Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece

Abstract

The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a “rare” and “unique” population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals’ well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this “vulnerable” population with their life struggles.

Where Do Neurodevelopmental Disorders Go? Casting the Eye Away from Childhood towards Adulthood

“…Specific learning disorders (SLDs) are a heterogeneous group of NDDs that are characterized by difficulties in reading (dyslexia), writing (dysgraphia and dysorthography), and/or mathematical skills (dyscalculia) in the presence of an intelligence quotient (IQ) that falls within the normal range and which are not better accounted for by an uncorrected auditory or visual acuity [ 4 ]. Prevalence rates are estimated to be around 5% worldwide [ 4 , 103 ]. SLDs are generally identified during early school years, with students reporting a learning profile that does not reflect their actual chronological and mental age, although in some cases, issues may emerge later.…”

“…SLDs are generally identified during early school years, with students reporting a learning profile that does not reflect their actual chronological and mental age, although in some cases, issues may emerge later. Additionally, symptoms may change over the years, and in a few cases, the concomitant presence of other disorders may make the diagnostic process more complex [ 103 , 104 ].…”

Development, Reliability, and Validity of the Preschool Learning Skills Scale: A Tool for Early Identification of Preschoolers at Risk of Learning Disorder in Mainland China

“…DSM-5 describes LD as a neurodevelopmental disorder with a biological origin, including the interaction of genetic, epigenetic, and environmental factors ( 3 , 4 ). LD is a lifelong disease that may have adverse consequences for children and adults at the educational, social, financial, and professional levels ( 5 ).…”

The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder

“…However, in some cases, difficulties may become obvious at a later age, when the academic demands rise and exceed Brain Sci. 2021, 11, 631 2 of 43 the individual's limited capacities, for example during adolescence or adulthood [2,12]. SLD is a lifelong disorder; its impact can have undesirable outcomes for children, as well as for older individuals, on educational, social, financial and occupational level.…”

“…Moreover, it is not uncommon for individuals with SLD to show symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD), Specific Language Impairment (SLI), motor-coordination deficiencies, emotionalbehavioral difficulties, anxiety, depression, personality disorders, or other conditions; it is not clear whether these conditions comorbid with SLD as simultaneous disorders or are secondary problems deriving from the ongoing academic failure. Nevertheless, each year, a considerable number of children and adolescents as well as adults are referred to diagnostic centers seeking help with their learning difficulties [12,20,21].…”