Students with Learning Disabilities’ Satisfaction, Employment, and Postsecondary Education Outcomes

Abstract

This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The rationale for this approach is that examining individuals' with LD satisfaction with their post-school outcomes will take into consideration their perspectives and provide an indication of whether or not they are engaged in post-school activities of their preference and also provides a broader approach to measuring post-school outcomes. Results of this study suggest that both education or training and employment are importantly influential in postsecondary satisfaction among individuals with learning disabilities as they transition from school to post-secondary activities.

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

“…Differences between students with and without SLD: Based on existing literature, we expected students with SLDs to report poorer academic achievement (Lackaye & Margalit, 2006), higher creativity (Cancer et al, 2016; Majeed et al, 2021), lower academic self-efficacy (Baird et al, 2009; Hen & Goroshit, 2014; Lackaye & Margalit, 2006; Tabassam & Grainger, 2002), and a more fixed mindset (Baird et al, 2009). No specific hypotheses could be formulated regarding academic and life satisfaction due to contrasting results in the literature (Madaus et al, 2008; McCullough & Huebner, 2003; Rabren et al, 2013).…”

“…Based on existing literature, we expected students with SLDs to report poorer academic achievement (Lackaye & Margalit, 2006), higher creativity (Cancer et al, 2016;Majeed et al, 2021), lower academic self-efficacy (Baird et al, 2009;Hen & Goroshit, 2014;Lackaye & Margalit, 2006;Tabassam & Grainger, 2002), and a more fixed mindset (Baird et al, 2009). No specific hypotheses could be formulated regarding academic and life satisfaction due to contrasting results in the literature (Madaus et al, 2008;McCullough & Huebner, 2003;Rabren et al, 2013). • • Associations between intraindividual factors and outcomes: Based on previous studies, we hypothesized the following associations independent of the presence of an SLD, as there was scarce evidence of an influence of the diagnosis on the magnitude of the relationships between these variables (Tuckwiller et al, 2017).…”

Importance of Transition Preparation for Students with Disabilities and Learning Difficulties

“…Although there may be increase in the postsecondary enrolment for persons with learning disability, the problems associated with having a learning disability do not disappear upon graduation from high school. Individuals with learning disability need to continue with their effects of difficulties and might become even more demanding in situation if they do not avail the type of support services as received during his/her high school (Rabren et al, 2013). The students also need to understand about their disability fully and describe to others the supports they need.…”

Academic Outcomes in Individuals With Childhood-Onset Epilepsy: Mediating Effects of Working Memory

“…However, when looking at patients with changes of at least 10 standard score points from baseline to follow-up on academic performance measures, declines were more frequent among patients with persistent seizures than patients who were seizure-free at follow-up. Considering that children with learning disabilities are at risk of poorer vocational outcomes (Rabren, Eaves, Dunn, & Darch, 2013), as are children with epilepsy (Puka & Smith, 2016a), the combined impact of both epilepsy and learning difficulties may elevate the risk of adverse long-term outcomes.…”