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How to Become a Successful Adult with LD2025-04-17T12:26:00-04:00

Author: Raskind, M.H., Goldberg, R.J.; Higgins, E.L.; & Herman, K.L.
Source: Reprinted with permission from the Frostig Center.

What is Success?

Success is not easy to define. It means different things to different people. In addition, it may mean something different at different times in a person’s life. However, although views of success may differ, there appear to be a number of things that most people include when they think of success. These include good friends, positive family relations, being loved, self-approval, job satisfaction, physical and mental health, financial comfort, spiritual contentment, and an overall sense of meaning in one’s life. Of course, different individuals may place lesser or greater emphasis on these various components of success.

How Do Children With Learning Disabilities Become Successful Adults?

Children with learning disabilities grow up to be adults with learning disabilities. That is, many of the difficulties experienced in childhood continue into and through adulthood. Nevertheless, some individuals with learning disabilities follow a life path that leads them to success, becoming productive members of society and living satisfying and rewarding lives. Others find little more than continued “failure,” and are barely able to “keep their heads above water” emotionally, socially, or financially. Why, despite similar backgrounds and learning problems, does one individual end up with a rewarding career, long-term friendships, and financial stability, yet another, a life of loneliness, isolation, and financial stress? Learning disabilities research has provided some answers to this question.

Our research at the Frostig Center, (1) as well as several major studies by others,(2) has focused on identifying which factors contribute to success for individuals with learning disabilities. Results from these projects point to the importance of a set of personal characteristics, attitudes, and behaviors that can help lead persons with learning disabilities to successful life outcomes. By tracing the lives of individuals with learning disabilities throughout the lifespan, these studies have revealed a number of “success attributes” that guide an individual to either positive or negative adult outcomes.

What are the Success Attributes?

Our 20-year study, in particular, highlighted the importance of six success attributes for individuals with learning disabilities. These success attributes included: self-awareness, proactivity, perseverance, goal-setting, the presence and use of effective support systems, and emotional coping strategies. It is important to emphasize that not every successful individual possesses each of these attributes, and some attributes may be present to a greater or lesser degree. Similarly, persons who might be considered “unsuccessful” may nevertheless possess some of the success attributes, again, to a lesser or greater degree. What it does mean is that successful persons with learning disabilities are much more likely to have these characteristics than unsuccessful individuals. It is our hope that, by helping parents understand these success attributes, they will be better prepared to work with and guide their children toward satisfying and rewarding lives. It is also important to keep in mind that having these attributes does not guarantee success. Rather, it increases the chances of achieving a fulfilling and successful life. It is interesting to note that our research indicates that these characteristics may have a greater influence on success than even such factors as academic achievement, gender, socio-economic status, ethnicity, and even intelligence quotient (IQ).(3)

Each of the success attributes is discussed in the following pages. Quotes from successful adults with learning disabilities are used to help explain each attribute from the viewpoint of individuals who live with learning disabilities.

Self-Awareness

“As I said, I have dyslexia. I have never not had dyslexia, so it always has, and always will, affect my life. I don’t know what it’s like not to have dyslexia. I don’t know that I want to do life over again without it. It’s part of me. It will hinder me, as it has, and it will push me into places where I never would have gone.”
–Thirty-three-year-old male

Successful people with learning disabilities are aware of the types of problems they have, including academic problems like reading and math, academic-related problems such as attentional or organizational difficulties, and non-academic difficulties such as motor deficits or emotional/ behavioral problems. They are open and specific about their difficulties and understand how they affect their lives. Most important, these individuals have the ability to compartmentalize their disability. That is, they are able to see their learning difficulties as only one aspect of themselves. Although they are well aware of their learning limitations, they are not overly defined by them. As one successful individual states:

“You know, everybody comes with a package. And yeah, there are things that I am good at and things that I am not so good at. Some of my limitations are reading and writing. But boy, when it comes to putting things together, reading plans, and chasing down problems, those are some talents, some skills that I was born with . . . I carved a different path and my whole life has been that way.”

Successful individuals with learning disabilities recognize their talents along with accepting their limitations. This idea is expressed particularly well by one adult who stresses, “We all learn differently; we all have strengths and weaknesses.” Another adult with a learning disability shares, “It’s still there and I compensate . . . I think the problems that I had were no different than anybody else who is conscious of their weaknesses, and then some of their strengths. Some people are not conscious at all.”

In addition to recognizing their strengths, weaknesses, and special talents, successful adults with learning disabilities are also able to find jobs that provide the best fit or “match” with their abilities. For example, an individual with severe reading problems, but exceptional skills in woodworking might find a successful career in cabinet making rather than as a copy editor. A person with math deficits, but excellent writing abilities might shy away from a career in accounting, yet find success in journalism. And, the individual with poor reading and writing, but strong oral language skills might pursue sales and avoid jobs requiring substantial written language abilities.

Unsuccessful people with learning disabilities, on the other hand, often fail to recognize both their strengths and limitations, accept their difficulties, compartmentalize their learning disability, and find employment that provides the best fit for their abilities.

Proactivity

Successful adults with learning disabilities are generally actively engaged in the world around them — politically, economically, and socially. They participate in community activities and take an active role in their families, neighborhoods, and friendship groups. Additionally, they often step into leadership roles at work, in the community, and in social and family settings.

Not surprisingly, therefore, successful persons with learning disabilities also believe that they have the power to control their own destiny and affect the outcome of their lives. In talking about how he took charge of his college experience, one successful adult remarks:

“I actually didn’t take classes as much as I took professors. The way I got through college was I looked at the classes I was interested in and I was over at the professors’ office times telling them I’m going to need extra time; give me the ability to take the written exam orally. There are a bunch of exceptions and I just listed them out for these people.”

