Learning Disability/Dyslexia and Employment: A US Perspective

Young, Glenn; Browning, Jane

doi:10.1002/9780470777916.ch11

Cited by 10 publications

(19 citation statements)

References 3 publications

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“…Historically, the educational experiences of youth with high-incidence disabilities during the first several years after high school have received limited attention (Gregg, 2007(Gregg, , 2009Wagner et al, 2005;Young & Browning, 2005), even though this period can be difficult to navigate for all adolescents. While a full understanding of the transition process requires longer periods of assessment, any effects exerted by a school-based intervention like inclusion would likely be strongest in the first year or two after high school completion.…”

Section: General Model For Research Design and Covariate Selectionmentioning

confidence: 99%

Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities

Rojewski

Lee

Gregg

2013

Journal of Disability Policy Studies

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Using data from the National Longitudinal Transition Study-2 results of a propensity score analysis revealed significant causal effects for inclusive placement in high school on postsecondary education outcomes for adolescents with learning disabilities or emotional-behavior disorders 2 years after high school completion. Students earning 80% or more of their academic credits in general education settings (inclusive placement) were twice as likely to enroll and persist in postsecondary education when compared with students receiving fewer credits in inclusive classroom settings. These findings extend results of past descriptive and correlational studies by detecting a direct causal link between inclusion and postsecondary education.

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Section: General Model For Research Design and Covariate Selectionmentioning

confidence: 99%

Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities

Rojewski

Lee

Gregg

2013

Journal of Disability Policy Studies

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“…To our knowledge, there are no available data on these metrics for students with a history of reading difficulties. In contrast, we know that students with diagnosed learning disabilities have been found to take fewer courses, complete their degree over more years, and have higher dropout rates than their non-learning-disabled peers (Murray, Goldstein, Nourse, & Edgar, 2000;National Council on Disability, 2004;Sitlington & Frank, 1990;Vogel & Adelman, 1992;Young & Browning, 2005). As such, two scenarios are plausible for students without a history of reading difficulties: They may attempt fewer credit hours as a means of compensating for additional academic difficulty, or they may earn fewer of the attempted credit hours as a consequence of those difficulties.…”

mentioning

confidence: 99%

Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

2016

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University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success.

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“…Surprisingly, few studies have focused on work and work-related issues for individuals with high-incidence disabilities during the volatile years immediately following high school completion (Gregg, 2007, 2009; National Council on Disability, 2003; Wagner et al, 2005; Young & Browning, 2005). While little is known about factors that contribute to specific work outcomes for this population, even less is known about factors or processes that might improve them (Gregg, 2009; Murray, 2003; Rojewski & Gregg, 2011).…”

Section: Work Outcomesmentioning

confidence: 99%

Intermediate Work Outcomes for Adolescents With High-Incidence Disabilities

Rojewski

Lee

Gregg

2013

Career Development and Transition for Exceptional Individuals

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A longitudinal sample from the Educational Longitudinal Study of 2002 was used to determine differences in work outcomes between (a) individuals with learning disabilities or emotional-behavior disorders and (b) individuals with or without disabilities. Twelve factors were arranged into individual, family, school-peer, and community categories. Individuals with high-incidence disabilities were more likely to be unemployed, whereas those without disabilities were more likely to be employed for 20 hr or more per week. A limited number of risk factors were significant contributors of work outcomes. Ordered logistic regression revealed individuals with high-incidence disabilities and all women experienced less positive work outcomes. Parental discussions with children about work plans enhanced the likelihood of positive work outcomes, but only for adolescents without disabilities.

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Learning Disability/Dyslexia and Employment: A US Perspective

Cited by 10 publications

References 3 publications

Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities

Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities

Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

Intermediate Work Outcomes for Adolescents With High-Incidence Disabilities

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