ABSTRACT
Studies of young adults with learning disabilities consistently reveal large high school drop out rates (Cronin & Patton, in press; Zigmond & Thornton, 1985), repeated unsuccessful attempts at college and training programs, unemployment, employment in low status jobs, and financial dependence (Haring, Lovett, & Smith, 1990; Patton & Palloway, 1992; Spekman, Goldberg, & Herman, 1992). These findings make it increasingly clear that learning disabilities are not outgrown and do not disappear with age, even with consistent intervention. Thus, it is not surprising that there is a growing body of evidence that many of the problems experienced by children with learning disabilities are chronic and persist into adolescence and adulthood. Proliferating research findings show ongoing difficulties in numerous areas including social and emotional status, cognition, academics, and oral language.
