INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 FINDING WAYS TO TEACH TO STUDENTS WITH FASD: A RESEARCH STUDY Kelly Edmonds and Susan Crichton University of Calgary This study examines a unique educational program designed for youth with Fetal Alcohol Spectrum Disorder [FASD] in Alberta, Canada. Care was taken to include the participants’ voice in this case study resulting in key insights and strategies for working with youth and/or students struggling with FASD. Using observation notes, survey and interview responses, and literature reviews, participants’ perceptions were used as a lens to describe characteristics, experiences and learning needs of this population. Studying their ability and how these participants struggled unfolded specific needs in the program. Additionally, in exploring the impact of the program on the participants’ learning, growth and progress, key strategies for teaching and learning were revealed. The appendix offers sample lesson plans and resources as used in this educational program. As a whole, this qualitative study offers those working in the field of FASD and learning disabilities insights and strategies from the perspective and feedback of the participants. While teaching young adults with Fetal Alcohol Spectrum Disorder [FASD] is challenging, those working with FASD students know there is great potential for those students to lead meaningful lives. While these students often have difficulties learning in traditional educational settings, this study suggests they can learn in a supportive environment. This paper offers some insights, gained through participants’ perceptions, during the development of a unique educational program designed specifically for youth with FASD in Calgary, Canada. The significance of this work is providing support people, of people with FASD, with the results of the educational program and effective strategies in helping these students to learn and prepare for a productive life. Definitions Fetal Alcohol Spectrum Disorder [FASD] is associated with functional disabilities and related to prenatal exposure to alcohol (Calgary Fetal Alcohol Network [CFAN], 2003, p.7). FASD is labeled as a spectrum disorder because of the diversity of possible effects on the child, which reside along a continuum, as well as the effects from different levels of prenatal alcohol exposure (CFAN, 2003; Ryan & Ferguson, 2006b; Sokol, Delaney-Black & Nordstrom, 2003). The apparent affects of FASD are facial morphology (small head and eyes, and thin upper lip), slow body growth, and neurobehavioural abnormalities (Nash, Rovet, Greenbaum, Fantus, Nulman & Koren, 2006; Ryan & Ferguson, 2006b; Sokol, Delaney-Black & Nordstrom, 2003). It is now recognized as a leading cause of mental retardation in Western regions (Ackerman, 1998). Aside from exposure to alcohol, this disorder can also be due to genetics, nutritional history of the mother, number of previous pregnancies, length of time between pregnancies, polydrug use, and patterns of paternal drinking (CFAN, 2003, p.7). The affects of prenatal drinking is apparent; in the United States and Canada, it is estimated 1 in 100 children are born each year with FASD, surpassing those with autism spectrum disorder (Harpur, Ryan & Ferguson, 2006a). Among Native populations in Alaska this number increases substantially to 5.6 affected children in 1000 (Ryan & Ferguson, 2006b). In Canada, over $350 million is spent on affected youth, and in the United States and Canada, it is expected the lifelong cost of interventions for one person with FASD is $1.4 million (Duquette, Stoldel, Fullarton & Hagglund, 2006a; Nash et al., 2006). 54 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 FASD Diagnosis Despite the magnitude of the problem there is limited knowledge on the effects of maternal substance abuse (Watson & Westby, 2003). There seems to be no consistent pattern to this disorder across individuals, lessening the ability to plan appropriate interventions services (Gessner, Bischoff, Perham-Hester, Chandler, & Middaugh, 1998). Kodituwakku, Coriale, Fiorentino, Aragon, Kalberg, Buckley et al. (2006) echo this by claiming, at this point, there is no defined behavioural characteristic pattern with FASD conditions. Adding to the difficulty of assessing for FASD, many children are adopted or fostered making it harder to obtain information on the biological mother’s drinking pattern (Nash et al., 2006). Though there are parallels between learning disability and FASD characteristics, the former sheds little light on dealing with FASD due to its diverse, complex and interrelated difficulties that are often hidden and subtle (Alberta Department of Education, 1996; Johnson & Lapadat, 2000). As a result, it is difficult to properly determine the disorder and to help children with FASD. Nash et al. (2006) urgently call for a better way to identify children with FASD, as does Ryan and Ferguson (2006a), who warn many children with FASD are misdiagnosed with other disabilities, therefore overlooking their real conditions. Behavioural and Cognitive Characteristics Yet, some neurobehavioural characteristics are common among this population. Behaviourally, people with FASD struggle with psychiatric and emotional dysfunctions causing inconsistent behaviour and performance; this is evident in their impulsiveness, trouble expressing themselves, inability to distinguish between public and private behaviors, difficulty in understanding social clues, and experiencing difficulties living independently (BC Minister of Education, 1996; CFAN, 2003; Green, 2007; Kodituwakku et al, 2006; O’Connor, Frankel, Paley, Schonfeld, Carpenter, Laugeson et al., 2006; National Organization on Fetal Alcohol Syndrome [NOFAS], 2004; Sokol, Delaney-Black & Nordstrom, 2003). Other behavioural problems with alcohol-exposed children are an inability to empathize with others, and coping with controlled environments and authority figures, thereby adding to delinquent behaviour and school failures (Harpur, 2001; O’Connor et al., 2006). FASD sufferers also struggle with hyperactivity and inattentive problems; however, those