Six Post-School Case Studies of Mildly Learning Handicapped Young Adults

By Zetlin, Andrea G.; Hosseini, Ashraf | Exceptional Children, February 1989 | Go to article overview

Six Post-School Case Studies of Mildly Learning Handicapped Young Adults


Zetlin, Andrea G., Hosseini, Ashraf, Exceptional Children


ABSTRACT.- Participant observation was conducted for 1 year with six mildly learning handicapped young adults following their graduation from high school. Close attention was paid to the ways in which they managed the transition out of school and into more adult roles. During this year, all six floundered from job to job, class to class, and school to school. They expressed discontent and frustration with their present situation. They were at a loss to plan for the future and maintained an unrealistic appraisal of their skills. Their sense of self waxed and waned in keeping with their prospects, and the patience and frustration of family members vacillated as well. Little research literature tells us how individuals with mild learning handicaps manage the transition out of school and into more adult roles. The populations of handicapped young adults leaving school today represent the first groups of students to have received extensive mandated special education services during their school career. Further, the provisions of the Education for All Handicapped Children Act (P.L. 94-142) allowed for a close link between the school and family and provided families with a firm base upon which to function and feel secure about the immediate future. Once the child comes of age and departs from school, families experience an abrupt cutoff of this long-term resource and support (Johnson, Bruininks, & Thurlow, 1987). The mildly handicapped individual is set loose in the community to test the waters of young adulthood without further mandated guidance or support services.

More severely handicapped young persons, when leaving school, have a number of services to choose from that encourage and support their continued development. They may enter a sheltered workshop, an adult training center, or a supervised community residence (Parmenter, 1986). Those with mild handicaps, who have the potential to become contributing members of mainstream society, have far fewer options available. Some mildly handicapped individuals who demonstrate impaired adaptive behavior and IQ scores below 70 are eligible for some postschool support services such as Supplementary Security Income (SSI) and Medicaid benefits; these services are not available for those with slightly higher lQs and more adaptive social skills. Other services, such as vocational or independence skills training programs, may be attainable through the Department of Rehabilitation and community colleges-although the degree to which such programs assist the mildly handicapped person's adaptation is uncertain. For example, when the training program is completed or once the individual is placed in a job or independent living situation, follow-up is usually time limited; counselors are not available indefinitely to help with on-going problems or intermittent crises (Rusch, 1986).

In addition, some mildly handicapped young adults choose not to seek postschool support services. Many of these youths report a desire to shed what they perceive as a stigmatized association with

special education" and shy away from continued contact with agencies and services for persons with special needs (Zetlin & Turner, 1984). At this point, there are almost no data available describing what the process of community adaptation is for these mildly handicapped young adults upon departure from school.

The following study follows the life course of six mildly learning handicapped young adults for I year following high school graduation. All six were participants in a larger investigation that examined the everyday lives of mildly handicapped and nonhandicapped adolescents. The overall goal of the research was to understand the problems of adolescence from the viewpoint of the adolescents themselves. Because these six members had graduated, we continued to document their experiences as they worked toward more adult status in relation to family and community. METHODS Six mildly learning handicapped students comprised the sample, three males and three females. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • A full archive of books and articles related to this one
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Six Post-School Case Studies of Mildly Learning Handicapped Young Adults
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.