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|Title:||Relationship between independent living skills and quality of life outcomes for young Americans with mild disabilities|
|Author(s):||Fisher, Adrian Thomas|
|Doctoral Committee Chair(s):||West, Charles K.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Educational Psychology
|Abstract:||This study was based on the demands of new roles and expectations in adult development and the need for skills to meet these. The study examined the predictive power and discriminant ability of a model of independent living skills, using the 11,683 sophomore cohort subjects who completed the base year and three follow-ups of the High School and Beyond survey. The skills for Self-advocacy, Living Arrangement, Community Interaction, Leisure and Recreation, and Education and Training were found to be strongly related to quality of life measures--Physical and Material Well-being, Relations with Others, Social and Community Activities, Personal Development and Fulfillment, and Recreation (canonical correlation of.77). Self-advocacy was found to be the strongest component of the independent living skills variables in the canonical correlation. This was interpreted as an empowerment factor. LISREL analyses demonstrated a strong impact of the independent living skills on Locus of Control, with Locus having a subsequent impact on quality of life measures.
Comparisons between students with and without disabilities, and those with specific disabilities, found significant differences on a number of scales. Students without disabilities scored higher on all independent living measures, except Education and Training, and the quality of life measures of Physical and Material Well-being, Personal Development and Fulfillment, and Recreation, showing a more positive outlook for their transition to adulthood.
Students with learning disabilities scored particularly low on most scales when compared to the non-disabled group, while those with orthopedic disabilities demonstrated more positive skills and outcomes.
Findings demonstrated that many students with disabilities are not prepared in school and training to meet these demands. The skills related to self-determination and empowerment, so the person may take control over their own life course, were particularly important. These findings have implications for curricula for students with disabilities and for the ways in which they are taught, including the use of skills in real situations, not just simulations.
|Rights Information:||Copyright 1991 Fisher, Adrian Thomas|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9210801|