Joseph W. Madaus

EMPLOYMENT OUTCOMES OF UNIVERSITY GRADUATES WITH LEARNING DISABILITIES

Limited research exists related to the employment outcomes of adults with learning disabilities (LD) who graduate from postsecondary institutions. The current study presents the results of a followup investigation of 500 graduates with LD from three universities in the United States. Results indicated that levels of full-time employment, employment benefits, and salary earned were competitive with statistics related to the American work-force, in general, and exceeded statistics on adults with LD who are not college graduates, in particular. Data are also presented on post-graduation education levels achieved, type of employment, number of jobs held, and LD disclosure in the workplace.

Navigating the College Transition Maze: A Guide for Students with Learning Disabilities

lege can be a confusing and overwhelming time for students with learning disabilities (LD), their families, and the secondary-level professionals who assist them. In addition to the challenges that all students face when transitioning to college, additional obstacles confront students with LD. Chief among them is the move from the familiar model of special education services at the high school level to very different services at the college level. Not only does the scope of these services change considerably from high school to college, but there can also be a great deal of institutional variation in the way that these services are provided. Additionally, at the college level, significant changes occur in the legal rights of students, and there is a sharp reversal of parental and student responsibility. As the former director of a university LD program, I frequently worked with students and their families during this transition. The students included high school students who were searching for a college, students who were accepted into the university and were preparing to enroll, and students who had matriculated and were trying to negotiate the first semester of college as a student with LD. Questions and misconceptions about postsecondary disability services commonly arise during these interactions. At minimum, these misconceptions simply add to the confusion surrounding the college transition process and can be overcome with time and experience in the college setting. At worst, the misconceptions can create false expectations for families and students in transition, which may ultimately lead to a college experience that is less successful than it might otherwise be. This article presents several of the most common questions and misconceptions related to transition and LD services and is intended to furnish useful information about the process to students with LD, their parents, and the professionals who assist them in the transition process. “Are you the special education department? Can you tell me about your special education services?”

A Schoolwide Model for Service Delivery Redefining Special Educators as Interventionists

General and special education are confronting tremendous change resulting from legal mandates related to closing the achievement gap under No Child Left Behind and a focus on early intervention and prevention in the Individuals With Disabilities Education Act, 2004. As a result, schoolwide intervention approaches are under rapid development, evaluation, and implementation across the country. Based on these approaches, the authors present a conceptual model for redefining special educators as interventionists who focus on the adoption and use of evidence-based, schoolwide academic and behavioral interventions. Examples of the roles and responsibilities for interventionists within the schoolwide model are provided.

Employment Self-Disclosure of Postsecondary Graduates with Learning Disabilities Rates and Rationales

One hundred thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine if they had self-disclosed their LD to their current employer and to provide the reasons for choosing to self-disclose or not to self-disclose. Based on a response rate of 67.4% (n = 89), the results indicated that 86.5% of the respondents were employed full time. Although nearly 90% of the respondents stated that their LD affected their work in some way, only 30.3% self-disclosed to their employer. Of those who had not self-disclosed, the majority reported that there was no reason or need to self-disclose. However, 46.1% reported not self-disclosing due to fear of a potentially negative impact in the workplace or due to a concern for job security. Specific rationales for disclosure and information related to the use of self-reported accommodations and strategies are presented.

Section 504 Differences in the Regulations for Secondary and Postsecondary Education

Secondary schools and postsecondary institutions differ in their obligations to students with disabilities under the regulations of Section 504 of the Rehabilitation Act of 1973. This article presents several of the key differences between Subpart D, which applies to secondary schools, and Subpart E, which applies to postsecondary institutions. Implications of these differences for the transition process are discussed.

Attributes Contributing to the Employment Satisfaction of University Graduates with Learning Disabilities

One hundred and thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine levels of employment self-efficacy and satisfaction. Based upon a response rate of 67% (N = 89), graduates reported high levels of employment self-efficacy and satisfaction. Although there were no significant differences related to levels of self-efficacy and job satisfaction and selected demographic variables, perceptions of employment self-efficacy and the use of self-regulatory strategies/accommodations were found to be significant predictors of employment satisfaction.

Employment Self-Disclosure Rates and Rationales of University Graduates With Learning Disabilities

Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the respondents reported that the LD affected their job in some way, only 55% reported self-disclosing, and only 12% reported requesting accommodations. Specific reasons for each of these decisions are presented, as are areas in which LD affect work, strategies for dealing with LD in the workplace, and perceptions of the Americans with Disabilities Act. Implications for secondary and postsecondary programs are discussed.

Mystery Motivator as an Intervention to Promote Homework Completion and Accuracy

This study investigated the effectiveness of the mystery motivator intervention as a means to remediate mathematics homework accuracy and completion problems in five fifth-grade students. An ABAB reversal design with multiple baselines across two classrooms was used. The results indicated that the mystery motivator intervention was effective for all students on one or both outcome criteria. Additionally, both the teachers and students rated the intervention positively.

Employment Satisfaction of University Graduates with Learning Disabilities

Because of its significant impact on overall life satisfaction, employment satisfaction is one marker for determining successful adult outcomes. The present investigation reports the perceptions of employment satisfaction for 500 graduates with learning disabilities from three postsecondary institutions. The graduates reported high levels of employment satisfaction as well as high levels of employment self-efficacy. Factors that contribute to these judgments of employment satisfaction were examined. Perceptions of employment self-efficacy were found to be a more important predictor of employment satisfaction than variables such as salary and length of time on the job. Implications are discussed in regard to transition planning for students with learning disabilities at the secondary and postsecondary levels.

An Investigation of Documentation Submitted by University Students to Verify Their Learning Disabilities

To become eligible for support services at the postsecondary level, students with learning disabilities (LD) must submit documentation to verify the existence of a specific LD. The documentation submitted over a 5-year period by 415 students to a large public research university that offers a comprehensive program for students with LD was examined. An analysis of the documentation indicates that serious problems exist in the type and quality of evaluation reports. Problems include flaws in the comprehensiveness of the assessments, and the use of questionable instruments for this population. Recommendations for establishing guidelines for acceptable documentation are offered.