With judging now complete, we are pleased to announce the names of our Individual Achievement and Educator winners.

Individual Achievement Winners

Wayne Riechert
Wayne attended school in the 1950s when children with special learning needs did not receive the help they required. Wayne remembers primary school as a time when he was left alone. He had difficulty reading, writing and doing basic mathematics. He attended a high school for children with special needs and received tutoring there but left school in grade 10. As a result, Wayne always held jobs in lines of work that did not require reading skills.

Wayne always prided himself on being a good employee. He works hard, is punctual and never calls in sick—he is an employee that can be counted on. But it was Wayne’s passion for chess that fed his desire to learn to read. He bought chess books and was eager to read them but had difficulty with complex words.

When Wayne was told about Project Adult Literacy Society (P.A.L.S.), a new journey began for him. While waiting for a reading tutor at P.A.L.S, he began to participate in a math program. It was not long before Wayne’s work ethics began to shine through in his learning abilities. Finally, Wayne was getting the assistance he needed and with the help of P.A.L.S., he understood that by persevering and working hard he would soon see the fruits of his labour.

Today, Wayne’s life is different. He can read—his mail, a restaurant menu and of course his beloved chess books. Reading is a skill many of us take for granted, but for Wayne, reading is a personal accomplishment he can be very proud of.

Nadine Shelton
Nadine remembers always having difficulties reading. As a child, this affected her participation in class and made it difficult for her to complete her homework assignments. With both her parents working at night, Nadine was left to do her school work on her own. She didn’t have a clear understanding of the homework because of her inability to read and it wouldn’t be long before Nadine gave up on her lessons. Eventually, she left school in grade nine.

Nadine married and had two children. It was her yearning to be able to read stories to her children and be available to help them with homework that led her to the Community Adult Literacy and Learning (CALL) program. Working a minimum-wage job, Nadine also realized that not only did she want the ability to provide for her children but also wanted to improve her own job opportunities.

Through the CALL program, Nadine has developed her reading skills and this has opened many doors that were previously closed to her. She can now confidently chat online with friends, keep abreast of world developments by reading the newspaper and do research for her studies. Nadine’s dream is to become a Residential Care Attendant. She passed her grade 10 and will pursue her grade 11 studies. This accomplishment brings her one step closer to realize her dream.

Beverly Arbeau
Beverly was an only child, raised by parents who were illiterate. From a young age, Beverly had problems reading. Given his parents were unable to help him, he had to count on his school teachers to teach him to read. But when Beverly attended school, teachers did not have assistants, and Beverly got lost in the cracks of the school system, passing each grade, each teacher assuming that the teacher at the next grade level would help Beverly learn how to read.

Beverly held jobs that did not require him to read. Job applications were filled out for him, tests conducted orally. When Beverly had children of his own he realized the importance of reading. He was unable to give his children medication; unable to read the name on the prescription bottle or the amount of medication required. He also couldn’t help his children with their school work. At one point, Beverly applied for a higher paying job but he was turned down because of his inability to fill out the job application. Beverly’s frustration grew and his self-confidence decreased. He knew he had to learn how to read.

Contacting the Keswick Valley Laubach Council was the beginning of a new life for Beverly. He now enjoys the fruits of his hard labour. Today, he can look up telephone numbers, read a newspaper or a novel. Above all, he was able to help his youngest son who was having reading difficulties learn how to read. He became his son’s hero and is now the pride of his family.

Yvonne Lyon
Yvonne experienced learning difficulties at a young age. As a young person with ADHD, Yvonne found it difficult to focus on her lessons, which hampered her learning. High school proved to be even more difficult for Yvonne as the lessons became more difficult and involved. Exasperated, Yvonne left school at the age of sixteen and looked for work. Unable to clearly understand job applications because of her difficulty with reading, Yvonne gave up looking for employment.

Yvonne had children and later in life, she made a decision to return to school to get her high school diploma. She was successful, but found it challenging because she had to read novels. Yvonne’s dream is to become a writer someday and it is her belief in this dream that made her want to improve her reading and writing abilities. She has been participating in the Literacy and Basic Skills program through the Durham Regional School Board. She has been fortunate to have good teachers and supportive and helpful classmates. Yvonne prides herself in her perfect attendance, her increased independence and most of all being able to use the skills she has learned through the program to help her own children. Yvonne’s children are proud of her accomplishments and her desire to improve.

Serge Côté
Serge struggled in school and found that it took him a long time to learn new material. Serge attended high school until the age of 25. One evening, while attending church, he noticed the phone number for La Clé, Centre de lecture, on a booklet. He called the number and set his life on a new path of opportunities.

Seven years later, Serge has learned to read and write, has acquired some computer skills and has improved his mathematical skills. A whole new world has opened up for Serge. He is now independent, living in an apartment on his own and has a driver’s permit which allows him to get around in his own car. Serge can be very proud of his accomplishments. His new skills have won him the role as the treasurer of a co-op that helps adult learners, a small business that was created by some of the students of the literacy learning centre.

Mahamadou Traoré Sangaré
Born and raised in Mali, Mahamadou, the son of a farmer, had no formal education. He learned the alphabet by eavesdropping through the local school’s classroom window. Mahamadou went on to become a mechanic and driver in his young adult years. These skills and his knowledge of the local botany allowed him to be a tourist guide and earn him enough money to support himself. With a love for art and music, he also helped young street kids in the city of Bamako. But his inability to read and write and his dependence on friends to help him to complete simple forms frustrated Mahamadou. After meeting his future wife in Mali, a Canadian, and moving to Yukon, Mahamadou was finally able to realize his dream.

Through the Service d’Orientation et de Formation des Adultes (SOFA), he was able to acquire the French reading and writing skills he had long been dreaming of. Mahamadou has made sacrifices but his hard work is paying off. Recently he got a position with a construction firm in Yukon, which is enabling him to better provide for his family. He continues his studies with the realization that with hard work and commitment, the sky is the limit. As he puts it: “Never give up! This is the key to success!”

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Educator Winners

Shannon Boyer
Shannon Boyer has been involved in adult literacy for about eight years, and is most acknowledged for her involvement in the development of the Youth in Transition program at NorQuest College in Edmonton. Through English as a second language (ESL) programs, the College provides students with the basic required skills to pursue learning in an adult post-secondary environment.

Shannon’s first encounter with the field of literacy was through volunteer work with English as a second language students. This experience sparked her interest in education and led her to successfully pursue a university degree in education. It was while working as a Canadian Language Benchmark Assessor for the Catholic Social Services that she recognized that there was a gap in the learning offered to youths whose first language is not English. Shannon was not only instrumental in launching the pilot program but her passion for it made her the most likely candidate to teach these students.

According to Dean of Foundational and Intercultural Studies, Patti Lefebvre, Shannon’s commitment and passion are what make her stand out. “Shannon has brought to life an idea and a solution to a gap in our educational system. She continually strives to make this program the most that it can be and to motivate each learner to reach their full potential.”

Joey Sahli
Joey Shali has been working in the field of education for many years. But it wasn’t until she retired from her school principal position in the public system that she became involved in adult learning. She accepted the position of literacy coordinator with the Surrey Association for Community Living and was involved in a two-year pilot program, aimed at teaching basic reading skills to adults with developmental disabilities. For Joey, this experience has been the most gratifying work of her 35-year long career.

Joey has not only shown commitment to this unique program but has become an advocate for this special group of learners. One thing she has brought to light is that these learners have adult interests but do not possess the highly developed skills required to read about these subjects. Joey has been instrumental in convincing local libraries of the need to invest in high interest, low vocabulary resources for these adults. She has also been the spokesperson at many learning engagements throughout the country.

And as Mayor Diane Watts, City of Surrey will attest “the success in the program is evidenced by the fact that students in the program now see themselves as learners and their caregivers or parents have seen an increase in confidence and an increase in communication.”

Lorri Sauvé
Lorri Sauvé became a literacy instructor in a school board literacy program over 20 years ago. In addition to being a classroom instructor, she also administered two programs for the Waterloo Catholic School Board: Literacy and Basic Skills and Language Instruction for Newcomers to Canada (LINC). She is currently the Outreach and Family Literacy Coordinator and Instructor for Project READ Literacy Networks, an organization that promotes literacy and basic skills to help support members of the community.

Lorri’s teaching methodology uses a strength-based approach to adult learning. She believes that determining a student’s personal interests and using those interests to teach the basics will result in successful learning. This way, she helps to build the confidence required to continue with the learning process. Lorri also knows that literacy begins at home—helping adults to gain literacy skills will no doubt promote learning with their children.

