Here is one of my favourite examples of highly sophisticated
coping strategies:

http://www.10news.com/news/15274005/detail.html

On 1/08/12, mm wrote:
> And it's amazing how many of them used to get through the
> system on a smile and good behavior. Especially before
> there were the fairly recent initiatives (testing, etc.) to
> catch them. We used to have them as guest speakers and you
> would always wonder how it was possible, until you heard
> them speak, saw how nicely groomed and dressed many were.
> For many women who used to remain homemakers, there never
> were the challenges of the workplaces we have today. And
> lots of jobs used to be available for people with limited
> literacy skills. Today these are automated or offshored.
> etc.
>
> On 1/07/12, Stella wrote:
>> Thank you! That is what I wanted to know. To assume
>> that someone who is
>> illiterate cannot cope in society, i.e., drive safely
>> is erroneous. As I said in my original post, people who
>> cannot read or write at a literate level often have
>> highly sophisticated coping strategies and can get
>> along very well in daily life.
>>
>> On 1/07/12, LR wrote:
>>> Testing Accommodation from Ministry of
>>> Transportation: If you have difficulties with reading
>>> or literacy skills you can complete the knowledge
>>> part of the driver�s test with some help. It is
>>> possible to do the test verbally or to have extra
>>> time if you struggle with reading or completing
>>> tests.
>>>
>>> I know several highly intelligent people with
>>> learning disabilities that make reading extremely
>>> difficult for them, but wouldn't affect their
>>> knowledge and understanding of the rules of the road.
>>>
>>>
>>> On 1/06/12, Stella wrote:
>>>> Many illiterate people have very sophisticated
>>>> coping strategies. Why would you assume it is scary
>>>> that he is driving? What is puzzling is how someone
>>>> who doesn't know the alphabet and can't read,
>>>> passed a written driver's exam.
>>>>
>>>> On 1/05/12, hmmmm... wrote:
>>>>> You mentioned that students can receive OSSD and
>>>>> not read. I can confirm this. I work with a man
>>>>> who has an OSSD but does not know his alphabet
>>>>> and cannot read. What is scary is that every day
>>>>> he gets in his car and drives 30-45 minutes using
>>>>> major highways to work.
>>>>>
>>>>> On 1/04/12, luv2teach wrote:
>>>>>> Wow! That is shocking! I teach grade eight and
>>>>>> I am very aware of how far behind many of my
>>>>>> students are who enter the essential/locally
>>>>>> developed courses. I can't imagine how they
>>>>>> could be prepared on par with an academic
>>>>>> student by the end of high school! Is there at
>>>>>> least something on the transcript that clearly
>>>>>> indicates the level of course taken?
>>>>>>
>>>>>>
>>>>>> On 1/04/12, HST wrote:
>>>>>>> Yes, if they receive 30 credits and take the
>>>>>>> literacy course as one of their English
>>>>>>> credits, they get a diploma like anyone else.
>>>>>>> Nothing would even stop them from being an
>>>>>>> Ontario scholar. Some students who cannot get
>>>>>>> past the 8 credits take a certificate, but
>>>>>>> very few. In my opinion, my children's high
>>>>>>> school diplomas are not worth the paper they
>>>>>>> are written on since students in all three
>>>>>>> levels get the same diploma (in Ontario).
>>>>>>> Many OSSD holders cannot read.
>>>>>>>
>>>>>>> HST
>>>>>>>
>>>>>>> On 1/03/12, luv2teach wrote:
>>>>>>>> Do students who go through high school
>>>>>>>> taking the essential or "locally
>>>>>>>> developed" courses receive an OSSD? I
>>>>>>>> understood they received a certificate but
>>>>>>>> not a diploma?
>>>>>>>>
>>>>>>>> Lynn
>>>>>>>>
>>>>>>>> On 1/03/12, HST wrote:
>>>>>>>>> They are placed in essential level which
>>>>>>>>> is taught at a grade 4 or 5 level of
>>>>>>>>> difficulty. An OSSD does not state level.
>>>>>>>>>
>>>>>>>>>
>>>>>>>>> n 1/03/12, betty wrote:
>>>>>>>>>> On 12/29/11, Anne wrote:
>>>>>>>>>>> I am not sure how a student who reads
>>>>>>>>>>> at a grade two level can achieve a
>>>>>>>>>>> level one in a grade seven class. It
>>>>>>>>>>> cries out for an IEP and assessment.
>>>>>>>>>>> I realize the scenario I've described
>>>>>>>>>>> is not the same as the one posed by
>>>>>>>>>>> the OP, but I use it to show how some
>>>>>>>>>>> abilities are such that level one is
>>>>>>>>>>> a challenge.
>>>>>>>>>>
>>>>>>>>>> Anne, this student was on an IEP in an
>>>>>>>>>> HSP class from grade 4-8. The mother
>>>>>>>>>> claims that when she got to High School
>>>>>>>>>> "they said there was nothing wrong
>>>>>>>>>> with her" and claims she is
>>>>>>>>>> successfully doing a regular Gr 9
>>>>>>>>>> program without any assistance,
>>>>>>>>>> modifications or accommodations. She's
>>>>>>>>>> using this as her reason for refusing
>>>>>>>>>> to have a younger child, in grade 2,
>>>>>>>>>> assessed and given support in Resource.
>>>>>>>>>> I was wondering what happens when a
>>>>>>>>>> child who is functioning far below
>>>>>>>>>> grade level arrives in high school.

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