ERIC Number: ED285363
Record Type: RIE
Publication Date: 1986-Nov
Reference Count: N/A
Survey of the Post-Secondary Years of Students Identified as Learning Disabled.
Obringer, S. J.; Isonhood, Judith B.
The study investigated the social and vocational adjustment of 25 learning disabled young adults who received services in a Specific Learning Disability program during their elementary or secondary school years. Personal interviews were conducted using a 32-item questionnaire. Among findings were that 56% were living in their parents' homes; 60% had completed high school with a traditional diploma; and 12% had completed 2 to 3 years of college. Forty-eight percent reported no involvement with the law, 4% had been arrested, and 4% convicted of a felony. In terms of jobs, 32% were currently employed in clerical, 24% in semi-skilled, 4% in professional positions; the majority reported finding their job through a relative or close friend. The majority (52%) indicated they liked their job "very well" and only 4% reported not liking their job at all. Hourly wages ranged from $3.35 to over $8.00. The vast majority reported absence from work of zero to 2 days within the past year. Twenty-four percent had kept their first job, 28% indicated they had had two jobs, and 16% had had three jobs. Reasons for job changes included going back to school (16%), conflicts with the boss (12%), and layoffs (8%). The majority displayed independent living skills: driver's licenses (100%), voting registration (64%), checking accounts (48%), and credit cards (24%). Seventy-two percent said they were currently dating. The population surveyed appeared to be heterogeneous, with overall adequate adjustment despite indications that this group tended to be underemployed and somewhat dependent on family, relatives, and close friends for decision making. The study instrument and response data are appended. (CL)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Mid-South Education Research Association (15th, Memphis, TN, November, 1986).