The Impact of Learning Disabilities on Adulthood

Abstract

It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination are crucial to quality-of-life issues to adults in general, and specifically to adults with LD. There are many areas of functioning in which adults need to adapt successfully, such as employment, family, social and emotional, daily living routines, community, and recreation and leisure. In essence, there are a myriad of challenges and outcomes as adults navigate the trials and tribulations of LD as it manifests itself into adulthood. This review of the extant evidence-based literature seeks to discover relevant knowledge that can be shared with practitioners who serve adults with LD in a variety of professional and volunteer roles, particularly in adult education settings.

Activity and Participation Characteristics of Adults with Learning Disabilities - A Systematic Review

“…12 articles [3], [52]–[62] (19.35%) were classified into this domain. These articles presented a decentralized mixture of results which related to performing daily routines, handling stress and other psychological demands of daily life for adults with LD according to the definition for this domain [17].…”

“…Furthermore, it has been recognized that current literature on adults with LD is limited (e.g. [3], [77]). The difficulty in defining LD is intensified in practice due to the complexity of the issue of LD as described in the beginning of this review.…”

“…According to Gerber (2012) the main reason it is difficult to investigate the variety of life outcomes of people with LD through adulthood is that the field has not yet adopted a conceptual model to investigate these issues [3]. In light of the findings of this review, it is therefore suggested that the ICF terminology could be used to describe adults with LD in a manner that may generate a common language among the various professions and help researchers and clinicians working with this population to recognize that an examination of the whole picture is required in order to understand it fully.…”

“…[2]) and consequently, the data regarding the prevalence of LD in the total population has also been argued. As far as is known, there is no formal up to date information about the prevalence of LD among adults however each year very large numbers of students with LD leave high school and begin their adult lives, facing a wide variety of challenges leading to a broad array of outcomes [3].…”

Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

“…Over time, learning difficulties are also to do with secondary problems such as poor academic self-concept, and difficulties in maintaining a positive attitude, high motivation and interest in meeting demanding learning situations (Murray, Goldstein, Nourse & Edgar, 2000). Proper compensation strategies can help to overcome many of these learning challenges, but if teachers are not aware of the variety or degree of learning difficulties, choosing the level, amount and content of support given to students is difficult (Gerber, 2012).…”