Improving Prediction of Significant Career‐Related Constructs for High School Students With Learning Disabilities

Abstract

Preparing students with learning disabilities (LDs) to make the transition into the world of work is considered an essential preparation that high schools can provide. However, existing services are limited for career development preparation, and available programs rely on assessments normed for samples of students without LDs. This study examined the predictability of critical career‐related constructs of dysfunctional career thoughts, career maturity, and vocational identity in high school students with LDs, using a sample of 139 such students. Data analyses were performed using multiple regression and t tests. Results indicate that it is possible to predict important career constructs for students with LDs using standardized instruments, which can inform subsequent interventions.

Enhancing ADHD and LD Diagnostic Accuracy Using Career Instruments

“…Results showed participants with LD scored higher on the CMI-Att and CTI subscales of DMC and EC. As found in previous studies, these two diagnostic groups scored differently when compared with the normative samples presented in the inventory manuals (Dipeolu, Reardon, Sampson, & Burkhead, 2002;Dipeolu, 2007;Dipeolu & Keating, 2010;Dipeolu et al, 2012;Dipeolu et al, 2013). In response to our second research question, results showed there are three scale scores that are markedly related to the differentiation of diagnosis between young adults with LD and ADHD.…”

Skills training for young adults with special educational needs for transition into employment

“…Research too validates this, as Dipeolu et al . () indicate that training programmes should be geared toward promoting skills that are needed to succeed in the job market. They were also of the view that there are not enough training programmes for people with LD.…”

Career counseling with undocumented Latino youth

“…Additional research could also include norming various career assessments for undocumented Latino students. Previous findings among marginalized populations indicate the need to develop norms based local samples of the population of interest when utilizing career development instruments (Dipeolu, Hargrave, Sniatecki, & Donaldson, 2012;Sampson, Peterson, Lenz, Reardon, & Saunders, 1996). Perhaps re-norming the instruments using a representative sample of students that are both Latino and undocumented will allow career and school counselors to better understand subtle changes in students' scores related to this unique population.…”