Learning Challenges for Adults with Learning Disabilities

2011 ◽  
pp. 421-438
Author(s):  
Mark P. Mostert ◽  
Lucinda S. Spaulding
Keyword(s):  
Higher Education ◽  
High School ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Postsecondary Institutions ◽  
Work Settings ◽  
School Aged Children ◽  
Learning Challenges ◽  
Adults With Learning Disabilities ◽  
Transition From High School

Similar to school-aged children with a learning disability (LD), adults with LD experience unique challenges as they transition from high school and enter postsecondary institutions and the workplace. This chapter discusses the characteristics of adults with LD and their learning challenges as they adapt to increasing demands in higher education and the workforce. Laws related to accommodating adults with LD in postsecondary institutions and work settings are addressed, and the skills and strategies necessary for adults with LD to successfully transition from dependence to independence are also detailed.

Learning Challenges for Adults with Learning Disabilities

2020 ◽  
Author(s):  
Mark P. Mostert ◽  
Lucinda S. Spaulding
Keyword(s):  
Learning Disabilities ◽  
The United States ◽  
Postsecondary Institutions ◽  
Special Education Services ◽  
Education Services ◽  
Work Settings ◽  
School Aged Children ◽  
Learning Challenges ◽  
Adults With Learning Disabilities ◽  
Transition From High School

Approximately one-third (33.6%) of all students receiving special education services in schools in the United States are classified with a learning disability (LD). Similar to school-aged children with LD, adults with LD experience unique challenges as they transition from high school and enter postsecondary institutions and the workplace. This chapter discusses the characteristics of adults with LD and their learning challenges as they adapt to increasing demands in higher education and the workforce. Laws related to accommodating adults with LD in postsecondary institutions and work settings are addressed, and the skills and strategies necessary for adults with LD to successfully transition from dependence to independence are also detailed.

Job Accommodations for Adults with Learning Disabilities: Brilliantly Disguised Opportunities

1992 ◽  
Vol 15 (4) ◽  
pp. 274-285 ◽  
Author(s):  
Alice E. Jacobs ◽  
Deborah J. Hendricks
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Final Section ◽  
Information Service ◽  
People With Disabilities ◽  
Specific Learning Disability ◽  
Case Examples ◽  
Job Accommodation ◽  
Adults With Learning Disabilities ◽  
Specific Learning

The job accommodation needs of adults with a specific learning disability (SLD) are examined through an analysis of cases handled by the consultants at the Job Accommodation Network, an international accommodation information service of the President's Committee on Employment of People with Disabilities. Case examples are included, which provide practical solutions to common situations involving adults with a SLD in the employment environment. The final section lists useful resources available to those involved in making accommodations for people with a SLD.

scholarly journals Encountering Adulthood

2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Len Fleischer
Keyword(s):  
Higher Education ◽  
High School ◽  
Emerging Adulthood ◽  
Rite Of Passage ◽  
American Life ◽  
High School To College ◽  
Transition From High School

The transition from high school to college has become a de facto rite of passage in modern American life. There is an absence of consensus in the culture of what might constitutie authentic markers of movement from adolescence to emerging adulthood. Thus, higher education is faced with the challenge of initiating adolescents into intentions, dispositions, and habits of character and intellect that might comport with what is understood to be healthy adulthood (Arnett, 2004; Elbot & Fulton, 2008; Fleischer, 2005).

Saved by College

2017 ◽  
Author(s):  
Ranita Ray
Keyword(s):  
Higher Education ◽  
High School ◽  
Open Access ◽  
Service Industry ◽  
White Collar ◽  
Educational Opportunities ◽  
Institutions Of Higher Education ◽  
Marginalized Youth ◽  
High School To College ◽  
Transition From High School

