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ERIC Number: ED297556
Record Type: RIE
Publication Date: 1987-Apr
Pages: 3
Abstractor: N/A
Reference Count: N/A
Post-School Status of Learning Disabled Students. Abstract VIII: Research & Resources on Special Education.
ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.
This one-page abstract summarizes the final report of a federally funded project titled, "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." The follow-up study compared the status of 25 students diagnosed but not placed in learning disabilities classes and 75 students placed in learning disabilities classes. All students had been out of school at least 18 months and may or may not have graduated. Results found that most of the individuals were financially independent, had little difficulty obtaining or holding jobs (though the jobs frequently yielded low incomes). Almost half had married and only 4% were divorced. Nineteen had been arrested of whom 12 had been convicted and one jailed. Only 31% had obtained education or training after high school. Sixty-eight percent reported seldom or never experiencing reading problems as adults. The total sample's dropout rate was 42% There was a clear trend for those who had not been placed in learning disabilities classes to earn more than those who had. It was hypothesized that superior coping skills characterize the students diagnosed as learning disabled but not placed in learning disabilities classes. (DB)
ERIC/OSEP Special Project on Interagency Information Dissemination, Council on Exceptional Children, 1920 Association Dr., Reston, VA 22091 (free).
Publication Type: Book/Product Reviews
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development.
Authoring Institution: ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.
Note: For the original report on which this extended abstract is based, see ED 253 029.