Noel Gregg - Academia.edu (original) (raw)

Papers by Noel Gregg

Research paper thumbnail of Juniper Gardens Children’s Project

Serving talented and bright students with learning differences and AD/HD, Landmark College's accr... more Serving talented and bright students with learning differences and AD/HD, Landmark College's accredited associate degree and summer programs offer a proven course for academic success. Landmark has one of America's lowest student-faculty ratios, enabling us to create innovative learning strategies and employ the latest technology. Our approach works. Nine of every ten Landmark College graduates go on to pursue their baccalaureate degrees at such institutions as American, Brown, Occidental and the University of Denver.

Research paper thumbnail of The Roles of English Teachers and LD Specialists in Identifying Learned Disabled Writers: Two Case Studies

Journal of Basic Writing, 1989

Individuals who are learning disabled possess average to above average intelligence but have diff... more Individuals who are learning disabled possess average to above average intelligence but have difficulty acquiring, storing, and/or retrieving information in certain areas. The primary reason for this difficulty is thus not lack of intelligence-nor is it an emotional block, poor instruction, or a disadvantaged background. Rather, the reason is a deficit, apparently of neurological origin, in one or more specific cognitive processing abilities-for example, perception, symbolization, image-making, conceptualization. Such specific cognitive processing deficits can affect different content areas or social skills. When the deficits affect written language, the condition is called dysgraphia. Some of the symptoms may be illegible or unusual handwriting, frequent and bizarre mechanical errors, and incoherent or inappropriate style and content. Helmer Patricia f. McAlexander, assistant professor in the English component of University of Georgia's Division of Developmental Studies, has published in Early American Literature, Studies in the Literary Imagination, College Composition and Communi cation, and elsewhere.

Research paper thumbnail of The MMPI-2 Profile of Individuals with Learning Disabilities at a Rehabilitation Setting

Journal of Applied Rehabilitation Counseling, 1992

The results of this study indicate that the MMPI-2 appears to be an instrument that can provide u... more The results of this study indicate that the MMPI-2 appears to be an instrument that can provide useful information to professionals working with adults demonstrating specific learning disabilities. In addition, the results documented that the MMPI-2 personality profile of individuals with learning disabilities significantly differ from the normative population or normally-achieving college students. The population with learning disabilities demonstrated profiles indicative of individuals under extreme short and long term stress. Feelings of social isolation, poor self-concept, self-doubt and extreme restlessness were also characteristic of this population.

Research paper thumbnail of Description and Definition of Learning Disabilities. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The first of seven monographs on adults with learning disabilities (LD), the document focuses on ... more The first of seven monographs on adults with learning disabilities (LD), the document focuses on the evidences of LD in adults. Difficulties in adjustment after school are noted and exemplified in a case study. Case studies are also cited to show the evidence of LD in cognitive processes, academics, and behavior, and to demonstrate the interrelationships among areas of learning. Deficiencies identified in research are listed for the areas of oral language, thinking and reasoning, interpersonal relationships, behavior, reading, mathematics, and writtAn languaae. The definition of LD adopted by the Association for Children and Adults with Learning Disabilities is presented and explained. A glossary of approximately 50 terms concludes the booklet. (CL)

Research paper thumbnail of Learning Disabled College Students' Figural Problem Solving Skills

Performance of 25 learning disabled (LD) and 25 normally achieving college students on the Torran... more Performance of 25 learning disabled (LD) and 25 normally achieving college students on the Torrance Test of Creative Thinking (Figural) was compared. Group mean scores were analyzed using a t-test. Group mean Figural Creativity Index Scores were significantly higher for the LD students than the normally achieving students. Subtest score analysis revealed that LD subjects sc red significantly higher than the normals in elaboration, resistance to premature closure, and mean bonus points. Nc significant group differences were found on fluency, originality, and abstractness of title scores. Pesults indicated the need to include assessments of divergent thinking and creative problem solving in diagnostic assessments of LD college students. (CL)

