Journal of Vocational Rehabilitation

Discrepancy models currently utilized by practitioners in determining eligibility for learning disabilities services vary as to the measures given the greatest focus. Critiques of five different methods that can be employed to quantify a service performance discrepancy are discussed in relation to the identification of the adult population currently served by rehabilitation. The findings presented in this paper support the conclusion that more empirical research is needed to develop an eligibility model with clearly stated criterion for the coherent diagnosis and evaluation of individuals with learning disabilities.

This article describes the use of local follow-up studies for improving the effectiveness of transition planning for young adults with learning disabilities. It is argued that knowledge of the various idiosyncrasies of local employment and educational opportunities is vital for providing reliable and timely information and advice to high school students with learning disabilities who are planning their transition to the adult world. Three follow-up studies conducted in a large school district near Houston, Texas, are reviewed, and the use of follow-up data for improving transition planning is discussed. Recommendations are provided for conducting local follow-up studies.

This study investigated critical incidents of 40 highly successful adults with learning disabilities in order to gain an understanding of the incidents' impact on development, the effect of the setting where critical incidents occurred, and the effects of positive and negative experiences on adjustment. The critical incident technique has been used in a wide array of studies both inside and outside the field of special education. Moreover, it has yielded valuable data for analysis of research problems. Findings indicated that many critical incidents occurred in a variety of educational settings and were important to vocational success. Overall, subjects recounted relatively few negative incidents. χ² analyses revealed several remarkable trends that provide insight concerning critical incidents and the developmental nature of learning disabilities throughout the life span. Analysis explored the effects of critical incidents in educational, vocational and social settings. The findings have utility because of the potentially significant impact critical incidents have on adjustment and adult success.

To identify workplace social skills that are critical for Job success for individuals with learning disabilities, 145 employers and 20 speech/language pathologists rated 64 items as essential, important, or not important. The items most frequently rated as essential involved compliance (accepting supervision, following directions, asking for information or assistance when needed, and accepting constructive criticism). Other categories of social skills that were identified as important involved cooperation, problem solving, civility, and verbal communication. Implications for assessment and training of social skills are discussed.

This review of the literature on adults with learning disabilities focuses on social/emotional characteristics. The available literature is discussed in four broad categories: descriptive studies without a control group, studies involving control groups, studies of successful versus unsuccessful adults, and studies of adults in different service settings. This literature is then summarized from a life span point of view. Implications for future research and service providers are discussed.

This article examines selected variables related to the transition period from high school to adulthood for individuals with learning disabilities. Adolescents with learning disabilities, a lifelong condition, become adults with learning disabilities who have difficulty maintaining employment, pursuing postsecondary education, adjusting to social and community structure, and effective independent living. Few postsecondary school and vocational rehabilitation resources are currently available to address these needs despite federal legislation advancing the training, employment, community membership, independent living, and civil rights of individuals with learning disabilities. To facilitate more successful postschool outcomes for young adults with learning disabilities, increased numbers and variability of transition rehabilitation programs are needed, as well as effective coordination among public schools, community services, and families.

A descriptive analysis of transition plans for students with learning disabilities was conducted across 14 school divisions in Virginia. The results indicate that community representatives rarely participate in formal transition planning meetings for these individuals. In light of what is known about the postschool educational and employment outcomes of these students, it is essential that educators, family members, and students themselves receive training and technical assistance on how to use individual transition plans as planning tools for schools and community organizations to guide students with learning disabilities through the transition process.