with Attention Deficit Hyperactivity Disorder (ADHD) on top of their FASD condition (approximately 70% have both conditions) show more signs of inattentiveness; as a result, their slow processing of information and comprehension abilities lead to lower mathematics and language performance as well as their experiencing physical and emotional drain (Kodituwakku et al, 2006; Nash et al., 2006; Raymond & Belanger, 2000; Sokol, Delaney-Black & Nordstrom, 2003). Nash et al. (2006) found in their study that though children with FASD were hyperactive and had attention deficit, unlike ADHD children, these ones lack any remorse for misbehaving, seem to act younger in age, and tend to lie and steal. Furthermore, problems with understanding social clues and linking cause to effect in behaviour extends into adulthood as well as continued attention problems, executive functioning deficit, and coping with everyday life (Green, 2007; O’Connor et al., 2006; O’Malley & Nanson, 2002; Sokol, Delaney-Black & Nordstrom, 2003). During adolescence, secondary disabilities are more pronounced such as depression, addiction problems, and suicide ideation (Duquette, Stodel , Fullarton and Hagglund, 2006b). These behavioural difficulties lead to school expulsions, disruptive home experiences, illegal practices, substance abuse, and at times, imprisonment (Duquette, Stodel , Fullarton and Hagglund, 2006b; Ryan & Ferguson, 2006a). Harpur (2001) caution these concerns need to be addressed first in order for this population to progress academically or vocationally. Cognitively, children with FASD show a number of difficulties such as intellectual deficits, poor information and number processing, impaired visual-spatial reasoning, disorganization, and poor memory and motor functions (Kodituwakku et al, 2006; O’Connor et al., 2006; O’Malley & Nanson, 2002). Streissguth, Barr, Olson, Sampson, Bookstein, & Burgess (1994) showed evidence that students with FASD have impaired abilities with both attention and executive functions (dysexecutive syndrome or executive dysfunction) – two critical impairments. The deficit in executive function affects academic skills, in particular mathematics studies and deductive reasoning (O’Malley & Nanson, 2002; Streissguth et al., 1994). In another study Kodituwakku et al. (2006) found evidence children with FASD have more difficulties with nonverbal reasoning, abstract thinking, language comprehension, and overall academic achievement; also the study participants showed more behavioural problems than normal children. More so, 55 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 difficulties with language comprehension affect social cognition and communication, causing them to wrongly appear defiant (Ackerman, 1998; Green, 2007; O’Malley & Nanson, 2002). Support and Education Support for this population takes careful consideration (CFAN, 2003). Duquette, Stodel , Fullarton and Hagglund (2006a & 2006b) have found in their study that given the right environment, students with FASD can graduate from high school. Foremost, is it important to understand the prevalence of the FASD condition, and to consider it within a context of functioning ability and developmental history, translating this understanding into sensitive approaches (Duquette, Stodel , Fullarton and Hagglund, 2006b; Ryan & Ferguson, 2006a). In essence, it is important to know the strengths, weaknesses, and moods of these students (Harpur, 2001; Kalberg & Buckley, 2007). As well, a recurring theme in the literature is to coordinate diagnosis with intervention, and to further coordinate a number of services such as counselling, shelter, special education, family support, and caregivers. In short, it calls for direct support of the person’s family, school and the community life (Green, 2007; Kalberg & Buckley, 2007; Ryan & Ferguson, 2006a). Green (2007), Ackerman (1998) and Duquette, Stodel, Fullarton and Hagglund (2006a) point out this population will need some level of support through their entire life, and to begin intervention services while the child is young to help them learn how to control themselves as they grow older. Children and adults with FASD struggle academically, and their frustration with schooling increases their anxiety, thus blocking learning (Green, 2007; Harpur, 2001). Ackerman (1998) indicates children with [FASD] who have a higher IQ may need programs more typical of children with learning disabilities or emotional and behavioural disorders (p. 13). She furthers they will need uniquely designed curriculum as their age and abilities will vary. The most difficult areas of study for these learners is mathematics, or any subject that is abstract and sequenced in nature; for instance, most students do not advance beyond a second- or third-grade level understanding of mathematics (CFAN, 2003; NOFAS, 2004). Roebuck- Spencer (2004) tested students with FASD on their ability to learn verbal information; using lists of related and lists of unrelated works to recall; the study found children did better with grouped, related words indicating those with FASD did benefit from implicit learning strategies. Furthermore, a number of organizations and research studies offer essential teaching and learning strategies for students with FASD- based learning disabilities (Ackerman, 1998; Alberta Department of Education, 1996; BC Minister of Education, 1996; CFAN, 2003; Duquette, Stodel , Fullarton & Hagglund, 2006b; Green, 2007; Harpur, 2001; Kalberg & Buckley, 2007; Malbin, 1993; Osborne, 1994; Raymond & Belanger, 2000; Weiner and Morse, 1994; Zevenbergen and Ferraro, 2001). Strategies for best teaching and learning practices are: differentiated instruction; focus on vocational skills; consider all sensory modalities when teaching; use cognitive modeling and coaching; chunk information, break down tasks, and reduce lesson size; use hands- on activities and concrete examples; use visual and verbal prompts, cues, aids and demonstrations; provide one-on-one or small group assistance; help with the transfer of knowledge to other situations; teach self- directed speech and problem