This quote demonstrates the kind of creative self-advocacy and initiative we frequently observed in successful adults. In contrast, unsuccessful individuals tend merely to respond to events and are passive.

Successful persons with learning disabilities also show the ability to make decisions and act upon those decisions. Additionally, they assume responsibility for their actions and resulting outcomes. In talking about how his shyness interfered with trying to meet a girl, one successful adult shares:

“I looked at that lesson and said, ‘OK, you blew it that time. What are you going to do? How are you going to overcome that situation?’ So I systematically started working on getting over my shyness . . . And last spring . . . ”

When things don’t work out, successful individuals generally take responsibility for the outcome and do not blame others. Commenting on his career, the same individual expresses commitment to action, “Anything I’m going to do, I’m going to give it my all. Otherwise I’m not going to touch it.”

A willingness to consult with others while making decisions is also characteristic of successful people with learning disabilities. In that connection, they also appear to be flexible in considering and weighing options. For instance, when faced with a career-ending knee surgery, one successful athlete was able to smoothly shift her career focus to a pottery business. Another individual whose learning disability prevented him from passing required college courses, researched and transferred to a university that did not require those courses for graduation.

In contrast, unsuccessful individuals often do not recognize that situations can be altered, or that multiple solutions may exist. Instead, they are either passive, making no decision, or conversely, stick rigidly to a simplistic, rule-based decision even if it ultimately fails. Successful individuals, on the other hand, take responsibility for both the positive and negative outcomes of their decisions and actions. For example, one former student commenting on his success stated:
“I think that I worked hard and I made choices instead of letting things happen. I mean stuff that I haven’t actively gone and taken care of are the only things that I’m not as satisfied with. The stuff that I’ve gone and taken care of, I’m very happy with.”

Perseverance

Many persons with learning disabilities show great perseverance and keep pursuing their chosen path despite difficulties. They often describe themselves in such terms as “I am not a quitter,” and “I never give up.” However, successful individuals demonstrate an additional important ability — knowing when to quit. Although they rarely give up on a general goal, depending on the situation, they may change the way they go about achieving it, thereby improving their chances for success. In other words, after repeated failure, these individuals are able to see and pursue alternative strategies for reaching their goal, or know when the goal itself might have to be modified. Often they try several strategies until they find one that works. One successful adult states, “Once I have a failure, I can’t just dwell on that failure and restrict myself for the rest of my life. I’ll do something else.” In contrast, unsuccessful individuals are typically not flexible and often appear to “beat their heads against the wall,” failing to recognize when it is time to reevaluate their strategies, or the goal itself.

Successful persons with learning disabilities appear to learn from their hardships making statements such as “I have failed many times, but I am not a failure. I have learned to succeed from my failures.” In addition, successful people seem to agree that difficult situations are necessary for learning. In comparison, unsuccessful individuals with learning disabilities are often overwhelmed by adversity, back away from challenges, and give up much more easily and quickly than successful peers.

Goal-Setting

Successful individuals set goals that are specific, yet flexible so that they can be changed to adjust to specific circumstances and situations. These goals cover a number of areas including education, employment, family, spiritual and personal development. In addition, the goals of successful persons with learning disabilities include a strategy to reach their goals. That is, they have an understanding of the step-by-step process for obtaining goals. One successful adult pursuing a career in the entertainment field states:

“I always look at every move, like this particular move doing the video, as a stepping stone for the next project. That’s how I’m looking at it. As I said, the area I really want to move into is, I want to direct.

Successful people also appear to have goals that are realistic and attainable.

“I’ll tell you something. I’m very realistic in terms of what I know I can do, what I possibly can do, and what I cannot do. That’s why I knew right off the bat that I was not going to be a doctor.”
— Thirty-one-year-old male

Many successful people with learning disabilities set at least tentative goals in adolescence, which provide direction and meaning to their lives. A successful adult trained as a social worker says:

“When I was in late high school, I knew what I wanted to do when I grew up. I was given the opportunity to babysit and in the twelfth grade I worked at a day camp. I just discovered that I was interested in children and that this may turn out to be a profession. So there was kind of a break and something to shoot for; some sort of self-direction.”

While successful individuals with learning disabilities have concrete, realistic, and attainable goals, unsuccessful individuals often have vague, unrealistic, or grandiose goals that are not in line with their strengths, weaknesses, or special abilities. For example, one individual having extreme problems with eye-hand coordination and spatial relations aspired to be an airline pilot, while another with severe reading, writing, and organization difficulties wanted to become an executive secretary. Not surprisingly, both were unsuccessful at their attempts to reach these goals and experienced frustration and stress as a result.

Footnotes

1. Marshall H. Raskind, Roberta J. Goldberg, Eleanor L. Higgins, and Kenneth L. Herman. Patterns of Change and Predictors of Success in Individuals with Learning Disabilities: Results from a TwentyYear Longitudinal Study, Learning Disabilities Research and Practice, 1999; Roberta J. Goldberg, Eleanor L. Higgins, Marshall H. Raskind, and Kenneth L. Herman. Predictors of Success in Individuals with Learning Disabilities: A Qualitative Analysis of a 20-Year Longitudinal Study, Learning Disabilities Research and Practice, in press.

2. Henry B. Reiff, Paul J. Gerber, Rick Ginsberg. Exceeding Expectations: Successful Adults with Learning Disabilities. Pro-ed, 1997. Emmy E. Werner and Ruth S. Smith, Overcoming the Odds: High Risk Children from Birth to Adulthood. Cornell University Press, 1992.

