Did you know that one in six children in the United States has one or more developmental disabilities, ranging from a learning disability to a serious behavioral or emotional disorder. Scientists believe that the amount of toxic chemicals in the environment that cause developmental and neurological damage are contributing to the rise of physical and mental effects being found in children. Studies show children’s developing organs create “early windows of great vulnerability” during which exposure to pesticides can cause great damage. In the U.S., requirements for testing pesticides and other chemicals for potential developmental and learning disorders are minimal.

A developing brain is much more susceptible to the toxic effects of chemicals than an adult brain. During development, the brain undergoes a highly complex series of processes at different stages. Interference from toxic substances that disrupt these processes can have permanent consequences. That vulnerability extends from fetal development through infancy and childhood to adolescence. Research has shown that environmental toxicants, such as pesticides, at low levels of exposure can have subclinical effects—not clinically visible, but still important adverse effects, such as decreases in intelligence or changes in behavior. Sadly one  of these pesticides are commonly found on fruit and vegetables.

As the above discussion shows learning is not the only important part of a healthy brain.  We must watch what we use in our environment as well as what we put into our bodies.  If you would like more information about this topic please contact me.

Limited attention is paid to the effect a learning disability can have on a person’s life. Many people, including professionals, are not aware of the number of adults who have learning disabilities.  Where do these people go to get a job?  What field or line of work do these people go into?  How have they learned to cope?  Why do health professionals not spend more time working with adults?  Additional questions should be raised.                                                                           I once spoke with an adult who was going though BVR and their regiment of testing.  The person was a female age forty and by her terms had a “so so “career.  She recently found out that she had a hearing deficit and wanted therapy to improve her skills.  The Neuropsychologist said to her “Well you will not be able to get on social security because of your work history, but I wish you luck trying to improve your career”.  Now this was a person who was supposed to be helping her.  She said after leaving his office she had to go into therapy because of the depression this cased.  The young lady said this also caused her to have problems with her job.  She began doubting her skills.  This is a sad story and there are hundreds more.

An adult with a learning difference faces many problems. One major problem area is social adjustment. Another is concerned with language: writing, reading, and speaking.  It is important to remember that a person can have problems in just one area or in several areas.  For example, I have met adults with learning differences who speak very well but who have limited writing skills.  Professionals pay some attention to children with learning differences but tend to ignore adults.  What about the adults?  It is known that learning differences can be hereditary, so we have adults with learning differences raising children with learning differences. Often adults with learning differences have lower frustration levels, which can affect how they raise their children.

The Roper national survey released last year found that 80% of Americans associated learning differences with mental retardation, despite the fact that there is no connection (Reiff).  This same survey found that 70% of teachers were similarly misinformed (114). Sadly, while our information about learning disabilities (LD) increases, schools seem to be doing less to work with the situation.  While there is debate about how LD affect children, it is clear that schools are not meeting the needs of our children.  In fact, many say the schools are, in fact, doing less to encourage supportive emotional situations for children, and also less to encourage processing skills. One teacher reported the fact that the schools need to re-educate teachers in to how to work with LD.

It is interesting to note that LD is increasing in young adults ages eighteen to twenty-five. (116) In addition, many mental health issues come to the fore at this time.  This emergence, combined with LD progress, can prove volatile.

During 1994-95, in Ohio alone, 78,087 six-year-old to twenty-one-year-olds were served under The Individuals with Disabilities Education Act.  (Though the Department of Education)  In that same year, 2,507,720 people nationwide were served under this same act (118).

Most adults with learning differences think differently. How do we communicate with a person who has these differences?  We have art and music therapy, but little information on how the brain works and how to reach people with processing differences.  Is it possible to work with such people?  If they don’t respond to standard therapy, does this mean they are noncompliant or stupid?  Because they learn differently, are they not able to learn or make changes in their lives through therapy?

The sad reality is that most professionals do not know how to work with people who have learning differences.  Moreover, I believe this population is much larger than our society recognizes.  During the fifties, for example, there were many children with unrecognized learning disabilities. These people are now adults with disabilities.  There are still many children in our schools who have disabilities and who are getting no treatment. Usually by the time children are recognized as having a learning disability, they have already developed behavioral problems.

Although people with LD may have much to offer our society, often they don’t live up to their fullest potential because of the limitations society encourages them to put on themselves.  Many times they do not realize that society is part of the problem.  Even when they become depressed, or worse, they obtain little real help; more typically they are put on some type of medication and encouraged to view their problem as one of mental health.  The DSM-IV has a diagnosis for Learning Disability.  I must ask the question, “What does this say?”  This classification does little to increase the self-esteem of people with learning differences, or contribute to the solution of the problem.  Society labels this population “handicapped” when this is not necessarily the case.

Clearly, it will take focus and work to improve this situation.  Most of the people I have come in contact with who have a learning difference, would work hard to improve themselves if they knew what to do and if they had support.  In fact, many people with a learning difference may be on SSI or in low paying jobs because they don’t realize they have positive alternatives.  I have come in contact with several women who got married because they had a learning difference and thought they were not smart enough to do anything else but be taken care of.  They were told in school—if they even completed school—-that they had a learning difference.  Family and friends were not supportive, so when a boyfriend came along, they took what appeared to be an offer of a wonderful alternative.

Learning differences don’t go away with age and in fact, often become more complex.  Yes, learning differences continue throughout one’s life; often some areas improve, while others worsen (45).  The stress this causes can become so serious that it results in countless problems on the job and in relationships.

Programs such as Goodwill, Bureau of Rehabilitation, and Literary Council are available for adults with LD.  In 1998 during my interview with Ms. Jennifer Davis, Curriculum Training Coordinator, Literacy Council, Dayton, Ohio, it became clear that the focus of most of these programs is for adults with up to a sixth grade education.  Where do adults go who have advanced degrees?  On February 12, 1998, Ms. Davis, The Orton Dyslexia Society, told me that the society is studying adults with learning differences.  However, the focus of the agency is dyslexia.  Where do adults go who have an Auditory Processing deficit? Or Sensory Deprivation? Or Attention Deficit Disorder?  Ms. Davis said that many adults who have been successful despite their learning difference would never think of coming forward: their credibility would be compromised.  Unfortunately, this fact is even truer for people of color.  Of my ten co-researchers, only one was of color.

One of the most painful problems these adults may face is that they don’t always appear to be as intelligent as they actually are.  During several of my interviews, my co-researchers expressed their frustration about this.  On many occasions, even though adults with LD have average or above average intelligence, they are treated as being less than bright.  Often they have problems expressing themselves or communicating their feelings (Gregg).  This can be extremely frustrating.

With the above factors working against an adult with learning difference, is it any wonder that few successful adults come forth to discuss their problems?  This is unfortunate; the voices of these successful adults are essential for understanding what can be accomplished and which approaches lead to success.  It is important for each of these adults to receive support while finding their voice.  Some adults have more ability to find the support they need in mentors or friends than do others.  How does a helper instill motivation, focus, and determination in an adult with LD?  These questions are still under consideration.  While suggestions can be made about how best to adjust to the work place, adults must discover what fits best for them.  There may be essential points that are helpful for any working adult with LD; however, fine tuning may take time.

Reiff, H. G., P. J. Gerber, and H. Ginsberg.  “Definitions of Learning Disabilities from Adults with Learning Disabilities: The Insiders’ Perspectives.”  Learning Disability Quarterly, 16, 114-125.  1993.