This document discusses strategies for supporting an adult student named Vicki in a diverse and inclusive classroom. Vicki struggles with learning disabilities, anxiety, childcare responsibilities, financial barriers, and transportation issues. The document provides suggestions for helping Vicki, such as connecting her with resources for learning disability assessments and mental health support. It also discusses government grants, loans, bursaries, and tax benefits that could help with her tuition and living costs as an adult student facing many challenges. The role of confidence building and community support systems are emphasized to promote Vicki's success.

1. Group 5: Diane T, Cheryl M.S,
Veronica K, Nicki N, Shannon D

2.  Be able to define Diversity & Inclusion
 Learn to relate to students with GAD
 Learn to identify if an adult student has a
learning disability & how to help them get
assessed and be included in the classroom
 Learn to include the ESL adult learner and
work with cultural barriers
 To understand the role of confidence in a
diverse and inclusive classroom
 To understand the financial barriers adult
student’s deal with on a day to day basis

3.  Encompasses acceptance and respect
 It means understanding that each adult learner has
unique needs
 Diversity includes ethnicity, gender, sexual
orientation, socio-economic status, age, physical
abilities, religious beliefs, and political beliefs
 It is about understanding each other and moving
beyond simple tolerance to embrace and celebrate
each individual

4.  An instructor’s awareness and understanding
of the diverse needs of their students, and
developing ways to ensure their success

5.  Vicki, a single 43 year old mom with three children, an 11 year old son that
was expelled from school for fighting and two young girls, aged 2 years and 5
years.
 She wants to succeed in her studies to provide a better life for her family as a
PTOTA (Physiotherapy and Occupational Therapist Assistant) however, her
marks are low as she struggles with learning the material and retaining it.
 Vicki has taken the course twice but is still doing poorly. She has a suspected
a learning disability that has not been diagnosed, however when she was
offered an oral final exam, she scored a higher grade.
 Vicki suffers from an anxiety disorder and has been forced to miss classes or
to stay home.
 Vicki attends class when she can, usually arriving late due to daycare issues.
She has trouble finding reliable daycare, and has financial issues related to
tuition, daycare, and transportation costs. On two occasions she had to wait
for a classmate to finish an exam so that they could watch her two youngest
children while she completed her own exam.
 She lives in Scarborough; the campus is in downtown Toronto.
 Vicki is an ESL student and experiences some cultural barriers to learning

6. I can’t be late again
I hope I
remembered to
bring my
assignment as
it’s due today
I hope
mommy
doesn’t
get
kicked
out of
school

7.  “Generalized Anxiety Disorder (GAD) is
characterized by chronic and exaggerated worry and
tension, much more than the typical anxiety people
experience in their daily lives. People may have
trembling, twitching, muscle tension, nausea,
irritability, poor concentration, depression, fatigue,
headaches, light-headedness, breathlessness or hot
flashes.”
(“Anxiety Disorders and Panic Attacks”, n.d.)

8.  Offer suggestions like the following:
 Visiting family physician
 Have referral done for Mood and Anxiety Services at
the Centre for Mental Health and Addiction (CAMH); it
is a free service
 Free counselling services in the Greater Toronto Area
(GTA) which can also provide assistance with her
young son who is experiencing issues at school

9.  As an adult educator, it is essential to recognize that
people with GAD should be acknowledged and
encouraged throughout the learning process.
 Some ways in which an adult educator can ensure
the learner is included, are by being encouraging
with the learner’s progress, predictable and specific
with lesson plans and assignments, and by assisting
the learner in coping with their studies in conjunction
with their personal issues.

10.  Young children (2 and 5 years of age)
 11 year old son (expelled for fighting)

11.  Suggest organizations which are affordable such as
YMCA which offer programs like childcare, after/before
school programs and youth outreach
 The YMCA does offers all day affordable programs
which can keep her son active and stimulated since his
expulsion from school

12.  These types of programs are available at the
majority of YMCA’s throughout the GTA.
 Suggesting a YMCA closer to the school that
she attends on a full time basis can assist her
with travelling times and punctuality.

14.  Learning disabilities are defined as “a number
of disorders which may affect the acquisition,
organization, retention, understanding or use of
verbal or non-verbal information. These
disorders affect learning in individuals who
otherwise demonstrate as least average
abilities essential for thinking and/or reasoning.
As such, learning disabilities are distinct from
global intellectual deficiency”(“Learning
Disabilities at a Glance”, 2002).