3. This is not to say that these factors do not have a substantial impact on the life outcomes of persons with learning disabilities, but rather that research has shown that the success attributes may play an even greater role. Of course, such factors as extreme poverty or severe psychiatric problems can have a profound affect on someone’s life and even negate the influence of the success attributes.

To view the whole document “Life Success for Children with Learning Disabilities: a Parent Guide” please visit www.frostig.org/LDsuccess.

Overcoming the Odds: Adults with LDs2025-04-17T12:34:08-04:00

Author: Isabel Shessel
Source: Reprinted with permission of the author

At 30 years of age, Rob still reads at a grade-three level. He left school after grade II. Is he another one of the unemployed, disillusioned statistics that we often hear about? Not for a moment! Rob has worked for the same company for 13 years (moving from lineman to supervisor), owns his own home and runs a thriving business of his own.

We are left wondering why some people, despite significant learning disabilities (LD), are able to cope very well, while others experience lifelong failure, disappointment and dissatisfaction.

This article examines some of the strategies people like Rob have mastered to lead productive, self-fulfilled lives.
The concept of risk suggests that individuals exposed to negative circumstances (e;g., poverty, disability, child or sexual abuse) are more likely to experience negative long-term effects than those who have not been exposed to such factors. However, research and clinical reports indicate that “even under the most adverse circumstances, many individuals develop and/or maintain healthy personalities and become successful and satisfied adults.” This ability to overcome, or protect oneself against, significant risk factors has been referred to as “resilience.”

People with LD have long been known to be at risk for a number of negative outcomes across the lifespan (greater high school drop-out rates, underemployment. workplace difficulties, overdependence on others, social/emotional problems). But research on individuals with LD suggests that many, despite significant learning difficulties, have managed to overcome the risk factors in their lives. Research in the fields of social psychology and learning disabilities has begun to examine and identify these characteristics of success.

The information provided here has its roots in my own research on adults with LD. The study examined what strategies some individuals employed to “survive,” despite their LD, and how their beliefs have also assisted their resilience.

The first strategy I would like to discuss is persistence, which can be defined as the ability not to give up in the face of failure. Individuals in my study used many words to describe this quality (determination, perseverance, tenacity, stubbornness and “stickability”). As one individual said, “If I wasn’t a little bit stubborn, I don’t think I’d be where I am today.” A group of researchers in the U.S. have suggested that persistence is “perhaps the most striking characteristic of the successful adults with LD.

Another strategy which appeared important for people with LD is well-developed self-advocacy skills. For some of the individuals I interviewed, this was crucial. One person said: “If I hadn’t been able to stand up for myself, nobody else would have… My life’s survival has depended on this.”

Another individual mentioned the distinction between “best-interest advocacy” and “self-interest advocacy.” He explained that “best-interest advocacy” involves someone other than yourself acting on your behalf for what they think is in your best interest. “Self-interest advocacy” is acting on your own behalf for what you want, and having the capacity to make decisions regarding your own future.

Clearly, the ability to act on your own behalf is the optimal situation. One does, however, need the appropriate skills and knowledge to do this effectively.

A third adaptive strategy is the use of humour. This appeared to be a unique strategy (that is, it was not mentioned elsewhere in the literature on LD). The ability to laugh at themselves was a powerful tool in the lives of some of the participants. They indicated that it was an “important catharsis” in relieving stress, anxiety, and frustration for themselves and those around them. One individual explained it this way: “It makes it liveable.” Even those individuals who did not use this strategy indicated that humour was valuable, admitting they took life “too seriously.”

What people believe about themselves and their environment can have a powerful impact on what they do in life. According to Martin Seligman, noted psychologist at the University of Pennsylvania, the way people respond to setbacks or obstacles – optimistically or pessimistically – is “a fairly accurate indicator of how well they will succeed in school, in sports and in certain kinds of work.” This response style has been referred to in the psychology literature as “explanatory style.”

In my own research, I found that whether individuals viewed life as a tremendous struggle or as a series of learning experiences seemed to determine their personal sense of well-being, accomplishment and success. Those who viewed life more positively were more successful in using adaptive strategies and in achieving their goals.

Cognitive refraining theory (a term from the field of psychology) suggests that an individual has the capacity to reinterpret negative experience in more positive ways, and this in turn reduces stress, anxiety and negative self-esteem. This positive thinking allows one to focus attention on more proactive tasks (like working towards personal goals).

What people believe about themselves and their environment can have a powerful impact on what they do in life.

This reinterpretation of experience was evident in a number of people interviewed. One individual offered the following advice: “You can’t internalize failures… you have to learn from them.” The ability to look at negative experiences in more positive and constructive ways is a valuable adaptive strategy for people with LD.

According to Dr. Seligman and his associates, adaptive strategies for living can be learned. It therefore becomes vital for professionals in the field of learning disabilities (teachers, counselors, psychologists) to assist children and adults with LD to develop appropriate strategies that will empower them to become self-sufficient, productive and self-fulfilled members of society.

Included with this article is advice for people with LD, which I compiled from my research. Individuals with LD willingly shared their ideas, in the hopes that the life experiences of other people with LD would then be less painful and frustrating. I have also included some references. Three of these books are biographies of people who have truly triumphed over their hidden disability.

