Differences in Transitional Needs of High School Students With and Without Learning Disabilities

Dowdy, Carol A.; Carter, Jade K.; Smith, Tom E. C.

doi:10.1177/002221949002300604

Cited by 21 publications

(13 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other research has indicated that students with learning disabilities often exhibit minimal self-awareness, especially about their own strengths and weaknesses, and are reluctant to employ self-advocacy strategies (Aune, 1991;Smith, 1988). Additionally, many students with learning disabilities lack basic prerequisites for successful vocational adaptation such as employment experiences, specific vocational skills, knowledge of post-secondary options, and career awareness, planning, and training (Aune, 1991; Dowdy, Carter, & Smith, 1990;Okolo & Sitlington, 1988). …”

Section: Outcomes For Youths Withmentioning

confidence: 99%

“…Students with learning disabilities often have less work experience and career awareness and participate less in vocational education programs than their nondisabled peers (Okolo & Sitlington, 1988). Further, many make the transition from school to work in an unsystematic manner, usually relying on a network of friends and family to locate employment and provide related help (Dowdy et al, 1990;Shapiro & Lentz, 1991;Sitlington et al, 1990). Additionally, few ongoing services are available to facilitate job advancement and career changes for young adults with learning disabilities.…”

Section: Transition Pathwaysmentioning

confidence: 99%

“…An ecologically driven transition process should include such existing systems. Follow-up studies reveal that youths with learning disabilities seldom access adult services to obtain employment after leaving school (e.g., Dowdy et al, 1990;Sitlington et al, 1990). Rather, the family/friends network is utilized to obtain work.…”

Section: May Be That It Addresses the Very Skills Developed And Utilimentioning

confidence: 99%

See 2 more Smart Citations

Transition for Youths with Learning Disabilities: A Focus on Developing Independence

Reiff

Fur

1992

Learning Disability Quarterly

View full text Add to dashboard Cite

Youths with learning disabilities encounter more difficulty in making a successful transition to employment and independence than their nondisabled peers. Consequently, they can benefit from implementation of recent federal legislation and the accompanying requirements for transition planning and services. Of particular value for youths with learning disabilities is the philosophy underlying these legislative initiatives of self-determination for individuals with disabilities. For youths with learning disabilities to realize these benefits, education and post-secondary service professionals must confront the myths that have previously driven services. This article examines the history of transition policy and legislation, current post-secondary outcome experiences, and transition planning services to improve outcomes for youths with learning disabilities.

show abstract

Section: Outcomes For Youths Withmentioning

confidence: 99%

Section: Transition Pathwaysmentioning

confidence: 99%

Section: May Be That It Addresses the Very Skills Developed And Utilimentioning

confidence: 99%

See 1 more Smart Citation

Transition for Youths with Learning Disabilities: A Focus on Developing Independence

Reiff

Fur

1992

Learning Disability Quarterly

View full text Add to dashboard Cite

show abstract

“…The role and influence of parents as partners in career planning of their children is however described by (Anderson,1992;Demo, Small,&Savin-Williams, 1987;Grotevant& Cooper, 1983) when they said that adolescents' self-esteem and ability to make decisions are related directly to the quality of parent-adolescent communication; as high school students have cited their parents as offering more assistance in career planning than teachers, counsellors or peers (Davies &Kandel, 1981;Noeth, Engen, &Noeth, 1984;Dowdy, Carter,& Smith, 1980). Even though parents are influential in the career development process of their children, and they often wish to be included, yet a specific role for parents is often not defined (McNair &Rusch, 1987).…”

Section: Introductionmentioning

confidence: 99%

Effects of Parental Influence on Adolescents’ Career Choice in Badagry Local Government Area of Lagos State, Nigeria

