This article reviews the literature pertaining to the social and vocational problems of adults with learning disabilities. A chronological overview of this rapidly developing literature, critical evaluation of data-based studies, and research findings and implications for the field are presented. In spite of methodological problems with previous research, it is clear that many children with learning disabilities will become learning disabled adults. It is essential that professionals take a life-span approach to learning disabilities, focusing educational interventions on the demands of adulthood and adaptation to adult roles. The challenge for future research is to identify the kinds of strategies that will help LD adults achieve vocational independence and social competence.
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