Advice to People With Learning Disabilities

  • Learn to communicate effectively.
  • Learn to “speak for yourself” (self-advocacy skills).
  • Be creative and flexible in problem solving (look at alternatives).
  • Learn to take risks.
  • Develop a good support network (including family, friends, professionals).
  • Take responsibility.
  • Be “tenacious.”
  • Believe in yourself.
  • Do not allow your learning disability to consume you.
  • Disclose your learning disability when and if it is appropriate.
  • Set Goals for yourself
  • Learn from failures: do not dwell on them.
  • Develop personal strategies for daily living and learning.
  • Understand “who you are,” your strengths and your weaknesses.
  • Understand your rights and how to obtain them within systems.
  • Do not be afraid to ask for help when you need it.
  • “Like who you are.”
  • Do not be ashamed of your learning disability.
  • Develop good stress management strategies. Learn to work through your strengths.
  • Never apply for a job that you are not qualified for.
  • Make the right career match.
  • Strive for balance in yourself.
  • Learn to laugh at yourself.
  • Develop good organizational skills.
  • Look for the positive in all situations.
  • Develop self-discipline.
  • Never say. “I cannot.”

References:
Faking It, by C. Lee and R. Jackson. Personal biography. Published 1992 by Boyton/Cook Publishers, Portsmouth, NH.

Brilliant Idiot, by A. Schmitt and M.L. Clemens, M.L. Personal biography. Published 1992 by Good Books, Intercourse, PA.

The Optimistic Child, by M.E.P. Seligman, K. Reivich, L. Jaycox and J. Gillham. Parent reference. Published 1995 by HarperCollins, New York, NY.

Reversals: A Personal Account of Victory Over Dyslexia, by E. Simpson. Personal biography. Published 1991 by The Noonday Press, New York, NY.

Succeeding Against the Odds, by S.L. Smith. Practical techniques and inspiring stories. Published 1991 by Jeremy P. Tamher, Inc., Los Angeles, CA.

Communication Tips for Adults with LDs2025-04-17T13:26:46-04:00

Starting a conversation

  • try to make eye contact first – if someone does not look back they may not wish to talk.
  • use common conversation-starters – the weather, a recent sporting event or world event.
  • start with a question, but not a personal one
  • avoid questions with Yes or No answers
  • if you know that you have some interest in common, ask a question about that topic.

Joining a conversation

  • look to see if there is a space between the people in the group that makes it easy for you to enter the conversation
  • try to catch the eye of someone in the group, especially if you know someone
  • ask if it is OK to join the conversation (in case it is a private conversation), e.g. “is it OK if I join you?” Watch for a hesitation in the response, which may indicate it is not appropriate for you to join – you could then say something like, “OK, sorry” and move on.
  • if you are invited to join, listen to the conversation for a while to try to understand what people are talking about

Continuing the conversation 

  • show that you are listening to what the other people are saying, by nodding, or saying ‘mmm hmm’, or reflecting back the feelings expressed (e.g. “I can see that made you sad/angry”)
  • wait until there is a break in the conversation, then ask if you may contribute, e.g. “do you mind if I comment?” or “I have an idea that I would like to contribute.”
  • try to make a comment or question that is related to what the previous speaker has been talking about
  • while it is best to avoid changing the subject, if you wish to do so, find a way to relate the new topic to what has just been said, e.g. “what you just said reminded me of …”.
  • try to notice when another person wants to say something and quickly end your train of thought

Ending the conversation

  • learn some phrases for ending a conversation so that you do not just leave abruptly, e.g. “It’s been nice talking to you, but I have to get going to …”
  • ending phrases should include something positive about the conversation and a reason for ending it
  • wait for a response before leaving

Common verbal communication errors 

  • dominating the conversation, without listening for others’ points of view
  • interrupting when someone hasn’t finished talking (try jotting down your thought so you won’t forget it)
  • talking too loudly for the setting
  • talking too fast, so that others can’t follow what you are saying
  • talking too softly
  • giving unsolicited advice
  • criticizing what others say
  • downplaying the impact of someone’s experience rather than supporting their feelings (even if you are just trying to make them feel better)

Nonverbal communication in conversations

  • face the person you are talking to
  • look at the person you are talking to and make eye contact
  • have relaxed posture, not too stiff
  • stand or sit a distance away from others that is appropriate in the culture. Most people are uncomfortable if others are too close (if unsure, watch groups of people talking to see what distance is typical). Notice if a person moves away and respect their space.

Understanding other people’s body language

  • watch for facial expressions to try and judge how the person is feeling
  • watch for signs of discomfort, e.g. looking at a watch, looking away frequently, squirming, fidgeting with an object
  • if you notice signs of discomfort, review common communication errors to see if you are making the person uncomfortable
  • watch for clues that the person wants to leave, e.g. gathering up belongings, edging towards the door.

Tips for interpreting subtext in conversations

  • don’t assume that the words spoken should be taken literally
  • look for body language or facial expression to see if it fits with what the person is saying, e.g. they say they are feeling great, but their posture and face indicate they are sad.
  • listen for tone of voice – learn to recognize a sarcastic tone, so that you know when someone means the opposite of what their words say, e.g. “That’s great” can be a positive or negative comment, depending on the speaker’s tone of voice.
  • Look at the words the person chooses in answering a question. See these possible responses to the question “Do you want to go to the movies tonight?” (adapted from Novotni’s book).
  • I’d love to – probably means yes (unless followed by but..)
  • I could – probably means they’d rather not but are willing to consider it
  • If you want to – they don’t really want to but will go along with the idea
  • Sure – depends on the tone of voice, how enthusiastic they sound
  • Maybe – they probably don’t really want to but are being polite
  • When someone invites you to join them, try to figure out if they are just being polite. If you are not sure, you could say something like ‘It’s OK” and see if they insist.  

Telephone conversations

  • When calling someone, ask, “do you have a minute to talk?” before starting your conversation. If they say ‘just a minute” you should keep the call short.
  • Avoid dinnertime, early morning or late evening calls, except in emergencies.
  • If you are called and it is a bad time for you, you can say “I’m afraid I can’t talk right now. Is there some time that I can call you back?” OR “can you call me back in … minutes?”

