This study investigated the postschool vocational and community adjustment of recent special education graduates from a southwestern metropolitan school district. Sixty-four students with learning disabilities (LD) who had attended self-contained classes at 12 high schools were randomly selected. A questionnaire, administered either via the telephone or in person, was the source of data. Thirty-eight of the LD sample were in competitive employment. In general, the LD students received very few community services. For the most part, they received no agency support after graduation. Most of the LD subjects lived with parents or other relatives and most had a driver's license and car. Implications for postsecondary services and future research are discussed.

This paper presents findings from an eight-year longitudinal qualitative research project involving 23 families. In-depth interviews were designed to gather information on the perceptions and experiences of parents (and other family members) of infants identified neonatally in birth crisis, or shortly thereafter, as having developmental disabilities. Case studies describing families residing in rural and small town settings are presented. Due to the isolated nature of these settings, 74% (17 out of 23) of these babies were medically evacuated by helicopter to one of the two urban public hospitals in the state. Four additional infants underwent transport by ambulance from the birth hospital to an urban hospital. This experience dramatically impacted the parents who were not transported with their babies. The unique difficulties faced by rural families, including limited availability of specialized medical and developmental services, are identified as important factors to consider when providing special services. Recommendations for improving rural service delivery are presented based on the perceptions and experiences of these families.

This study investigated the vocational and community adjustment of 129 special education high school graduates. A questionnaire was administered via the telephone to verbal subjects, their parents, and adult service providers. All subjects had received a minimum of 3 years of self-contained (5 to 6 hours daily) special education on regular school campuses and some had received community-based instruction. The sample comprised graduates between the years 1983 and 1985; 64% were male. The employment picture was not optimistic for these individuals. When workrelated placements such as day activity centers and sheltered vocational placements were counted as employment, 48% of women and 75% of men were employed. Only 33% of the sample were employed competitively; a majority of these subjects were severely learning disabled. Subjects who were mentally retarded were employed largely in subsidized work; 4 were employed competitively. Most subjects (70%) were living with their families, 15% were in group homes, 12% were living independently, and 3% lived in institutions. For the most part, respondents were mobile in the community.The vocational and social adjustment of graduates from special education programs has been investigated since the early 1930s (e.g., Bailer, 1936; Fairbanks, 1933). Early follow-up studies generated optimistic results (Tizard, 1958). Due to the present increased concern over the future of students with disabilities leaving school and the disappointing statistics surrounding the employment of adults who are disabled, there is renewed interest in follow-up studies.As demands for existing funds intensify, both federal and state legislators are questioning the usefulness of present expenditures. Follow-up information can help document the effectiveness of special education programs. Follow-up studies demonstrate the educational and vocational benefits derived from special education programs. Such studies also can provide baseline data for future evaluations of a program or for much-needed longitudinal research on former special education students. Follow-up data, when used as outcome measures, are useful in the analysis of program content and in the evaluation of efficacy.In general, previous follow-up studies have indicated that graduates who were mentally retarded (MR) had limited self-sufficiency and earned wages below the poverty line (e.g.who were disabled (those considered MR and others who experienced learning disabilities) concluded that a majority of disabled adults still live at home (e.g.,

Table 2. Taiwan Parent Perceptions Perception Percentage Difficulty obtaining services 80 Preschool program quality concerns 53 School-age program quality concerns 77 Attribution of self-blame for disability 16 Report improved feelings and acceptance 87 Support equal opportunities for children with disabilities 85