The Impact of a Transitional Training Program for Young Adults with Learning Disabilities

Abstract

A study was conducted in 1988-1990 at Lesley College's (Cambridge, Massachusetts) Threshold Program, one of the few campus-based, comprehensive transition programs in the country for young adults with learning disabilities functioning in the low-average intellectual range. The goal of the study was to assess the ability of program graduates from the classes of 1984 to 1987 to successfully manage the demands of independent living and competitive employment after intensive training in Threshold's 2- to 3-year program. From a total of 71 graduates contacted, 45 participated in the study, including 34 females and 11 males. The subjects ranged in age from 21 to 31 with the average age being 24. Information was gathered from all subjects through written questionnaires and personal or telephone contact. Small-group interviews were conducted with a sample of eight subjects. Factors contributing to the stability of competitive employment and independent living, support systems most commonly used, and specific impacts of the Threshold program on the lives of its graduates were studied. The data revealed that 61% of the respondents were currently employed in one of Threshold's fields of training, 52% had held their jobs for at least 1 year, and 42% (excluding cohort '87) held their jobs for at least 2 years. Seventy-five percent were living independently and 84% of those had maintained an apartment for more than 1 year. Subjects found compatibility with roommates and money management to be the biggest challenges. They perceived themselves as being quite independent and felt they would not be as successful without the opportunity of this program model.

Helping Young Adults Understand Their Learning Disabilities

“…Research suggests that such self-disclosure could contribute to their employment success, because difficulties due to learning problems tend to arise and need to be addressed on the job (Hoffman et al, 1987;Minskoff, Hawks, Steidle, & Hoffman, 1989). Furthermore, the participants in the ULD course may feel less reluctant to disclose their learning disabilities and more willing to explain the nature of their difficulties in dating relationships than other young adults who find it difficult to disclose their learning disabilities to a social partner, fearing immediate rejection and misinterpretation of the term' 'learning disabilities" as mental retardation (Posthill & Roffman, 1991).…”

Identifikasi kesulitan belajar sains dan upaya yang dilakukan guru sekolah menengah untuk mengatasinya

“…Selanjutnya, Bransford et al (2000) berpendapat bahwa pembelajaran memberikan pedoman penting untuk penggunaan teknologi dapat mengembangkan kompetensi siswa dan guru yang diperlukan untuk revolusi 4.0. Selain itu, Posthill and Roffman (1991) menyatakan bahwa banyak siswa jarang diberikan penjelasan tentang kesulitan belajar mereka. Allen (1996) berpendapat bahwa 40% kesulitan belajar siswa berhasil sampai ke sekolah menengah tanpa didiagnosis masalah mereka.…”

Teacher Perceptions of Students' Understanding of Their Own Disability

“…However, previous studies have shown that many students with disabilities not only have a lack of knowledge about their disability but also may not even know they have a disability. One participant in a study by Posthill and Roffman (1991) stated that she "had lived in a world of severe confusion and had never been given an explanation of learning disabilities" (p. 627). This lack of knowledge about one's self leads to the lack of ability to self-advocate.…”