Iowa Statewide Follow-up Study: Adult Adjustment of Individuals with Mental Disabilities One Year after Leaving School.

Autor/inn/en	Sitlington, Patricia L.; Frank, Alan R.
Institution	Iowa State Dept. of Education, Des Moines. Div. of Instructional Services.
Titel	Iowa Statewide Follow-up Study: Adult Adjustment of Individuals with Mental Disabilities One Year after Leaving School.
Quelle	(1989), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dropouts; Education Work Relationship; Followup Studies; High School Graduates; Independent Living; Leisure Time; Marital Status; Mental Retardation; Outcomes of Education; Social Adjustment; State Surveys; Underemployment; Vocational Adjustment; Wages; Young Adults; Iowa + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Follow-up studies; Kontaktstudium; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Selbstverantwortung; Freizeit; Familienstand; Geistige Behinderung; Lernleistung; Schulerfolg; Soziale Anpassung; Unterbeschäftigung; Personalanpassung; Wage; Löhne; Young adult; Junger Erwachsener
Abstract	This study investigated the adult adjustment (1 year after leaving school) of 615 people with mental disabilities who had graduated from special education programs in Iowa in 1985 and 1986, as well as 62 dropouts who began in the same classes. Current living situation, leisure activities, and marital status were studied, with a special emphasis on employment status. Results indicated that 6.5% of graduates and 10% of dropouts met the criteria for success established for this study (these criteria varied according to instructional program model). Almost all subjects were single and living with a parent or relative. While over two-thirds were in competitive or sheltered jobs, under a third were working full-time. Employed graduates earned an average of $3.11 hourly; dropouts earned $3.51 per hour. Increased support and transitional services are recommended, as well as greater attention to pre-school factors that might provide a better foundation for later life. Includes 26 references. (Author/PB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC