A response to Satcher and Dooley-Dickey's "Helping college bound clients with learning disabilities".

Increasing numbers of students with learning disabilities are attending college. In order to provide efficient and effective services to these students, it is critical for vocational rehabilitation counselors to prepare themselves with specific expertise in learning disabilities. Reflecting on a recent article, "Helping College Bound Clients with Learning Disabilities" (Journal of Rehabilitation, Vol.57,No.3, pp. 47-50.), the authors address several factors vocational rehabilitation counselors need to consider in assisting learning disabled students. They suggest that vocational rehabilitation counselors first initiate medical and psychological/neurological assessments as a foundation for determining eligibility and possible existence of a learning disability. While this is a valid and necessary step in rehabilitation, other individual aspects must be considered for more complete, thorough, and effective assistance.

Psycho-social aspects, ecological background, and overall personal and motivational dimensions of each client must be considered throughout the entire assessment and rehabilitation process. Personal and social dimensions such as family background and parent/child relationships, peer interactions, and each student's self-esteem and personal, future goals as an influential member of society are necessary to complete assessment and rehabilitation services. Vocational assistance is an important step in any learning disabled student's development. Vocational rehabilitation counselors must attend to medical, physical, and neurological considerations (as the authors poignantly suggested). However, because learning disabilities are often of a "hidden nature," in providing efficient and effective vocational rehabilitation services it is critical for vocational rehabilitation counselors to also attend to aspects of a client's psychosocial, ecological, and personal/motivational dimensions as well.