Date of Graduation
College of Education and Human Services
Adults with learning disabilities continue to be impacted by their disabilities throughout their lives. Once they exit formal education, the disclosure of the disability becomes a personal choice. Previous research proposes that although the effects of disabilities are present in the workplace, individuals with learning disabilities are hesitant to disclose their disabilities or request accommodations. Ten adults with learning disabilities were interviewed for this qualitative study to determine how individuals with learning disabilities come to understand and disclose their disabilities. The results suggest that the understanding of what a learning disability means is based upon several factors including the words and actions of others, special education placement, and self-evaluation. Most adults in this study fully- or partially-disclose their learning disabilities to a variety of people and for an assortment of reasons. They use self-presentation strategies such as covering or passing to minimize or conceal the effects of the learning disability. Demystification and self-determination assist with a positive understanding of the learning disability and successful adjustment in adulthood.
Sampson, Christine M., "Life stories of selected adults with learning disabilities: How they come to understand and choose to reveal their disabilities" (2009). Graduate Theses, Dissertations, and Problem Reports. 4526.