Almost two generations have now reached adulthood since they were originally diagnosed with learning disabilities in the 1960's. This population continues to grow at a rapid pace as others are diagnosed after adolescence. The collective knowledge base concerning the complex issues of adults with learning disabilities, however, is still in its infancy. As a result, this article applies theories of adult education, as conceptualized by Malcolm Knowles, to best practices for adults with learning disabilities in vocational and academic settings. These concepts also are examined within the context of the lives of three adults with learning disabilities. These examples, including suggestions for transition, secondary, or postsecondary education, and career development, underscore the theme that learning disabilities are not just a "school-based" disorder. Instead, learning disabilities are a cluster of unique strengths and challenges that require on-going support and management from many professionals in many arenas throughout adult life.
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