Making the Transition to Postsecondary Education and               Training

Fairweather, James S.; Shaver, Debra

doi:10.1177/001440299105700309

Cited by 47 publications

(29 citation statements)

References 4 publications

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“…and without learning disabilities, roughly onethird, hoped to attain a college degree). Even so, the literature does not describe levels of postsecondary educational involvement and attainment that correspond to the educational aspirations stated by participants in this study with learning disabilities (debettencourt et al, 1989;Fairweather & Shaver, 1991;Zigmond & Thorton, 1985).…”

Section: Discussionmentioning

confidence: 79%

“…Adolescents and young adults with learning disabilities ate less likely to enroll in postsecondary education (Fairweather & Shaver, 1991) and more likely to be underemployed and concentrated in lower-prestige occupations, including service, sales, and managerial fields (deBettencourt, Zigmond, & Thorton, 1989;Fourqurean, Meisgeir, Swank, & Exceptional Children Williams, 1991;Gottfredson, Finucci, & Childs, 1984;White et al, 1983).…”

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confidence: 99%

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Educational and Occupational Aspirations of High School Seniors with Learning Disabilities

Rojewski

1996

Exceptional Children

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Using the National Education LongitudinalStudy of1988, this study investigated the educational and occupational aspirations ofhigh school seniors with and without learning disabilities. Effectsizes showed practical differences between the aspirations ofyoungpeople with learning disabilities and theirpeers without disabilities, with the latterholding higher aspirations-fir both educational and occupational outcomes. No practical differences were fiund fir female versus male adolescents with learning disabilities, Adolescents with learning disabilities who aspired to a high school diploma or less, and those who aspired to an advanced college degree, espoused lower occupational aspirations than did theirpeers without disabilities.

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Section: Discussionmentioning

confidence: 79%

mentioning

confidence: 99%

Educational and Occupational Aspirations of High School Seniors with Learning Disabilities

Rojewski

1996

Exceptional Children

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“…As more recent data sets have become available, the profession has been able to ascertain certain outcomes, such as overall employment rate (about 60%; Blackorby & Wagner, 1996;Levine & Edgar, 1995;Wagner et al, 1991), the finding that few high school graduates with learning disabilities attend college or other forms of postsecondary education programs (Affleck, Edgar, Levine & Kortering, 1990;Fairweather & Shaver, 1991;Levine, 1993;Nourse, 1995;Vogel & Adelman, 1992;Wagner et al, 1991), and that, generally speaking, youth with learning disabilities do less well than their peers without disabilities (Affleck et al, 1990;Blackorby & Wagner, 1996;Fisher & Harnisch, 1989;Levine & Edgar, 1995;Lichtenstein, 1989;Wagner et al, 1991). Another claim that has been generally accepted by the professional community is that gender is a major factor related to outcomes, with females doing less well than males (Haring & Lovett, 1990;Hasazi, Johnson, Hasazi, Gordon, & Hull, 1989;Kranstover, Thurlow, & Bruininks, 1989;Nisbet & Lichtenstein, 1992;Scuccimarra & Speece, 1990;Wagner, 1992).…”

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confidence: 99%

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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“…Not many students with LD attend a postsecondary school to continue their education (Fairweather & Shaver, 1991;Valdes, Williamson, & Wagner, 1990). The ratio is approximately three to one nondisabled to students with LD who attend a postsecondary school within a year after leaving high school.…”

Section: Student Characteristics Who Transitionsmentioning

confidence: 99%

“…Students with LD will not likely be alone as they attend a postsecondary setting. Several estimates suggest that LD represents one of the largest groups of students with disabilities on campus (CLD, 1993;Fairweather & Shaver, 1991). Fairweather and Shaver found that 17% of students with LD enrolled in some type of course in a postsecondary setting-8.5% in a vocational course, 6.8% in a 2-year course, and 1.8% in a 4-year course.…”

Section: Student Characteristics Who Transitionsmentioning

confidence: 99%

Strategies for Transition to Postsecondary Educational Settings

Mellard¹

2017

Exceptional

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MAY 2005The goals for this article are consistent with common models of delivering services to students with disabilities in high school and postsecondary educational settings. In the broadest sense the goal is to help teachers and other service providers recognize their roles to ensure that students consider educational opportunities available once they complete their high school requirements and are prepared. More specifically, this article has four objectives:• To assist teachers in preparing students for the academic and social demands of the postsecondary setting.• To increase students' awareness of their options in postsecondary educational settings.• To help teachers evaluate with their students the educational choices available.• To describe the organization of student services in postsecondary settings.The article first builds the case for why a larger portion of the LD population should value and utilize postsecondary educational opportunities. The case can be made quite simply that one's quality of life has many dimensions and that the level of educational attainment can contribute positively to those multiple dimensions. These opportunities do not occur by accident but, rather, require planning and preparation. Thus, the planning process and the need to involve many disciplines in repeated monitoring efforts are points of emphasis.Our findings reveal a postsecondary setting that generally is quite a contrast to the secondary setting. The contrasts are in the available services, the role of the LD specialist, the legal protections, and the demands of the setting on the student.

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Making the Transition to Postsecondary Education and Training

Cited by 47 publications

References 4 publications

Educational and Occupational Aspirations of High School Seniors with Learning Disabilities

Educational and Occupational Aspirations of High School Seniors with Learning Disabilities

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

Strategies for Transition to Postsecondary Educational Settings

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