15.  1 in 10 Canadian’s have a learning disability
 http://www.youtube.com/watch?v=IEpBujde
e8M

16.  Oral Language (e.g. listening, speaking, and
understanding)
 Reading (e.g. Decoding, phonetic knowledge, word
recognition, comprehension)
 Written language (e.g. spelling, and written expression)
 Mathematics (e.g. computation, problem solving)
 Learning disabilities can also affect organizational
skills, social perception, social interaction, and
perspective tasks. Handling a learning disability is a
lifelong process

17. A metaphor
 “I chose to use a glass with holes in it. This
is my reflection on learning disabilities. The
cup represents the mind. It is hard to fill.
The water represents knowledge. It is hard
to fill a glass with water when it is full of
holes. You can fill the glass but only to a
certain level. There are certain ways to
remedy this problem but they are difficult.
You can plug the holes with your fingers
when you are drinking, but sometimes the
holes outnumber the fingers. You can seal
the holes with gum, but gum only lasts so
long. Is there a solution to this problem?
You can put the glass in a larger one. This
is the same as having someone help you.
The glass may still leak but you will not
lose the water. A person with a learning
disability should always be looking for
solutions to his/her problem, and he/she
will find some help”. (Creating
Opportunities for Successful Learning: A
Handbook for Faculty on Learning
Disability Issues, 2000)

18.  Student who is verbal, but can’t express their
thoughts in the written language on paper in an
essay
 Student who learns well when shown, but cannot
follow written and or verbal instructions such as on
an assignment
 Student who has reasoning skills, but has trouble
with auditory and visual memory such as during a
lecture
 Student who works 2 to 3 times as hard as others,
but their grades are not reflected in the level of
effort that they are actually exerting

19. I study so hard, but my
marks suck maybe I’m
too dumb
Why can’t I
remember things?
Why can’t
I write a
proper
essay?
I read the assignment but, I don’t know where to start.
why can’t I follow instructions?

20.  Have an Assessment.
 The cost of an assessment ranges from $800-
$1500, which is not covered by OHIP and
insurance companies require a doctors referral.
 Students can also gain access to an
assessment thorough an institution (College,
University, or hospital) or government agency
(ODSP, worker’s compensation, HRDC) if they
meet the requirements and are willing to wait.
 Students need to check costs and coverage
before starting the assessment, and students
can ask about a sliding scale fee structure and/
or payment over time.

21.  Be open and approachable and allow students or
coworkers to come and talk with you in person or send
an email about anything they would like to discuss
personal or otherwise.
 Use multiple teaching aids such as notes, PowerPoint
presentations, definition lists, and minute papers.
 Ask questions during the lecture, and at the beginning
of each lecture, to ensure understanding of material so
students can gain the full benefit from the course.
 Find out what your school or company has in place to
aid in learning disability accommodations
 Accommodations in the workplace. There is new
legislation in place for the workforce you can visit
OHRC at: http://www.ohrc.on.ca/en/disability-workplace-
roles-and-responsibilities-fact-sheet

23. 'Cultural Diversity' means a range of
different societies or people of different
origins, religions and traditions all living and
interacting together

24. In general, most students are comfortable
interacting with people, behaviors, and ideas that
they are familiar with but react with fear and
apprehension when faced with the unfamiliar

26. What can
educators
do?

29.  Like most adult learners, Vicki lives a complicated life that leaves
her attentions understandably divided.
 She feels unprepared, anxious, is highly critical of herself, and
struggles to make friends in the class.
 She overcomplicates assignments and becomes overwhelmed,
leaving her even more insecure, negative, and ultimately isolated.
 Though this may not be an issue that one would initially consider
when trying to create an inclusive learning environment, a lack of
confidence can create a huge impact on the learning experience.
 As adult educators, we have to identify learners that may require a
little extra support to boost their confidence so as to make them
comfortable and avoid any self-imposed isolation.

30.  In The role of confidence in lifelong learning (2003)
Marie Norman and Terry Hyland of the University of
Bolton discuss a study of student teachers starting out
in adult education programs and the way their
confidence impacted their experience.
 Factors that diminished the confidence of the subjects included,
but were not limited to: newness of the task, self doubt and
feeling of inferiority and perceived knowledge deficit. (Norman
& Hyland, 2003, p.10)
 Similar to our subject, these student teachers were feeling a lot
of the same struggles which led to feelings of alienation and
hopelessness.

31.  Some methods include:
 Realism – Meet with the learner to go over the
syllabus and address any concerns right away. Help
dispel self-doubt
 Planning ahead – Try to establish a tangible plan as
a point of reference so when starting to feel
overwhelmed, the learner can refer back and ground
themselves again. Don’t let the newness of any task
scare them away. Help them plan for it
 Reviewing resources – Discuss what is available in
and out of the classroom like peer tutoring or school
sponsored counselling/support services. By
encouraging learners to work with their peers they
will learn that feelings of uncertainty and perceived
lack of knowledge are surprisingly common

32. On top of the cost of tuition itself, Vicki will need to
pay for books and supplies, childcare, and
transportation. Like most adult students, Vicki must
maintain at least one part-time job, and sometimes
more than one, to even make returning to school
possible.

