Predicting vocational rehabilitation outcomes of young adults with specific learning disabilities: Transitioning from school to work

2011 ◽  
Vol 34 (3) ◽  
pp. 163-172 ◽  
Author(s):  
Rene Gonzalez ◽  
David A. Rosenthal ◽  
Jeong Han Kim
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Vocational Rehabilitation ◽  
Specific Learning Disabilities ◽  
School To Work ◽  
Rehabilitation Outcomes ◽  
Specific Learning

Greek Young Adults With Specific Learning Disabilities Seeking Learning Assessments

2017 ◽  
Vol 41 (2) ◽  
pp. 119-126
Author(s):  
Eleni Bonti ◽  
Christina E. Bampalou ◽  
Eleni M. Kouimtzi ◽  
Zacharias Kyritsis
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Cultural Context ◽  
Specific Learning Disabilities ◽  
Self Report ◽  
Learning Assessment ◽  
Early Screening ◽  
Writing Difficulties ◽  
Learning Assessments ◽  
Specific Learning

The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults with SLD as well as from case records that included information on cognitive and learning assessment. The majority of the participants mentioned academic issues regarding different types of academic exams as the main referral reason for learning assessment. SLD females have more possibilities to seek learning assessments compared with males, and adults with writing difficulties have more possibilities to seek learning assessments compared with adults without writing difficulties. The reasons for referral in adulthood, at least within the Greek cultural context, are mostly socioeducational and less psychologically oriented. The findings are discussed in terms of postsecondary education services and early screening and identification.

scholarly journals Differential vocational rehabilitation service patterns and outcomes for transition-age youth with specific learning disabilities: Implications in the COVID-19 era

2020 ◽  
pp. 1-12
Author(s):  
Cahit Kaya ◽  
Sharon Hsu ◽  
Phillip D. Rumrill ◽  
Cheryl Hanley-Maxwell ◽  
Fong Chan
Keyword(s):  
Learning Disabilities ◽  
Vocational Rehabilitation ◽  
Multivariate Logistic Regression Analysis ◽  
Employment Outcomes ◽  
Specific Learning Disabilities ◽  
Demographic Variables ◽  
Transition Age Youth ◽  
Related Services ◽  
Transition Age ◽  
Specific Learning

BACKGROUND: It is essential to ensure that youth with specific learning disabilities (SLD) receive an appropriate type and amount of vocational rehabilitation (VR) services to facilitate their entrance to employment and career development. METHODS: In this study, the chi-squared automatic interaction detector (CHAID) analysis and multivariate logistic regression analysis were used to investigate the relationship among demographic variables, VR services, and employment outcomes for transition-age youth with SLD. RESULTS: Results indicated that age, gender, race, educational level, and cash benefits from the Social Security Administration were significant predictors of employment outcomes for transition-age youth with SLD. After controlling for the effects of demographic variables, job and training related services had significant relationships with employment outcomes. Most notably, job placement, occupational/vocational training, and on-the-job support services had the strongest relationships with competitive employment outcomes. CONCLUSION: These findings support the effectiveness of job-related services and supported employment for transition-age youth with SLD. Implications for future research and practice in the wake of the COVID-19 pandemic are discussed.

A national survey of school psychologists’ practices in identifying specific learning disabilities.

2020 ◽  
Vol 35 (2) ◽  
pp. 146-157 ◽  
Author(s):  
Nicholas F. Benson ◽  
Kathrin E. Maki ◽  
Randy G. Floyd ◽  
Tanya L. Eckert ◽  
John H. Kranzler ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
National Survey ◽  
Specific Learning Disabilities ◽  
Specific Learning

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

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