Vocational Rehabilitation Outcomes of Adults with Co-Morbid Borderline IQ and Specific Learning Disabilities - Statistical Data Included

Journal of Rehabilitation, Oct-Dec, 2000 by Mardis D. Dunham, Michael P. Schrader, Karen S. Dunham

The passage of Public Law 94-142 in 1975 signaled an increase in the recognition of the educational, socio-emotional, and vocational needs of children with disabilities. Consequently, special education programs were implemented to provide interventions to accommodate students with identified special needs. Among the 13 disabilities currently addressed by these programs, specific learning disabilities (SLD) constitute the largest and fastest growing population of exceptional learners in the public schools (U.S. Department of Education, 1994). Although several definitions of SLD exist, it is generally viewed as a psychological processing disorder involving the use or comprehension of written or spoken language. It manifests itself with problems in listening, thinking, speaking, reading, writing, spelling, or performing mathematical calculations and cannot be better accounted for by another disorder (e.g., mental retardation, emotional disorder, visual or motor impairments) or condition (e.g., cultural differences, lack of educational experiences, economic disadvantage). Most definitions require the existence of a severe discrepancy between intellectual ability and academic achievement (Diagnostic and Statistical Manual-Fourth Edition [American Psychiatric Association], 1994; Public Law 94-142, 1977).

Since 1975, numerous studies have documented that SLD is a lifelong condition, continuing and sometimes intensifying in adulthood (Haring, Lovett, & Smith, 1990; Rogan & Hartman, 1990; Sitlington & Frank, 1990). Similarly, adults with SLD should not be viewed simply as children with SLD who have grown into adulthood because the problems associated with SLD change with age. For example, adults with SLD are less likely to graduate from high school (Adelman & Vogel, 1990; Malcolm, Polatajko, & Simons, 1990), exhibit problems finding and retaining employment (Shapiro & Lentz, 1991; Smith, 1992), and are commonly employed in unskilled, entry-level occupations (Haring et al., 1990; Sitlington, Frank, & Carson, 1992; Spekman, Goldberg, & Herman, 1992). As a result, many adults with SLD are financially dependent (Gajar, 1992; Spekman et al., 1992). Lastly, adults with SLD commonly exhibit higher rates of emotional maladjustment and co-morbid psychiatric conditions than the general population (Dunham, Multon, & Koller, 1999).

Based upon the findings that adults with SLD continue to demonstrate significant vocational problems after they leave school, the Rehabilitation Services Administration (RSA) and the state-federal Division of Vocational Rehabilitation (DVR) began public funding of services to this population of consumers in 1981 (Defur & Reiff, 1994). Typical DVR services for adults with SLD include testing/evaluation, guidance and counseling, job training, job placement, and job follow-up (Dowdy & McCue, 1994; Smith, 1992). Studies have shown that DVR consumers with SLD are successfully employed following service provision at rates similar to other populations served by DVR (Berkeley Planning Associates [BPA], 1989; Dowdy & Smith, 1994). Despite these interventions and outcomes, however, few consumer or service variables predict successful vocational outcomes. For example, Berkeley Planning Associates found that only Hispanic ethnicity, on-the-job training, job referral, and job placement services were associated with successful closure. Similarly, Dunham, Koller, and McIntosh (1996) found that persons whose cases were closed as unsuccessful had higher rates of mood disorders and attention problems, and were more likely to have obtained DVR assistance in attending college.

DVR also serves persons with borderline intellectual functioning-those with measured IQs from 70 to 84-when they have concurrent maladaptive problems, such as finding and maintaining employment. Prior to changes in the definition of mental retardation in 1973, children whose measured IQs were within this range received special education (MacMillan, Gresham, Bocian, & Lambros, 1998). Currently, public schools do not provide special programming for persons with borderline intellectual functioning under the Individuals with Disabilities Education Act (IDEA). However, they may provide assistance through a Section 504 plan or under another diagnostic label.

Despite differences in how or if services are provided, adults with borderline IQ exhibit characteristics that are similar to those with SLD and mental retardation. The available research suggests that persons with borderline IQ have significant academic, socio-behavioral, and vocational problems (Wittmann, Strohmer, & Prout, 1989; Zetlin & Murtaugh, 1990) and, as children, demonstrate functional limitations similar to those with mental retardation (MacMillan et al., 1998). Although many similarities exist between these two groups, most of the community support services available target those individuals diagnosed with mental retardation. For example, when students with mental retardation leave school they have available a number of options to support their continued personal and vocational development. These include independent living skills programs, supportive work programs, sheltered workshops, and adult training centers (Parmenter, 1986). Fewer options are available for students with borderline intellectual functioning when they leave school.