Helping Young Adults Understand Their Learning Disabilities

Abstract

This study evaluated the effectiveness of an Understanding Learning Disabilities (ULD) course designed to promote self-understanding and self-advocacy skills in young adults with learning disabilities (LD) functioning in the low-average range intellectually. Nineteen first-year students with LD at the Threshold Program at Lesley College received 15 hours of training throughout one semester. Seventeen first-year students with LD at the Para-Educator Center at New York University served as the control group. Both a paper-and-pencil questionnaire and a role-play interview were used as pre- and postassessments. Results of ANOVAs performed on posttest questionnaire and interview scores support the effectiveness of the ULD course in expanding students' knowledge base regarding their learning disabilities and teaching them to apply their self-understanding in a social context. Moreover, students' performance on the questionnaire was an effective predictor of future work adjustment 1 year later. Significant correlates of ULD performance include IQ, academic achievement, and vocational functioning.

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