solving; help students to recognize personal learning style and challenges; and, due to struggles with poor memory, repeat instructions and slow down instructional pace for processing. They further suggested strategies for working with students who struggle with behavioural problems. Recommended strategies are to handle behavioural problems constructively and with reinforcements; linking consequences to action; teach skills to regulate emotions and behaviours (i.e. coping skills, anger management, emotion identification, decision making); linking cause and effect relationships through visuals; teach communication, social and life skills; and, help with motivation and encourage perseverance. More important they recommend environmental considerations such as: structuring time and space, thus creating stability; providing daily routines and rules visually; and, effectively manage a quiet, non- distracting place. Additionally, using technology with struggling learners is found to be beneficial due to its controlled pace, multimodalities, immediate and private feedback from activities, and potential for scaffolding learning (Edmonds & Li, 2005). More so, a key consideration for teaching participants with FASD is determining what constitutes success for them. To some extent intangible, success for these participants must be considered in a different light. It is important to focus learning successes more on personal growth than academic accomplishments, thereby helping participants to become independent and confident citizens. For 56 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 instance, one study examined the successful outcomes of support circles that help with transition to employment, independent living, transportation, financial independence, and self-esteem (Raymond & Belanger, 2000).Through education, participants can experience and develop many skills that affect them personally (Edmonds, 2005). As well, Duquette, Stodel , Fullarton and Hagglund (2006a) and Ackerman (1998) suggest allowing the student with FASD to learn how to work independently, to not control them, to help them manage their own behaviour, and to assign attainable workloads so they can successfully complete them. They further, this population want to succeed, want to participate in academic work, and want to graduate from high school, though they realize they may not go onto post-secondary; in essence, they want feel a sense of accomplishment. Duquette, Stodel , Fullarton and Hagglund (2006a) found that integrating adolescents with FASD into academic and social settings, and adding parental support and advocacy, gives them the perception of succeeding, and thus persisting at school studies. Thus, they conclude that protective factors, such as from supportive individuals, family or school, lessens the impact of risk factors with this population. Perspectives Yet, few studies have examined the perspectives of people with FASD, whereby the focus has been on the identification, diagnosis and effects of prenatal alcohol on children, and on learning strategies (Ryan & Ferguson, 2006b). Ryan and Ferguson (2006b) attempt in their study to determine the experiences of students with FASD and the challenges they face; their population sample was mainly Native learners in an Alaskan rural setting. They explored the unique characteristics and needs of these children, as well as their experience in coping with this condition; from this the researchers could better inform interventions and educational strategies. In their study that explored perspectives of students, teachers and parent, they found these children were foremost humans with special interests and gifts. Additionally, participants with FASD showed competence in hands-on outdoor activities, a need for stability and belonging, substance abuse problems, behavioural problems and petty crimes, unstable home lives, family deaths due to alcohol abuse, and living with a cultural stigma. Educationally, there was mixed results in outcomes, a need for full-time special support in school and after school, and an unlikelihood to graduate from high school. Exploring the perspectives of children and adults with FASD adds richness to data giving a personal reflection on their struggles and needs. Ryan and Ferguson (2006a) suggest future research should focus on the perspectives of students with FASD in order to assess and better plan support and interventions to help them live healthy and fulfilled lives. This study attempts to respond to that call. Method Purpose and Research Questions The purpose of the research study was to review the impact of a customized educational program on student learning. The research questions were: • What was the impact of the educational component of the program on the FASD learners? • Was there an increase in skills and confidence? • Did they grow in understanding and awareness? • Were they ready to engage in further employment or studies? Research Methods A qualitative, interpretive approach was used to examine the impact of this program on student learning (Patton, 2002). In addition, drawing on ethnographic methods for analyzing and presenting the findings through cultural perspectives (Merriam, 1998), this study attempted to reveal the perspectives of the participants in their characteristics, experiences and learning needs. That is, findings were shaped by participants’ reflections and responses taken from observations, surveys and interviews. Per the literature, using the perspectives of people with FASD is rarely done, giving this study a closer look into the world of youth with this disorder. The Participants Initially there were eight participants in the program and all were approached by a third party (the chartered psychologist in the program) to request their participation in the study. This avoided researcher coercion or bias. Two stopped coming to the program, and of the remaining six, five agreed to participate. The participants were between the ages of 16 and 20. All were diagnosed with Fetal Alcohol Spectrum Disorder and some FASD characteristics, and all were assessed with learning