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ERIC Number: ED253029
Record Type: RIE
Publication Date: 1984-Aug
Pages: 201
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
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.
Cobb, Richard M.; Crump, W. Donald
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)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC. Div. of Educational Services.
Authoring Institution: Alabama Univ., University. Coll. of Education.
Identifiers: N/A