Preparing Students With Learning Disabilities for Postsecondary Education: Issues and Future Needs
Abstract
As a resultofincreased attentionbroughtaboutby legal mandates and the efforts ofparent advocacy and disability rights groups, programmatic support for high school students with learning disabilities has increased, enabling many more students to successfully complete their education. Nevertheless, students with learning disabilities make up the greatest percent of handicapped students between 1621 who drop out of school, and many subsequently become under- or unemployed after high schooL It is clear that academic limitations coupled with social issues related to getting along with others continue to present problems beyond high school for these young adults. Instructional and coun.seling services for students with learning disabilities must be developed to help them become self-sufficient, independent thinkers who can self-advocate and be responsible for their actions. The transition from high school requires a sense of independence founded on strong self-advocacy skills and an ability to transfer learning strategies across curricular boundaries into adulthood. Secondary programs must be enhanced to do more than just ensure survival of students with learning disabilities in high school. Parents and educators mustworktogether to help students move along the continuum from dependence and learned helplessness to independence and self-advocacy.
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