Patterns of employment and independent living of adult graduates with learning disabilities and mental retardation of an inclusionary high school vocational program
Abstract
Vocational/employment and independent living for individuals with disabilities has been a major area of interest for those interested in transition from school to work and adulthood. Recent statistics for such individuals continue to be poor and problematic. The present study investigated a group of adults with either specific learning disabilities or mild mental retardation who had graduated or exited an inclusionary high school which emphasized vocational technology training and independent living skills. The results indicated higher than the national average for employment and rate of pay as well as stronger than expected indicators of independent living in terms of mobility. The largest group of individuals, however, were still residing with their parents. Respondents with learning disabilities were doing better than their mentally retarded counterparts in terms of many of the indicators but individuals with mental retardation were still doing strongly when compared against figures reported in other studies. Results are discussed in terms of recommendations for generalization as well as the educational model used for these students.
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During young adulthood, loss of structured school environments, changes in living arrangements, and increased access to fast or processed foods often lead to lower levels of physical activity in individuals with ID.
“During young adulthood, the loss of structured school environments, changes in living arrangements, and increased access to fast or processed foods often lead to higher caloric intake and lower levels of physical activity 9–11, resulting in accelerated weight gain that typically peaks by age 3012.”
From A cooking skills intervention for long-term weight loss in young adults with intellectual disabilities: Rationale and design for a randomized trial (2026) · cites this paper as [11]
During young adulthood, loss of structured school environments, changes in living arrangements, and increased access to fast or processed foods often lead to higher caloric intake in individuals with ID.
“During young adulthood, the loss of structured school environments, changes in living arrangements, and increased access to fast or processed foods often lead to higher caloric intake and lower levels of physical activity 9–11, resulting in accelerated weight gain that typically peaks by age 3012.”
From A cooking skills intervention for long-term weight loss in young adults with intellectual disabilities: Rationale and design for a randomized trial (2026) · cites this paper as [11]
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Research works printed but not linked: 14
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Cited by
Sorted by citations
Ptomey, L. T., Danon, J. C., Catley, D., Washburn, R. A., Bodde, A., Diaz, F. J., Helsel, B. C., Rice, A. M., Sherman, J. R., Koester, M., et al. (2026) · Contemporary Clinical Trials · doi:10.1016/j.cct.2026.108380
- Authors
- Luftig, R. L., & Muthert, D.
- Venue
- Research in Developmental Disabilities
- Publisher
- Elsevier BV
- Published
- 2005-07
- Volume
- 26
- Issue
- 4
- Pages
- 317-325
- ISSN
- 0891-4222
- Cited by
- 39
- References
- 0
- Language
- en
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