| This thesis explores the experience of self-identified adults with learning disabilities using transcribed interviews subjected to constant comparative analysis to derive theory inductively (Glaser, 1965; Glaser & Strauss, 1967). Consistent with others' research (Gerber & Reiff, 1991; Gerber, Reiff, & Ginsberg, 1988; Orenstein, 1992; J. R. Patton & Polloway, 1992), my study finds that all participants experience some negative impacts of learning disability in adulthood. These consist of two interacting spheres: first, a basic physiological process of underlying neurobiological disability encompassing the practical influence of uneven cognition on acquisition of academic, social, motor, or procedural skills; and second, a psychosocial process encompassing dimensions of support, stigma, reification of identity, accusations of feigning, and construction of meaning. In both processes the main activity engaged in by study participants involves adapting self to environment or environment to self. Synthesizing the psychosocial with the neurobiological, this study integrates complex processes at multiple levels.; Impetuses to engage in adapting include direct pressures resulting from problematic neurobiological areas, and pressures resulting from secondary issues, including being overwhelmed and having problems of belonging, difference, and self-esteem. The three primary means to adapting are understanding, choosing, and plasticity. Aspects of both a medical model (Bigler, 1992; Rourke & Dotto, 1994) and an emancipatory social-political model (Davis, 1997; Linton, 1998) were pertinent; aspects of positive psychology (Maddux, 2002; S. L. Shapiro, Schwartz, & Santerre, 2002; S. E. Taylor, Dickerson, & Klien, 2002) were particularly relevant to the induced theory.; I make recommendations based on the theory of adapting that are directed toward enhancing the adapting process for the adults in the substantive area within the boundaries of the perspectives of the players themselves. Research pertinent to enhancing adapting includes Kabat-Zinn's (1990) work on mindfulness and Neff's (2003b) work on self-compassion, for addressing the impact of underlying neurobiological and psychosocial pressures and problems. Finally, while support and guidance are desirable, study participants' emphases on the critical place of intrinsic motivation suggest that the process of adapting by adults with learning disabilities is best pursued as a self-directed process. |
