Whether we graduate from highschool or college we all hope to find a challenging career that will propel us forward in today's society. For those suffering from dyslexia this only adds to the frustration and fears associated with seeking employment. Many adults with dyslexia or other forms of learning disabilities never disclose their disability in interviews or once employed for fear of being discriminated against. Several investigators have noted, however, that many persons with learning disabilities adjust well to the demands and complexities of adulthood. (Greenbaum et al. 1996). The basic cause of dyslexia is still not known, however, much research is being done to determine the problems underlying dyslexia. In many cases, dyslexia is highly inherited. Studies have shown a number of genes that may set the stage for its development. Characteristics of dyslexia are now more apparent to educators than ever before. Early educational interventions are helping individuals to manage their dyslexia.

There have been some studies that attend to accommodating persons with learnin

Ferri, B., Gregg, N., Heggoy, S. (1997). Profiles of college students demonstrating learning disabilities with and without giftedness. Journal of Learning Disabilities, Vol. 30, No. 5, 552-559.

Participants in the study by Adelman and Vogel as cited by Greenbaum et al. reported that their learning disability affected their work and that they had devised specific strategies for coping with their difficulties. Some of the strategies include taking extra time to complete work, asking for additional help, carefully monitoring or proofing own work. In the current study, participants were knowledgeable about their disability and its effects on their lives. There were a total of 41 participants who had difficulties in multiple areas such as, reading comprehension, organization, and note taking. Eight indicated they had difficulty in only one area: reading (n=3), composition (n=2), mathematics (n=2), or information processing (n=1). Participants typically described their learning disabilities with the term dyslexia. What role did the participants' learning disability affected their work environment; 39 participants indicated that their learning disability affected them either at work or in other areas of their lives. These areas included reading, writing, math, and memory. Adelman & Vogel, (1990) as cited by Greenbaum et al. (1996) the most common problems centered on processing, language, and math difficulties. The current study adds to a growing body of work indicating that a learning disability is a persistent problem that does not go away with age.

Of the total of participants who had been employed, only nine indicated they had ever disclosed their learning disability when interviewing for a job. The reasons for disclosing their disability to their interviewers was a) they were not ashamed of their learning disability and felt they had learned to compensate b) that their disability would have an impact on their performance of the job. Most participants did not reveal their disability when applying for their job. Reasons for not revealing their learning disability was a) fear of discrimination and stigmatization b) no longer being affected by the disability. The primary reason for not disclosing their disability was the fear of discrimination.

Barga, N. (1996). Students with learning disabilities in education: Managing a disability. Journal of Learning Disabilities, Vol. 29, No. 4, 413-421.

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