Research paper thumbnail of Appraisal and Assessment of Learning Disabilities, Including a Special Bibliography. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The second in a series of manuals on adults with learning disabilities, the booklet covers assess... more The second in a series of manuals on adults with learning disabilities, the booklet covers assessment techniques. The nature of assessment as an ongoing process is stressed, and the role of observation (both systematic and nonsystematic) and interview data are discussed. A seven-step evaluation sequence is proposed, with the major goal of int.geL=ting the error patterns which will indicate processing strengths and weaknesses. The importance of the interview between adult education teacher and adult student is pointed out, and guidelines are suggested for structuring the interview environment. The contribution of adult education teachers to evaluation of cognitive functioning is noted. Specific measures for assessing general cognitive ability, language, academic achievement, written expression, and personality are listed. Two bibliographies are appended-one on neurological assessments, screening and Necement, and prevailing assessment strategies; and one on general background information for adult education teachers encountering a learn_ag disabled student. (CL)

Research paper thumbnail of Assessment and Remediation of Mathematics. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

This publication, the sixth of seven booklets intended for adult education teachers of students w... more This publication, the sixth of seven booklets intended for adult education teachers of students with learning disabilities, reviews assessment and remediation considerations in mathematics. Observation of math disabilities is discussed in terms of social and general academic environment, calculation activities, quantitative conceTAs, and applied problem solving. The remediation section lists instructional suggestions for specific difficulties in calculation (such as remembering math facts and correctly sequencing multidigit numbers), concept learning (including understanding mathematical symbols, remembering and reading mathematical abbreviations, and generalizing quantitative concept ;), and applied problem solving (such as using correct operations, sequencing solution steps, organizing problem data, and determining whether the solution is correct). Following a brief discussion of the role of calculators a list of materials and references is provided. (CL)

Research paper thumbnail of Assessment and Remediation of Reading. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The booklet, fifth in a series, examines the assessment and remediation of reading difficulties i... more The booklet, fifth in a series, examines the assessment and remediation of reading difficulties in adults with learning disabilities. The section on assessment concerns touches upon reading recognition difficulties, and includes a list of questions for investigating auditory, tactile, and visual processes. Reading comprehension difficulties are also addressed. Remediation approaches are listed for reading recognition skills according to problems in eight aLeab; auditory, visual, word categories, context clues, comprehension, memory, vocabulary, and specific reading comprehension skills. Resource materials are listed for word attack skills, vocabulary development, and comprehension. (CL)

Research paper thumbnail of Assessment and Remediation of Oral Language. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The third of seven booklets on adults with learning disabilities, this manual addresses the evalu... more The third of seven booklets on adults with learning disabilities, this manual addresses the evaluation and remediation of oral language difficulties. An assessment section focuses on behaviors and disorders which adult education teachers should look for as well as informal diagnostic tasks in auditory discrimination, grammar, vocabulary, social use of language, and oral language recall. The remediation section parallels the assessment information section, presenting suggestions for remediating problems in auditory discrimination, grammar, vocabulary and underlying meaning, word finding, semantics, social language skills, and oral language recall. It is pointed out that few commercial materials exist for oral language instruction of the learning disabled; however, five references are listed and these are followed by a longer bibliography which includes descriptions of materials and techniques and which offer useful ideas that may be adopted according to the needs of each student. (CL)

Research paper thumbnail of Assessment : the special educator's role

Research paper thumbnail of Identifying the Learning Disabled

Journal of College Admissions, 1990

Research paper thumbnail of Occupational and Career Information. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

This manual, the final document in a series, is intended to help adult education teachers help le... more This manual, the final document in a series, is intended to help adult education teachers help learning disabled (LD) students function in the world of work. The need for adults to develop personal-social and daily living skills along with the ability to adjust to the pluralistic nature of society is stressed. An approach to identifying strengths and weaknesses in LD adults is described and implications for vocation selection and job performance are noted. Job search strategies are outlined, including finding a position availability announcement, making an application, interviewing, and surviving on the job. Relevant federal agencies and general non-federal resources are listed along with information on materials available from five commercial publishers. (CL)