This chapter highlights how marginalized youth attempt to mobilize resources they acquire from school, at work, and through nonprofits and churches in order to facilitate their transition from high school to college. It shows how these institutions generate resources, but they also impede young people’s opportunities for upward mobility. Having to balance the demands of school and work regularly overburden youth, making it difficult for them to succeed in school. Moreover, while organizations and institutions are occupied with educating marginalized youth, they also—and sometimes more importantly—discipline and police them. While the school and community construct the policing of youth as necessary to prepare them for a bright future, this chapter shows how and why the policing agenda often pose obstacles to their higher educational opportunities. In sum, while available resources collectively facilitate their college goals in some ways, such as admission and homework completion, they fall short of preparing them for the myriad daily struggles involved in succeeding in institutions of higher education. Meanwhile, open access to certain institutions of higher education—combined with the organization of labor in the service industry—allows youth to hold on to their aspirations of a college degree and white-collar jobs.

Adults with learning disabilities known to local authorities in Scotland: a national dataset

2015 ◽  
Vol 20 (1) ◽  
pp. 15-23
Author(s):  
Claire Stuart ◽  
Andrew McKeown ◽  
Angela Henderson ◽  
Chloe Trew
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Local Authority ◽  
Local Authorities ◽  
Data Set ◽  
Content Type ◽  
Individual Level ◽  
Level Data ◽  
Analytical Potential ◽  
Adults With Learning Disabilities

Purpose – Learning Disability Statistics Scotland collects information on adults with learning disabilities who are known to local authorities in Scotland and the services they use. The data collection supports national and local government policy making and is focused on monitoring the implementation of learning disability policy. The paper aims to discuss these issues. Design/methodology/approach – Individual level data are requested from all 32 local authorities on adults aged 16-17 who are not in full-time education and those aged 18 and over. Annual data guidance is developed in conjunction with local authorities prior to the collection and is issued to standardise the process and manage avoidable error. The collated data are extracted from local authority administrative data and records are provided on each adult regardless of whether they are currently receiving a service. Anonymisation takes place prior to upload and strict guidelines are followed to ensure it is not possible to identify individuals. Findings – The paper provides insights to the project's processes, uses, challenges and future plans. It details the position of the data outputs within a policy context and the role these might play within a broader research agenda. Research limitations/implications – This data includes only adults known to local authority services. Originality/value – The value of the project lies in its strength as a national social care data set comprised of individual level data. This methodology increases the analytical potential of the data set. This paper will be of interest to those interested in data on learning disability and those with an interest in the analytical potential of an individual level national data set.

scholarly journals ПЕРЦЕПЦИЈЕ ВИСОКОГ ОБРАЗОВАЊА МЕЂУ УЧЕНИЦИМА СРЕДЊИХ ШКОЛА У ВОЈВОДИНИ

TEME ◽  
2021 ◽  
pp. 1305
Author(s):  
Zorana Lužanin ◽  
Biljana Lungulov
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Academic Success ◽  
Dropping Out ◽  
School Students ◽  
University Life ◽  
Transition From High School ◽  
Perceptions And Expectations ◽  
The One

Future students’ expectations of higher education, and the relevance of one’s (un)realistic expectations for further academic success, are of growing importance in the context of contemporary needs for quality improvement in higher education. Research indicates that students’ perceptions and expectations regarding studies and academic life can influence their academic success, satisfaction with studies, as well as impact their decision to leave university. The research presented in this paper aims to investigate high school students’ expectations and perceptions regarding higher education and future studies. Participants were 1259 third and fourth-grade high school students planning to continue their education at universities. The paper presents qualitative and quantitative analyses of open-ended questions which were assorted in numerous categories, subjected to further statistical analysis. Results indicate that the majority of high school students hold the belief that academic studies require more effort and that the concept of academic studies, regarding the structure of lectures, greatly differs from the one in high schools. On the other hand, a surprisingly small number of high school students expect to gain advanced knowledge at the university and get better opportunities for employment after graduation. It has been concluded that there are significant statistical differences among high school students regarding their expectations, depending on their gender, age, type of high school they are attending, as well as their hometown. The results were discussed concerning their relevance for enabling an easier transition from high school to university, providing better adaptation to university life and preventing dropping out from university

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