ABSTRACT
Our perspective on learning disorders in adulthood is that of clinicians who are asked to help prepare young adults for the transition from the highly structured academic setting of high school to the notably lessstructured environment of the college or workplace-and the responsibilities and pleasures of adult life. As clinicians, we provide a comprehensive clinical assessment, the primary goal of which is to promote the individual’s ongoing progress at the optimal level for him or her. The assessment is comprised of a detailed evaluation of the individual’s competencies that leads to a diagnostic formulation and a structured management plan. The latter includes counseling and education about the individual’s potential match-or mismatch-with both the general expectations of these life stages and the particular goals of the individual in question, along with specific guidance and assistance in managing the various challengesadministrative, intellectual, and socioemotional-of the transition from one context to the next.
