A Study of the Present Social Status of a Group of Adults Who, When They Were in Elementary Schools, Were Classified as Mentally Deficient

Baller, Warren R.

doi:10.1037/e562352011-142

Cited by 23 publications

(20 citation statements)

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“…Clearly, the decision to label a 50% success rate as "high" or "low" depends on one's expectations. Early researchers (Bailer, 1936;Bronner, 1933;Fernald, 1919;Fitts, 1916) had low expectations of their participants and expressed sentiments of amazement that their graduates were doing so "well." On the other hand, it seems that success is not as easily defined as it once may have been; that researchers today have questions about appropriate expectations for children and adults with learning disabilities is demonstrated by the debates over mainstreaming, access to public resources, integrated social clubs, the right to take risks, choice in housing and living arrangements, and, more recently, the call for full inclusion.…”

Section: Definitions Of Success and Interpretations Of Datamentioning

confidence: 97%

“…Although research on postschool outcomes has appeared in the literature since early in this century (e.g., Bailer, 1936;Bailer, Charles, & Miller, 1967;Fafard & Haugbrich, 1981;McFall, 1966;Peterson & Smith, 1960;Tizard, 1965), there seems to have been a resurgent interest in follow-up studies since the mid-1980s. One of the first statewide follow-up studies to be con-216 JOURNAL OF LEARNING DISABILITIES ducted after the passing of P.L.…”

Section: Employmentmentioning

confidence: 98%

“…For example, Fernald (1919), Bailer (1936), and Dinger (1961) discussed the well-adjusted woman with disabilities as one who had a pleasant appearance, was well-trained in domestic work, and managed to marry a man of wealth or prestige (preferably both). Many would argue that these values have not necessarily changed; in fact, the pressures on girls today to live up to standards impressed upon them by the media and culture may be even greater than in times past (Perry, 1992).…”

Section: Young Women With Learning Disabilitiesmentioning

confidence: 98%

“…For example, earlier studies of children and adults with disabilities usually focused on homogeneous groups of students who had attended or resided in a particular school or institution (Bailer, 1936;Bronner, 1933;Fernald, 1919;Henninger, 1912). As a goal, community integration was less important than the acquisition of specific work skills for use in colonies or workshops designated for individuals with disabilities; even more important to the professionals and public of that era was the "moral" development of "feebleminded children."…”

Section: Disability Classificationmentioning

confidence: 98%

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What Follow-Up Studies Say About Postschool Life for Young Men and Women with Learning Disabilities

Levine

Nourse

1998

J Learn Disabil

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Follow-up studies examining the outcomes for children and youth with learning disabilities who attended special education have appeared in the literature for decades. As American society becomes more technologically advanced and competitive, postsecondary school opportunities and subsequent employment choices that are meaningful and provide a livable wage teeter out of the reach of young people with learning disabilities. Follow-up study investigators seek to understand how to better prepare youth to meet these challenges by studying their long-term outcomes. The authors review data from 13 frequently referenced follow-up studies regarding postschool outcomes, postsecondary education, and employment, with attention to gender differences, for youth with learning disabilities who were served by and graduated from special education programs nationwide. They take a critical look at contradictions in the findings and discuss five methodological issues that seem to influence the conduct and interpretation of follow-up studies: aggregating data across disability categories; combining data on graduates who have been out of school for unequal periods of time; ignoring the issues of missing data, participant attrition, and incomplete data sets; combining data from different informants; and using nonequivalent databases to make comparisons to a population with no disabilities. The authors provide recommendations for conducting follow-up research on the long-term quality of life of children and youth with disabilities and their families.

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Section: Definitions Of Success and Interpretations Of Datamentioning

confidence: 97%

Section: Employmentmentioning

confidence: 98%

Section: Young Women With Learning Disabilitiesmentioning

confidence: 98%

Section: Disability Classificationmentioning

confidence: 98%

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What Follow-Up Studies Say About Postschool Life for Young Men and Women with Learning Disabilities

Levine

Nourse

1998

J Learn Disabil

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“…The vocational and social adjustment of graduates from special education programs has been investigated since the early 1930s (e.g., Bailer, 1936;Fairbanks, 1933). Early follow-up studies generated optimistic results (Tizard, 1958).…”

mentioning

confidence: 99%

A Follow-Up Study Of Special Education Graduates

Haring

Lovett

1990

J Spec Educ

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This study investigated the vocational and community adjustment of 129 special education high school graduates. A questionnaire was administered via the telephone to verbal subjects, their parents, and adult service providers. All subjects had received a minimum of 3 years of self-contained (5 to 6 hours daily) special education on regular school campuses and some had received community-based instruction. The sample comprised graduates between the years 1983 and 1985; 64% were male. The employment picture was not optimistic for these individuals. When workrelated placements such as day activity centers and sheltered vocational placements were counted as employment, 48% of women and 75% of men were employed. Only 33% of the sample were employed competitively; a majority of these subjects were severely learning disabled. Subjects who were mentally retarded were employed largely in subsidized work; 4 were employed competitively. Most subjects (70%) were living with their families, 15% were in group homes, 12% were living independently, and 3% lived in institutions. For the most part, respondents were mobile in the community.The vocational and social adjustment of graduates from special education programs has been investigated since the early 1930s (e.g., Bailer, 1936; Fairbanks, 1933). Early follow-up studies generated optimistic results (Tizard, 1958). Due to the present increased concern over the future of students with disabilities leaving school and the disappointing statistics surrounding the employment of adults who are disabled, there is renewed interest in follow-up studies.As demands for existing funds intensify, both federal and state legislators are questioning the usefulness of present expenditures. Follow-up information can help document the effectiveness of special education programs. Follow-up studies demonstrate the educational and vocational benefits derived from special education programs. Such studies also can provide baseline data for future evaluations of a program or for much-needed longitudinal research on former special education students. Follow-up data, when used as outcome measures, are useful in the analysis of program content and in the evaluation of efficacy.In general, previous follow-up studies have indicated that graduates who were mentally retarded (MR) had limited self-sufficiency and earned wages below the poverty line (e.g.who were disabled (those considered MR and others who experienced learning disabilities) concluded that a majority of disabled adults still live at home (e.g.,

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The Concept of Pseudofeeblemindedness

Benton¹

1956

Arch NeurPsych

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A Study of the Present Social Status of a Group of Adults Who, When They Were in Elementary Schools, Were Classified as Mentally Deficient

Cited by 23 publications

References 0 publications

What Follow-Up Studies Say About Postschool Life for Young Men and Women with Learning Disabilities

What Follow-Up Studies Say About Postschool Life for Young Men and Women with Learning Disabilities

A Follow-Up Study Of Special Education Graduates

The Concept of Pseudofeeblemindedness

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