Employment As an Outcome for Mildly Handicapped Students: Current Status and Future Directions

Edgar, Eugene

doi:10.17161/foec.v21i1.7508

Cited by 40 publications

(43 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It has been well documented that the characteristics of specific disabilities can greatly affect the experiences of young people, both while in school and out (Affleck et al, 1990;Edgar, 1988;Levine, 1993;Siegel et al, 1990;Wagner et al, 1991). This influence continues to exert itself in the postschool adjustment of youth with disabilities, especially regarding employment opportunities, financial security, and independence.…”

Section: Disability Classificationmentioning

confidence: 99%

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

Levine

Nourse

1998

J Learn Disabil

View full text Add to dashboard Cite

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.

show abstract

Section: Disability Classificationmentioning

confidence: 99%

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

Levine

Nourse

1998

J Learn Disabil

View full text Add to dashboard Cite

show abstract

“…There is considerable speculation that successful instruction offered in high school, coupled with school completion, will positively influence vocational achievement as well as enrollment in postsecondary education programs for students without disabilities (Steinberg, Greenberger, Garduque, Ruggerio, & Vaux, 1982;Stern & Eichorn, 1989) and students with disabilities (Edgar, 1987(Edgar, , 1988. In line with these assumptions, in this section we consider educational outcomes from three perspectives: (a) instructional interventions offered in the public schools, (b) school dropout, and (c) enrollment in postsecondary education.…”

Section: Educationmentioning

confidence: 99%

“…People in the general public usually secure jobs through personal contacts or those of family members or friends (Azrin & Besalel, 1980)-what some term the self/family/ friend network (Edgar, 1988). In many cases, the transition staff members with whom a participant will work assume this role, capitalizing on their own contacts and social network to generate and identify possible job placement opportunities.…”

Section: Competitive Employmentmentioning

confidence: 99%

Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders

Bullis¹,

Cheney²

2017

Exceptional

View full text Add to dashboard Cite

“…As students advance through the high school years, an emphasis on adult outcomes must occur so that the acquisition of relevant life skills can become a major thrust of the curriculum. An exciting alternative is reflected in the recent increased call for apprenticeship programs as a functional alternative to traditional secondary-school programs for students who are not going on to 2-and 4-year colleges (e.g., Edgar, 1988;Edgar & Polloway, 1994).…”

Section: Educational Curriculummentioning

confidence: 99%

Mental Retardation and Learning Disabilities: Conceptual and Applied Issues

Polloway

Patton²,

Smith

et al. 1997

J Learn Disabil

View full text Add to dashboard Cite

The relationship between mental retardation and learning disabilities is clouded by conceptual issues and current practices in applied (i.e., educational and noneducational) settings. In this article, we initially discuss whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these two disabilities are mutually exclusive categories. Conceptual issues related to this question are then reviewed to provide a perspective for viewing these two traditional areas of exceptionality. Emerging areas of concern in term of definition, classification, etiology, and lifelong issues are addressed. Attention is then given to applied issues that have a direct effect on the lives of individuals with disabilities. Specific topics include educational curricula, instruction, inclusion, and adult services and supports.

show abstract

Employment As an Outcome for Mildly Handicapped Students: Current Status and Future Directions

Cited by 40 publications

References 16 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

Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders

Mental Retardation and Learning Disabilities: Conceptual and Applied Issues

Contact Info

Product

Resources

About