Workplace communication: learning about the unspoken rules and practices in your workplace 

  • Arrive early and notice what time other employees usually arrive.
  • Observe the work areas of others to see how they organize their desks, e.g. do they put up or display pictures of friends or family?
  • Notice how co-workers dress (if there is no uniform), and whether there are different dress codes on different days, e.g. casual Fridays, more formal dress when there are meetings in the office.
  • Ask if co-workers usually eat lunch in a lunchroom, or go out for lunch. Notice if most co-workers buy lunch or bring a lunch from home.
  • Observe whether co-workers chat from time to time while they work, or only talk at break times. There may be a formal rule about this.
  • If you are doing the same job as others, see how much productivity is standard. It is usually best try to match the pace of work of others – doing too much can lead to resentment of co-workers. However, you do have to meet the productivity requirements of the job.
  • Try to observe if there are unspoken expectations about socializing with people in other job levels — are you expected to stick together with workers who do your level of work, or is it a more open workplace socially? Can you take it literally when someone says “we’re all part of the team here?”
  • Are there expectations about leaving work at the end of your day or shift? If you have work to finish up can you stay longer or take work home? You may have to check with your supervisor, but you can also observe others.
  • Get a feel for which of your co-workers is happy to answer questions or show you how to do things, at least for a while when you are new. Try not to over-use these helpers. It may help to ask when would be a less busy time for them to give you some attention.
  • Listen for jargon or slang terms that are commonly used by your co-workers. If you do not understand a term, take someone aside and ask them to explain it to you.

Adapted by LDAO from a number of sources  

Adults With Visual-Spatial Learning Disabilities2025-04-17T13:26:19-04:00

Author: LDAO
Source: LDAO

Learning disabilities in visual-spatial areas are less well-known and less understood than language-based learning disabilities such as dyslexia. Because they affect “everyday life” as much as academic settings, visual-spatial difficulties continue to have a significant impact in adulthood.
Persons with a pattern of visual-spatial LD’s typically display:

  • auditory memory (for things that are heard) better than visual memory.
  • basic reading skills better than mathematics skills
  • verbal expression and reasoning better than written expression
  • difficulties with sense of direction, estimation of size, shape, distance, time
  • difficulties with spatial orientation, e.g. knowing how things will look when they are rotated
  • visual figure-ground weakness, e.g. problems finding things on a messy desk
  • problems interpreting graphs, charts, maps
  • may become easily lost in an unfamiliar environment
  • may have problems in learning to drive
  • may have trouble estimating how long tasks take, managing time
  • may have trouble seeing the “whole picture” or knowing what details are important
  • may have trouble organizing, especially nonverbal information

Persons with this pattern of learning disabilities remember things best by using words. They prefer to learn and remember information by writing or dictating and tend to solve problems by talking out loud and reasoning with words. They describe nonverbal types of tasks (e.g. assembling an object, reading graphs) using words, and they need a language-based system to sort out how to organize information. Many have very strong verbal skills and can use these to compensate well for their visual-spatial weaknesses.
Some (but not all) persons with visual-spatial learning disabilities also have problems with reading nonverbal cues such as body language and facial expressions. They may not pick up subtle social cues required to monitor their interactions in social settings. However these skills can be taught and rehearsal of verbal “social scripts” can be very useful.

With the appropriate skills instruction, development of compensatory strategies, and accommodations in educational or workplace settings, adults with visual-spatial learning disabilities can find their niche and lead successful lives.

References:Job-Fit Facilitator’s Guide , 2004, Learning Disabilities Association of Ontario
“What are Nonverbal Learning Disabilities?” 1998, Patti Brace, LDA Kingston Newsletter
“See and Learn Not Always True” 1998, Edwin Ortiz, LDAO Communique

Oral Language Problems of Adults with LDs2025-04-17T13:28:07-04:00

“I have a hard time understanding lectures and taking notes. My vocabulary is really weak.”

“I never seem to follow directions correctly and I simply can’t take a phone message.”

“Why is it so hard for me to get ideas out? Sometimes I can’t remember words and the ideas get all jumbled.”

The above quotes are typical of many adults with language based learning disabilities. Some adults have a long history of oral language difficulties that were identified during the early childhood years. With intervention they made good progress, but because the demands for new vocabulary and other oral communication skills increase, residual effects of their early problems persist into adulthood.

Other adults have minor oral language problems that have not been always detected. Often it is assumed that their only difficulties are in reading and writing. If this is the case, some are encouraged to use tape recorders or take oral examinations, which, in reality, may be more difficult. Because oral language problems may not be identified, all evaluations should include comprehensive assessment of both listening comprehension and oral expression.

Although many LD adults have relatively good language for general communication, they may have problems with highly specific tasks that require linguistic flexibility and more precise verbal organization. Some are concerned about their difficulty in social situations and are reluctant to participate in discussions, but others are unaware of their faulty pragmatics, poor listening skills and expressive problems.

It should be noted that not all adults with language based learning disabilities have difficulty with oral communication. In fact, oral language is often a strength, an avenue for learning, a means of conveying knowledge, and a skill for successful occupational pursuits. Even dyslexics with relatively low reading levels may develop high level vocabularies, complex sentence structure, and the ability to present well organized speech.

The following is an overview of symptoms, diagnostic procedures and interventions for those adults who do have oral language problems.