Research paper thumbnail of Assessment and Remediation of Written Language. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The fourth of seven booklets on adults with learning disabilities, this manual examines the asses... more The fourth of seven booklets on adults with learning disabilities, this manual examines the assessment and remediation of written language problems. Spelling assessment activities are described, including lists of questions designed to investigate auditory skills, tactile skills, and visual skills. Also considered is assessment of punctuation, capitalization, syntax, organization, and ideation. Remediation activities are proposed for spelling errors caused by auditory and visual deficits, as well as errors in punctuation, capitalization, written syntax, organization, and ideation. Publications on specific topics, a brief list of materials, and a list of references conclude the booklet. (CL)

Research paper thumbnail of Simultaneous-Successive Processing Model: Application to the College Population with Learning Disabilities

B C Journal of Special Education, 1989

Research paper thumbnail of Learning Disabled Students

Research paper thumbnail of Explaining reading comprehension across childhood, adolescence, and early adulthood is somewhat simple

Research paper thumbnail of Sense of audience and the adult writer: A study across competence levels

Reading and Writing, 1996

The purpose of this research was to investigate five audience-related constructs impacting on the... more The purpose of this research was to investigate five audience-related constructs impacting on the written expression of adult writers who demonstrate varying degrees of literacy competence. Four specific groups of adult writers were targeted for this study, including 3.5 college-able writers demonstrating learning disabilities, 22 writers with learning disabilities attending a rehabilitation vocational training program, 35 remedial English college writers, and 35 normally achieving college writers. A primary trait scale was developed to investigate five major constructs identified in the literature as impacting on audience. These constructs included general characteristics, organization of text, analyzing/constructing the audience, construct differentiation of voice, and execution. The results of this research indicate that the population of adult writers demonstrating learning disabilities have difficulties with certain aspects of the writing process that may impact on the audience (reader). Implications for assessment and instruction are discussed.

Research paper thumbnail of Spelling Error Patterns of Normal, Learning-Disabled, and Underprepared College Writers

Journal of Psychoeducational Assessment, 1988

The spelling performance of normally achieving, learning-disabled, and underprepared college writ... more The spelling performance of normally achieving, learning-disabled, and underprepared college writers was examined across three measures to determine which, if any, measures were effective in differentiating among the three groups. The types of spelling errors made by each group also were examined. Results indicated that the Wide Range Achievement Test-Revised spelling subtest effectively distinguished among groups, while the other measures only distinguished between adequate (normal) and poor (learning-disabled and underprepared) writers. A modified version of Cromer's spelling error analysis was applied to a spontaneous writing sample and revealed no significant group differences with respect to type of spelling error between normal and underprepared writers. However, significant differences were found between the learning-disabled writers and both the normal and underprepared writers on all the spelling error types except spelling-rule errors.

Research paper thumbnail of A Comparison of the WAIS-R and the Woodcock-Johnson Tests of Cognitive Ability with Learning-Disabled College Students

Journal of Psychoeducational Assessment, 1985

The present study compares the performance of learning-disabled college students on the WAIS-R an... more The present study compares the performance of learning-disabled college students on the WAIS-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. It was found that there was no significant difference between the performance of learning-disabled college students on both instruments. Results of this study are different from those of similar studies comparing the WISC-R and the Tests of Cognitive Abilities.

Research paper thumbnail of The MMPI-2 Profile of Adults with Learning Disabilities in University and Rehabilitation Settings

Journal of Learning Disabilities, 1992

The primary purpose of this study was to compare the personality profiles of adults with learning... more The primary purpose of this study was to compare the personality profiles of adults with learning disabilities attending a large state university (8 females, 8 males) to those participating in training programs in a rehabilitation setting (8 females, 18 males), in an attempt to identify affective variables that should be considered in transitional and postsecondary program planning. A secondary purpose of the study was to compare the performance of two groups of adults with learning disabilities (i.e., university and rehabilitation) to a normative group of college students. The mean age for all subjects was between 20 and 23 years. Findings from the study indicated that the personality profiles of individuals with learning disabilities in either a rehabilitation setting or seeking a university degree are significantly different from those of the normative population of normally achieving college students. The rehabilitation group in this study demonstrated feelings of social isolati...