disabilities. None had completed high 57 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 school. There were three male and two female participants. Two participants had been adopted, and three had estranged relationships with birth parents. Two participants lived with a parent, and three lived on their own, though they struggled with paying rent and managing domestic affairs. All had been homeless at one time. Three of them experienced this during their participation in the program. More specifically, during the program, they continually struggled with life problems such as financial difficulties, joblessness, homelessness, behavioural problems, physical abuse, and drug problems, these struggles were addressed and supported by the counseling staff at the Centre. The Program The program called, Kaleidoscope, was delivered in January 2005, and ended in April 2006. This was a program with a whole person approach and tailored to meet the many needs of youth with FASD, such as food, shelter, money, assessment, counseling, education and employment. Though recently closed, the program was delivered through the Community Service Centre (the Centre), in the Faculty of Education at the University of Calgary. Staff in this program consisted of program coordinators, psychologists, counselors, client advocates, and educators. There were usually two university practicum students, from the applied psychology department, volunteering in the educational class each day. Along with the teacher this gave ample support for eight students, if all were present. Developed as a pre-employment program, one essential component focused on education. For the first six months, participants attended an intensive learning program [the program], which consisted of 12 hours of attendance per week to work on literacy, numeracy and technology skills. Table 1 in the Appendix offers typical weekly learning plans, individualized for participants. This educational component was delivered along side of the life skills workshops and employment training. Both were offered daily. In the educational component, customized curriculum covered learning for three levels of literacy skills as well as elementary-level mathematics and introductory technology lessons. The resources for the curriculum included individualized lesson plans (Kinsel & Crichton, 2002), literacy booklets, math worksheets, online resources, workplace documents, and student-chosen materials. More specifically, the program used literacy curriculum provided by the department of Manitoba Advanced Education and Training [MAET] (2006). Their curriculum ranged from Stage 1 to 3 in literacy abilities,, with the highest level of reading skill being comparable to approximately Grade 8. Workplace documents, and instruction on their use, were offered by Human Resources and Skills Development Canada [HRSDC] (2004), and the Centre for Education and Work [CEW] (2005) at the University of Winnipeg. All literacy and workplace documents were free and accessible online. More important, students helped chose their reading materials and shape their lessons. Mathematics lessons followed curriculum for Adult Basic Education and Math 14 programs in Alberta. Technology was integrated into the curriculum and used as an information resource tool, to creatively express their ideas and knowledge, and to communicate with others. This curriculum was designed by the educator, a certified teacher, educational technologist and graduate student. Field trips to faculties of interest on the University of Calgary campus, the downtown Calgary Science Center, and places for future education were incorporated into the weekly plans. Table 2 in the Appendix shares curriculum resources and samples. Data Collection Data consisted of observations notes as well as participant responses to 3 surveys and an exit interview. First, observation notes were written by the teacher-researcher as a participant-observer. These notes consisted of weekly entries commenting on observations of each participant. Entries considered how each student was engaging, succeeding, struggling, and growing. As well, the notes recorded participants’ specific needs, behaviour, work progress and direct feedback given by them. Additionally, observational notes consisted of weekly personal reflections by the teacher-researcher on the program and participants. Last, notes consisted of reflective comments will analyzing the data; this helped inform insights, patterns and noticeable points in the data. Second, three surveys were given to participants during the term of the program. In the beginning, students with the help of the teacher-researcher, completed an online individual learning plan created by Kinsel & Crichton (2002). For instance, this online plan questioned participants’ self description (i.e. to what point they felt ambitious, creative, etc.: very, average or not at all), the influence of their past education, three meaningful lessons they learned and the person that helped them learn, how they become motivated to learn, how they sustained this motivation, how people helped and did not help them learn, and skills they felt they still needed to acquire. Additionally, drawing on the questions by Kinsel & Crichton (2002), at 58 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 midpoint during the program an in-class activity was conducted to determine how participants’ learned. On the computer, students entered their responses into a pre-designed survey that asked them what helped them learn, what two important lessons were learned in life and who helped them, what they hoped to be doing in the next 5-7 years, and what two things they valued. As well, at midpoint, participants were given a few questions on how they felt about the program and if they were learning in it. More specifically, they were asked what they liked and did not like about the program. Teaching assistants were asked to sit with participants to read the questions and help write responses. This gave an arms length distance from the teacher-researcher. Third, an interview was conducted with all participants at the very