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The Career Success of an Adult with a Learning Disability

A Psychosocial Study of Amnesic-Semantic Aphasia

John Kershner received his MS from Bucknell University and his PhD from the Ontario Institute for Studies in Education (OISE), which is affiliated with the University of Toronto. He is a psychologist and professor, with research interests in the neuropsychology of learning disabilities and brain-behavior relationships.

Terry Kirkpatrick

Terry Kirkpatrick received their MAs from the University of Toronto (OISE) and are PhD students in the Department of Applied Psychology. Their research interests include assessment, remedial strategies, and support services for individuals with learning disabilities. Address: John Kershner, OISE, Applied Psychology, 252 Bloor St. W, Toronto, Ontario, Canada M5S IV6. JKershner@OISE.ON.CA

Dana McLaren

Dana McLaren received their MAs from the University of Toronto (OISE) and are PhD students in the Department of Applied Psychology. Their research interests include assessment, remedial strategies, and support services for individuals with learning disabilities. Address: John Kershner, OISE, Applied Psychology, 252 Bloor St. W, Toronto, Ontario, Canada M5S IV6. JKershner@OISE.ON.CA

B. I. is a 39-year-old, intellectually gifted (IQ = 130) man with learning disabilities who, without known cause, demonstrated symptoms of amnesic-semantic aphasia at age 13. This led to placement in a public school class for students with mild mental retardation and to his dropping out of school after repeating Grade 9. His aphasia is associated with a severe deficit in speech comprehension, poor reading and writing, spatial confusion, and episodic memory loss. We studied the remarkable behavioral and cognitive adjustments that have enabled him to lead a fulfilling life and become a highly successful business executive. Implications are discussed in the context of patterns of successful functioning and current views of the neuropsychological and neurological bases of such disorders.

Journal of Learning Disabilities, Vol. 28, No. 2, 121-126 (1995)
DOI: 10.1177/002221949502800206


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