Research paper thumbnail of Juniper Gardens Children’s Project

Serving talented and bright students with learning differences and AD/HD, Landmark College's accr... more Serving talented and bright students with learning differences and AD/HD, Landmark College's accredited associate degree and summer programs offer a proven course for academic success. Landmark has one of America's lowest student-faculty ratios, enabling us to create innovative learning strategies and employ the latest technology. Our approach works. Nine of every ten Landmark College graduates go on to pursue their baccalaureate degrees at such institutions as American, Brown, Occidental and the University of Denver.

Research paper thumbnail of The Roles of English Teachers and LD Specialists in Identifying Learned Disabled Writers: Two Case Studies

Journal of Basic Writing, 1989

Individuals who are learning disabled possess average to above average intelligence but have diff... more Individuals who are learning disabled possess average to above average intelligence but have difficulty acquiring, storing, and/or retrieving information in certain areas. The primary reason for this difficulty is thus not lack of intelligence-nor is it an emotional block, poor instruction, or a disadvantaged background. Rather, the reason is a deficit, apparently of neurological origin, in one or more specific cognitive processing abilities-for example, perception, symbolization, image-making, conceptualization. Such specific cognitive processing deficits can affect different content areas or social skills. When the deficits affect written language, the condition is called dysgraphia. Some of the symptoms may be illegible or unusual handwriting, frequent and bizarre mechanical errors, and incoherent or inappropriate style and content. Helmer Patricia f. McAlexander, assistant professor in the English component of University of Georgia's Division of Developmental Studies, has published in Early American Literature, Studies in the Literary Imagination, College Composition and Communi cation, and elsewhere.

Research paper thumbnail of The MMPI-2 Profile of Individuals with Learning Disabilities at a Rehabilitation Setting

Journal of Applied Rehabilitation Counseling, 1992

The results of this study indicate that the MMPI-2 appears to be an instrument that can provide u... more The results of this study indicate that the MMPI-2 appears to be an instrument that can provide useful information to professionals working with adults demonstrating specific learning disabilities. In addition, the results documented that the MMPI-2 personality profile of individuals with learning disabilities significantly differ from the normative population or normally-achieving college students. The population with learning disabilities demonstrated profiles indicative of individuals under extreme short and long term stress. Feelings of social isolation, poor self-concept, self-doubt and extreme restlessness were also characteristic of this population.

Research paper thumbnail of Description and Definition of Learning Disabilities. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The first of seven monographs on adults with learning disabilities (LD), the document focuses on ... more The first of seven monographs on adults with learning disabilities (LD), the document focuses on the evidences of LD in adults. Difficulties in adjustment after school are noted and exemplified in a case study. Case studies are also cited to show the evidence of LD in cognitive processes, academics, and behavior, and to demonstrate the interrelationships among areas of learning. Deficiencies identified in research are listed for the areas of oral language, thinking and reasoning, interpersonal relationships, behavior, reading, mathematics, and writtAn languaae. The definition of LD adopted by the Association for Children and Adults with Learning Disabilities is presented and explained. A glossary of approximately 50 terms concludes the booklet. (CL)

Research paper thumbnail of Learning Disabled College Students' Figural Problem Solving Skills

Performance of 25 learning disabled (LD) and 25 normally achieving college students on the Torran... more Performance of 25 learning disabled (LD) and 25 normally achieving college students on the Torrance Test of Creative Thinking (Figural) was compared. Group mean scores were analyzed using a t-test. Group mean Figural Creativity Index Scores were significantly higher for the LD students than the normally achieving students. Subtest score analysis revealed that LD subjects sc red significantly higher than the normals in elaboration, resistance to premature closure, and mean bonus points. Nc significant group differences were found on fluency, originality, and abstractness of title scores. Pesults indicated the need to include assessments of divergent thinking and creative problem solving in diagnostic assessments of LD college students. (CL)

