Learning Disabled 10th Graders in Mainstreamed Settings: A Descriptive Analysis

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Abstract
Of the 30,030 sophomores for whom survey data from the national High School and Beyond study were complete, 810 (2.7%) identified themselves as having specific learning disabilities. Various comparisons between these learning disabled (LD) 10th graders and their non-learning-disabled (NLD) peers were made. The LD group was older, had a disproportionately high representation of blacks and Hispanics and an underrepresentation of whites, and reported more secondary handicapping conditions than did the NLD cohort. In all areas of academic achievement tested, the LD pupils showed significant deficits. The LD adolescents also had lower indices of motivation, adjustment, locus of control, independence, self-perception of attractiveness and popularity, and of scholastic orientation of close friends. Furthermore, the LD contingent evidenced more legal and school-related problems. The two groups, however, acknowledged spending equal amounts of time in out-of-school activities. Speculations regarding the findings are offered.