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Related Experiment Videos

Differences in transitional needs of high school students with and without learning disabilities.

C A Dowdy1, J K Carter, T E Smith

  • 1Department of Special Education, School of Education, University of Alabama, Birmingham 35294.

Journal of Learning Disabilities
|June 1, 1990
PubMed
Summary

Adolescents with learning disabilities (LD) need better transition programs for vocational success. While many establish career goals, they require more support entering the job market and accessing vocational rehabilitation services.

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Area of Science:

  • Special Education
  • Vocational Psychology
  • Disability Studies

Background:

  • Individuals with disabilities often face vocational challenges post-high school, including higher rates of unemployment and underemployment compared to their non-disabled peers.
  • Effective transition programs are crucial for supporting adolescents with disabilities in achieving vocational success.

Purpose of the Study:

  • To investigate the transitional needs of high school students with learning disabilities (LD) and their non-disabled (NLD) peers.
  • To compare the vocational aspirations and awareness of support services between LD and NLD students.

Main Methods:

  • A survey was conducted with 80 high school students with LD and 80 NLD students.
  • Data collected focused on participation in transition programs, career goal setting, decision-making assistance, post-secondary aspirations, and awareness of vocational rehabilitation (VR) services.

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Main Results:

  • Students with LD were more involved in transition programs than NLD students.
  • A majority in both groups set career goals, with parents being the primary source of assistance.
  • NLD students were twice as likely to desire college, while LD students were twice as likely to aim for the job market.
  • Awareness of VR services was higher among LD students but still below 50%, with schools being the main information source.

Conclusions:

  • Transition programs are beneficial for students with LD, but further enhancements are needed to address vocational disparities.
  • Improved dissemination of information regarding vocational rehabilitation services is essential for students with LD.
  • Tailored support is necessary to align educational pathways with the distinct post-secondary aspirations of students with and without learning disabilities.