Adults with Learning Disabilities 8-15 Years after College

Abstract

The purpose of this follow-up study was to determine outcomes for a group of 53 college-able adults with learning disabilities compared to a group of 41 peers without learning disabilities 8-15 years after exiting college. No significant differences were found on educational attainment, employment rate, congruity between academic preparation and occupation, job satisfaction and maintenance, occupational status, or annual salaries. Seventy-two percent of those with learning disabilities had completed an undergraduate, graduate, or professional degree as compared to 76% of those without learning disabilities. Full-time employment rate in both groups was slightly different though not significantly so (72% vs. 86%) with slightly more employed full-time in the group without learning disabilities. Approximately three-fourths in both groups were employed in the highest occupation categories of professional, technical, and/or managerial occupations and mean salary for both groups was approximately $39,000. About three-fourths of the adults with learning disabilities reported that their learning disability affected them negatively on the job. Half of those who reported that their learning disability affected them on the job indicated that their learning disability affected some aspect of language functioning. Slightly more than half who said that their learning disability affected them negatively on the job, had disclosed their learning disability, but for reasons unrelated to accommodations perhaps because many of the adults with learning disabilities knew very little about the Americans with Disabilities Act (ADA).

The implications of these findings included the need for career counseling early in their college career, continuing assistance for those having difficulty finding appropriate and satisfying full-time employment, and for more information and counseling aboutADAand issues surrounding disclosure.