Postschool Educational and Employment Experiences of Young People With Specific Language Impairment.
Saved in:
| Title: | Postschool Educational and Employment Experiences of Young People With Specific Language Impairment. |
|---|---|
| Authors: | Conti-Ramsden, Gina1 gina.conti-ramsden@manchester.ac.uk, Durkin, Kevin2, Nippold, Marilyn, Fujiki, Martin |
| Source: | Language, Speech & Hearing Services in Schools. Oct2012, Vol. 43 Issue 4, p507-520. 14p. 9 Charts. |
| Subject Terms: | *Academic achievement, *Comparative studies, *Employment, *Experiential learning, *High school graduates, *Intellect, *Intelligence tests, *Language disorders, *Literacy, *Research, *Vocational education, *Predictive validity, *Control groups, *Educational outcomes, Interviewing, Psycholinguistics, Research funding, Scales (Weighing instruments), Work, Social support |
| Geographic Terms: | England |
| Abstract: | Purpose: This study examined the postschool educational and employment experiences of young people with and without specific language impairment (SLI). Method: Nineteen-year-olds with (n = 50) and without (n = 50) SLI were interviewed on their education and employment experiences since finishing compulsory secondary education. Results: On average, young people with SLI were less successful than their peers without SLI, but they did attain some achievements. Young people with SLI obtained È2, mostly vocational qualifications in the first few years post school. Young people continuing in education at 19 years were most commonly in lower level educational placements than their typically developing (TD) peers. Performance IQ and language/literacy skills were the strongest predictors of educational experience level at this age. Young people with SLI truant less and report feeling more supported than TD peers. In terms of employment, similar proportions of young people with and without SLI had jobs. A larger proportion of young people with SLI, however, were not in education, employment, or training at 19 years of age. Conclusion: In the immediate postschool years, young people with SLI fare less well in education and employment than their TD peers. [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Purpose: This study examined the postschool educational and employment experiences of young people with and without specific language impairment (SLI). Method: Nineteen-year-olds with (n = 50) and without (n = 50) SLI were interviewed on their education and employment experiences since finishing compulsory secondary education. Results: On average, young people with SLI were less successful than their peers without SLI, but they did attain some achievements. Young people with SLI obtained È2, mostly vocational qualifications in the first few years post school. Young people continuing in education at 19 years were most commonly in lower level educational placements than their typically developing (TD) peers. Performance IQ and language/literacy skills were the strongest predictors of educational experience level at this age. Young people with SLI truant less and report feeling more supported than TD peers. In terms of employment, similar proportions of young people with and without SLI had jobs. A larger proportion of young people with SLI, however, were not in education, employment, or training at 19 years of age. Conclusion: In the immediate postschool years, young people with SLI fare less well in education and employment than their TD peers. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01611461 |
| DOI: | 10.1044/0161-1461(2012/11-0067) |
