This study examined the long-term, post-high school outcomes of 80 adult vocational rehabilitation clients who had been independently identified as having both high intellectual ability and learning disabilities severe enough to meet stringent federal and state vocational rehabilitation eligibility requirements. Comprehensive follow-up survey responses were examined to explore client educational history, postsecondary educational and training levels, vocational and career counseling, work experiences, and psychosocial issues affecting life satisfaction. Results suggest that these adults were generally functioning at levels consistent with their learning-disability deficits rather than at levels commensurate with their identified intellectual strengths. Recommendations are offered for advocates who work with this population; for further research; and for those individuals who, themselves, have similar characteristics.
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