Learning Disability Grows Up: Rehabilitation Issues for Individuals with Learning Disabilities

Abstract

The field of learning disabilities (LD) is up. As most histories reveal, the LD concept was originally conceptualized as an elementary school phenomenon (see Kavale & Forness, 1995). By the passage of Public Law 94-142 in 1975, there was increased recognition of the needs of the adolescent with LD (Zigmond, 1990). With the LD field continuing to advance, increased attention is now being directed at adults with LD. For example, Patton and Polloway (1992) demonstrated how the journal literature dealing with adults with LD has increased significantly over a 13-year period. One theme emerging in the literature is the growing realization that adults with LD constitute a relatively distinct population; they should not be viewed simply as children with LD grown up (Zigmond, 1990). The characteristics of adults with LD were gleaned primarily from follow-up studies and often resulted in a comparison of the adult with their own childhood to determine whether childhood problems persisted into adulthood. Polloway, Smith, and Patton (1984) evaluated the literature from the perspective of adult models of development and suggested that the nature of the problems change with age; a focus on childhood disability models is too narrow and may ignore problems particular to adult levels (Gerber, 1994). Consequences of Learning Disability in Adulthood In an analysis of the longitudinal research in LD, Kavale (1988) concluded that childhood LD is associated with a high risk of lasting deficits. Even under the best of circumstances, the child is likely never to lose the feeling that reading and spelling are areas of difficulty. There is also a somewhat elevated risk for some behavior problems (particularly low self-esteem). The persistent nature of the deficits suggested that, parents should be advised that there is a high probability for some noticeable improvement but not enough to allay totally their expressed concerns about the child's future (Kavale, 1988, p. 338). A number of follow-up studies (focusing on pre- or post-high school years) have also shown the persistent and deleterious effects of LD (Hasazi, Gordon, & Roe, 1985; Haring, Lovett, & Smith, 1990; Humes & Brammer, 1985; Mithaug, Horivchi, & Fanning, 1985; Okolo & Sitlington, 1988; Rogan & Hartman, 1990; Schalock, Wolzen, Ross, Elliott, Werbel, & Petersen, 1986; Sitlington & Frank, 1990; Zigmond & Thornton, 1985). Generally, findings reveal that fewer individuals with LD are employed and, even if employed, these individuals were in jobs that usually were not full time, minimal wage, unskilled or semi-skilled, and associated with less job satisfaction (Valdes, Williamson, & Wagner, 1990). Adults with LD experience occupational and vocational difficulties (Gottfredson, Finucci, & Childs, 1984; Siegel & Gaylord-Ross, 1991; Succimarra & Speece, 1990), social/personality problems (Fafard & Haubrich, 1981; Johnson & Blalock, 1987; Vogel & Forness, 1992), and continued academic difficulties (Frauenheim & Heckerl, 1983; Johnson & Blalock, 1987; McCue, Shelley, & Goldstein, 1986). Clearly, the adult with LD faces a number of persistent and unique problems (Gajar, 1992). The consequences of these problems are significant; for example, adults with LD have been shown to be less satisfied with their employment status (Chesler, 1982; White, Deshler, Schumacker, Warner, Alley, & Clark, 1983) and employers have been shown to view the employee with LD less positively (Minskoff, Sautter, Hoffman, & Hawks, 1987; Thomas, 1981). The consequences of LD are seen in a number of interview reports demonstrating less than satisfactory perceptions about their functioning among adults with LD (Gerber & Reiff, 1991; Polloway, Schewel, & Patton, 1992). Although adult outcomes of LD in childhood are not necessarily negative and many successful transitions can be noted, the growing group of adults with LD possesses a number of unmet needs (Gerber, Ginsberg, & Reiff, 1992; Hoffman, Sheldon, Minskoff, Sautter, Steidle, Baker, Bailey, & Echols, 1987; White, 1985) accompanied by difficulties in determining what factors ultimately relate to either success or failure (Spekman, Goldberg, & Herman, 1992; Vogel, Hruby, & Adelman, 1993). …

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