First Follow-Up of Special Education Graduates, 1986. Publication No. 525.

Autor/inn/en	Renfroe, William; und weitere
Institution	Los Angeles Unified School District, CA. Research and Evaluation Branch.
Titel	First Follow-Up of Special Education Graduates, 1986. Publication No. 525.
Quelle	(1988), (157 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Daily Living Skills; Education Work Relationship; Educational Needs; Employment Level; Followup Studies; Graduate Surveys; High Schools; Individualized Programs; Learning Disabilities; Longitudinal Studies; Mild Mental Retardation; Moderate Mental Retardation; Postsecondary Education; Quality of Life + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Educational need; Bildungsbedarf; Beschäftigungsgrad; Follow-up studies; Kontaktstudium; High school; Oberschule; Individualisierte Ausbildung; Learning handicap; Lernbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Lebensqualität
Abstract	This is the first follow-up report of a 5-year longitudinal study which examined whether training provided handicapped students in Los Angeles high schools adequately prepares them for the world of work and independent living. Subjects were 253 handicapped (mostly learning disabled (LD), educable retarded (ER), or trainable (TMR) mentally retarded) young adults graduating from high school in 1986. Findings concerning high school preparation included that 87% of males and 52% of females had taken vocational education classes. Among findings concerning postgraduate school activities were that over half of the LD graduates had taken at least one course in a community college or technical school. Findings concerning employment included that graduates' plans for employment were fairly consistent with their actual activities and that most TMR and ER graduates are unemployed and not seeking employment. Among findings concerning independence were that almost all graduates still live in the homes of their parents or guardians and that LD and ER graduates are satisfied with their current lives. Implications for educational practice include the need to reexamine independent living courses and to institute a transitional program for each graduating student with disabilities. The appendixes include tables and the special education post-high-school activity survey. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01