Postsecondary Vocational Adjustment of Rural, Mildly Handicapped Students

Abstract

Few studies have focused on the postsecondary adjustment of mildly handicapped students living in rural areas. This article examines a study of the background of 113 formerly labeled mildly handicapped students to determine what educational variables were predictive of their current occupational status. Data were collected on the demographic and academic backgrounds of the students as well as on current and previous employment status. These variables were reviewed and statistical measures were used to describe and evaluate the relationship between the former students' employment status and their education and training. Analysis of the results indicated that former students were employed an average of 50 percent of the time after termination of their secondary education and that former special education students received little specific vocational training. Correlational analyses reflected a positive relationship between years of school completed and employment status. Additionally, a significant relationship between certain academic variables (e.g., mathematics level and reading level) and employment status was indicated. Results are discussed relative to implications for improved training of students served in classes for the mildly handicapped.

Evidence of Employment Inequality among Females with Disabilities

“…Although women constituted only one fourth of the sample in Sitlington and Frank (1990), similarity of findings across studies still holds in terms of gender differences in employment. Fardig et al (1985) to measure employment history and work stability of the subjects. Results using the ETI showed that men were employed more consistently than women; the unemployment rate was 12% higher for women.…”

Employment As an Outcome for Mildly Handicapped Students: Current Status and Future Directions

“…The 1980s have produced a mass of follow-up and followalong studies of graduates of special education (Catterall & Stem, 1986;Clemmons & Dodrill, 1983;Edgar, Levine, Levine, & Dubey, 1988;Fardig, Algozzine, Schwartz, Hensel, & Westling, 1985;Gil & Edgar, 1988;Hom, O'Donnell, & Vitulano, 1983;Levin, Zigmond, & Birch, 1985;Linden & Forness, 1986;Mithaug, Horiuchi, & Fanning, 1985;Ross, Begab, Dondis, Giampiccolo, & Meyers, 1985;Wehman et al, 1982;White, Schumaker, Warner, Alley, . & Deshler, 1980;Zigmond & Thornton, 1985;Sitlington, 1987).…”

Curriculum beyond school walls: Implications of transition education

“…Outcome research indicated that students with disabilities experienced difficulty finding and keeping employment, had poor integration into the community, and had difficulty accessing post school services and training (DeStefano & Wagner, 1993;Fardig, Algozzine, Schwartz, Hensel, & Westling, 1985;Hasazi, Gordon, & Roe, 1985). Transition services are designed to assist students with their transition from school to adult living.…”