Learning Disabled Children Grow Up: A Search for Factors Related to Success in the Young Adult Years

Abstract

Factors related to success and life satisfaction in young adults with learning disabilities were examined in this study. Fifty young adults (age 18-25) were divided into two groups: Successful (n = 29) and Unsuccessful (n = 21). Using information from case records, parent ratings, current testing, and indepth interviews, the groups were compared quantitatively and qualitatively. The two groups were similar on many background variables. Those variables that significantly discriminated the groups (verbal IQ at Frostig enrollment, length of enrollment, and math achievement discrepancy) did not result in accurate prediction of group membership. For both groups, current testing and personal accounts revealed the chronic nature of academic skill difficulties and the ongoing struggle to cope with a learning disability. Parents rated the Successful group significantly higher on adjustment, social, and satisfaction variables. Qualitative analyses revealed a set of personal attitudes and behaviors and external support systems that were related to success. Quantitative and qualitative results are integrated and discussed with respect to coping and resilience research in other at-risk populations. Implications for assessment, intervention, and future research are discussed.

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