Affective and Career Education for the Learning Disabled Adolescent

Abstract

The purpose of the present study was to investigate the extent to which three groups of learning disabled adolescents differed on social maturity and career attitudes. The subjects included: (a) 20 LD students enrolled in secondary regular classes, (b) 20 LD students in vocational training classes, and (c) 20 LD students integrated into regular secondary classes and receiving additional assistance in learning resource centers. Results indicate that subjects in the vocational training class were superior to the other two groups in social maturity and career attitudes. Additionally, significant differences in social maturity and career attitudes were found among the three learning disabled groups.

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