Postsecondary School Transition Issues Affecting the Vocational Rehabilitation of Young Adults with Learning Disabilities

Abstract

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.