Academic and Participation Profiles of School-Age Dropouts with and without Disabilities

Abstract

R ecognition of learning disabilities (LD) and emotional or behavioral disorders (EBD) as life-long conditions (Carson, Sitlington, & Frank, 1995;Polloway, Smith, & Patton, 1984;Unger, 1997) has led to interest in the experiences of students in secondary school and beyond. Profiles of successful adults with LD or EBD have shown that either disability can have negligible effects after leaving school. At least in the case of learning disabilities, the resolve and skill of individuals can help to compensate for potentially negative consequences of the condition (Reiff, Ginsberg, & Gerber, 1995). The severity of a disability is also likely to influence experiences (Reiff et al.;Sitlington & Frank, 1990), as are the ways in which it is manifested (Gerber, 1998). In some instances, the severity or manifestation of the disability becomes reduced as adolescents mature into adults (Reis, Neu, & McGuire, 1997). But still, overall evidence of the life experiences of adults with LD or EBD reflects limited quality in relationships and socialization, economic independence, and academic achievement (admittedly, such data are skewed in representation because, typically, only those who present difficulties become identified as having the disabilities).Young adults (approximately aged 16-21) with LD or EBD are generally dissatisfied with their own preparedness for independence. Many report lacking confidence in their academic and work skills, self-esteem, and control of their lives

Students with Learning Disabilities’ Satisfaction, Employment, and Postsecondary Education Outcomes

“…The results of outcome studies reveal that many young adults with LD experience problems related to employment (underemployment, low wages, and frequent job changes), participation and success in post-secondary settings, involvement in community and leisure activities, and dependency on parents and others (Benz, Lindstrom, & Yovanoff, 2000;Blackorby & Wagner, 1996;Scanlon & Mellard, 2002). For example, in the area of employment, a number of studies have documented the low employment rates for students with disabilities.…”

Professional Constructs of Future Teachers in Special Education within the Context of Remedial Guidance for Adults with Minimal Schooling

“…Many of these learners experienced a set of difficulties related to social and academic adjustment. These difficulties are a cause for concern insofar as they can present multiple obstacles for adults in terms of their roles and responsibilities, particularly when it comes to certain 57 facets of adult life (Scanlon & Mellard, 2002): educational opportunities are more limited, work possibilities are scarcer, social isolation is greater, and living independently can be problematic.…”

School re-entry in Quebec: the discourse of young adults in Adult Education Centers

“…L'accession à un milieu éducatif différent et valorisant peut également marquer un point tournant majeur surtout pour ceux et celles qui ont connu une histoire ponctuée de revers. Dans une étude américaine conduite auprès de jeunes ayant des problèmes émotifs et comportementaux sérieux (Scanlon & Mellard, 2002), les auteurs ont trouvé que ces jeunes s'adaptaient bien dans un contexte scolaire d'adultes. Lorsque questionnés, les jeunes mentionnent que l'éducation aux adultes, avec les classes réduites et un enseignement individualisé, leur semble un lieu moins hostile au sein duquel, leurs difficultés sont mieux acceptées.…”

“…Lorsque questionnés, les jeunes mentionnent que l'éducation aux adultes, avec les classes réduites et un enseignement individualisé, leur semble un lieu moins hostile au sein duquel, leurs difficultés sont mieux acceptées. Dans cette étude, l'accession à un autre type d'enseignement représente un point tournant pour les jeunes en difficulté qui y connaissent souvent une première expérience de réussite (Scanlon & Mellard, 2002). En outre, certains auteurs soutiennent que le retour aux études via les écoles de seconde chance constitue en soi une démonstration du pouvoir d'agir personnel (agency) à travers laquelle les jeunes tentent de retrouver ou découvrir une identité personnelle et scolaire positive (Ross & Gray, 2005).…”