Transition from School to Adult Life: Critical Issues for Native American Youth With and Without Learning Disabilities

Abstract

In an effort to examine the transition status of Apache Native American school leavers, a 38-item survey collected information from 48 former students with and without learning disabilities. Students in these two groups were compared in the areas of school perception, employment status, independent living status, and social adjustment, which all have been identified previously in research as important to successful transition from school to adult life. The results indicated higher rates of unemployment and substance abuse, as well as longer periods of cohabitation in the parental residence for the students with learning disabilities than their peers without learning disabilities. Participants with learning disabilities also were less likely to live independently and earn at or above the minimum wage. Student perceptions of school concerning important course work to attain and keep employment were similar. Both groups of former students expressed general satisfaction with their lives. Results are discussed in light of their cultural implications for postsecondary education, employment, and independent living.