33. Vicki is fortunate to live in Canada. The Government of
Canada has several funding options introduced to show their
support of the concept of diversity and inclusion.
To support adult students in paying for their tuition and books,
the Government of Canada offers scholarships, grants,
bursaries, and Government student loans.

34.  This grant could provide Vicki with $200 each month,
for each of her dependent children, for each year of her
full-time studies.
 Vicki will be eligible if meets the following requirements:
 applies and qualifies for student financial assistance,
 is from a low-income family as defined by the Canada Student
Loans Program,
 is enrolled in a degree, diploma, or certificate program (at least
12 weeks long within a period of 15 weeks in a row) at a
designated post-secondary institution, and
 has a dependent who is under 12 years of age.

35.  If Vicki chooses part-time studies, this grant will provide a
maximum of $60 per week of study, up to a maximum of $1,920
per school year, as she has 3 or more dependents.
 Vicki will be eligible if meets the following requirements:
 is enrolled in a part-time program which is at least 12 weeks long within
a period of 15 weeks in a row at a designated post-secondary
institution,
 has a dependent under 12 years of age, and
 has an assessed financial need that is greater than $5,200 and has no
other part-time Canada Student Loans.
 As a part-time student, Vicki could also be eligible for Part-time
Government student loans. These loans are based on
assessed financial need and a qualified part-time student in
Canada could get up to $10,000 in federal loans.

36.  This grant will provide $2,000 each school year, for
each year of her studies.
 This grant is available to students enrolled in a full-time
or part-time programs at designated post-secondary
institutions
 Vicki will be eligible for this grant if she meets the
criteria for students with permanent disabilities and
provides proof of her disability in the form of a medical
certificate, a psycho-educational assessment, or
documents that prove she has received federal or
provincial permanent disability assistance.

37.  The Lifelong Learning Plan allows adults to withdraw
amounts from their RRSPs to finance full-time training or
education.
 To participate in the LLP, Vicki must meet the following
requirements:
 own an RRSP,
 be enrolled on a full-time basis (or on a part-time basis if she
meets the disability conditions), and
 be a resident of Canada, and enrolled in a qualifying educational
program at a designated educational institution.
 If she meets the conditions for participating in the LLP, she
can participate in the plan as many times as she wants over
her lifetime.

38.  Most schools offer bursaries and Donor-Supported
Awards specific to their school.
 If programs are in place, but are never presented
to the students that can most benefit from them,
then instructors are doing a disservice to these
students.
 Where young, new high school graduates, actively
seek out options available to them, adult students
may feel embarrassed to reach out for financial
assistance or may not even know that such
institution-based funding even exists.

39. Child Care Bursary
 The Government of Canada offers fulltime students with
three or more children, access to the Child Care
Bursary, which will provide child care funding for Vicki’s
3rd child.
 For a single mother like Vicki, the maximum amount of
aid available is based on the lower of her actual child
care costs or $70 per week of study for her third child.
YMCA
 Fees for licensed YMCA Child Care Programs can vary
depending on the age of the children, the program
selected, and the center attended. To support families
that may require fee assistance, all licensed YMCA
Child Care programs offer subsidy programs.

40.  When it comes to childcare, adult students often need
only ask for assistance. The feelings of embarrassment
or the need to portray the image of someone who can
handle-it-all, can hold adult learners back from asking for
help.
 Consider alternating childcare with a friend. If they watch
Vicki’s children during the week, Vicki can give them a
break to enjoy a weekend getaway while she cares for
their children on Saturday or Sunday.
 Another option may be to share childcare with a
classmate or a neighbor. Instead of two adults each
paying for childcare, she could consider bringing a few
children together at one home and splitting the cost of the
daycare provider.

41.  There are limited options for Vicki when it comes to
transportation; she does not own a vehicle and relies on
public transportation.
 The first step is to ensure that Vicki is using all of the student
discounts that are available to her from the local transportation
companies. For example, by setting up her PRESTO card for
Student Fares she will save at least 17%.
 When this issue is identified by an educator as a financial
barrier for their students, the instructor can do a lot to facilitate
the elimination of this barrier.
 Asking students to identify the region/area that they live in and trying
to connect students from the same residential areas may give
students the opportunity to develop carpooling strategies. Students
with vehicles can benefit from having some of their fuel costs
covered by the students that they are able to drive to campus.

42.  When staying true to their commitment to foster the concept of
diversity and inclusion of all adult learners, adult educators and
program coordinators need to step up to help in the areas of
tuition costs, childcare, and transportation costs.
 Providing information on the programs available to help pay for
tuition is only the first step.
 Some of the most meaningful changes will come from re-designing
the course load so that classes can be combined to
the least number of days possible. Rather than scheduling a
timetable that has students travelling to campus for three hours a
day, five days a week, combine classes into three, five hour,
classes per week.
 Consideration should be given to offering some courses, or
sections of courses, online. The cost savings to adult students
who are able to complete some course requirements from home
can add up to something quite substantial.

