ED 315 664 Ross-Gordon, Jovita M. INSTITUTION

DOCUMENT RESUME

ED 315 664

CE 054 811

AUTHOR TITLE

INSTITUTION

SPONS AGENCY

PUB DATE CONTRACT NO2E AVAILABLE FROM

PUB TYPF

Ross-Gordon, Jovita M. Adults with Learning Disabilities: An Overview for the Adult Educator. Information Series No. 337. ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. Office of Educational Research and Improvement (ED), Washington, DC.

89

RI88062005

64p.

Publications Office, Center on Education and Training for Employment, 1900 Kenny Rnad, Columbus, OH 43210-1090 (order no. IN337: $7.00). Information Analyses - ERIC Information Analysis Products (071)

EDRS PRICE DESCRIPTORS

MF01/PC03 Plus Postage. Adult Basic Education; Adult Education; *Adults; *Cognitive Processes; Cognitive Psychology; Coping; *Diagnostic Tests; *Educational Diagnosis; Independent Living; *Learning Disabilities; Neurological Impairments; *Psychoeducational Methods; Underachievement

ABSTRACT Learning disabilities among adults are more prevalent

than wa.3 once believed, although estimates of numbers are difficult to make. Problems faced by adults with LD include difficulties with academic and information processing and adult life adjustment. many adults with LD exhibit strengths that enable them to compensate for their disabilities and function successfully without supportive services. Key isLlies in assessment include the following: (1) assessment should be a means of helping the adult live more fully; (2) formal diagnostic tools appropriate for use with adults should be used with caution; and (3) assessment should consider the adult's ability to provide information about strengths, weaknesses, and goals. The following principles guide selection of diagnostic instruments: (1) consult standard guides to measurement to determine whether test norms apply to adults; (2) read reviews of test reliability and validity (3) consider whether timed tests are appropriate; and (4) use input from intake interviews to determine a test's relevance for individual goals and needs. Intervention approaches should take intc account principles of adult learning. Policy concerns include increasing public and professional awareness; early intervention; training and staff development; a system of interinstitutional coordination of services; funding for assessment, diagnostic, and prescriptive services; and the impact on the family of an adult member with LD. Systematic research on LD causes, assessment, rehabilitation needs, and effectiveness of intervention approaches is needed. A comprehensive, h(listic approach to assisting adults with LD should move away from a deficit focus and shift toward identifying talents, skills, and resources that can aid success iu adult 2ife. (164 references) (SK)

Information Series No. 337

ADULTS WITH LEARNING DISABILITIES: AN OVERVIEW FOR THE ADULT EDUCATOR

Jovita M. Ross-Gordon Pennsylvania State University

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EUU 'ATIONAL RESOURCES INFORMATION

CENTER (ERIC' his document has been reproduced as received born the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this docu merit do trot necessarily represent official OE RI poSition or policy

ERIC Clearinghouse on Adult, Career, and Vocational Education Cen ter on Education and Training for Employment The Ohio State University 1900 Kenny Road Columbus, Ohio 43210-1090

1989 (i)

0

PrCT rnpv AI/All ADI

FUNDING INFORMATION

Project Title: Contract Number: Act under Which Administered: Source of Contract:

Contractor:

Executive Director: Disclaimer:

Discrimination Prohibited:

ERIC Clearinghouse on Adult, Career, and Vocational

Education

RI88062005

41 USC 252 (15) and Pl. 92-318

Office of Educational Research and Improvement U.S. Department of Education Washington, DC 20208

Center on Education and Training for Employment The Ohio State University Columbus, Ohio 43210-1090

Ray D. Ryan

This publication was prepared pursuant to a contract with the Office of Educational Research and Improvement, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not, therofure, necessarily represent official U.S. Department of Education position or policy.

Title VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjecte i to discrimination under any program or activity receiving federal financial assistance." Title IX of the Education Amendments of 1971 states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." The ERIC Clearinghouse project, like every program or activity receiving financid assistance from the U.S. Department of Education, must be operated in compliance with these laws.

ii

TABLE OF CONTENTS

LIST OF TABLES

FOREWORD

vii

EXECUTIVE SUMMARY

ix

INTRODUCTION

1

Origin and Definitions of Learning Disabilities

2

Who Is an Adult?

5

W' at Is dult Education?

6

Prevalence of Learning Disabilities among Adults

6

PROBLEMS FACED BY ADULTS WITH LEARNING DISABILITIES .

9

Persistent Academic and Processing Problems

10

Adult Life Adjustment

12

ASSESSMENT

23

Issues and Models

23

Screening versus Diagnosis

26

Selection of Diagnostic Instruments

27

INTERVENTION

29

Intervention Approaches

29

Specific Intervention Programs

31

Adult Education Contexts and the Adult with Learning Disabilities

33

Principles for Educational Intervention

34

TOWARD AN AGENDA FOR THE FUTURE

37

Policy Development

37

Research Needs

40

SUMMARY AN)) CONCLUSIONS

43

REFERENCES

45

iii

LIST OF TABLES

Table

1. TOP - RANKED PROBLEMS IN GETTING AND KEEPING

A JOB

19

2. GREATEST BARRIERS TO JOB SUCCESS

20

3. INSTRUMENTS FOR ASSESSING ADULTS WITH LD

28

V

3

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