This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Minskoff, E. H. Articles by Hoffmann, F. J. Search for Related Content PubMed PubMed Citation Articles by Minskoff, E. H. Articles by Hoffmann, F. J. Pubmed/NCBI databases Medline Plus Health Information Learning Disorders Social Bookmarking                         What's this?

A Homogeneous Group of Persons With Learning Disabilities

Adults With Severe Learning Disabilities in Vocational Rehabilitation

Esther, H. Minskoff, is professor of special education at James Madison University and learning disability specialist at the National Center on Learning Disabilities at Woodrow Wilson Rehabilitation Center.

Robin Hawks

Robin, Hawks is director of the National Center of Learning Disabilities at Woodrow Wilson Rehabilitation Center.

Ernest F. Steidle

Ernest, F. Steidle is director of computer services at Woodrow Wilson Rehabilitation Center. Address: Esther Minskoff, James Madison University, Special Education, Harrisonburg, VA 22807.

F. James Hoffmann

F. James, Hoffmann is director of applied research at Woodrow Wilson Rehabilitation Center.

The results of a comprehensive psychoeducational assessment of adults having learning disabilities (LD) and participating in vocational rehabilitation are presented. The subjects were found to have low-average general intelligence; lower verbal than performance IQs; attention, reasoning, and auditory memory deficits; academic achievement at the fourth-/fifth-grade level; language problems; and low self-esteem. These results were contrasted with other studies of adults with LD in vocational rehabilitation, and all studies on this population reported similar findings. A comparison of studies of adults with LD who were clients of vocational rehabilitation with those in college or employed and with those who had been labeled as learning disabled in childhood indicated that the adults with LD in vocational rehabilitation seem to constitute a homogeneous group of persons with severe deficits. The need to subtype learning disabilities by severity and criteria for making such determinations are proposed.

Journal of Learning Disabilities, Vol. 22, No. 8, 521-528 (1989)
DOI: 10.1177/002221948902200816


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				S. Field, M. D. Sarver, and S. F. Shaw Self-Determination: A Key to Success in Postsecondary Education for Students with Learning Disabilities Remedial and Special Education, December 1, 2003; 24(6): 339 - 349. [Abstract] [PDF]

				C. A. Michaels, J. W. Lazar, and D. A. Risucci A Neuropsychological Approach to the Assessment of Adults with Learning Disabilities in Vocational Rehabilitation J Learn Disabil, September 1, 1997; 30(5): 544 - 551. [Abstract] [PDF]

				A. J. Roffman, J. E. Herzog, and P. M. Wershba-Gershon Helping Young Adults Understand Their Learning Disabilities J Learn Disabil, August 1, 1994; 27(7): 413 - 419. [Abstract] [PDF]

				T. Humphries and J. Bone Validity of IQ-Achievement Discrepancy Criteria for Identifying Learning Disabilities Canadian Journal of School Psychology, January 1, 1994; 9(2): 181 - 191. [Abstract] [PDF]

				T. Humphries and J. Bone Use of IQ Criteria for Evaluating the Uniqueness of the Learning Disability Profile J Learn Disabil, May 1, 1993; 26(5): 348 - 351. [Abstract] [PDF]

				E. S. Reisman and J. I. Reisman Supervision of Employees with Moderate Special Needs J Learn Disabil, March 1, 1993; 26(3): 199 - 206. [Abstract] [PDF]

				A. Gajar Adults with Learning Disabilities: Current and Future Research Priorities J Learn Disabil, October 1, 1992; 25(8): 507 - 519. [Abstract] [PDF]