Studies investigating the post-high-school vocational status of individuals with disabilities have frequently found that these individuals are more likely to be unemployed, underemployed, or employed part-time, when compared to nondisabled peers. Transition programs are needed for adolescents with disabilities to facilitate their vocational success. The current study surveyed 80 high school students with learning disabilities (LD) and 80 nondisabled (NLD) peers to determine their transitional needs. Results indicated that (a) more students with LD than NLD students are involved in transition programs; (b) career goals were established by the majority of both groups; (c) parents provided most of the assistance in making career decisions; and (d) twice as many NLD students as students with LD wanted to go to college, while twice as many students with LD as NLD students wanted to enter the job market. More students with LD than NLD students were aware of vocational rehabilitation (VR) services, but the number was still below 50%. The majority of the information about VR services came from the school.

distress for teachers, families, and students with specific learning disabilities. When given appropriate learning opportunities, students can learn the basics of personal health management and also benefit from directed discussion and learning activities that relate to personal relationships. This article reviews the content of one such program. The critical role of parents/families is discussed, a course outline is provided, and a list of possible resources is given.Lynda, a 14-year-old eighth grader, walks through the hall between fourth-and fifth-period classes. A ninth-grade boy convinces her to follow him to a secluded part of the hall. He makes suggestive remarks, holds her, and gives her a French kiss. When the bell rings, he runs to class and Lynda manages to make her way to her next class. She is very quiet and seems upset. Several days later, her mother notices that Lynda seems increasingly agitated and questions her. In the midst of hysterical sobbing and tears, Lynda finally blurts out that she thinks she is pregnant because a boy put his tongue in her mouth.Antoine is a fairly well accepted member of his church youth group and participates with them in all group events. However, he has asked 13 different girls from this group to his senior prom and none will go with him. He is confused, angry, and disappointed. He storms downstairs from his bedroom, blasts his sister, and kicks over the kitchen trash can. His parents react to his unexpected, aggressive behavior, and when they ask him about its source, his only response is, &dquo;Nothing's wrong; quit hassling me all the time. &dquo;Twenty-year-old Darryl has been out with Ashley only a few times. Following a big argument with his parents over repeatedly breaking his curfew when he sees this young woman, Darryl reluctantly discloses that he is engaged. As the conversation progresses, Darryl's parents discover Ashley and Darryl are planning an imminent wedding. Ashley has not only picked out china and silver patterns, but has also informed her parents and most of her family's close friends of her exciting news. Darryl tries to relieve his parents' concern over his behavior by disclosing that he and Ashley have agreed to wait to &dquo;do it&dquo; until they are married. Darryl's parents are very concerned about the couple's decision and become alarmed when they discover that the two young people are talking about having children as soon as they become married. Scenarios like these compel professionals and parents to work together to provide accurate sexual information for students and to promote the application of systematic problem-solving techniques to help address the social dilemmas and stigma related to specific learning disabilities (SLD).