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

Autor/inn/en	Sitlington, Patricia L.; Frank, Alan R.
Institution	Iowa State Dept. of Education, Des Moines. Div. of Elementary and Secondary Education.
Titel	Adult Adjustment of Individuals with Learning Disabilities Three vs. One Year Out of School. Iowa Statewide Follow-Up Study.
Quelle	(1993), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adjustment (to Environment); Education Work Relationship; Employment; Followup Studies; Graduate Surveys; High School Graduates; High Schools; Independent Living; Interviews; Learning Disabilities; Transitional Programs; Vocational Adjustment; Wages; Young Adults; Iowa + Suchen Sie Ihr Suchwort? Dienstverhältnis; Follow-up studies; Kontaktstudium; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Selbstverantwortung; Interviewing; Interviewtechnik; Learning handicap; Lernbehinderung; Personalanpassung; Wage; Löhne; Young adult; Junger Erwachsener
Abstract	This study investigated the adult adjustment of randomly selected students with learning disabilities in the classes of 1984 and 1985, 1 and 3 years after they exited Iowa high schools. A total of 939 students were interviewed 1 year out of high school, of which 784 were also interviewed 3 years out of school. Results are reported in terms of: (1) general status information such as marital status and living arrangements; (2) information about those employed (wages earned, hours worked per week, fringe benefits received); (3) "successful" adult adjustment relative to specific criteria; and (4) a comparison across the two graduating classes and between years 1 and 3. Data are presented for the total group, by gender, by program model, and by graduation status. Among conclusions are the following: subjects showed significant gains in adult adjustment between the 1-year and 3-year interviews, with dropouts showing the least gains; at the 3-year interview, 38 percent met either the low (27 percent) or high (11 percent) standard of "success," with about one-half living independently; most conclusions seemed valid across both classes; and the results support the need for formal transition planning and provision of transition support during the post-school phase. (Contains 20 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC