Editor's Comment:Thefield of learning disabilities-as well as all of special services-has recently begun to focus on the transition needs of persons with learning problems. Specifically, skills and abilities that individuals need at the next stage of their life cycle are noted and training is begun at an earlier stage. For example, the skills and abilities a person needs to succeed in a secondary school are focused upon in elementary education training efforts. What has been almost totally ignored in research efforts to date are the skills and abilities an adult with learning disabilities needs to succeed in life. The following two articles significantly add to our efforts in transition education. Readers' comments are welcome.-JLW The results of a needs assessment of learning disabled adults based on surveys of the perceptions of learning disabled adults, providers of services to learning disabled adults, and consumers or advocates for learning disabilities are presented. The results of the survey of the learning disabled adults, service providers, and consumers indicate that learning disabled adults have major academic, social, personal, and vocational needs that must be addressed if they are to attain adult competence. A comparison across all need areas indicated that service providers and consumers identified vocational needs involving securing an appropriate job and vocational rehabilitation services as the most critical need area of learning disabled adults, with a second need area involving learning disabled adults'poor self-concept, lack of self-understanding, and lack of self-acceptance. Recommendations are made for services in academics, secondary and post-secondary vocational training, social skills, and counseling and psychotherapy.

To determine attitudes about employing workers with learning disabilities, 326 employers from six states were surveyed about their attitudes toward hiring the handicapped in general and the learning disabled in particular. The employers expressed positive attitudes toward making special allowances for handicapped workers as long as such allowances did not involve reduced workloads or involvement in the workers personal life. Less positive attitudes were expressed toward hiring the learning disabled. Only one-half of the employers stated that they would hire workers with learning disabilities. These negative attitudes did not seem to be related to lack of knowledge about learning disabilities, but rather seemed to relate to prejudice against workers with learning disabilities or lack of experience in supervising such workers.

The results of a comprehensive psychoeducational assessment of adults having learning disabilities (LD) and participating in vocational rehabilitation are presented. The subjects were found to have low-average general intelligence; lower verbal than performance IQs; attention, reasoning, and auditory memory deficits; academic achievement at the fourth-/fifth-grade level; language problems; and low self-esteem. These results were contrasted with other studies of adults with LD in vocational rehabilitation, and all studies on this population reported similar findings. A comparison of studies of adults with LD who were clients of vocational rehabilitation with those in college or employed and with those who had been labeled as learning disabled in childhood indicated that the adults with LD in vocational rehabilitation seem to constitute a homogeneous group of persons with severe deficits. The need to subtype learning disabilities by severity and criteria for making such determinations are proposed.

Apt and Hurlbert's (1995) article, "Sexual Narcissism: Addiction or Anachronism?" is critically reviewed and suggestions are made forexpanding conceptual approaches to the treatment of persons experiencing such sexual problems.

In a joint venture between The Family Journal and the Human Rights Committee of the Ameriuan Counseling Associatlon, a group of counseling professioIls joined together, using a roundtable format to discuss gender -related issues. The followinzg material is based on a transcription of their discus.si(m, zwhch took place in Minneapolis, Minnesota, on April 25, 1994, at the annual convention of the Ameriwan Cumnselin<g Associati(m.