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The study addresses a research gap in community-based lifelong learning opportunities for older adults. Using a range of instruments, it gathers information about older adults’ literacy skills to identify needs and preferences, and to evaluate opportunities to enhance and sustain literacy within an ongoing activity program.",{"@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/australian-journal-of-adult-learning-volume-51-november-2011/594467/",{"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/australian-journal-of-adult-learning-volume-51-november-2011/594467.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about adult literacy and intellectual disabilities?","Question",{"text":112,"@type":113},"It addresses the discrepancy between advocacy for developing literacy skills and the widespread belief that literacy is not possible for people with intellectual disabilities, especially among older adults. It highlights that research on literacy skills and suitable lifelong learning opportunities has been limited.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate literacy needs among older adults?",{"text":117,"@type":113},"The exploratory project uses a range of instruments to gather information about older adults’ literacy skills. It aims to identify both literacy needs and wants and to consider opportunities to enhance and maintain literacy skills through an ongoing program.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper emphasize community-based service organisations?",{"text":121,"@type":113},"It explains that post-school options in Australia often focus on work placement and community access via sport or recreation, while broader literacy development across the lifespan is limited. The paper therefore examines how ongoing activities in community-based services could support literacy development.","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},594467,1792252521,{"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":81,"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":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 51, Number 3, November 2011  \nPromoting literacy for adults with intellectual disabilities in a community-based service organisation  \nKaren B. Moni, Anne Jobling, Michelle Morgan and Jan Lloyd The University of Queensland  \nDespite the importance of and advocacy for developing literacy skills for successful and rewarding participation in the community, there remains a common perception that becoming literate is not possible for people with intellectual disabilities. Until recently, limited research has been undertaken to investigate the literacy skills of adults with intellectual disabilities. In particular, research related to opportunities for lifelong learning in community-based organisations, and to the kinds of literacy activities that might be both developmentally and socially appropriate to assist adults with intellectual disabilities to remain active as they age, is limited in relation to older adults with intellectual disabilities. This exploratory project used a range of instruments to gather information about the literacy skills of older adults to identify their literacy needs and wants, and to consider opportunities to enhance and maintain literacy skills existing in an ongoing activity program in one community-based service organisation.  \nPromoting literacy for adults with intellectual disabilities 457  \nIntroduction  \nThe development of literate citizens is considered crucial to the sustainability of a democratic society (Ehrens, Lenz & Deshler 2004) . Thus, there have been many government initiatives and policies to advance the literacy learning of a range of groups within society (see MCEETYA 2008; Erickson 2005), recognising that all citizens have the motivation and capability to continue learning and developing literacy throughout life (Kearns 2005) . Internationally, UNESCO designated the years 2003 to 2012 as the Decade of Literacy, stating that:  \nLiteracy for all is at the heart of basic education for all [and] creating literate environments and societies is essential for achieving the goals or eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy.(UNESCO 2006: 19)  \nWithin this broader social policy context, the role of literacy in the lives of people with intellectual disabilities has been marginalised. Until recently, limited research has been undertaken to investigate the literacy skills of adults with intellectual disabilities as there remains a common perception that becoming literate is not possible for people with intellectual disabilities (Kliewer, Biklen & KasaHendrickson 2006). However, there is now a growing body of research that has reported the continuing literacy development among groups of post-school aged individuals with intellectual disabilities. This research has challenged and refuted generalised educational myths related to the plateaux of learning that were traditionally thought to occur for individuals with intellectual disabilities (e.g. Moni, Jobling & van Kraayenoord 2007; Morgan, Moni & Jobling 2004; Pershey & Gilbert 2002; Young, Moni, Jobling & van Kraayenoord 2004) . Findings suggest that individuals with intellectual disabilities can develop literacy skills and that these will continue to develop through adolescence and beyond (e.g. Bochner,  \n458 Karen B. Moni, Anne Jobling, Michelle Morgan and Jan Lloyd  \nOuthred & Pieterse 2001; Moni & Jobling 2001; van den Bos, Nakken, Nicolay & van Houten 2007). Research has found that literacy has the potential to add significantly to the quality of life of individuals with intellectual disabilities both academically and emotionally, contributing to the development of skills in problem-solving, choicemaking and communication which are required for full participation in the community (Ashman & Suttie 1995; van den Bos et al. 2007) .  \nHowever, while literacy is a lifelong skill that is hi","cbCaiccymhvhqhIr","https://ap.wps.com/l/cbCaiccymhvhqhIr","pdf",231334,23,"English","# Introduction\n## Literacy policy and international context\n## Research gaps for adults with intellectual disabilities\n## Opportunities in community-based programs\n## Study approach and focus","[{\"question\":\"What problem does the paper address about adult literacy and intellectual disabilities?\",\"answer\":\"It addresses the discrepancy between advocacy for developing literacy skills and the widespread belief that literacy is not possible for people with intellectual disabilities, especially among older adults. It highlights that research on literacy skills and suitable lifelong learning opportunities has been limited.\"},{\"question\":\"How does the study investigate literacy needs among older adults?\",\"answer\":\"The exploratory project uses a range of instruments to gather information about older adults’ literacy skills. It aims to identify both literacy needs and wants and to consider opportunities to enhance and maintain literacy skills through an ongoing program.\"},{\"question\":\"Why does the paper emphasize community-based service organisations?\",\"answer\":\"It explains that post-school options in Australia often focus on work placement and community access via sport or recreation, while broader literacy development across the lifespan is limited. The paper therefore examines how ongoing activities in community-based services could support literacy development.\"}]","Australian Journal of Adult Learning - Volume 51 - November 2011 | PDF",1792079220,58]