Improving prediction of significant career-related constructs for high school students with learning disabilities

Abstract

Preparing students with learning disabilities (LDs) to make the transition into the world of work is considered an essential preparation that high schools can provide. However, existing services are limited for career development preparation, and available programs rely on assessments normed for samples of students without LDs. This study examined the predictability of critical career?related constructs of dysfunctional career thoughts, career maturity, and vocational identity in high school students with LDs, using a sample of 139 such students. Data analyses were performed using multiple regression and ttests. Results indicate that it is possible to predict important career constructs for students with LDs using standardized instruments, which can inform subsequent interventions.