Adult Outcome of Learning Disabled Students Ten Years after Initial Follow-Up

Abstract

Data are presented from a second follow-up of young adults who attended a private school for children with learning disabilities, and who participated in a follow-up study in 1974-1976. Responses were received from 68 (77%) of the 88 original study participants. For purposes of this study, the group was divided into three subgroups: college graduates, high school graduates, and students who attended high school self-contained special education classes. Results of intelligence and achievement testing obtained at the time of initial follow-up are reported separately for the three groups. Information is presented on educational and technical-vocational experiences, employment and marital status, children, level of independence, and subjective feelings of satisfaction or dissatisfaction with the participants ' present lives. Outcomes were favorable for most in the college and high school groups. Outcome results for the special education group were mixed. The authors concluded that among the variables contributing to a favorable outcome were intensive effective intervention during the elementary and middle school years, ongoing supportive tutoring or resource help during mainstream school attendance, counseling or therapy when needed, consistent parental understanding and support, and the absence of severely complicating neurological and emotional problems.