Persisting Problems of Adults with Learning Disabilities

Abstract

The issue of persistence of learning disabilities into the adult years was investigated. The study examined the self-reported comparisons of problems resulting from learning disabilities during school-age years (retrospectively) and in adult years. The responses of 133 adults categorized as highly successful and moderately successful in employment showed that both groups deteriorated markedly in the areas of functioning typically included in diagnostic and remediation efforts. This established a case for persistence and highlights an important issue for those who are directly or indirectly concerned about adults with learning disabilities.

The Impact of Learning Disabilities on Adulthood

“…However, they tended to be only as debilitating as the severity of their learning disabilities or the success of their own systems of accommodation. (p. xiv) Gerber et al (1990) investigated the persistence of LD across the span of adult years. A group of 133 adults (81 males and 52 females) ranging in age from 23 to 71 (mean age = 42.1) categorized as moderately successful and highly successful with LD were studied.…”

“…However, the authors pointed out that the findings might be a function of the ever-increasing complexities (being developmentally appropriate) of work and daily routines as adulthood unfolded. Moreover, Gerber et al (1990) commented that after the issue of persistence of LD from school to beyond school had been established in the thinking of LD professionals, a new realization became part of the conversation-"that things do not get better over time, and that problems associated with LD can even get worse in the adult years" (p. 572).…”

“…88 Reading, math, and spelling still a challenge; LD no longer dominant feature in adult lives Johnson (1994) 14 Small gains via educational tutoring Hellendoorn and Ruijssenaars (2000) 27 Dyslexia affects further education Gerber et al (1990) 133 Listening, speaking, coordination, impulsivity worsen; stability in speaking and spelling LD and Self-Determination Gerber (1992b) 9 Employers expect self-disclosure, knowledge of ADA, self-knowledge, and reasonable accommodation issues of employees with LD Holliday, Koller, and Thomas (1999) 30 95% of sample were not told of their superior abilities in school or by vocational rehabilitation services; information not used in vocational choices Price and Gerber (2001) 13 Same findings as Gerber (1992b) study despite time span Price, Gerber, and Mulligan (2003) 25 Disclosure rare, accommodations rare, ADA underutilized; lack of confidence to use ADA Price, Gerber, and Shessel (2003) 24 Disclosure minimal; little known about rights; very little self-advocacy Success and LD Spekman, Goldberg, and Herman (1992) 50 Support was a significant protective factor; competence related to factors such as coping, perseverance, goal setting, and acceptance of strengths and weaknesses Gerber and Reiff (1991) 9 Success function of education and lack of severity; moderately successful easier time navigating adult challenges; marginally adjusted are dependent on others Gerber, Ginsberg, and Reiff (1992) 71 The highly successful "in control" of their lives; extensive use of variables identified for success; the moderately successful use variables but do not maximize them; severity rather than IQ affects success outcomes Raskind, Goldberg, Higgins, and Herman (1991) 41 Six success attributes identified-self-awareness, proactivity, perseverance, goal setting, effective use of social systems, and emotional stability and coping strategies Goldberg, Higgins, Raskind, and Herman (2003) 41 Six success attributes identified LD exerted critical influence over life in a variety of social relationship success Employment and LD Haring, Lovett, and Smith (1990) 64 Unemployment twice the national average, 87%; happy with jobs found through family and friends; postsecondary education did not enhance employability Murray, Goldstein, Nourse, and Edgar (2000) 144 Little employment of earnings benefits associated with educational status; females with LD earn less than males NTLS2 ( 2004) 11,000 75% employed at least one time since leaving high school General adjustment issues Haring, Lovett, and Smith (1990) 64 Minimal adult adjustment; general satisfaction with social and recreation aspects of adult life Werner (1993) 44 Most adults with LD adjust...…”

Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia

“…Dyslexia is typically diagnosed in second or third grade (or later), once children have failed to learn to read as expected; therefore, children may be exposed to repeated academic failure before diagnosis (Fletcher et al, 2006; Shaywitz et al, 2007). Children with dyslexia can experience a host of social and emotional problems secondary to reading and associated academic difficulties (Brooks, 2001; Fletcher et al, 2006; Gerber et al, 1990), and both dyslexia and its associated negative outcomes can persist into adulthood (Raskind et al, 1999). …”

Learning disability and leadership: Becoming an effective leader

“…Data from the US National Health Interview Survey demonstrated that LD prevails in 16.8 percent of the sampled population (Boyle, Decoufle, & Yeargin‐Allsopp, ; see also a more recent US sample Altarac & Saroha, ). Most of the LD literature focuses on children, but it has been established that LD affects individuals throughout their life (Gajar, ), and there are cases in which some of its symptoms become worse over time (Gerber et al, ). Thus, LD is relevant to personnel and to organizational psychology because almost one‐fifth of employees may have LD that may influence their performance…”