Post-High School Outcomes of High IQ Adults with Learning Disabilities

Gregory A. Holliday · James R. Koller · Carol D. Thomas

22 citations0/0 files storedjournal for the education of the gifted

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Disability Education and Employment Career Development and Diversity Down syndrome and intellectual disability research

Abstract

This study examined the long-term, post-high school outcomes of 80 adult vocational rehabilitation clients who had been independently identified as having both high intellectual ability and learning disabilities severe enough to meet stringent federal and state vocational rehabilitation eligibility requirements. Comprehensive follow-up survey responses were examined to explore client educational history, postsecondary educational and training levels, vocational and career counseling, work experiences, and psychosocial issues affecting life satisfaction. Results suggest that these adults were generally functioning at levels consistent with their learning-disability deficits rather than at levels commensurate with their identified intellectual strengths. Recommendations are offered for advocates who work with this population; for further research; and for those individuals who, themselves, have similar characteristics.

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References

1987Wide Range Achievement Test-Revised 1974The Peabody Individual Achievement Test 1996Adults with Learning Disabilities 1990Are Adolescents with Learning Disabilities Successfully Crossing the Bridge into Adult Life?1987Needs of Learning Disabled Adults 1988An Enrichment Program for Gifted Learning Disabled Students 1990Cognitive and Academic Performance of College Students with Learning Disabilities: A Synthesis of the Literature 1996Reframing the Learning Disabilities Experience

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2011The Identification and Performance of Gifted Students With Learning Disability Diagnoses 2023Identifying Learning Disability Screens for Spanish-Speaking Adults

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