end of the educational program, in the sixth month. Each interview was about 30 to 60 minutes in length, semi-structured, and held in privacy. All interviews were transcribed. The interview questions explored the participants’ experience in the learning program, their feedback on materials used and teaching quality, perceptions on learning, the use of technology, experience with past educational programs, perceptions of work conducted in the program, likes and dislikes of the program, needs and struggles, and readiness to move on to employment or further studies. Data Analysis Data was analyzed inductively. The data from observation notes, surveys and interview transcripts were arranged in chronological order, using an electronic word processor, in order to view students’ progress. Next, this was arranged further into each participant, using colour coding, thereby arranging the data pertaining to each participant in chronological order. All data was further organized into frames and codes (Creswell, 2003; Goffman, 1974). Two frames were used and were thematic in nature. These frames derived from first, the research questions and second, from literature on the culture of people with FASD. The research query frame gave a focus to gather data that reflected the impact of the program, and the cultural frame focused on characteristics and perspectives of those with FASD. Elements within each frame became the codes for which to analyze and sort the data. Under the research query frame, coding separated data into evidence of increases in the development of and confidence with literacy and numeracy skills, growth in general understanding, awareness and self-insight, progress in productivity, and readiness to enter the workplace or other educational program. Under the cultural frame, data was separately coded if it identified struggles, needs, abilities, desires, attitude, or personal perspective. Once data was organized electronically, chronologically, per person, and into frames and code, a thorough reading was conducted to interpret data and look for recurring patterns. From this emerged findings on the needs, struggles, abilities and hopes of participants’ as seen through their perceptions. As well, findings showed evidence of participants’ increase in skills, awareness, productivity and readiness to move on. All findings further provided insight for the development of potential teaching strategies for students with FASD. This subsequent step is provided to inform the audience of this research study, namely learning disability practitioners as well as supporters, caregivers and educators of those with FASD. The experience and strategies of the teacher-researcher in the program added to the richness of these teaching suggestions. Credibility This study was granted ethical approval by the Conjoint Faculties Research Ethics Board for the University of Calgary in Alberta. The credibility of the research study was enhanced by a number of strategies (Patton, 2002). These included conducting the study over a prolonged period of time, in this case six months. As well, to control researcher bias and increase validity, multiple data sources were triangulated such as observation notes, researchers’ reflections, participants’ feedback on surveys and during interviews, and major themes from the literature on the characteristics of people with FASD. More so, extrapolating and triangulating data from multiple sources increases transferability as cumulative knowledge working hypotheses … can be adapted and applied to new situations (Patton, 2002, p.566). Furthermore, though helpful to increase validity, it was decided by the chartered psychologist and the teacher-researcher not to provide participants with a copy of the findings as they may become confused by it. Additionally, while analyzing the data, participants’ survey and interview responses were taken verbatim and kept within the context of the thematic frames and codes. Instruments for data collection, namely the surveys and interview questions, were guided by the research questions as well as drawn from an existing research-based questionnaire to help develop personal and learning inventories (Kinsel & Crichton, 2002). 59 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 The research team comprised of the teacher and a faculty member from the Faculty of Education at the University of Calgary. The teacher was a doctoral student, certified teacher, and educational technologist. She had researched and published a number of studies on learning disabilities. The faculty member had a long history of researching, teaching and dealing with struggling learners / at risk youth. Both researchers, also educators, helped develop the learning program, reviewed the study’s outcomes, and collaboratively worked on disseminating the findings to the funding agent, research conferences, and special education journals. In this study, the teacher was also a researcher, and was supervised and guided on methodological approaches by the faculty member. The richness of the study was enhanced by the researchers’ participation and observation as the teacher and researcher (Merriam, 1998). For example, to fully understand the complexities of many situations, direct participation in and observation of phenomenon of interest may be the best research method (Patton, 2002, p.21). Patton concludes, a researcher is the instrument in a qualitative study; therefore by providing her insights, expertise and reflexivity, quality and trustworthiness is added to a study. Results Findings are presented in themes derived from the literature, study outcomes, and student perspectives. They are presented in chronological order to reveal the development of the participants during the program duration. The first section provides a view of the participants’ abilities, perceptions, struggles and needs. The second section reviews the impact of the program from the context of the participants’ progress and growth. The third section addresses potential teaching and learning strategies for youth struggling with FASD. 1) Insights about the Learners Abilities