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While specific methods from disabled and special education didactics are available for young people, pertinent didactical concepts and experience are lacking in case of adults, in particular for rehabilitees with chronic mental illness and brain damage. Further education schemes have hence been started in 1989 within the Federal working group of medical-vocational (phase II) facilities, focussing on appropriate learning strategies and on rooting them in the minds of educators and teachers. Oriented along the "Berlin didactical model", Stadler's approach is considered fundamental in developing a didactical concept for adults with disabilities. Practical suggestions and hints at existing, proven methodical strategies are used to help illustrate concrete possibilities for systematically gearing time-tested methodical strategies to disability-generated learning problems. An almost synchronous development, similar learning strategies are to be found in industrial and occupational didactics as well, under a "holistic education" and "enhancement of key qualifications" heading. Participant orientation as the fundamental principle of a "disability-specific" methodology, holistic didactic concepts, a fitting learning organization, application of project-, activity- and experience-based methods, fitting problem-solving techniques, as well as a reconsideration of current teaching principles, are in the foreground of the present contribution.