Abstract
The nature of learning disabilities in adulthood is examined in relation to theoretical models and research related to adult development. This approach is offered as an alternative to the practice of conceptualizing learning disabilities as primarily reflecting the persistence of childhood disorders into adulthood. The basic assumptions of a life span developmental approach are presented, and specific mediating variables influencing adaptation to significant life events are discussed. Recent research on disabled adults is reviewed in terms of its relevance to adult development with an emphasis on a new conceptualization of learning disabilities in adults. Implications are drawn for future research and intervention directions.
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