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1.
J O Smith 《Exceptional children》1992,58(5):451-460
The present study investigated the knowledge and perceptions of vocational rehabilitation (VR) of adults with learning disabilities (LD), as well as control variables which describe adults with LD and may have a bearing on access to VR services. This was accomplished by (1) determining the knowledge adults with LD had of their rights under federal rehabilitation regulations; (2) examining demographic control variables (e.g., sex, age, education level, hometown population, employment history, and income), which may have a bearing on the need for or access to VR services by adults with LD; and (3) examining experiences/perceptions of adults with LD regarding the VR application/eligibility process. A pretested questionnaire appeared in the January 1989 ACLD Newsbriefs. Findings indicate that while there was a group of respondents who were satisfied with the rehabilitation services they had received, there was also a large group of respondents who were either ineligible for rehabilitation services or dissatisfied with services they received. Generally, respondents' knowledge of VR was limited. 相似文献
2.
The purpose of this study was to compare the semantic processing abilities of college students with learning disabilities (LD) to those of their peers without learning disabilities (NLD) who were matched for age, gender, and intelligence. Participants were compared on results from the Test of Adolescent/Adult Word Finding (TAWF) and from event-related potential (N400) sampling to the processing of semantically incongruous sentences. The LD and NLD groups did not significantly differ in accuracy on the TAWF; however, students with LD demonstrated a significantly greater number of delayed responses. The LD group's N400 responses were significantly delayed at the Pz electrode site. Effect size indicators also revealed somewhat reduced amplitudes at Fz and Cz locations. The significant delays of the students with LD on standardized testing and on N400 suggest an inefficiency in the semantic processing of these individuals, in both automatic and attention-based aspects of lexical access. 相似文献
3.
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. 相似文献
4.
Both adults and adolescents often conform their behavior and opinions to peer groups, even when they themselves know better. The current study investigated this phenomenon in 24 groups of 4 children between 4;2 and 4;9 years of age. Children often made their judgments conform to those of 3 peers, who had made obviously erroneous but unanimous public judgments right before them. A follow-up study with 18 groups of 4 children between 4;0 and 4;6 years of age revealed that children did not change their "real" judgment of the situation, but only their public expression of it. Preschool children are subject to peer pressure, indicating sensitivity to peers as a primary social reference group already during the preschool years. 相似文献
5.
Rojewski JW 《Journal of learning disabilities》1999,32(6):533-552
A national longitudinal database was used to compare the aspirations and attainment of individuals with and without learning disabilities (LD) 2 years after high school completion. Analyses revealed that individuals with LD reported lower graduation rates, were more likely to aspire to moderate- (men) or low-prestige (women) occupations, and were more likely to be employed and less likely to be enrolled in some type of postsecondary education program than their nondisabled peers. High educational aspirations in Grade 12 and successful completion of an academic or college-prep high school program were equally important in predicting 2-year postsecondary status for adolescents enrolled in postsecondary education regardless of disability status. However, depending on disability status, different predictors were identified for individuals who were either employed or out of the workforce. These results point to a continued need for transition planning and support for young adults with LD and suggest ways in which professionals can anticipate and adjust for identified differences in aspirations and postsecondary attainment. 相似文献
6.
Sandra Smith 《Annals of dyslexia》1992,42(1):141-158
Extended families of 12 young adults (9 LD, 3 non-LD) were given a battery of tests and questionnaires, and 131 persons, ranging
in age from 6 to 85, were classified as LD or non-LD on the basis of subtest scores 1 SD below the mean or less on subtests
of the PIAT and WRAT achievement tests. Pedigree analysis indicated that LD was strongly familial, with the most probable
mode involving a major gene effect, but the type of disability (reading/ math) was not directly inherited. Autoimmune disorders
were significantly correlated (P<.005) with LD, especially in families in which LD remained a major handicap into adulthood,
a trait that also varied between families. In two of the LD families, adults showed little evidence of the reading/spelling
deficits they had shown when tested as children, while adults in other families failed to make gains in reading and spelling. 相似文献
7.
8.
Researchers have found that students with learning disabilities (LD) obtain statistically higher scores on measures of depression than their peers without LD. However, what is not known is whether students with LD display greater levels of clinical depression than their peers without LD. If they do, then special education services should address this area of concern. If they do not, then the current mental health system may be adequate to treat children and adolescents with depression regardless of whether they have concomitant LD. The purpose of this study was to meta-analyze the data-based literature and quantify mean differences in depression measure scores and levels of clinical depression between students with and without LD. 相似文献
9.