and Perceptions In the beginning, most participant learners took to simple and fun exercises such as reading an interesting novel aloud, working with math games, and creating a business flyer in Word that followed advertising and design principles. These were small but attainable projects. They responded to simple, game-like math activities that covered concepts such as place values and rounding numbers. Learners engaged well with math tasks, though they resisted the topic. One participant commented, I wasn’t that great at math when we got into divisions, stuff like that. I was having a bit of trouble. But how you put it, I felt a lot more confident in myself with my math skills (JN). Another stated And quizzes, like the math drills and stuff like that. It was more challenging, because I never learned math (SE). In general, they seemed to respond well to creative type work, along with encouragement. Once comfortable with the teacher, program activities, and other participants, they were able to concentrate and produce something. However, participants seemed to be lost in who they were and how they fit into society. Evidence of this could be drawn from their perception of education. This was revealed through dialogue and observations noting their dislike for schooling, their need to be accepted, their wanting to be perceived as mature, their wanting to have adult things, like cell phones, and their choice of a business category for their flyers (i.e., basketball coach, store owner, and band manager). One participant commented, It is hard for a person with FASD to be in the work industry or even be in society. Is (sic) they look at us like, ‘Okay, well you are a slow, you’re different. We are just going to put you in this corner and leave you there’ (JN). As well, there was a noticeable difference in those who were 18 and under (n=2), and those nearing 20 years old (n=3). This spread of a few years showed a difference in maturity when applying themselves to their work. For example, the older participants were focused on trying to slowly get my academics (TC); to be a mentor … doing things to [be] helpful (MG); and wanting, books more on brain power and self encouraging books, which is something that I need help with (JN). The two younger students seemed to struggle more with coping skills and communication with others. Yet, it appeared all these youth dealt with the same issues and attitudes as normal teenagers. Like every young person, this population enjoyed music; many wore headsets to listen to their CDs while working. This was effective in having them focus on a task. As well, their input into the individualized learning plans showed a number of personal interests, such as desires to work with plants, animals or children, revealing some plausible careers for this group. Halfway through the program when asked, through a survey and then verbally, what they valued the most in life, all stated themselves, others and their ability to cope. This was revealed in comments such as, I 60 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 value my life, my education and the world (JN); my life, my pets and my family (LB); my friends, attitude and myself (SE); and that I don’t cheat, lie or steal (MG). When asked what important things they had learned in life, it was their learning from tough experiences, such as not to let your dog off its leash by a busy road (LB); and, watching my mom smoke crack and cocaine [and] living on the streets (MG). It became evident through surveys and stories, these participants had survived rough life conditions since they were born. Three of the five participants were adopted at an early age, and the fourth resigned living with her grandmother. They struggled with their disabilities and addictions, even those participants living with caring adoptee parents. When asked what they thought about their ability to comprehend and their overall intellectual ability, 4 out of 5 participants saw themselves as average. More important, three participants deemed their previous education as somewhat helpful to a career, but only two found it helpful to lifelong learning. When asked to recall some instances that involved learning, four referred to sports and leisure activities; as well, two mentioned life hardships as in living on the streets, and two mentioned smoking cigarettes and using drugs as a learning activity. When asked what skills they would need to pursue their interests, which were mostly about recreational activities and healthy relationships, two suggested eye-hand coordination, and three suggested learning how to focus and listen when dealing with people. Another participant desired more artistic skills. When asked what helps them learn they responded with interests [and] people that can teach me with hands-on as well as text (JN); self-directed start [and] to find out what's going on (SE); something interesting to me [and] to stay out of my face!! I don't like to be asked if I need help (LB); thoughts of the future … great work [and] personal success within assignment (TC); and my low self esteem and wanting to do something for myself (MG). When reviewing what they wanted to be doing in the next 5-7 years, two talked about a job in a field and attaining success in life. One wanted to be important and to have an effect on others’ lives. One younger participant wanted to cope with his problems, and generally, achieve in life. Struggles When this group of participants arrived they had underdeveloped academic skills. Through assessments and direct observations, it was found their reading, handwriting, comprehension, and math skills were quite poor and well below the normed values of their age level. They had troubles reading new words or proper names, their handwriting was terse and messy, and they had difficulties completing a sentence or paragraph. Most had not learned math. Based on school transcripts, they had not applied themselves to studies for quite some time, 3 years on average. Only one participant had almost finished Grade 12, including pure math. However, he struggled with drug use, causing instability in his