This review presents a selection of recent research on learning disabilities in adult literacy settings and considers the implications of this research for supporting professional development in adult literacy settings. It includes a conceptual framework that draws together the major strands of learning disability research into a cohesive tool to inform teaching, learning and professional development strategies. This document is organized into four sections:

1 - Introduction
2 - Definitions of learning disabilities
3 - A “whole life” approach to learning
4 - Recommendations for implementing “whole life” conceptual framework to learning disabilities through education policy and practice, professional development strategies and further research.