Research paper thumbnail of Appraisal and Assessment of Learning Disabilities, Including a Special Bibliography. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The second in a series of manuals on adults with learning disabilities, the booklet covers assess... more The second in a series of manuals on adults with learning disabilities, the booklet covers assessment techniques. The nature of assessment as an ongoing process is stressed, and the role of observation (both systematic and nonsystematic) and interview data are discussed. A seven-step evaluation sequence is proposed, with the major goal of int.geL=ting the error patterns which will indicate processing strengths and weaknesses. The importance of the interview between adult education teacher and adult student is pointed out, and guidelines are suggested for structuring the interview environment. The contribution of adult education teachers to evaluation of cognitive functioning is noted. Specific measures for assessing general cognitive ability, language, academic achievement, written expression, and personality are listed. Two bibliographies are appended-one on neurological assessments, screening and Necement, and prevailing assessment strategies; and one on general background information for adult education teachers encountering a learn_ag disabled student. (CL)

Research paper thumbnail of Assessment and Remediation of Mathematics. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

This publication, the sixth of seven booklets intended for adult education teachers of students w... more This publication, the sixth of seven booklets intended for adult education teachers of students with learning disabilities, reviews assessment and remediation considerations in mathematics. Observation of math disabilities is discussed in terms of social and general academic environment, calculation activities, quantitative conceTAs, and applied problem solving. The remediation section lists instructional suggestions for specific difficulties in calculation (such as remembering math facts and correctly sequencing multidigit numbers), concept learning (including understanding mathematical symbols, remembering and reading mathematical abbreviations, and generalizing quantitative concept ;), and applied problem solving (such as using correct operations, sequencing solution steps, organizing problem data, and determining whether the solution is correct). Following a brief discussion of the role of calculators a list of materials and references is provided. (CL)

Research paper thumbnail of Assessment and Remediation of Reading. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The booklet, fifth in a series, examines the assessment and remediation of reading difficulties i... more The booklet, fifth in a series, examines the assessment and remediation of reading difficulties in adults with learning disabilities. The section on assessment concerns touches upon reading recognition difficulties, and includes a list of questions for investigating auditory, tactile, and visual processes. Reading comprehension difficulties are also addressed. Remediation approaches are listed for reading recognition skills according to problems in eight aLeab; auditory, visual, word categories, context clues, comprehension, memory, vocabulary, and specific reading comprehension skills. Resource materials are listed for word attack skills, vocabulary development, and comprehension. (CL)

Research paper thumbnail of Assessment and Remediation of Oral Language. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The third of seven booklets on adults with learning disabilities, this manual addresses the evalu... more The third of seven booklets on adults with learning disabilities, this manual addresses the evaluation and remediation of oral language difficulties. An assessment section focuses on behaviors and disorders which adult education teachers should look for as well as informal diagnostic tasks in auditory discrimination, grammar, vocabulary, social use of language, and oral language recall. The remediation section parallels the assessment information section, presenting suggestions for remediating problems in auditory discrimination, grammar, vocabulary and underlying meaning, word finding, semantics, social language skills, and oral language recall. It is pointed out that few commercial materials exist for oral language instruction of the learning disabled; however, five references are listed and these are followed by a longer bibliography which includes descriptions of materials and techniques and which offer useful ideas that may be adopted according to the needs of each student. (CL)

Research paper thumbnail of Assessment : the special educator's role

Research paper thumbnail of Identifying the Learning Disabled

Journal of College Admissions, 1990

Research paper thumbnail of Occupational and Career Information. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

This manual, the final document in a series, is intended to help adult education teachers help le... more This manual, the final document in a series, is intended to help adult education teachers help learning disabled (LD) students function in the world of work. The need for adults to develop personal-social and daily living skills along with the ability to adjust to the pluralistic nature of society is stressed. An approach to identifying strengths and weaknesses in LD adults is described and implications for vocation selection and job performance are noted. Job search strategies are outlined, including finding a position availability announcement, making an application, interviewing, and surviving on the job. Relevant federal agencies and general non-federal resources are listed along with information on materials available from five commercial publishers. (CL)

Research paper thumbnail of Assessment and Remediation of Written Language. Academic Assessment and Remediation of Adults with Learning Disabilities: A Resource Series for Adult Basic Education Teachers

