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The career maturity of a private school group of adolescents with learning disabilities was assessed. Significant differences emerged in the affective dimensions but not in the cognitive variables. The implications for career decision making were discussed.During the early years of the learning disabilities movement, psychologists, educators, and other professionals centered their attention on the study of very young children, or those in the elementary years of schooling. As knowledge accumulated about early development, it became increasingly apparent that despite the best intervention efforts, some students continued to present unique problems during the junior high and high school years. A number of writers have speculated about how learning disabled adolescents differ from their normally developing peers (Anderson, 1970; Schloss, 197 l), but few studies exist that have examined systematically the influence of a learning disability on critical areas of life adjustment. One area of behavior that assumes more and more importance in the activities of high school students and young adults is that of making an appropriate and satisfying career choice. An issue that is just beginning to be investigated is whether the career choice process for learning disabled adolescents differs from that of their nonlearning disabled peers.During the past 25 years, work in vocational psychology has been characterized by an increasing emphasis on theories that are developmentally based, and that focus on the self as a central component. In contrast to approaches of the past in which career choices were viewed as matches between "men and jobs," the newer formulations interpret career choice as a complex interaction among a number of personality variables and situational opportunities. The same principles of development are said to apply to vocational behavior as apply to other areas of human behavior. Vocational development is postulated to be sequential and stage-related, with people progressing through stages in the same sequence but at varying rates of progress. Each stage is characterized by vocationally appropriate tasks, the accomplishment of which is essential for readiness to move to the next stage.The most articulate proponent of a self-concept theory of vocational behavior is Super (1951, 1957), whose research over a period of many years has served to clarify theoretical constructs as well as to explicate their practical applications. Among the central constructs of Super's stage-related theory is that of vocational maturity. Super (1957) described the behavioral dimensions of vocational maturity as: (a) orientation to vocational choice, (b) information and planning, (c) consistency of vocational choice, (d) crystallization of traits, and (e) wisdom of vocational choice. Differing levels of maturity might be expected of adolescents along these dimensions. Crites (1965) proposed a rearrangement of Super's multidimensional construct into those components that are primarily cognitive functions, and those that are affective. ...

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T he April issue of the Journal of Learning Disabilities (JLD) contained several speculative statements and scenarios concerning recent actions of the Board of Trustees of the Division for Children with Learning Disabilities (DCLD). In the interest of DCLDs integrity, it is necessary that the record be set straight. To this end six topics are discussed in this response-five of which have been extracted from the set of articles in JLD. These are: (a) the matter of affiliate status for DCLD, (b) the methods of communication in the Division, (c) the suitability of the name of the organization, (d) the corporate status and location of DCLD, (e) the DCLD election process, and (0 the real and substantive issues to which In the April issue of JLD, a primary concern of the writers focused on the question of affiliate status for DCLD. In this section, the facts regarding affiliation are presented in terms of background information and current status of this question. Background Information DCLD is one of twelve divisions within the Council for Exceptional Children (CEC). These divisions are organized around special interest areas, e.g., mental retardation, emotional disturbance, early childhood, career education, gifted, etc. In order to belong to a