RECEPTIVE LANGUAGE PROBLEMS

Perception

Failure to perceive words accurately may result in misunderstanding and mispronunciation. Therefore, whenever a person mispronounces a word, we try to determine whether they perceived it accurately. For example, if a person says, “I just returned from Alaksa,” we want to know whether they can detect the difference between Alaska and Alaksa.

When perceptual problems are detected, we help the student become aware of the need for more careful listening and suggest visual supports such as watching the speakers mouth. Sometimes reading helps oral language. Even though the students may have difficulty reading, we show them the differences between the two patterns (Alaska; Alaksa), say them, and elicit the correct production. In school, they should select seats in classes, where, if necessary, they can watch the speakers’s face.

People with perceptual problems should be careful in choosing a vocation. Some have gone into secretarial service, unaware that their auditory misperceptions might interfere with taking phone messages accurately.

Comprehension

Some adults have difficulty understanding vocabulary, complex sentences, and/or the significant points in a story or lecture. Since we need to differentiate problems of reception from expression, tasks are chosen that require only recognition responses (e.g.,Show me “_______”. Do these sentences mean the same thing?., or “Listen to this passage and indicate which is the best summary statement.”). Questions regarding main ideas, significant details, and/or prediction are used.

Many adults have only vague, personal word meanings. For example, when asked to define “domestic,” they may say “I’ve heard of domestic violence but I don’t know what it means.” We try, through guided inquiry, to help them use their background knowledge and work from the known to the unknown (e.g., Do you know the difference between wild and domestic animals?”), but often it is necessary to give clear explanations with several examples.

Work on derivations of words is also beneficial. This includes prefixes, suffixes, and morphemes that appear frequently in their course work (e.g., graph, gram, photo). By analyzing words such as “electrocardiogram”, they become conscious of words with the same morphemes.

Strategies can be taught for listening, note taking, and abstraction of key points. Reciprocal listening comprehension strategies may be helpful. Students listen to one or two sentences, and then take turns asking and answering questions.

EXPRESSIVE LANGUAGE PROBLEMS

Some adults have no difficulty comprehending, but they cannot express their ideas. They may be unable to retrieve (access) words, to pronounce multisyllabic words, use complex sentences, and formulate their ideas coherently.

Word Retrieval

Word retrieval problems can be detected with rapid naming tasks. Those who have difficulty often struggle in academic, professional and personal situations. Strategies for word retrieval such as first sound, associations, and/or visualization can be taught. In social situations, the adults are encouraged to relax, and, if necessary, simply say they cannot think of the word. In school, they may need extended time to elicit answers or to complete examinations.

Pronunciation

Many dyslexics have difficulty pronouncing multisyllabic words. This problem is sometimes manifested in their oral reading and nearly always in spelling. Reading can be used to show how to dissect words, saying each syllable, and then putting them back together (e.g., en em y).

Definitions

The ability to give definitions is a high level metalinguistic skill that requires an understanding of words, as well as the correct form to use. During the intervention we try to help students identify the class of word (i.e., part of speech) and become aware of the appropriate definitional form (“it is a place where…; it is a tool that,..; it means to …”). Again intervention may be combined with reading so students can see the correct definitions for nouns, adjectives, verbs, and other parts of speech.

Syntax

Many adults have adequate syntax for general conversation but they do not use many complex sentences. During intervention we again combine work with oral and written language, first to highlight possible errors and then to show placement for modifiers, ways to combine short sentences into one, etc.

Formulation of Discourse

Some adults with learning disabilities have very labored, halting verbal expression. This may result from minor problems with word retrieval, syntax, or verbal organization. Others, however, need plans and guidelines for various types of discourse. For example, students may need to plan for summarizing a novel or science experiment. They also may need help with a sense of audience and ways to organize information for the uninformed listener. Practice giving oral reports to others, listening to themselves on tape recorders, and monitoring their own work is beneficial.

Pragmatics

Adults who have difficulties in social situations should be made aware of certain nonverbal and verbal behaviors that might interfere with communications. Some need to be taught to maintain eye contact, to maintain the appropriate distance from the speaker, to adjust vocal intensity, and to wait or take turns. Others need to learn how to extend a conversation, to listen, and make appropriate comments that will keep the ‘ball rolling.” Sometimes, reading one act plays helps with turn taking and social skills.

SUMMARY

In conclusion, not all adults with learning disabilities have oral communication problems, but for those who do, we recommend intervention that incorporates all forms of language. Reading can be used to aid oral language, but most of intervention should be done with listening and oral expressive tasks.

Adapted from an article by Doris Johnson that originally appeared in the 45th Annual Orton Dyslexia Society Conference Commemorative Booklet

Used with permission from the International Dyslexia Association, Buffalo Branch

Emotional Problems In Adults with Learning Disabilities2025-04-17T13:27:15-04:00

Author: Dr. Sam Goldstein, Ph.D
Source: LDA NEWSBRIEFS

The daily demands and forces that affect adults, though different from those affecting children, are nonetheless significant. From the perspective of learning disabilities we all agree that children with learning disabilities grow up to be adults with learning disabilities. The consequences of their learning disability, however, change. The arena shifts from school to work and community. The implications become more significant. The child with learning disabilities may rely on family and school for support. The adult with learning disabilities, however, often struggles to find a support system. Therefore, adults with learning disabilities may be at increased risk to develop emotional problems and specific psychiatric disorders as a consequence of their learning disability in the adult years.

