Issues in the Employment of Adults with Learning Disabilities

Adelman, Pamela B.; Vogel, Susan A.

doi:10.2307/1511328

Cited by 34 publications

(21 citation statements)

References 26 publications

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“…Boys typically outnumber girls in learning disability remedial programmes (e.g. Adelman & Vogel, 1998;Spear-Swerling & Sternberg, 1996), although there is some evidence from New Zealand and the United States to suggest that boys do not necessarily commence their schooling with levels of cognitive and literacy-related language skills that are indicative of learning disabilities (Fergusson & Horwood, 1997;Prochnow et al, 2001;Shaywitz, Shaywitz, Fletcher & Escobar, 1990). The higher incidence of boys than girls receiving remedial assistance for learning difficulties may be due to the more frequent behaviour problems exhibited by boys with LD as well as the co-occurrence with LD of attention deficit/hyperactivity disorder (ADHD) among boys (Nass, 1993;Vogel, 1990).…”

Section: Discussionmentioning

confidence: 99%

Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: Is something rotten in the state of New Zealand?

2003

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New Zealand data from the International Adult Literacy Survey were analysed to examine the incidence and correlates of self-reported specific reading learning disability (SRLD). The results showed that 7.7% of New Zealand adults reported having had a learning disability. The ratio of males to females with SRLD was 3:2. Between 40% and 50% of New Zealand adults performed below the minimum level of proficiency required for meeting the complex demands of everyday life in knowledge-based societies. For adults with SRLD, around 80% performed below the minimum level, and the literacy proficiency of adults with SRLD in younger age bands appears to have declined since the early 1960s. Almost 100% of adults with SRLD in the 16-20 years age range performed below the minimum level for document and quantitative literacy and 92% for prose literacy. Compared to non-SRLD adults, those with SRLD were found to leave school earlier, engage more often in manual occupations, are more frequently unemployed, and rely on more state assistance to bring their income levels closer to the levels enjoyed by non-SRLD adults. The results are discussed in terms of SRLD not being officially recognised or provided for in New Zealand, the lack of appropriate remedial provisions for children who experience difficulties with reading, and the effects of a strong whole language orientated approach to literacy instruction in schools that has been in place since 1963.

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Section: Discussionmentioning

confidence: 99%

Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: Is something rotten in the state of New Zealand?

2003

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“…First, the type and severity of a disability, i.e., physical, auditory, and severe learning disability, can reduce exploratory activities of an individual during childhood, adolescence, and young adulthood (Szymanski, Requests for reprints should be sent to Michael Horvath, Missouri Southern State College, 3950 East Newman Road, Joplin, MO 64801-1595. Hershenson, Enright, & Ettinger, 1996). Second, significant amounts of time during the high school years may be directed at academic remediation or physical intervention that might otherwise be spent in career exploration and preparation activities (Adelman & Vogel, 1993;Boyle & McCoy, 1980;Hoffman, 1980;Luzzo et al, 1999). Third, many parents are overprotective and attempt to advocate for their sons or daughters, particularly in career development and related areas (Skinner & Schneck, 1992).…”

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confidence: 99%

“…Many adolescents and young adults with disabilities, therefore, lack an awareness of career options, have limited knowledge of the career decision-making process, and lack adequate skills for employment. Because of this, the long-term impact for many individuals with disabilities has resulted in underemployment or unemployment (Adelman & Vogel, 1993;Aune & Kroger, 1997;Boyle & McCoy, 1980;Danek, 1992;Gajar, Goodman, & McAfee, 1993).…”

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confidence: 99%

The Career Development Needs of College Students with Learning Disabilities: In Their Own Words

Hitchings

Luzzo

Ristow

et al. 2001

Learn Disabil Res Pract

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The career development and disability knowledge of 97 students with learning disabilities from three postsecondary institutions in the Midwest was examined through semi-structured interviews. Students with disabilities who were eligible for services while in high school generally did not engage in transition planning as required by federal law. Their career development activities were limited despite having unique career needs. The majority of students had difficulty describing their disability and its impact on their career exploration and planning. For students with learning disabilities at the postsecondary level, career development services should be provided, including training in self-advocacy and career exploration in the first two years. Instruction in career self-management skills should be ongoing.

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“…Indeed, in the United States, one quarter of the students with learning disabilities pursued a degree in education, and half of these chose to major in special education (Wertheim et al, 2004). Adelman and Vogel (1993) describe cases of students with dyslexia who reported on positive experiences in school and remembered teachers who helped them and believed in their abilities despite their failures. These teachers served as role models, and the students chose special education because they felt they had unique knowledge in this field.…”

Section: Choosing a Career In Special Educationmentioning

confidence: 99%

“You and I Will Change the World”Student Teachers’ Motives for Choosing Special Education

Lavian¹

2013

WJE

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In the last few years we have noticed that a large number of students opt to study special education in preference to other fields in the colleges of education. The sources and implications of this phenomenon must be investigated particularly considering the proportion of pupils with special needs in the educational system. Many studies have addressed the issue of the motivation for selecting teaching in regular education but this topic has hardly been investigated in special education. Therefore, the objective of this research is to examine through life-stories what motivates students of education, including those in the academic retraining programs, to choose special education.The research question: What motivates student teachers to major in special education? The research is a narrative research, which has many contributions for teaching and for education: the proximity to the agents of education by focusing on their discourses, the dismantling of barriers between the researcher and subject and the empowerment of the educators working in the field. The narrative form contributes to the professional and personal development of teachers and other educators.The research group included 20 special education students in one of the large colleges in Israel. The research tool was the autobiography, a written life-story.In the narrative analysis approach used here, hypotheses were based on direct descriptions and explanations provided by the narrators. Thus, a picture emerged of the subject under examination that reflected the data and the research participants' world. No theory of any kind was imposed on the data. The present research was founded on the content-based, categorical analysis model developed by Lieblich, Tuval-Mashich & Zilber (1998).The picture arising from the narratives is that of highly motivated teachers. Most of them came to special education from a very personal place, from personal or familial difficulties. Some of them have learning disabilities or were new immigrants. Some of them are sisters to children with special needs. This forced them to experience in the early stages of their lives a treatment where they experienced success either through personal responsibility or in the army. They come to teaching with the intent of changing the system, to make it better and more empathetic. Some of them come to teaching out of a desire for a corrective experience for themselves after a sense of failure in the regular system. Some of the participants indicated the influence that significant special education teachers had on them as models of identification.All the participants recognized themselves as having personal traits and abilities which drove them to pursue this profession such as creativity and flexibility, commitment, patience, sensitivity and empathy. Most of the participants perceive special education as more meaningful than regular education, while some of them see educational studies as a step towards studying various types of therapy.

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Issues in the Employment of Adults with Learning Disabilities

Cited by 34 publications

References 26 publications

Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: Is something rotten in the state of New Zealand?

Findings from the International Adult Literacy Survey on the incidence and correlates of learning disabilities in New Zealand: Is something rotten in the state of New Zealand?

The Career Development Needs of College Students with Learning Disabilities: In Their Own Words

“You and I Will Change the World”Student Teachers’ Motives for Choosing Special Education

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