Abstract
The nature of learning disabilities,1 their diagnosis, and treatment have been well described for school-aged children (Alley & Deshler, 1979; Reid & Hresko, 1981). Recently, growing evidence has demonstrated that children do not outgrow their learning disabilities as they reach adulthood (Blalock, 1981; Faford & Haubrich, 1981; White, et al., 1983). An estimated 7 to 10% of the adult population have learning problems such that reading, written and spoken language, attention, memory, and/ or organization are deficient (Buchanan & Wolf, 1986; Kronick, 1985). Often having experienced years of repeated failure, they also present as individuals with low self-esteem, who lack appropriate problem-solving skills as well as adequate social skills (Blalock, 1981). Adults with learning disabilities, who are of normal intelligence, experience difficulties that not only continue to interfere with their academic pursuits (Fravenheim, 1978; Hartzell & Compton, 1984) but affect their employability (Brown, 1984) and their social development (Hartzell & Compton, 1984). Longitudinal and follow-up studies of students who experienced learning difficulties in school indicate that as adults, this group is disproportionately represented in low job classifications and that they tend to be less satisfied with their jobs than are their normally achieving peers (Howell, 1986; Lehtinen & Dumas, 1976).
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Samuels, M.T., Lamb, C.H., Oberholtzer, L. (1992). Dynamic Assessment of Adults with Learning Difficulties. In: Haywood, H.C., Tzuriel, D. (eds) Interactive Assessment. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-4392-2_11
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DOI: https://doi.org/10.1007/978-1-4612-4392-2_11
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