Substance use disorders in young adults with and without LD: predictive and concurrent relationships
Beitchman JH Wilson B Douglas L Young A Adlaf E 《Journal of learning disabilities》2001,34(4):317-332
This article reports on young people with and without learning disabilities (LD) and substance use disorders (SUD). Participants were assessed for LD at ages 12 and 19 and for SUD and psychiatric disorders at age 19. Participants with LD at ages 12 and 19 were more likely to develop an SUD or a psychiatric disorder compared to participants without consistent LD. Participants with LD at age 19 were more likely to have a concurrent SUD or psychiatric disorder compared to those without LD at age 19, while participants with LD at age 12 showed only a trend toward increased rates of SUD at age 19 when compared to participants without LD at age 12. Participants with and without LD did not differ in substance use, consumption levels, or onset history. In a multivariate model, adolescent LD was associated with a three-fold increased risk for SUD after behavioral problems and family structure had entered the model. Although these results provide some support for the notion that adolescents with LD are at increased risk for SUD, LD also appears to confer a general risk for adverse outcomes. 相似文献
10.
With the passage of the Americans with Disabilities Act in the United States and the Canadian Chartre of Rights and Freedoms, there is a new work environment for individuals with learning disabilities (LD) in North America. This qualitative study sought to compare the employment experiences of 25 U.S. adults with LD and 24 Canadian adults with LD. Areas of comparison were job getting, experiences on the job, and job advancement. Remarkably, the U.S. and Canadian adults with LD had nearly the same employment experiences. In essence, each set of data mirrored the other despite marked differences in U.S. and Canadian federal disability legislation. 相似文献
11.
Winn S 《American annals of the deaf》2006,151(4):434-440
This paper examines hearing aid use by 60 congenitally deaf individuals who attended special education units in South Australia. The study indicates that only one-third to half of deaf adults wore their hearing aids in social situations for speech detection. Just over one-third (n = 22) of the deaf adults involved in this study wore their hearing aids at work and less than half (n = 27) wore their hearing aids at home. Younger deaf adults were more likely to wear their hearing aids in the home than older deaf adults. Younger deaf adults tended to wear their hearing aids more frequently when they were at school if they had perceived their teachers had a positive attitude to deafness. This study found that there was no statistically significant relationship between wearing hearing aids and employment status. There was also no statistically significant difference in hearing aid use between men and women. The low use of hearing aids could be attributed at least in part to the current Australian policy regarding supply and servicing of hearing aids to congenitally deaf individuals which ceases to be free after the individual reaches 21 years of age. 相似文献
12.
Katherine Carnazzo Erin Dowdy Michael J. Furlong Matthew P. Quirk 《Psychology in the schools》2019,56(3):433-446
Students with learning disabilities (LD) represent a vulnerable population and are at higher risk for social and emotional challenges compared to their peers without LD. A strengths‐based orientation is recommended to encourage building resilience factors to counteract the negative effects of LD over the lifespan. To identify areas of strength and areas for growth, measurement tools that are appropriate for the population of students with LD are needed. This study examined the psychometric properties of the Social Emotional Health Survey—Secondary for use with students with LD. Data from students in three secondary schools (n = 2,847) were used to confirm the factor structure, establish measurement invariance, and compare the social–emotional profiles of students with and without LD. The LD group was found to report lower overall social–emotional strengths than those of their non‐LD peers. Implications for practitioners and researchers are discussed. 相似文献
13.
Participants were 45 mostly African-American or Latino young children (25 boys, 20 girls, mean age = 56.4 months), with about half recruited from a mental health facility and half from preschool settings. Children were administered two separate interviews examining their affectively-charged moral narratives regarding acts of victimization (Moral MSSB) and their attachment-related narratives (SAT). In addition, children's teachers or therapists completed assessments of the attachment-like aspects of their relationships with children (STRS), and a measure of children's behavior problems and competencies (C-TRF). Overall, after controlling for child age, gender, SES, and expressive language ability, children with more externalizing problems were more likely to describe aggressive themes, and less likely to mention adult aid or taking responsibility for transgressions in their moral narratives. In addition, more positive attachments (both the SAT and STRS) were associated with fewer externalizing problems. More than half of the total variance in children's externalizing scores could be predicted from a combination of the attachment and Moral MSSB variables. These findings have implications for understanding the affective origins of young children's externalizing behavior problems involving both peers and adults. 相似文献
14.
Learning disabilities in children with very low birthweight: prevalence, neuropsychological correlates, and educational interventions 总被引：3，自引：0，他引：3
This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, <1500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders who had at least low average IQ. Participants included 31 children with <750 g birthweight, 41 with 750-1499 g birthweight, and 52 controls. The <750 g group obtained lower scores in math, IQ, and perceptual-organizational skills than the term-born group. The < 750 g group also had higher rates of past and present LD than the controls. Despite these differences, the groups did not differ significantly in rates of special education or tutorial/remedial assistance. These findings suggest that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers and that further efforts are needed to improve identification and treatment of these learning problems. 相似文献
15.
