Learning Disabilities Training: A New Approach - Module 1

Researchers in California conducted a longitudinal study that followed former students with learning disabilities to identify reasons that led to success. The results showed that decision-making, empowerment, perseverance, goal-setting, effective support, and emotional stability were more accurate predictors of success than background variables such as IQ and academic achievement. Although not every successful student showed all of the variables, this research illustrates that when working with adults with learning disabilities, literacy skills alone cannot be the sole focus.¹²

This study, among others, highlights that a holistic approach when working with all adult learners is key, regardless of disabilities. Over the past few years the LBS agencies have moved towards flexible programs by adopting a learner-centred approach and developing individualized training plans. Given this movement, agencies are in a good position to practice a holistic approach to learning with learners.

A literature review on low literacy and reading disabilities found that both fields highlighted the need to provide strategies to help build the skill shortfalls, regardless of whether or not adults have disabilities. The literature review found:

"If a person is a poor reader in adulthood, then it matters little whether the reading problem stemmed initially from a localized intrinsic limit, a general learning problem, or inadequate educational opportunity. They recommend not distinguishing people from other poor readers unless it will (a) aid psychological well-being (b) result in a call for different instruction, or (c) gain access to special privileges or considerations that would be denied. They feel the most effective approach to working with adults' reading instruction is one that is tailored to the learners' current skill levels."¹³

Everyone has strengths and weaknesses and preferred ways of learning. Janet Johnston states that people who do not have learning disabilities experience small differences between their strengths and weaknesses. Usually several skills are needed to complete a task. When there are large differences in one's strengths and weaknesses related to the skills required, it could be difficult to perform the task. Some parts of the task may be easy and others difficult. Often these weaknesses are what get in the way of completing the task. Too often, peoples' strengths can become masked by their weaknesses, resulting in increased frustration.