Post-School Status of Young Adults Identified as Learning Disabled While Enrolled in Public Schools: A Comparison of Those Enrolled and Not Enrolled in Learning Disabilities Programs. Final Report.

Autor/inn/en	Cobb, Richard M.; Crump, W. Donald
Institution	Alabama Univ., University. Coll. of Education.
Titel	Post-School Status of Young Adults Identified as Learning Disabled While Enrolled in Public Schools: A Comparison of Those Enrolled and Not Enrolled in Learning Disabilities Programs. Final Report.
Quelle	(1984), (201 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adjustment (to Environment); Employment; Followup Studies; Learning Disabilities; Prediction; Success; Vocational Adjustment; Whites; Young Adults + Suchen Sie Ihr Suchwort? Dienstverhältnis; Follow-up studies; Kontaktstudium; Learning handicap; Lernbehinderung; Vorhersage; Erfolg; Personalanpassung; White; Weißer; Young adult; Junger Erwachsener
Abstract	The study examined the postschool status of 100 young adults identified as learning disabled white students. Data sources were special education records, pupil permanent records, and interviews with Ss. Background and current status data were analyzed revealing a largely male, white, sample with lower-middle to upper-lower socioeconomic status. Achievement scores ranged from 55% to 66% of expected grade placement. Ss placed in LD classes seemed to evidence poorer school coping skills than did LD Ss identified but not placed. Discriminant analysis indicated that the number of retentions and the presence of others in the family with learning problems determined the discriminant function which maximally differentiated the placed and nonplaced Ss. Current status indicators showed the sample to be functioning quite well as adults, with Ss reporting moderate happiness with their employment. The great majority of Ss reported no longer experiencing a significant problem in reading, although some did. Highly positive ratings were ascribed to vocational education and LD classes by those who participated in them. Multiple regression techniques suggested that the best predictors of grades completed were presence of dropouts among peers, number of absences prior to referral, and grade-point average prior to referral. The best predictive combination with reference to current income range included group membership (placed or nonplaced) and grade-point average prior to referral. (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01