The fourth of seven booklets on adults with learning disabilities, this manual examines the asses... more The fourth of seven booklets on adults with learning disabilities, this manual examines the assessment and remediation of written language problems. Spelling assessment activities are described, including lists of questions designed to investigate auditory skills, tactile skills, and visual skills. Also considered is assessment of punctuation, capitalization, syntax, organization, and ideation. Remediation activities are proposed for spelling errors caused by auditory and visual deficits, as well as errors in punctuation, capitalization, written syntax, organization, and ideation. Publications on specific topics, a brief list of materials, and a list of references conclude the booklet. (CL)

Research paper thumbnail of Simultaneous-Successive Processing Model: Application to the College Population with Learning Disabilities

B C Journal of Special Education, 1989

Research paper thumbnail of Learning Disabled Students

Research paper thumbnail of Explaining reading comprehension across childhood, adolescence, and early adulthood is somewhat simple

Research paper thumbnail of Sense of audience and the adult writer: A study across competence levels

Reading and Writing, 1996

The purpose of this research was to investigate five audience-related constructs impacting on the... more The purpose of this research was to investigate five audience-related constructs impacting on the written expression of adult writers who demonstrate varying degrees of literacy competence. Four specific groups of adult writers were targeted for this study, including 3.5 college-able writers demonstrating learning disabilities, 22 writers with learning disabilities attending a rehabilitation vocational training program, 35 remedial English college writers, and 35 normally achieving college writers. A primary trait scale was developed to investigate five major constructs identified in the literature as impacting on audience. These constructs included general characteristics, organization of text, analyzing/constructing the audience, construct differentiation of voice, and execution. The results of this research indicate that the population of adult writers demonstrating learning disabilities have difficulties with certain aspects of the writing process that may impact on the audience (reader). Implications for assessment and instruction are discussed.

Research paper thumbnail of Spelling Error Patterns of Normal, Learning-Disabled, and Underprepared College Writers

Journal of Psychoeducational Assessment, 1988

The spelling performance of normally achieving, learning-disabled, and underprepared college writ... more The spelling performance of normally achieving, learning-disabled, and underprepared college writers was examined across three measures to determine which, if any, measures were effective in differentiating among the three groups. The types of spelling errors made by each group also were examined. Results indicated that the Wide Range Achievement Test-Revised spelling subtest effectively distinguished among groups, while the other measures only distinguished between adequate (normal) and poor (learning-disabled and underprepared) writers. A modified version of Cromer's spelling error analysis was applied to a spontaneous writing sample and revealed no significant group differences with respect to type of spelling error between normal and underprepared writers. However, significant differences were found between the learning-disabled writers and both the normal and underprepared writers on all the spelling error types except spelling-rule errors.

Research paper thumbnail of A Comparison of the WAIS-R and the Woodcock-Johnson Tests of Cognitive Ability with Learning-Disabled College Students

Journal of Psychoeducational Assessment, 1985

The present study compares the performance of learning-disabled college students on the WAIS-R an... more The present study compares the performance of learning-disabled college students on the WAIS-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. It was found that there was no significant difference between the performance of learning-disabled college students on both instruments. Results of this study are different from those of similar studies comparing the WISC-R and the Tests of Cognitive Abilities.

Research paper thumbnail of The MMPI-2 Profile of Adults with Learning Disabilities in University and Rehabilitation Settings

Journal of Learning Disabilities, 1992

The primary purpose of this study was to compare the personality profiles of adults with learning... more The primary purpose of this study was to compare the personality profiles of adults with learning disabilities attending a large state university (8 females, 8 males) to those participating in training programs in a rehabilitation setting (8 females, 18 males), in an attempt to identify affective variables that should be considered in transitional and postsecondary program planning. A secondary purpose of the study was to compare the performance of two groups of adults with learning disabilities (i.e., university and rehabilitation) to a normative group of college students. The mean age for all subjects was between 20 and 23 years. Findings from the study indicated that the personality profiles of individuals with learning disabilities in either a rehabilitation setting or seeking a university degree are significantly different from those of the normative population of normally achieving college students. The rehabilitation group in this study demonstrated feelings of social isolati...