Patricia L. Sitlington

Are Adolescents with Learning Disabilities Successfully Crossing the Bridge into Adult Life

This study investigated the adult adjustment of a statewide random sample of 911 individuals labelled learning disabled who had been graduated from school one year previously. Results are reported in terms of: (a) general characteristics of the sample; (b) characteristics of the employed individuals in terms of rate and location of employment, occupational status, number of hours worked, mean wage, and benefits; and (c) comparisons of employed and unemployed individuals in terms of vocational training, work experiences, and postsecondary training. Data are reported by level of instructional program in which the individuals were enrolled while still in school and by gender, where relevant.

Postsecondary Education for Students with Learning Disabilities: A Synthesis of the Literature

This article is a systematic analysis and synthesis of published research from 1985–2000 recommending or reporting on postsecondary education services for students with learning disabilities. Twenty-six articles met the criteria of recommending services or describing services presently available. The 11 program factors examined were: definition of learning disability, characteristics of adult learners, type of institution, special admission procedures, assessment services, program accommodations, support services, instructional adjustments, instructional staff training, direct service staff training, and program evaluation. Implications and recommendations for postsecondary program development are presented.

The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities A Review of the Literature

This article summarizes findings regarding the use of technology in helping students with learning disabilities succeed in postsecondary education settings. The primary purposes of this article are to (a) identify the specific technology recommendations found in the literature, (b) identify issues related to using these recommendations in the transition to postsecondary education, and (c) provide recommendations for planning for the transition to postsecondary education.

Mildly Handicapped Learners in Vocational Education A Statewide Study

This study gathered data regarding general instructional practices within secondary vocational education programs and practices specifically related to handicapped learners in these programs. Surveys were mailed to a stratified random sample of 615 Indiana secondary vocational educators, with 388 analyzable surveys returned (63%). The following results were obtained: (a) a high level of independence was required of all vocational education students, especially in the vocational laboratory; (b) vocational educators often used hands-on experience and demonstrations in the laboratory setting, but they relied heavily on reading and writing skills in the classroom; (c) the primary modifications made for handicapped learners entailed the provision of extra assistance or additional time, with curricular or instructional modification occurring much less frequently; (d) although the educators in the sample were veteran teachers and highly educated, 38% had not received any type of training in working with handicapped learners; (e) vocational educators appeared to have minimal involvement in decisions regarding placement of handicapped learners in their programs; (f) consultation regarding handicapped learners in vocational education appeared to be unsystematic; and (g) the vocational educators in this study were comfortable in having a handicapped learner in their classroom.

Rural vs. Urban: Does It Affect the Transition of Individuals with Disabilities?.

The authors of this study compared the adult adjustment of a statewide random sample of 399 graduates and dropouts from high schools in rural areas with the adjustment of a statewide random sample of 541 of their counterparts from high schools in urban areas. These individuals were classified as learning disabled, behaviorally disordered, or mentally disabled. Information is provided on their employment, fringe benefits, living arrangements, and postsecondary education one and three years out of school. An overall composite delineating the level of successful adjustment of these individuals three years after leaving school is also provided.

Adult adjustment of persons with severe/profound mental disabilities: A longitudinal study

The parents of 14 individuals with severe/profound mental disabilities were interviewed one and three years after their children graduated or “aged out” of high school. Two categories of information were sought concerning the adult adjustment of these individuals. General status variables included marital status, place of residence, agencies contacted concerning employment opportunities, financial resources, leisure activities, means of transportation, sources of help in resolving problems, and amount of postsecondary training. Employment variables included location of employment, wages, number of hours worked per week, and job benefits received. Results indicated that three years after exiting high school, all participants were very dependent upon others for housing, transportation, and financial assistance. Ten of the 14 individuals were employed 3 years after exiting high school, all in sheltered workshops.