life. Three participants had completed some Grade 10 courses, but within a modified program that offered limited credit courses, and one had no academic education past Grade 5. More notably, one participant, who had ADHD, did not take to the learning program outlined in this study. He considered the whole class was just the same as what I have been through before … [and] sitting in the chair doing something that I don’t even understand (SE). This he loathed. Though he felt the teacher tried in many ways to explain the content or lesson, he just did not understand and found that once I sit down and I don’t understand it, that is when I start to get rowdy (SE). This was evident with others who were hyperactive affecting them quite negatively to the point of acting out. Soon their unstable personal lives spilled into the program. They had problems with drug use, homelessness, and hunger. This added to their not being able to focus on assigned tasks. As mentioned, three of the participants also struggled with ADHD, aggravating their ability to focus and produce work. Their life struggles were addressed in the other part of the program (life and employment preparations). In those sessions they learned how to talk about their problems and take steps towards solutions, while working as a group. In the beginning, two of the participants talked about future learning plans, such as post-secondary programs. This was encouraging, yet all but one, had low education levels impeding this desire. This required finding other ways the participants could engage in their field of interest. The gap between their dreams for an interesting and productive career, and their life struggles seemed to be widening. Moving on academically was probably unrealistic for most of them, but could include training, apprenticing, or on-the-job training guided by understanding people. 61 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 As time moved on, more than half the group stopped coming to the program. They were either homeless or struggling with drug use. However, case counselors and psychologists within the program attempted to deal with these problems through ongoing interventions and supports. As a result, most participants returned with a few interesting shifts in perception. Two decided to change their views about the program, such as maybe because I figured this is a job. This is an occupation and if I want to stick around I have to keep my cool, right? (SE), and rethinking everything and set up a meeting with everybody and talk with them to get their understanding of me how I am in the program and what I need to do to where we should be (JN). Another tolerated the learning program as below his educational level, but enjoyed coming and thought it was a great program all together. Like, you know, the way you worked individually, and the way you tried to cater to everyone’s needs (TC). Yet, the two participants that had remained consistent in the program, before others returned, were starting to be less interested in their work and the program, and resorted to only socializing. Later in the six-month program, another participant became homeless, whereas previous ones had found a place to live. One participant voluntarily entered a drug rehabilitation centre. It seemed that with disruptions and struggles in their lives, they were not able to build effectively on their newly developed skills from the program. When they were absent, which could be up to two or three weeks, they had to start back on learning what they left undone. It took another week to reacclimatize them to the program. Attempts at skill building were highly affected by their unstable lives. A participant commented on this by saying, I wasn’t always there. I was there but I was not always there. Like considering I missed a lot I wish I would have been more attention to duties. That would have helped me (TC). As well, one participant struggled with not being liked or popular in the program but committed himself at a high level to learn. Two other participants also mentioned not being liked or respected. Their sense of belonging was strong and affected their confidence and involvement. Additionally, there were still problems with health (bronchitis, pneumonia, drug use, and hunger). Their lives were not healthy and they continued to struggle with less energy and poor nutrition. Interestingly, all participants commented on having difficulties learning because of their poor memories. For example, three participants made reference to this by saying, even if I read, a page, after it I don’t remember what happened” (MG), my memory … like, affects learning (TC), and I usually forget what I am doing after awhile (LB). They could not remember what they read or learned days, if not hours, before. This frustrated them. One participant commented on the tools offered to help with this. She found simple note taking or drawing diagrams after reading short passages helpful. With this help, she read an entire small book for the first time in her life. One participant pointed out that I have a tendency to procrastinate about things (JN), whether a task, assignment or larger responsibility. Three participants commented that the assignment instructions were confusing, implying their need for simpler instruction. More specifically, they stated at the beginning of the year you handed out those things, those confusing things. It was confusing (LB); like, you say, ‘okay, we are going to do a drill’, and you hand it out and it went by too fast. Right? And I didn’t really know and you are writing on the board and I really didn’t understand it. (SE); and, some of the early stuff, I just don’t get it [and] a few questions you had I did not know. I couldn’t even do them (MG). This indicated they seemed to miss comprehending the intent of the exercise, whether given in print or orally. At that point of their confusion, they were lost in what to do next unless guided. Needs After two months, the diversity and needs of each learner was becoming more apparent, yet challenging to address. That is, one participant was in need of shelter