Isaac¹,

Olusakin²

2014

IOSR-JRME

View full text Add to dashboard Cite

The purpose of this study was to investigate the effects of parental influence on adolescents' career choice on secondary schools students in Badagry Local Government Area of Lagos State. The sample consisted of three hundred respondents who were randomly selected from ten purposely selected secondary schools (3 Model Colleges, 4 Non-Model Colleges, and 3 Private Colleges). The instrument used was a questionnaire which was administered to the respondents personally by the researcher. Five (5) null hypotheses were formulated and tested. Chi-square, using analysis of contingency table was used to test the hypotheses. All hypotheses were tested at the 0.05 level of significance of variable of sex, class of school, and type of school as to the effects of parental influence on adolescents' career choice on secondary schools students in the Local Government Area. The findings of the study showed that 48.36% of the respondents agreed to parents influencing their career choice. On the average, 21.5% of the respondents agreed that their parents' line of business influenced their career choice, while 78.5% disagreed. On the whole, 30% of the respondents agreed that they chose the family career because they need to sustain the family business. In addition, three (3) out of the five (5) null hypotheses tested were accepted because there were no significant differences in the variables compared. These were hypotheses 1, 3, and 5. Hypotheses 2 and 4 were rejected as there were significant differences in the variables compared. The results of these findings seem to indicate that adolescents in secondary schools in Badagry Local Government Area of Lagos State have some form of independence in making career choices.

show abstract

“…Cognitively, adolescents with learning disabilities experience greater difficulty in appraising career strengths and limitations, are less knowledgeable about the world of work, and have trouble in determining career-related goals that are consistent with individual capabilities (Rojewski, 1993(Rojewski, , 1996. Other personal characteristics associated with career difficulties include problems with social skills, lack of planfulness, problem-solving and transfer skills, external locus of control, and negative self-esteem (Dowdy, Carter, & Smith, 1990;Forness & Kavale, 1996;Hallahan & Kauffman, 1997).…”

Section: Risk Factors: Alternative To Deficiencies Perspectivementioning

confidence: 99%

Career Assessment for Adolescents with Mild Disabilities: Critical Concerns for Transition Planning

Rojewski¹

2002

Career Development for Exceptional Individuals

View full text Add to dashboard Cite

This paper addresses the theoretical and practical concerns of transition-related career assessment for adolescents with mild disabilities.First, different terms used with assessment-career, vocational, and transition assessment-are defined to gain a clearer understanding of the general purposes of career assessment in transition planning and preparation. Second, the applicability of prominent career theories, including common assumptions or misconceptions, about the career behavior of individuals with mild disabilities is discussed. Third, primary career assessment areas that support the preparation of adolescents with mild disabilities for making the transition from school to adult life are presented. Finally, the applicability of commonly used assessment instruments for individuals with mild disabilities is reviewed. Alternative ways to conceptualize the assessment process also are considered. Implications for practice and research are discussed.Career assessment is increasingly important for adolescents and young adults preparing for a world of work characterized by changing technologies, job distributions, and family structures (Lankard, 1991). This is particularly true for individuals with mild disabilities who may experience greater challenges to identifying, preparing for, and pursuing a career than nondisabled peers. Historically, career assessment and the larger sphere of career development has been a rich area for research on nondisabled populations (Hackett & Watkins, 1995). However, attention on career and transition-related assessment issues for individuals with mild disabilities has been relatively limited by comparison. There are several reasons for this situation not the least of which is a commonly-held assumption that the presence of a disability overrides all other considerations in the career development process (Osipow, 1976), thereby making the need to consider

show abstract

Differences in Transitional Needs of High School Students With and Without Learning Disabilities

Cited by 21 publications

References 8 publications

Transition for Youths with Learning Disabilities: A Focus on Developing Independence

Transition for Youths with Learning Disabilities: A Focus on Developing Independence

Effects of Parental Influence on Adolescents’ Career Choice in Badagry Local Government Area of Lagos State, Nigeria

Career Assessment for Adolescents with Mild Disabilities: Critical Concerns for Transition Planning

Contact Info

Product

Resources

About