43.  The Canadian Institute of Diversity and Inclusion states, “Diversity
and Inclusion is about capturing the uniqueness of the individual,
creating an environment that values and respects individuals for
their talents, skills and abilities to the benefit of the collective”
(“CIDI Webinar: Understanding Hidden Bias”, n.d.).
 Training adults is a challenging and rewarding career. Although not
all students will exhibit numerous personal, cultural, and financial
issues, as our student Vicki does, each class of students will
invariably contain a mixture of students with similar, or even more
complex issues.
 Educators have a responsibility to familiarize themselves with the
unique issues that adult students face. Understanding the concept
of diversity and inclusion of all adult learners and how to best
handle the issues that their students face, will help instructors to
build a class in which students feel safe and valued.

45.  Anxiety Disorders and Panic Attacks. (n.d.). Retrieved November 14, 2014, from
http://www.uhs.umich.edu/anxietypanic#gad
 Au, 1980; Jordan, 1984, 1985, 1995; National Coalition of Advocates for Students,
1988; Saville-Troike, 1978; Trueba & Delgado-Gaitan, 1985
 CIDI Webinar: Understanding Hidden Bias. (n.d.). Retrieved November 21, 2014,
from http://www.cidi-icdi.ca/
 Canada Student Grant for Students with Dependants. (2013). Retrieved November
16, 2014, from http://www.canlearn.ca/eng/loans_grants/grants/dependants.shtml
 Canada Student Grants for Students with Permanent Disabilities. (2014). Retrieved
November 17, 2014, from
http://www.canlearn.ca/eng/loans_grants/grants/disabilities.shtml
 Cole, R. (2008). Educating Everybody's Children: Diverse Teaching Strategies for
Diverse Learners, Revised and Expanded 2nd Edition. Retrieved from
http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-
Strategies-for-Diverse-Learners.aspx

46.  Continuing Education. (2013). Retrieved November 17, 2014, from
http://www.canlearn.ca/eng/planning/continuing/
 Creating Opportunities for Successful Learning:A Handbook for Faculty on Learning Disability
Issues. (2000). Retrieved November 14, 2014, from
http://www.uoguelph.ca/tss/resources/pdfs/lophandbook.pdf
 GO Student ID. (n.d.). Retrieved November 16, 2014, from
http://www.gotransit.com/public/en/fares/studentid.aspx
 Institution-Funded Special Bursary. (n.d.). Retrieved November 17, 2014, from
http://www.mohawkcollege.ca/financial-assistance/continuing-education-students/institution-funded-
special-bursary.html
 Learning Disabilities at a Glance. (2002). Retrieved November 14, 2014, from http://www.ldac-acta.
ca/learn-more
 Lifelong Learning Plan (LLP). (2014). Retrieved November 16, 2014, from http://www.cra-arc.
gc.ca/tx/ndvdls/tpcs/rrsp-reer/llp-reep/menu-eng.html
 Matthew Lynch, Ed.D. The Call to Teach and The
Edvocate, www.theedadvocate.org. Retrieved from http://www.huffingtonpost.com/matthew-lynch-
edd/promoting-respect-for-cul_b_1187683.html
 McLeod, S. A. (2010). Kolb - Learning Styles. Retrieved from
http://www.simplypsychology.org/learning-kolb.html

47.  Norman, M., & Hyland, T. (2003). The role of confidence in lifelong learning. Retrieved
November 10, 2014, from http://sprite.bolton.ac.uk/201/1/ed_journals-7.pdf
 Part-time Student Loans. (2013). Retrieved November 17, 2014, from
http://www.canlearn.ca/eng/loans_grants/loans/part_time.shtml
 Reed, Sally. (n.d.). Retrieved November 16, 2014, from
http://www.luminafoundation.org/publications/focus_archive/adult_learner_2005/barriers_remai
n.html
 Scholarships. (2013). Retrieved November 17, 2014, from
http://www.canlearn.ca/eng/planning/saving/scholarships.shtml
 The Heritage Learning (2014). Retrieved from http://www.mylearning.org/global-citizens--
make-an-impact/p-2022/
 Welcome to the Ontario Student Assistance Program: Child Care Bursary (14-15). (2014).
Retrieved November 16, 2014, from https://osap.gov.on.ca/OSAPPortal/en/A-ZListofAid/
PRDR008137.html
 Who can participate in the LLP? (2014). Retrieved November 16, 2014, from http://www.cra-arc.
gc.ca/tx/ndvdls/tpcs/rrsp-reer/llp-reep/cndtns/menu-eng.html
 The YMCA of Greater Toronto | How to Register. (n.d.). Retrieved November 15, 2014, from
http://ymcagta.org/en/families/child-care-programs/how-to-register.html