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

Abstract

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.

Neuropsychological Differences Between College Students with Learning Disabilities and Those with Mild Head Injury

“…The present findings would confirm those of other studies showing that the cognitive characteristics of LD are not necessarily outgrown by adolescence, but may persist into adulthood (Goldstein, 1990;Goldstein et al, 1993;McCue & Goldstein, 1991;Spreen, 1987;Spreen & Haaf, 1986). These results also support the work of Reiff and deFur (1992) and others (Axelrod & Zvi, 1992;Cordoni et al, 1981;Morris & Walter, 1991), who studied college students in particular and found that students with LD continued to experience difficulties in selected academic areas.…”

“…The increased accessibility of postsecondary education has resulted in the dramatic rise in the number of students with learning disabilities (LD) who pursue higher education (Reiff & deFur, 1992;Saracoglu, Minden, & Wilchesky, 1989). In fact, Mangrum and Strichart (1988) reported that students with LD are the single fastestgrowing group with disabilities on college campuses today.…”

“…Institutions of higher learning continue to seek information that will help identify these students and provide for their needs (Mangrum & Strichart, 1988). In light of the fact that there are few studies of college students with LD (Axelrod & Zvi, 1992;Cordoni, O'Donnell, Ramaniah, Kurtz, & Rosenshein, 1981;Morris & Walter, 1991), Reiff and deFur (1992) advocated further development of both academic and social support services.…”

Services for Students with Learning Disabilities at Two- and Four-Year Institutions: Are They Different?

“…All postsecondary LD service providers must continue to assist students with the development of their knowledge and skills, but must be careful not to allow students to become overly dependent on their services. Postsecondary LD program directors and service providers should begin to focus on facilitating the learning process for students with LD so that students can learn how to independently function in a postsecondary environment (Brinckerhoff, McGuire, & Shaw, 1993;Carlson, 1985;Reiff & deFur, 1992;White, 1992).…”

“…Also, the findings of this study are important for secondary professionals who assist students with learning disabilities in their transition from high school to colleges or universities. Secondary personnel need to develop an understanding of the types of service delivery practices available to two-and four-year postsecondary students with learning disabilities so that the student can make knowledgeable decisions about postsecondary education (Reiff & deFur, 1992).…”