coordinators, and the class was observed over a six-month period during which the author also served as a tutor.",{"name":119,"@type":110,"acceptedAnswer":120},"What key categories were identified from the findings?",{"text":121,"@type":113},"Class organization (goals and structure), teaching strategies and behaviours, and class activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593519,1792118700,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Adult Learning Volume 53, Number 2, July 2013  \nA Case Study of a Volunteer-Based Literacy Class with Adults with Developmental Disabilitiest  \nJacqueline Lynch York University Toronto Canada  \nThe purpose of this study was to examine participants’perspectiveson 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 arepresented 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.  \nKeywords: adult education, developmental disability, volunteers, literacy, health.  \nA Case Study of a Volunteer-Based Literacy Class with Adults with Developmental Disabilities 303  \nGiven that the demand for adult education seems to be steadily growing (Knighton, Hujaleh, Iacampo & Werkneh, 2009), there is a continual need for research on how adult education classes can be most supportive of adult learning. It is well known that volunteers often dominate staffing within adult education programs. For example, voluntary tutors are the majority of adult basic education (ABE) instructors, particularly for one-on-one instruction (Belzer, 2006). Within volunteer-based programs, less is known about how learning is supported with adults with disabilities (Silver-Pacuilla, 2007), specifically developmental/intellectual disabilities. Therefore, the purpose of the current research was to examine a volunteer-based class for adults with a developmental/intellectual disability in a notfor-profit adult education centre in a large Canadian city.  \nThere are a number of ways of examining how programs can best support adult learners’ literacy development, including gaining knowledge from the experiences ofthe participant. Knowledge of the type of strategies used by volunteer educators in adult literacy classes as well as the examination of what adult learners take from education classes – what is meaningful and authentic to them, and how adult learners incorporate curriculum content and practices into their daily lives can provide insight (Lave, 1996) . Authentic activities can be described as literacy uses found in social contexts outside of schools and that mediate people’s social and cultural lives (PurcellGates, Degener, Jacobson & Soler, 2002) . It is known that adults with developmental disabilities often require basic educational skills as well as educational skills that assist in their community living (Brown, 2011) and gaining information from these learners about what can assist their daily living and educational skills in general is significant given the limitations on what is known about how to support adult learners with developmental disabilities attending volunteer-based adult literacy programs.  \nLiterature Review  \nThe following literature review incorporates the research perspective, information on the general structure of adult education programs,  \n304 Jacqueline Lynch  \nas well as information on adults with developmental disabilities and their education.  \nPerspective  \nWhen examining activities and events considered important for adult literacy learning, a social practice view of literacy was incorporated. Research that is based on literacy as a social practice takes the view that literacy develops though broad social relationships and that literacy events as part of these relationships are purposeful and shape one’s learning (Barton & Hamilton, 2000:12) . Through the examination of in-class literacy ","cbCaivanfc5nPV3V","https://ap.wps.com/l/cbCaivanfc5nPV3V","pdf",225739,24,"English","# Literature Review\n## Perspective\n## Program Structure","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To examine how participants view how a volunteer-based adult literacy class supports adults with developmental/intellectual disabilities in their learning.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Interviews were conducted with tutors, adult learners, and coordinators, and the class was observed over a six-month period during which the author also served as a tutor.\"},{\"question\":\"What key categories were identified from the findings?\",\"answer\":\"Class organization (goals and structure), teaching strategies and behaviours, and class activities.\"}]","A Case Study of a Volunteer-Based Literacy Class with Adults with Developmental Disabilities | PDF",1792077404]