BackgroundTemporal dynamics during the early adulthood transition among children in out-of-home care is a neglected research area, leaving the possibility of coping with childhood adversity over time a poorly understood topic.ObjectiveTo explore early adulthood education and employment trajectories among young adults who experienced out-of-home care during childhood and to examine how various care history factors predict these trajectories.ParticipantsWe use longitudinal birth cohort data comprising individual-level information from national registers of all children born in Finland in 1987 (N = 59,476, of whom 1893 were in care).Setting and methodsWe use trajectory clustering from a previous study on the 1987 birth cohort to compare trajectories between children in care and a propensity score–matched group of peers never in care. We investigated the association between care history factors and trajectories with multinomial logistic regression modeling.ResultsCompared with the matched peer group, children in care were less likely to enter trajectories characterized by education and employment (38%) and more likely to enter trajectories involving early parenthood (14%) or long periods of fragmented social assistance benefit receipt and unemployment (21%). Those on early parenthood trajectories were almost exclusively women, whereas those receiving social assistance benefits and experiencing unemployment for lengthy periods were mostly men. Entering disadvantaged trajectories was associated with, inter alia, placement as an adolescent, residential care, and aging out of care.ConclusionThe study demonstrates the relevance of examining longitudinal trajectories in children in care’s early adulthood. Many young adults with care experience need support in education and employment beyond young adult age. 相似文献
16.
The goals of the study were to examine personal resources and social distress during the first month in college among students with learning disabilities (LD) and to compare their experiences with non-LD peer. The sample consisted of 335 first-year undergraduate students falling into two groups: 85 students with LD and 250 non-LD students. Questionnaires assessed hope, dispositional optimism and loneliness. We hypothesised that, after participation in a single-session hope intervention workshop, the hope and optimism levels of both students with LD and without LD would increase, while their loneliness would decrease. However, after a month of facing the academic and social demands of their new college environment, we expected that the hope and optimism scores of students with LD would be lower than their peers without LD and that their loneliness scores would be higher. As hypothesised, both groups reported enhanced hope and optimism, as well as lower loneliness, immediately after the workshop. However, students with LD – but not their peers – returned to baseline levels of hope and loneliness after a month. Loneliness after a month predicted lower hope, after controlling predictors from the beginning of the year. 相似文献
17.
This study examined the story composition abilities of learning disabled (LD) and normally achieving young adolescents as indicated by measures of writing category, cohesion, and fluency. Findings suggest that although adolescents with learning disabilities have a rudimentary knowledge of story form, this knowledge is less well developed than that of their nondisabled peers. Students with learning disabilities also had greater coherence problems in their writing and were less fluent writers. Several important age trends were noted when results of this investigation were compared with outcomes from a similar investigation involving younger students. 相似文献
18.
Lynn Meltzer Ranjini Reddy Laura Sales Pollica Bethany Roditi Julie Sayer Christina Theokas 《Learning disabilities research & practice》2004,19(1):33-44
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction. 相似文献
19.
Ling-Ling Tsao Samuel L. Odom Virginia Buysse Marti Skinner Tracy West Joann Vitztum-Komanecki 《Exceptionality》2013,21(3):125-140
The purpose of this study was to examine the social participation of young children with disabilities in inclusive preschool programs. One hundred forty-three preschool-aged children with disabilities were observed in classrooms representing four organizational contexts: community-based, Head Start, public school, and blended. Children's and adults' social behavior was positive across settings, and children in blended programs engaged in significantly more positive social behavior with adults. Peer social engagement did not differ across organizational contexts. Activity initiator was an ecological variable that affected children's social engagement in that children engaged in significantly more interaction with peers in child-initiated activities and significantly more interaction with adults in adult-initiated activities.). 相似文献
20.
While science classes are believed to be interactive learning environments, offering varied ways for students to learn, some experts believe that learning disabled (LD) students should be monitored closely in such settings because of difficulties adjusting to the social, behavioral, and academic demands. The purpose of this paper is to determine whether LD fourth and sixth graders show difficulties adjusting to the demands of their mainstream science classes and to investigate two means of assessing LD students’ functioning in these classes: paired questionnaires for teachers and students and a science curriculum-based assessment (CBA). Subjects include 31 fourth graders (9 LD) and 38 sixth graders (13 LD). Results show that the LD students had significant weaknesses on some subtests of the science CBA relative to their peers; additionally, they rated themselves and were rated by their teachers significantly more negatively than their Non-LD peers. These results suggest the potential value of monitoring LD students in mainstream science classes. Case studies of LD students reveal mismatches in the perception of the student and teacher regarding the student’s adjustment and classroom habits. Examination of these case studies is used to suggest ways in which the collaboration of student and teacher as well as regular and special education teachers might aid the student. 相似文献