NEW PERSPECTIVES ON TEACHING FROM SUCCESSFUL ADULTS WITH LEARNING-DISABILITIES

The experiences of adults with learning disabilities who have found su ccess in employment may provide new perspectives about teaching studen ts with learning disabilities. A qualitative research project with .71 successful adults with learning disabilities indicates that their ind ividual achievements share a number of commonalities. Moreover, these commonalities represent skills and processes that can be taught and le arned. This article presents a model of vocational success developed f rom interviews with the 71 subjects. The authors discuss methods so th at practitioners may use the model to help students with learning disa bilities inculcate behaviors that will facilitate successful adult adj ustment. Instructional approaches that teach these skills and processe s will embrace a success rather than deficit model, a focus on strengt hs rather than a preoccupation with weaknesses.