Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities
Summary
This literature review presents the current knowledge base on adults with learning disabilities (LD), and served as a foundational document in the development of the Learning to Achieve professional development training program. The six topics covered in this review are: assessment, English language learners, accommodations, teaching methods, transition, and impact of LD.
The chapter on transition to postsecondary and the workforce focuses on the specific challenges adults with LD may face during the process. The review identifies challenges in seven domains that affect persons in this special population. They include: (1) education, (2) employment, (3) home and family, (4) commu¬nity involvement, (5) recreation and leisure pursuits, (6) social/ interpersonal relationships, and (7) physical and emotional health.
The review further points out that for students with LD, if they chose to self-disclose, transition planning and preparation are driven by federal legislation - the Individuals with Disabilities Education Improvement Act (IDEIA) (2004) and its precursor, the Individuals with Disabilities Education Act (IDEA) (1997). The process of transition for students with LD begins during secondary school (mandated by law at age 16) prior to exiting their school-age programs at about age 18. For adult learners with LD, unless they attend adult basic education classes, receive literacy training, or participate in rehabilitation services, formal assistance via the transition process is much more difficult to access once they exit high school.
Citation
Gerber, P.J., Gregg, N., Hock, M., Schwarz, R.L., Swanson, H.L., & Taymans, J.M. (2009). Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities. National Institute for Literacy.
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