Professionals need to recognize the logical consequence of increased feelings of helplessness, hopelessness, lower self-esteem and lack of assertive skills that arise as the result of living day in and day out with a handicapping disability, particularly one that for many adults with learning disabilities, was either inadequately identified or not identified, and was even less likely to have been treated. I urge my fellow mental health clinicians, counselors and advocates to do the following:

  • Recognize and accept that a child with a learning disability grows up to become an adult with a learning disability.
  • Listen carefully to what our clients and patients say.
  • Obtain careful childhood histories, as those individuals with learning disabilities and psychiatric problems in childhood likely continue to have both problems in adulthood.
  • Do not assume that all individuals with histories of learning disabilities will experience emotional problems but recognize that all will be affected to some extent.
  • Reasonably assume that most individuals with learning disabilities have had a much more difficult life course emotionally and are more likely to experience feelings of low self-esteem.
  • Adults with learning disabilities can and do experience more life and vocational problems than others. For some, these problems are invasive and intrusive. For others, they are fairly subtle.
  • Many individuals with learning disabilities use other strengths to compensate for their disabilities and develop a variety of coping strategies, allowing them to function well in every day life.
  • Listen carefully when taking a history. An undiagnosed learning disability may, in some individuals, represent a significant variable to explain the course of reported emotional problems.

With increased community acceptance and recognition that learning disabilities represent a life time phenomenon, medical, mental health and educational professionals are going to find themselves supporting and treating more and more of these individuals. As adult learning disabilities become popular, these individuals are also excellent targets for the marketing of all kinds of fads, mythical treatments, and unproven remedies.

Knowledgeable professionals can offer their patients and clients a powerful sense of hope by being available and providing accurate information, understanding, and support. Although much of the science in adult learning disabilities remains in the future, common sense and clinical judgment can offer great help today.

Social Skills and Adults with Learning Disabilities2025-04-17T13:29:23-04:00

Authors: Henry B. Reif
Source: Adapted from an article in Linkages Vol. 2, No. 2, National Adult Literacy and Learning Disabilities Center.

Have you ever encountered someone who didn’t seem quite right? Was it the lack of a handshake when you extended your hand? Did he not make eye contact or maybe make too much? Or perhaps he hardly seemed to pay attention to what you were saying, abruptly changing the subject, focusing on irrelevant details, or not quite getting the overall gist of the conversation.

Although people who seemingly behave strangely may make us feel uneasy, confused, or even a little angry, their behavior is not necessarily indicative of psychological or emotional imbalances. Instead, they may have problems with social skills, those subtle, complex codes of conduct we apply, often subconsciously, in our interactions with others. We may be biologically social creatures, but our specific conventions of social behavior are learned. Some adults with learning disabilities find the acquisition and use of social skills to be elusive. The term “learning disability” tends to conjure images of problems with language, particularly reading and writing although it can also apply to specific difficulties in math, reasoning, attention, and organizational abilities. The unifying theme of learning disabilities centers around some sort of deficit in processing information, and herein lies a major link to problems with social skills. For some adults with learning disabilities, the same cognitive style that makes it difficult to process language, for instance, also makes it difficult to process social information effectively. Someone who does not process spoken language well, either receptively or expressively or both, may be at risk for not understanding everything that is said, or not being able to express what he or she really means.

We not only depend on language to relate to other people, but we learn to interpret nonverbal communication such as facial expressions, tone of voice, and gestures. We learn to make eye contact, to pay attention and express interest, to wait our turn, to respond appropriately. We learn how far or how close to stand to each other, and we learn how to gauge others’ reactions to us. We also learn that these conventions of social intercourse are fluid and malleable. What’s appropriate in one situation, or with one person, may not be appropriate in another. Although we may bumble and stumble here and there, learning how to act appropriately with others comes naturally to most of us, more or less. We may not have had social skills taught as part of our formal education, but we become adept through incidental learning.

Adults with learning disabilities may not have difficulties with language per se, but instead may not effectively process the nonverbal elements of social interaction. Nonverbal social perception plays an essential role in our ability to relate to one another: without it, our interpersonal functioning can be clumsy if not treacherous. Worsening their difficulties, individuals with nonverbal social perception deficits are often oblivious to their social clumsiness. Thus it is not surprising that many adults with learning disabilities do not understand why their social lives are less than satisfying.

Other characteristics associated with learning disabilities may contribute to social skills deficits. Problems with impulse control and distractibility (often associated with an attention deficit), reasoning (particularly in understanding cause and effect), defining problems, and evaluating consequences have a variety of implications in social situations. These individuals may be susceptible to engaging in socially maladaptive behavior, which, in extreme cases, may lead to criminal offences. A disproportionate number of juvenile offenders have learning disabilities; a number of researchers believe that many of them get into trouble because they do not fully understand the implications of their inappropriate actions.

Other adults with learning disabilities may not have an inherent weakness with social skills but instead have been deprived of the opportunities to learn appropriate social conduct. They may have attended school in largely segregated settings that minimized social contact with their non-disabled peers, or they may have been socially rejected to a point where they simply did not participate in many social activities. And as one adult with learning disabilities explains, his very drive to succeed and be “normal” may have had a paradoxical effect socially: “I think that because I spent so much time on my studies, I had less time to spend in development of social graces, less time to develop just hanging out. I missed out on a part of living. Has it impacted my life to this day? Yeah, no questions about the fact that it’s helped mold my profile of social activity.”

At this point you might think that all adults with learning disabilities suffer from social skills deficits. Beware of generalizations! Many adults with learning disabilities not only have more than adequate social skills: a good number of them consider their social skills to be a significant compensation and a key to success. Adults with learning disabilities are frequently charming, suave, gregarious, likable, astute, even charismatic people.

