Adults with Learning Disabilities: An Overview for the Adult Educator. Information Series No. 337.

Autor/in	Ross-Gordon, Jovita M.
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Adults with Learning Disabilities: An Overview for the Adult Educator. Information Series No. 337.
Quelle	(1989), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Education; Adults; Cognitive Processes; Cognitive Psychology; Coping; Diagnostic Tests; Educational Diagnosis; Independent Living; Learning Disabilities; Neurological Impairments; Psychoeducational Methods; Underachievement + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Bewältigung; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Selbstverantwortung; Learning handicap; Lernbehinderung; Neurodegenerative Erkrankung; Performance deficiency; Leistungsschwäche
Abstract	Learning disabilities among adults are more prevalent than was 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 issues 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 into 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, holistic 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 in adult life. (184 references) (SK)
Anmerkungen	Publications Office, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. IN337: $7.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01