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ERIC Number: ED253983
Record Type: RIE
Publication Date: 1984-May
Pages: 15
Abstractor: N/A
Reference Count: 0
Unrecognized Learning Disabilities in Adulthood: Implications for Adult Education.
Hill, John W.
Unrecognized learning disabilities in adulthood can also be viewed as concepts fundamental to change. These disabilities may include: (1) not being able to make appropriate choices and decisions; (2) not utilizing strategies such as checking things out with people, and monitoring one's own performance; (3) not being able to transfer learning from one activity to the next; (4) not being able to break tasks into small parts; and (5) not choosing a successful work context. These unrecognized learning disabilities in young adulthood may interfere with the primary life tasks of adults such as choosing and beginning employment, marriage, and family support. Building on previous childhood difficulties with learning to read, write, spell, do arithmetic, or other school subjects only compounds these disabilities. The best definition for a person with learning disabilities, once he or she moves out of school and into adulthood, is a person who cannot change his or her behavior through experience despite an average or better intelligence. The unrecognized learning disabilities in adulthood can be translated into instructional sequences fundamental to change and success. Instructional programs which address transfer, decisionmaking, and task analysis could be made a part of experimental work settings such as at continuing education centers and community programs. (Author/CL)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Mental Deficiency (108th, Minneapolis, MN, May 27-31, 1984).