ERIC Number: ED342168
Record Type: RIE
Publication Date: 1990-Oct
Reference Count: N/A
Identifying Alterable Patterns of Success in Highly Successful Adults with Learning Disabilities. Executive Summary.
Gerber, Paul J.; Ginsberg, Rick J.
This study sought to answer the question of how people with learning disabilities have become highly successful in various fields. It sought to identify alterable variables, that is, the behaviors that can be cultivated and shaped, that contribute to high levels of vocational success. A group of 46 highly successful adults with a history of learning disabilities and a group of 25 less successful learning-disabled adults were interviewed concerning their attitudes about nine areas: success, vocational issues, family issues, emotional issues, social issues, the learning disability, daily living, and conclusions/recommendations. Measures of self-esteem, work relationships, and achievement motivation were also administered. The following key themes were identified as characterizing success in this population: (1) the quest to gain control of one's life; (2) a desire to succeed; (3) goal orientation; (4) reframing of the learning disabilities experience into something more positive; (5) adaptability; (6) individual persistence; (7) creative coping mechanisms; (8) fit between abilities and environment; and (9) a social ecology of personal support. A model incorporating these themes for vocational success for the adult with learning disabilities is offered. (DB)
Descriptors: Adjustment (to Environment), Adults, Attitudes, Behavior Change, Change Strategies, Coping, Employment, Exceptional Persons, Goal Orientation, Individual Characteristics, Interviews, Learning Disabilities, Persistence, Personality Traits, Self Actualization, Self Control, Self Evaluation (Individuals), Success, Vocational Education, Vocational Rehabilitation
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Practitioners
Sponsor: National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.
Authoring Institution: Virginia Commonwealth Univ., Richmond. School of Education.