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Helping young adults understand their learning disabilities
A J Roffman1, J E Herzog, P M Wershba-Gershon
1Threshold Program, Lesley College in Cambridge, Massachusetts.
Journal of Learning Disabilities
|August 1, 1994
Summary
The Understanding Learning Disabilities (ULD) course effectively improved self-understanding and self-advocacy in young adults with learning disabilities (LD). Course performance also predicted future work adjustment.
Area of Science:
- Psychology
- Special Education
Background:
- Young adults with learning disabilities (LD) often require targeted interventions to enhance self-understanding and self-advocacy.
- Intellectual functioning in the low-average range presents unique challenges for individuals with LD.
Purpose of the Study:
- To evaluate the effectiveness of an Understanding Learning Disabilities (ULD) course.
- To assess the course's impact on self-understanding and self-advocacy skills in young adults with LD.
- To determine if course performance predicts future work adjustment.
Main Methods:
- A quasi-experimental design was employed with 19 first-year students with LD in the intervention group (ULD course) and 17 in a control group.
- The ULD course provided 15 hours of training over one semester.
- Pre- and postassessments utilized a paper-and-pencil questionnaire and a role-play interview.
Main Results:
- The ULD course significantly enhanced students' knowledge of their learning disabilities.
- Participants demonstrated improved ability to apply self-understanding in social contexts.
- Posttest questionnaire performance effectively predicted work adjustment one year later.
Conclusions:
- The ULD course is effective in promoting self-understanding and self-advocacy skills in young adults with LD.
- Knowledge gained and applied in the ULD course correlates with future vocational success.
- IQ, academic achievement, and vocational functioning are significant correlates of ULD course performance.