Persons with learning disabilities are a very diverse group, and it is not surprising that many of them exhibit strong social skills. But for many others, some social interactions may be uncomfortable, unsatisfactory, or incomprehensible. They are often isolated, and they do not understand why. Can this situation change? Adults with learning disabilities who have social skills deficits can take advantage of several support systems. National, regional, and local organizations for persons with learning disabilities offer a network of services and support that may help adults with learning disabilities understand and overcome many of their social skills deficits. Individual counselling may also be a good option: behaviorally-oriented therapy appears to be effective in helping people modify, change and improve their social skills.

Finally, trusted friends and loved ones might help. Sensitive yet objective feedback, when requested, has led some adults with learning disabilities to recognize and even change social behaviors. Taking the initiative to change is not always an easy step, but it is the best way to start dealing with social skills.

Author’s note: The quotations by adults with learning disabilities have appeared in two previous books.
Gerber, P.J. & Reiff, H.B. (1991). Speaking for themselves: Ethnographic interviews with adults with learning disabilities. Ann Arbor, MI: University of Michigan Press.
Gerber, P.J. & Reiff, H.B. (Eds.) (1994). Adults with learning disabilities: Persisting problems and evolving issues. Austin, TX: PRO-ED.

Students with Learning Disabilities at Canadian Colleges and Universities2025-04-17T13:30:42-04:00

Author: Jane Drover, M. Ed. is the Learning Disability Coordinator of the Meighen Centre at Mount Allison University, Sackville, New Brunswick.

Introduction
Postsecondary education can be a reasonable goal for students with learning disabilities. Not everyone in the general population chooses to go to college or university; the same will be true of those with learning disabilities. Adolescents with learning disabilities must explore as many postsecondary options as possible, and make choices that will suit individual strengths, interests and goals.

Preparation
Students must be involved in planning for their postsecondary education! This role must not be taken over by parents, teachers and guidance counsellors, although all these people will be very much involved in the process. Begin early! Planning should begin by the end of grade nine, when high school courses are being chosen. It is wisest to keep all doors open by choosing high school courses that will qualify the student for the widest range of postsecondary institutions and programs. Be realistic. Students should select courses and plan for a career in their areas of strength.

During the high school years, students must be not only advancing academically, but also developing personal independence. First-year college and university students should be capable of basic shopping and cooking, managing bank accounts and credit cards, managing time, and making logical decisions. They should have basic computer skills and sophisticated study skills. In addition, they should know how to set clear short-term goals and how to keep on track even when things get frantic, or when social pressures conflict with academic demands.
Students with learning disabilities need an additional skill – self-advocacy. They must understand and accept the learning disability they have. They must know their own strengths and weaknesses and be able to explain them and their specific academic needs to postsecondary service providers and instructors.

Students with learning disabilities must also be prepared to present their chosen postsecondary institution with up-to-date documentation of their disability. It should state the exact nature of the disability and give specific recommendations for the accommodations and strategies that will be of greatest benefit to the student. The grade eleven year is a good time to have a thorough psychoeducational assessment of the student’s abilities made by the school psychologist, and to have this assessment thoroughly explained to the parents and the student together.

Today, most provincial governments provide publicly funded colleges with operating funds to set up special services for students with disabilities. However, the governing boards itself of each college or university must decide how that money is used. Some colleges and universities have a special services department to assist all students with disabilities. Others have a more comprehensive service for students with LD, in which there is a designated staff person trained and experienced in LD. These supports are especially important for adults returning to school for retraining, and who may have missed special education services in elementary and secondary school.

Selection of institution/program
Shop for an education. Ask lots of questions. Take nothing for granted. If you wish to attend a college or university, contact the school of your choice and ask for an interview with the Special Needs office. The staff will determine appropriate strategies with you. Strategies differ depending on the individual college/university, the type of program requested and the nature of the learning disability. Does the institution offer the academic or professional program that this student wants? Is it within a reasonable travelling distance? What kind of support services does it offer to students with learning disabilities? Is there a specific person and place to go to for help? Can the support program deal adequately with this student’s particular disability? Do the size of the institution and the classes suit this student? Are pre-college courses available if needed? Can the student visit the campus now, sit in on sample classes and talk with the student support personnel? Is the faculty willing to grant the accommodations that this student needs?
Expectations on arrival
Students can expect the college or university situation to be very different from high school. The work will be more demanding – in quality and in depth. There will be less class time, more study time, less feedback from instructors, and less supervision. On the one hand there will be more academic and personal freedom; on the other there will be more academic and personal responsibility. Levels of support available on campus will vary widely from minimal to satisfactory. However, with appropriate accommodations and support, and a lot of hard work, students with learning disabilities can have success.

Accommodations
It is up to the students to ensure that they receive the accommodations which are appropriate and necessary for them. Extra time for tests and exams is the most common request, and perhaps one of the easiest to satisfy. There should also be access to word processors, academic counselling and personal and financial counselling. It is important for the student with a learning disability to take advantage of all that the student support centre has to offer. Many students come to postsecondary institutions planning to ‘do it all by myself’ – this attitude can cause much grief.

Finally It really depends on the individual students. Common problems that often scuttle a postsecondary education are poor academic preparation, a poor match between student abilities and program requirements, or inadequate knowledge of what is expected at the postsecondary level. All these can and should be addressed before choosing a postsecondary institution. Students with learning disabilities do belong on campus, and should not undervalue their strengths. They are more like the typical first year student than they are different. With careful selection, adequate and appropriate preparation and on-campus support, students with learning disabilities can succeed in every field.

Accommodations for Learning Disabilities in Postsecondary Schools:

  • Extended time for tests, exams
  • Reduced course load
  • Course counselling
  • Electronic or taped textbooks
  • Text-to-voice software
  • Voice-to-text software
  • Reader (support person)
  • Scribe for oral work (support person)
  • Specialized organizational tour
  • Tape recording of lectures

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