Reading and Learning Disabilities: A Resource Guide

Adults with Reading or Learning Problems

Source

National Information Center
for Children and Youth with Disabilities

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Adults who have trouble reading or learning usually have had these problems since they were children. Their problems may stem from having a learning disability that went undetected or untreated as a child. If an adult has a learning disability, he or she will experience many of the difficulties described in Dr. Larry Silver's article about learning disabilities in children. The difference for adults who have learning problems is that they no longer spend their day in school and cannot turn to the public school system for evaluation and special instruction. They may not know why they have trouble learning, and don't know where to go to find out.

Help is available. It's important, however, to know what is causing the adult's problem with reading or learning. Knowing the reason makes it possible for the individual to get the kind of help he or she needs. The problem may arise because the person has a learning disability. If so, then the person needs to work with instructors who know about learning disabilities. He or she needs to receive instruction designed for individuals with learning disabilities. But not all reading or learning problems are caused by learning disabilities. Perhaps as a child the person did not get enough basic instruction to build the foundation that leads to skilled reading and learning. Becoming involved in a literacy program might meet this person's needs.

The first step, then, is to find out if the learning problems are caused by the presence of a learning disability. A thorough assessment can give clues as to whether or not a learning disability exists and can pinpoint areas of strength and difficulty. An overview of the diagnostic process is given on the next page. This overview is adapted from the HEATH Resource Center's publication called Resources for Adults with Learning Disabilities.

"The child with learning disabilities feels isolated from the parent's culture and learns to hide her "shameful secret." And, of course, as the child carries this secret into adulthood and begins to face adult responsibilities, the burden of it grows and grows. Surprisingly, when the secret is finally revealed, it turns out not to be shameful at all. Once a person openly acknowledges having a learning disability, she finds it possible to relax and request help and support. Only after openly acknowledging the learning disability is the person free to work on improving her ability to learn." (NICHCY thanks Sally L. Smith for her permission to reprint this quote from her (1991) book, Succeeding Against the Odds: Strategies and Insights from the Learning Disabled (p. 20). Information on how to obtain this excellent book can be found later in this guide.)

Adults with Learning Disabilities: Assessing the Problem

Adapted with permission from the HEATH Resource Center

When adults suspect they may have a learning disability, they often begin a search for solutions. They may have difficulty in locating resources to diagnose the disability. For many individuals, obtaining a diagnosis can involve locating one or more professionals to select, perform, and interpret diagnostic tests.

Why is Diagnostic Testing Necessary?

These tests are needed because:

• Obtaining accurate diagnostics is the first step in overcoming the effects of a learning disability.
  
  
• Learning with a learning disability requires different learning strategies.
  
  

What is the Diagnostic Process for Adults?

The diagnostic process for adults with learning disabilities is different from diagnosis and testing for children. While diagnosis for children and youth is tied to the education process, diagnosis for adults is more directly related to problems in employment, life situations, and education. An adult will need to find a diagnostician experienced in working with adults and who is oriented to adult school- and work-related learning needs. The assessment process will include a diagnosis and an evaluation to decide on possible choices for treatment.

The diagnosis identifies the type of specific learning disability by showing strengths and weaknesses in the way an individual learns and uses information. Both informal and formal activities are used in this process. For example, information may be collected about the person's life and academic history and why there is a need for the testing. More formal activities would include measuring learning/work style, such as visual memory or memory for numbers.

An evaluation can then be offered, suggesting ways to overcome some of the effects of the disability. This may include strengthening skills by working with someone who takes into account the way the individual learns best.

Until recently, it was not widely recognized that learning disabilities have influenced the lives of adults, especially those whose conditions were not diagnosed during school years. It is now clear that adults should be evaluated in a manner related to their age, experience, and career objectives.

How Do You Find Someone to Perform the Testing?

You may be wondering how to find a professional qualified to conduct adult assessments. Several local agencies can either perform the tests or refer you to diagnosticians for adults within the community. Agencies to contact for information include:

• The public school system - Ask about Adult Education programs conducted through the school system and the availability of testing;
  
  
• Adult Literacy Programs or Literacy Councils - These may be listed in your local telephone book. If not, call the national literacy organizations listed under Organizational Resources at the end of this briefing paper and ask what programs are available in your community;
  
  
• Learning Disability Association in your area, often listed in the telephone book with the name of the city or county first;
  
  
• Counseling or Study Skills Centers at a local community college;
  
  
• Guidance Counselors in high school;
  
  
• Orton Dyslexia Society (see description listed under Organizational Resources);
  
  
• Special Education Programs at a local public school or university; and
  
  
• Vocational Rehabilitation Agency in your state or county.
  
  

These organizations or individuals may also be able to put you in touch with an educational therapist or learning specialist in private practice who can perform and interpret the tests you need.

Questions to Ask Evaluators

• Have you tested many adults with learning disabilities?
  
  
• What is the cost of the testing? What does this cost cover?
  
  
• Can insurance cover the costs? Are there other funding sources? Can a payment program be worked out?
  
  
• How long does the testing take?
  
  
• Will there be a written report of the assessment? Will I be able to meet with you to discuss the results?
  
  
• Will our discussion give me information regarding why I am having trouble with my school, job, or life at home?
  
  
• Will you also give me ideas on how to improve (remediate) my areas of disability and how to get around (compensate for) my disabilities?
  
  
• Will the report make recommendations about where to go for immediate help?
  
  
• If there are additional questions, are you available for more consultation? If so, what are the charges?
  
  

(This overview of the diagnostic process has been adapted from the HEATH Resource Center's publication called Resources for Adults with Learning Disabilities (1989; 1991). You can obtain a free copy of this publication by contacting the HEATH Resource Center, American Council on Education, One Dupont Circle, Suite 800, Washington, DC 20036-1192. NICHCY thanks Rhona Hartman, Director of HEATH, for her permission to adapt and reprint this material.)