Virginia Commonwealth University, School of Education, Department of Special Education and Disability Studies, Richmond, VA 23284-2020, USA.
J Learn Disabil. 2012 Jan-Feb;45(1):31-46. doi: 10.1177/0022219411426858. Epub 2011 Nov 7.
It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination are crucial to quality-of-life issues to adults in general, and specifically to adults with LD. There are many areas of functioning in which adults need to adapt successfully, such as employment, family, social and emotional, daily living routines, community, and recreation and leisure. In essence, there are a myriad of challenges and outcomes as adults navigate the trials and tribulations of LD as it manifests itself into adulthood. This review of the extant evidence-based literature seeks to discover relevant knowledge that can be shared with practitioners who serve adults with LD in a variety of professional and volunteer roles, particularly in adult education settings.
现在已经充分证实，学习障碍（LD）会持续到成年期，尽管该领域的文献基础不断发展，但缺乏循证研究来指导研究和实践。与成人发展阶段的要求一致，自主性和自我决定对于一般成年人的生活质量问题至关重要，对于有 LD 的成年人来说更是如此。在许多功能领域，成年人都需要成功地适应，例如就业、家庭、社会和情感、日常生活常规、社区以及娱乐和休闲。从本质上讲，当成年人在成年期表现出 LD 时，他们会面临无数的挑战和结果。对现有循证文献的回顾旨在发现相关知识，这些知识可以与以各种专业和志愿者角色为 LD 成年人提供服务的从业者分享，特别是在成人教育环境中。
