| This research addressed a segment of the learning-disabled population whose LD was not diagnosed and treated during childhood. Many adults have confronted longstanding learning issues and received an LD diagnosis. Since little is known about this group, a qualitative investigation was undertaken to subjectively explore their life experiences. The researcher utilized a semi-structured interview format to obtain data from thirteen individuals, ages 23-69, who were diagnosed with LD in adulthood. A qualitative analysis yielded findings about study participants' early experiences, experiences around the diagnostic process, and impact of LD diagnosis on various life domains, including personal, interpersonal, and vocational. While participants varied in their early academic performance, all grew up with overall negative self-perceptions. Reasons for pursuing an LD diagnosis in adulthood mostly centered on academic and job-performance difficulties. All participants reported that receiving an LD diagnosis had positively impacted their lives. Academic success, improved job performance, pursuing new career options, and accessing treatment were among concrete effects. Positive changes in self-perception, self-confidence, and interpersonal functioning were major psychosocial outcomes. Implications for treatment, theory, policy, and future research were presented. |
