Learning Disabilities in Adulthood - Page 2

What We Don't Know Can Hurt Us

The 25th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act indicates that of the 6.4 million children ages 3-to-21 who are provided with special education services under the IDEA, almost 2.9 million are children classified as having specific learning disabilities. The U.S. Department of Education collects and publishes an array of data (i.e. languages spoken, racial background, date of initial entry into special education) on these children and young adults as a way to track progress and identify areas where schools need to enhance instruction and general support. Once these students leave formal schooling, the data trail unfortunately disappears, making it virtually impossible to gather reliable data on this older community of citizens.

We know from a number of well-respected research and survey projects that adults with LD continue to struggle with such issues as low literacy, underemployment, job security, organizational difficulties, and social and emotional challenges such as feelings of loneliness, inadequacy, anxiety and self-doubt. Without reliable data, we are left to rely upon our good intensions and creative imaginations to answer questions like:

• How many adults with LD are there in the general population? (How many are already identified as having LD? How many are unaware of their LD, and in what specific areas are they experiencing the greatest challenges?)
• How many have disclosed their LD to family members and employers, and what reasons do others offer as rationale for choosing to withhold information about their LD?
• What is the relationship between LD and other factors such as poor reading or math ability, socio-economic status, and co-occurring medical and behavioral disorders (i.e. language or attention) in adults with LD?
• What kinds of services and supports do adults with LD need most to succeed, and to what extent are they available for these individuals in academic, work, and community settings?
• What factors (or resources) would help adults with LD take better control of their lives, improve employment opportunities, and increase their ability enjoy independence and success in different aspects of their lives?

An Ongoing Dialogue

Look for more discussion about this topic in future Research Roundup columns, and be sure to visit Living with LD as a resource for adolescents and young adults with LD. Here are some additional resources on this topic:

• National Longitudinal Transition Study-2
  This study documents experiences of a national sample of students who were 13 to 16 years of age in 2000 as they move from secondary school into adulthood. Topics covered in this report include: high school coursework, extracurricular activities, academic performance, postsecondary education and training, employment, independent living, and community participation.
• Adults with Learning Disabilities: A Call to Action (pdf)
  This report is the work of the National Joint Committee on Learning Disabilities (NJCLD). The purpose of this position paper was to identify issues and to propose ways for exploring and resolving the problems encountered by adults with learning disabilities.
• Learning Disabilities in Adulthood: Persisting Problems and Evolving Issues
  This text, edited by Paul Gerber and Henry Reiff, offers chapters on psychological, educational and vocational challenges faced by adults with LD. Published by PRO-ED. Austin, TX.
• Meeting the Challenge of Learning Disabilities in Adulthood
  This text, written by Arlyn Roffman, reveals the very personal stories of adults with LD and frames critical information in the areas of mental health, friendships and dating, parenting, work and more. Published by Paul H. Brookes Publishing. Baltimore, MD.
• Exceeding Expectations: Successful Adults with Learning Disabilities
  This text was written by Henry Reiff, Paul Gerber and Rick Ginsberg. Based on 71 interviews with successful adults with LD, it reveals information gleaned from carefully constructed, systematic interviews with these individuals. Published by PRO-ED. Austin, TX.
• Literacy Information and Communication System
  LINCS is an on-line information and communications network for adult and family literacy. It includes links to dozens of national, regional, state, and local partners, and strives to provide access to comprehensive resources for individuals and families about research, teaching/learning and training.