Predictors of Success in Individuals with Learning Disabilities: A Qualitative Analysis of a 20‐Year Longitudinal Study

Abstract

The research described here is part of a larger longitudinal project tracing the lives of a group of individuals with learning disabilities who attended the Frostig Center more than 20 years ago. The purpose of the larger project has been to identify variables that predict successful outcomes for adults with learning disabilities. This article focuses on the qualitative findings obtained using an ethnographic approach to analyzing in-depth interviews with participants. Six previously identified "success attributes" (self-awareness, proactivity, perseverance, appropriate goal setting, effective use of social support systems, and emotional stability/emotional coping strategies) were further defined. Using qualitative analysis, significant components of the success attributes that differentiated the successful from unsuccessful groups were identified, and changes over time were revealed. In addition, the following new themes were identified: (1) the learning disability exerted a critical influence across the entire lifespan; (2) there were differences in participants' family functioning; and (3) there were differences in participants' social relationships. Support for the salience of the success attributes and the additional themes to the participants is given in the form of direct quotations from the corpus of interview transcripts. Qualitative methodologies are stressed throughout the study for the purpose of obtaining an "insider's view" of LD.Over the last three decades, a number of studies have focused on adult outcomes of persons with learning disabilities

Resilience strategies employed by teachers with dyslexia working at tertiary education

“…These findings are in line with a number of other investigations that have documented adults with dyslexia being able to develop ingenious strategies to overcome their difficulties (Everatt, Steffert & Smythe, 1999;Gerber et al, 1992;Goldberg et al, 2003;Hellendoorn & Ruijssenaars, 2000;Logan, 2009;McNulty, 2003;Paananen, 2006). In keeping with other published research on practicing teachers with LDs (Ferri et al, 2001;Riddick, 2003;Vogel et al, 2007;Vogel & Sharoni, 2011), compensatory strategies have been confirmed to be of utmost importance for teachers with LD to be successful in their work.…”

“…Attributes contributing to the employment success in adults with dyslexia consist of external factors as well as a number of internal resources (see Gerber, Ginsberg & Reiff, 1992;Goldberg, Higgins, Raskind & Herman, 2003), of which self-efficacy has been found to be a significant contributor for personal success (Leather et al, 2011). Adults with dyslexia obtaining high self-efficacy beliefs feel competent and satisfied with their job (Leather et al, 2011).…”

Identifying Nonacademic Behaviors Associated With Post-School Employment and Education

“…For example, the study by Sands, Spencer, Gliner, and Swaim (1999), which only identified in-school student success indicators, was excluded because the in-school behaviors were not associated with post-high school employment or further education. Behaviors identified by Goldberg, Higgins, Raskind, and Herman (2003) were included because the qualitative study identified specific attributes that provided a richer definition of constructs identified by quantitative studies, such as "the ability to compartmentalize their disability" (p. 226).…”

“…Students must actively seek situations to use their strengths in school and in the community (Gerber et al, 1992;Goldberg et al, 2003;McNulty, 2003). For example, if a student has a disability in the area of written expression, he or she may choose to become a club photographer rather than the club secretary.…”

Enhancing cross-agency collaboration through the use of a universal discovery instrument: Introducing the Life and Career Assessment Matrix

“…Martin, Hennessey, McConnell, and Kazimi (2011) view selfdetermination as a concept built upon 8 constructs: knowledge of strengths and limitations, disability awareness, employment, goal setting and attainment, persistence, proactive involvement, self-advocacy, and utilization of supports. Motivation, drive and tenacity are considered key to achieving one's life goals (Berry & Domene, 2015;Boldt, 1999;Burbank, 2015;Goldberg, Higgins, Raskind, & Herman, 2003;. We must also be mindful that many people with disabilities need us to help them find their voices in expressing the very things that they want in their lives; for without such support they can often be directed towards options for living and working that are far from ideal (Migliore, Mank, Grossi, & Rogan, 2007).…”