According to the community member that nominated Lorri for this award, her relentless pursuit to help families with their literary challenges is helping to build a community able to lead happy, independent and healthy lives.

Karen Ford-Doyle
Karen Ford-Doyle has been involved in literacy and essential skills instruction at Holland College for nine years. As a substitute teacher, Karen was recognized for her strength in dealing with students that have learning difficulties, and she was frequently called upon to fill-in for special education and alternative education classes.

Karen has a broad involvement in the field of literacy. After attending workshops and conferences, she has implemented some of the materials she learned about into her classrooms. She has worked with P.E.I. Literacy Alliance to deliver workshops that promote literacy. She was also involved in a research project developed for Adult Education that links learning styles to study skills. She has designed individual learning plans for her students, understanding each of their unique needs and different backgrounds and abilities.

According to Natalie Worthen, Program Manager of Adult Education at Holland College, it is Karen’s devotion and innovative teaching style that make her stand out. “Karen is tireless in her efforts. She does not give up on the student and strives to do whatever it will take in order to make the person succeed.”

Donah Littlemore
Donah Littlemore is a woman with passion and a love for learning. She left a high-stress job to care for her aging parents. This was a complete change in lifestyle for Donah, and while seeking meaningful activities that could be done at home while caring for her parents, Donna undertook online university courses. But it was a television broadcast by a literacy programmer for the Regina Library that sparked Donah’s interest in adult literacy education.

Donah became a volunteer tutor for the library’s English as a second language program. Although she has been involved in adult learning for only four years, she has not wasted any time making an impression on the people with whom she has worked, including her students. Donah goes above and beyond to help her students develop reading and writing skills. While attending an information session with one of her fifty-year old students about the General Education Development course offered by Regina’s Adult Centre for Education and Employment Readiness (ACERT), Donah’s passion was sparked once again. She became a volunteer for the ACERT program. The teacher of the program was so impressed with Donah’s teaching ability that she was asked to contribute more substantially to the program.

Four short years later, she continues to be a humble volunteer who never seeks praise for her devotion and skill but rather prefers to highlight the efforts and successes of her students.

Rita Godin
Rita Godin’s teaching career spanned over about 15 years, working as a full-time and part-time public school teacher. She was first introduced to adult learning when she taught as a supply teacher in an adult education program. This is when Rita’s interest in adult literacy was first sparked. She was sure that, with time, she could make a difference in the lives of the people in the program by helping them down the path to literacy.

In 1991, Rita started to work full-time as an adult educator, teaching her students to read and write and helping them to prepare for their next learning experience, whether to pursue a high school diploma, a General Education Program certificate or a college diploma. Rita not only teaches basic skills to her students but also encourages a positive attitude, stresses the importance of being independent, responsible and having good work ethics.

Rita participated in a program that received only partial funding from the provincial government and she took the initiative to hold different fundraising events to ensure that it remained available to adult learners. Rita has also shown creativity to ensure that her students have a variety of learning tools available to them. She has organized educational outings, library outings and visits to book expositions and has invited guest speakers to her class. Rita is a dedicated adult learner teacher—despite working long days, she makes herself available in the evenings and on weekends and teaches adults with physical handicaps.

Hélène Goasdoué
Hélène Goasdoué has been a literacy teacher for 28 years. Raised in France, Hélène moved to Quebec at the age of 18 after having spent a three-week vacation in Québec. As an adult, Rita taught CÉGEP, and in 1985 she started a literacy program at the Centre d’éducation régional des adultes in the city of Granby.

Hélène has always enjoyed working with people who have difficulties or whose life has taken them down a different path. She finds it stimulating to interact with these people and finds that working with them causes her to constantly redefine herself. Having come from abroad, she is able to relate her own experiences to theirs and knows first-hand what it is like to try to integrate into society.

After Hélène started the literacy program in 1985, another teacher joined her. Participation in the program grew little by little. By 2001, there were five teachers and three classes of students. Today, the school has five full-time classes, one part-time class and one evening class and 15 teachers.

Every autumn, the program runs a literacy campaign. The students are involved in organizing and running several events to highlight the fight against illiteracy. Their participation gives them a sense of purpose and an understanding of the importance of being a part of a community and giving back to it.

Louise Breteau, Information Councillor at the Centre Régional Intégré de Formation, calls Hélène “a type of pyromaniac” because she « lights the fire in people who had lost hope in themselves and in their ability to learn.”

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