creasing reports of adults with learning disabilities in recent years and the questions about the efficacy of special education services. As Patton and Polloway (1992) cited by Greenbaum et al. (1996) noted, the scenario for many adults with learning disabilities is characterized by unemployment, low pay, part-time work, frequent job changes, non-interaction with community, limitations in independent living, and limited social lives. Several investigators within this study noted persons with disabilities adjust well in adulthood years. Greenbaum et al. (1996) found that a number of adults with learning disabilities were employed in white-collar jobs (e.g. lawyer, urban planner, and real estate investor). Thirty seven percent of adults with learning disabilities studied by Gerber et al. as cited by Greenbaum et al., classed as highly successful in their job, eminence within their occupation, earned income, job satisfaction and education. Within all three studies, one factor for success for adults with learning disabilities was the level of education. Persons with mild learning disabilities who dropped out of high school are often employed at a lower rate than persons with mild disabilities who graduated. (Edgar, l987; Hasazi, Gordon, & Roe, l985; Zigmond & Thornton, l985). Persons with learning disabilities who graduated from college are more likely to hold a professional and managerial position than persons with learning disabilities who only graduated from high school. (Rogan & Hartman, l976, 1990). The successful functioning of persons with learning disabilities was evident by post-secondary education. Eighty nine percent of the students Gerber, Ginsberg, and Keiff (1992) studied obtained a bachelors degree or higher. The current study examined the occupations and social status of adults with learning disabilities who graduated from college. Employment Current employment at the time of the interview, 35 of the 49 participants was empl...
