Cover image for Facing learning disabilities in the adult years
Facing learning disabilities in the adult years
Shapiro, Joan (Joan M.)
Personal Author:
Publication Information:
New York : Oxford University Press, 1999.
Physical Description:
216 pages ; 24 cm
Reading Level:
1270 Lexile.
Format :


Call Number
Material Type
Home Location
Item Holds
LC4818.5 .S53 1999 Adult Non-Fiction Central Closed Stacks

On Order



Between five and eleven million individuals in this country struggle with learning disabilities throughout adulthood, and it is estimated that two to three percent of incoming college freshman are learning disabled. In fact, learning-disabled adults are the fastest growing population of disableduniversity students. But unlike in the past, learning disabilities are now well understood, and there is a great deal of help available for the disabled if they can find it. Written in a readable and friendly style, Adults With Learning Disabilities is an invaluable resource not only for learning disabled adults, but also high school and college students with learning disabilities, parents, professionals across disciplines, and the lay public. Here is the mostup-to-date information on the causes and symptoms of learning disabilities, specific conditions such as attention-deficit/hyperactivity disorder and dyslexia, a review of definitions, an update of research and advances in the neurosciences, assessment and intervention, pertinent legal issues, makingcollege and employment plans, the role of professionals, and much more. The authors review metacognitive theory and emphasize the role of strategic approaches to learning both in and out of school. Clinical examples make a compelling case that individuals with learning disabilities can--anddo--attain significant levels of success. New research consistently demonstrates that access to information and knowledge about learning disabilities is essential for success and self-fulfillment. Written by educators with extensive educational experience, this book offers a rigorous, comprehensive treatment of the field of learningdisabilities.

Author Notes

Joan Shapiro holds a Doctoral Degree and an M.ED in Special Education as well as a Masters Degree in Curriculum and Reading from Teachers College, Columbia University. Previously an Associate Professor of Education at Marymount Manhattan College, she codeveloped and directed the Ruth SmadbeckCommunication and Learning Center for children and adolescents and the program for college students with learning disabilities. Now in private practice, she lives in Manhattan. Rebecca Rich holds a Doctoral Degree in Special Education as well as a Masters Degree in both Reading and Special Educationfrom Teachers College, Columbia University. She is Associate Professor of Education, Director of the program for students with learning disabilities and Director of Special Education at Manhattanville College. She lives in Purchase, New York.

Reviews 2

Library Journal Review

Technically, learning-disabled individuals are those who experience difficulty in one or more academic areas despite displaying average or better IQ; 20 percent of all school-aged children in the United States fall into this category. Sternberg (psychology and education, Yale) and Grigorenko (a research scientist at Yale) argue that this criterion is inadequate because it does not differentiate between physiological and external causes. Furthermore, they support flexible teaching methods that address students' individual needs within the classroom and question the wisdom behind encouraging students to train for careers in which their learning disability will cause significant problems. Parents of learning-disabled children will first want a title geared toward negotiating the current system, such as Corinne Smith and Lisa Strick's Learning Disabilities A to Z (LJ 6/1/97), but academic and larger public libraries should also collect this. Broader in scope than Our Labeled Children, Shapiro and Rich's book is a basic primer for those who have become aware in adulthood that they may have a learning disability. The discussion encompasses deficit/ hyperactivity disorder and dyscalculia (difficulty with mathematics) as well as dyslexia. Shapiro and Rich, both experts in special education, describe rather than critique the current system of educational accommodations. Highly recommended as a unique source of information targeted to learning-disabled adults themselves, this belongs in most public libraries.√ĄMary Ann Hughes, Neill P.L., Pullman, WA (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Choice Review

Approximately three to ten percent of the US adult population has learning disabilities that have ramifications in terms of people's ability to learn and their performance in the workplace and family life. The authors of this excellent, well-written book have developed a solid presentation of adult learning disabilities. The book is well organized and uses the latest research in the area. For example, chapter 8 provides a detailed analysis of attention deficit/hyperactivity disorder and its relationship to learning disabilities. Especially helpful for the adult with a learning disability is chapter 9, which focuses on issues such as low self- esteem, how it affects performance in the work place, and some current treatment approaches. The last chapter discusses future directions in the field. The appendixes are very helpful and provide current information, resources, and organization lists for the reader. This book is highly recommended for general readership, for students at the undergraduate and graduate levels who must become more knowledgeable, and for professionals/practitioners/educators. W. C. Hine; Eastern Illinois University

Table of Contents

1 Introductionp. 3
2 What is a Learning Disability?p. 10
3 What Causes a Learning Disability?p. 20
4 How We Process Informationp. 29
5 The Right Diagnosisp. 38
6 Dyslexiap. 53
7 The Challenge of Reading, Writing, and Mathematicsp. 64
8 Attention-Deficit/ Hyperactivity Disorderp. 78
9 Psychosocial Factorsp. 93
10 Educational Interventionsp. 106
11 Learning Disabilities and Higher Educationp. 125
12 Learning Disabilities and Employmentp. 136
13 Vocational Rehabilitationp. 146
14 Interviews with Adults with Learning Disabilitiesp. 151
15 Conclusionp. 165
Appendix A Legislation and Court Cases Pertaining to Learning Disabilitiesp. 175
Appendix B Related Professionalsp. 185
Appendix C Selected Tests Used for Older Adolescents and Adultsp. 188
Appendix D Professional Organizations and Agenciesp. 190
Appendix E Guides for College Planningp. 194
Appendix F Professional Journalsp. 195
Glossaryp. 197
Referencesp. 207
Indexp. 211