Abstract
This article explores new connections between the current literature base on adult developmental theory and the field of learning disabilities. The authors use these new relationships to gain insights into outcomes for people with learning disabilities when they are no longer children and the causes of these outcomes. An emphasis is placed on the relationships between current theory and practice in self-determination and adult development. Future directions for research are suggested, as well as ideas for innovative paradigms to be considered by professionals in the fields of special education, vocational education, general education, and adult learning.
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