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Third-year undergraduate student Keren J. Mack has managed to turn something personal into a political passion.

Mack is studying public administration and governance and recently completed a research project on adult learning disability in Trinidad and Tobago. Mack travelled with fellow third-year student Neha Shakyaver to Trinidad in June 2012 to conduct research and network with professionals, resulting in a 59-page report submitted to stakeholders. Their research project was funded by Project-Funds Allocation Committee for Students, the Faculty of Arts Student Project Grants and the 2011-12 International Conference and Research Support Fund.

Since there’s only so much information to be found online, Mack went to Trinidad to not only create awareness but to connect with adults with learning disability, non-governmental organizations, government officials, clinical psychologists, a social worker and hold several focus-group sessions. The meetings revealed three issues: no enacted legislation for adults with a learning disability; a societal stigma attached to having a learning disability; and an immense reliance on civil society to implement programs and policies for adults with a learning disability. Before their trip, the duo conducted interviews over the phone, through emails and via Skype to ensure the project was being completed within scope, time and budget. 

“From the outset, one of our major challenges was geographical distance but technology was an advantageous tool in explaining our research project to potential stakeholders,” Mack said. “Networking with fellow colleagues in Trinidad proved to be beneficial in identifying and reaching prospective stakeholders who aligned with our research project’s objectives.”

Mack’s interest in adult learning disabilities is personal; her brother Micah had trouble in Trinidad during school in the 1980s and ’90s. Mack says at the time there was no framework to diagnose learning disabilities. As a result of her brother’s experience, Mack wanted to explore what has changed in Trinidad since her family left.

“He was put to the back of the class, was slow in writing and went through his formative years barely able to read or write,” she said. “How you become labeled is sad. He faced bullying.”

After moving to Canada in 1997 Micah was provided with an individualized education program to support his developmental disability. General accommodations such as extra exam time, a quiet study space and a flexible timetable met some of his needs. Learning strategies such as one-on-one tutoring sessions and repetitive programs to reinforce concepts helped set him up for academic success, practice social skills and develop positive work habits and attitudes.

Organizations such as Developmental Services Ontario and Halton Support Services assist in connecting Micah with services available to him and he continues to look for ways to enhance his academic and social skills. Currently employed, Micah is planning to enroll in a college that offers a Community Integration through Co-operative Education program which is geared towards adults with developmental disabilities.

Since the research trip and report, the Disability Affairs Unit in the Ministry of the People and Social Development in Trinidad and Tobago launched a website providing citizens with information about programs, assistance and policies for persons with disabilities. Mack acknowledges it’s a good first step in a long road ahead. The experience has motivated her to pursue post-graduate studies in an education policy program so she can continue her research.

“This issue should be of importance and form part of government’s agenda because it affects so many within the population,” Mack said. “It is imperative that both government and non-government stakeholders collaborate on tangible solutions. During our focus group interviews where we spoke with adults with a learning disability, many expressed that they felt unheard and called for government to acknowledge and address this issue.”