and food; another needed self-directed learning with more one-on-one help; another wanted more challenging work that did not represent traditional school work; one preferred to be left alone while working; and, yet another needed his tasks broken down into simpler steps so he could attain them. Delivering individual learning for diverse needs takes thoughtful planning and adequate resources. At this point, a decision was made to adjust the program and create individualized learning plans for each of the participants. First, the class was split to ensure only four students were in the class at one time. The remaining four were put into the other program delivered at the same time to work on essential life and work skills. This split reduced and calmed the class down where they could settle into their work. 62 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 23 No 1 2008 As a result of splitting the class and instilling individualized learning plans, students could work hands-on and with individual support. When a teacher or tutor sat with them to explain the exercise and guide their work as they needed, it was successful. That is, the learning objectives were met, as described in the literacy curriculum and individual lesson plans. More important, students were individually supported every hour they were present. All students commented on this by stating, what I said so many times, your willing to, like, you know, structure everything individually around each person. You didn’t make it one specific curriculum. And the patience you have with all of us. It was great (TC); what made that difference was, again, the independency with one-on-one, and how everybody was trying to work together (JN); and, More with you. More one-on-one. More willingness to work … better than anything I have had before (MG). One student preferred to verbalize his thinking before writing it down, therefore requiring more feedback support. On the other hand, one stated I need my own space (LB) to finish her work. All enjoyed being rewarded for their work. Rewarding could be in the form of a new book of personal choice, showing the class their work, or praise. It was important to praise and not critique their work as this population was sensitive to past difficult experiences in schooling. However, they did accept small suggestions for improving their work. The curriculum focused on working with their learning disabilities, such as poor reading skills, writing ability, comprehension, concentration and motivation. Their learning disabilities and needs were easier to identify after working with them everyday for six weeks. It was found through participant surveys and interviews as well as volunteer tutor feedback that students needed: support in their own learning style; more animated exercises; hands-on activities; and, the redesign of daily lesson plans for individual preferences or for addressing struggles (i.e., reducing the workload, or expressing their frustrations through writing). Through feedback in interviews, they also seemed responsive to gentle guidance in getting by learning barriers, lengthier explanations of tasks, activities that were relevant to life, and a sense of moving forward in their academic work towards real life goals (career, work, school). As one participant phrased it well, putting the topic into a different category. Like into an interest that I have (SE). As well, they mentioned the need for their workspace to be positive and respectful, and freeing, such as allowing them to listen to music and surf the net. More important, two participants appreciated staff in the program understanding when they were not feeling well or when they were struggling with personal problems. Three liked having small assignments to do when they were absent. One participant mentioned this by saying, this program is probably the best program of any others that I have been to. Cause again, you got the support, you got the help, and you got great people such as yourself (JN). Others acknowledged you have staff that puts up with a lot more stuff than other programs do (SE), and you had more patience, and you don’t take crap from anybody (LB). However, the group’s life problems seemed to be increasingly showing side effects such as tiredness from homelessness, illness, drug use, and group tensions. This affected their attendance in the program, requiring patience from the facilitators and the re-shaping of learning plans. 2) The Impact of the Program Progress At the start of the program, when not dealing with their struggles in life, their abilities shone through. The most immediate evidence was their creativity in writing, designing a digital business flyer, drawing diagrams, and organizing their work. A key strategy was to give them choice within their creative work. Their personalities and enjoyment for this emerged to a degree. In the second month of the program, all students were becoming more confident and reaching into areas they have not done before, or for a long time. For example, one participant read her first novel completely, The Lion, the Witch and the Wardrobe by C.S Lewis. She attested to this as really hard, but there was all the other assignments. I worked on them and could take them home or whatever, and I remembered a lot of it (MG). Another participant wrote all night about a favourite subject and produced three written pages of facts and information from memory and a text. Another took notes during a field trip to add to her short essay. This participant also noted I am proud of my essays, poetry, and my webpage (LB). All echoed their like for and ease with computer work, such as graphic designing, writing, information searching and communicating, with comments from one participant who articulated his experience in the computer class as, I have to have both hands-on and text. And you were right there. You were asking me if I needed help. Very involved with everything. And that is what made it most successful (JN). In the second month, they were settling into the learning program with its variety of exercises, individual plans, creative work, and 63