Post-High School Outcomes of High IQ Adults with Learning Disabilities

Abstract

This study examined the long-term, post-high school outcomes of 80 adult vocational rehabilitation clients who had been independently identified as having both high intellectual ability and learning disabilities severe enough to meet stringent federal and state vocational rehabilitation eligibility requirements. Comprehensive follow-up survey responses were examined to explore client educational history, postsecondary educational and training levels, vocational and career counseling, work experiences, and psychosocial issues affecting life satisfaction. Results suggest that these adults were generally functioning at levels consistent with their learningdisability deficits rather than at levels commensurate with their identified intellectual strengths. Recommendations are offered for advocates who work with this population; for further research; and for those individuals who, themselves, have similar characteristics.

Characteristics and educational support needs of underrepresented gifted adolescents

“…Research with these adolescents has found that, surprisingly, most of them were never told of their high potential while in school (Holliday et al, 1999). Furthermore, this research found that while 48% of adolescents reported wanting to pursue 2 years of postsecondary education, only 21% actually achieved this goal.…”

“…Furthermore, adolescents with LD and high abilities may be more able than their LD peers with average abilities to recognize their problems in social and academic areas and perhaps feel anger and frustration due to the fact that they believe their potential is greater than their achievement (Moon & Dillon). Unfortunately, these twice-exceptional adolescents may have little guidance to assist them in overcoming their problems and actualizing their potentials (Holliday et al, 1999).…”

“…Buescher (1991) succinctly summarized challenges faced by these youth by stating, "Students are expected to deftly balance the demands of their talents in one hand and the biological and emotional needs of human development in the other, while inching their way along the tight rope across the psychosocial chasm of adolescence" (p. 382). While developing their adolescent identity, many talented adolescents may reject their gifted label because they do not want to feel different (Holliday, Koller, & Thomas, 1999). Gifted students realize that their exceptionality sets them apart (Buescher, 1991;Genshaft, Bireley, & Hollinger, 1995;Gross, 1998).…”

A Narrative Systematic Review of Coaching Interventions to Improve Dyslexia at Work

“…Dyslexia is associated with an increased vulnerability to criminal activity (Snowling, Adams, Bowyer-Crane, & Tobin, 2000), higher unemployment (Jensen, Lindgren, Andersson, Ingvar, & Levander, 2000), failure to achieve potential post-education (Holliday, Koller, & Thomas, 1999) and impaired workplace participation (defined by de Beer et al, 2014, p. 4, as "work content, work circumstances, terms of employment and relationships at work"; WHO, 2001). To illustrate, only 1% of corporate managers are dyslexic (Logan, 2009) compared with a population norm of 10% (Snowling, 2010) demonstrating an unequal pattern in career achievement.…”

Context matters: A review to formulate a conceptual framework for coaching as a disability accommodation

“…This notwithstanding, the necessity for disability accommodations for dyslexic adults in organizational practice is evident when considering typical levels of occupational exclusion and the potential impact on individuals with wider social costs. Dyslexia is associated with higher rates of criminal activity [49], higher unemployment [50], failure to achieve potential post-education [51] and impaired workplace participation defined by de Beer et al ., ([2]; p. 4 [52]) as “work content, work circumstances, terms of employment and relationships at work”. According to one study, only 1% of corporate managers are dyslexic [53] compared with a population norm of 10% [54], demonstrating an unequal pattern in career progression.…”