Individuals with Learning Disabilities Out of School One Year. Iowa Statewide Follow-Up Study.

Autor/inn/en	Sitlington, Patricia L.; und weitere
Institution	Iowa State Dept. of Education, Des Moines. Div. of Instructional Services.
Titel	Individuals with Learning Disabilities Out of School One Year. Iowa Statewide Follow-Up Study.
Quelle	(1989), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adjustment (to Environment); Dropouts; Employment Level; Followup Studies; Graduate Surveys; High School Graduates; High Schools; Independent Living; Individual Characteristics; Learning Disabilities; Leisure Time; Outcomes of Education; Postsecondary Education; Quality of Life; Student Experience; Vocational Adjustment; Vocational Education; Iowa + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Beschäftigungsgrad; Follow-up studies; Kontaktstudium; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Selbstverantwortung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Learning handicap; Lernbehinderung; Freizeit; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Lebensqualität; Studienerfahrung; Personalanpassung; Ausbildung; Berufsbildung
Abstract	This study investigated the adult adjustment of an Iowa random sample of 1,012 individuals labeled learning disabled whose graduating class had been out of school for 1 year. Of this group (82% of the original sample), 911 individuals had been graduated from special education programs and 101 individuals had dropped out. Results are reported in terms of: (1) general characteristics of the sample; (2) characteristics of the employed individuals, in terms of rate and location of employment, occupational status, number of hours worked, mean wage, and benefits; and (3) comparisons of employed and unemployed individuals in terms of vocational training and experiences, postsecondary training, and perceptions of the usefulness of school. Data are also reported by graduate/dropout group, program model in which the individual was enrolled while still in school, and by gender where relevant. The study found that only 54% of the graduates and 38% of the dropouts met the criteria of being employed or "otherwise meaningfully engaged," living independently or with a parent or relative, paying at least a portion of their living expenses, and being involved in more than one leisure activity. (13 references) (Author/JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC