Abstract:

The study analyses the components of a proposed definition of independent living, in order to derive scales to be used to differentiate between groups with specific disabilities and between those with and without specific disabilities. This study was designed to facilitate identification of those areas of special needs that can to be best addressed within the education framework. Subjects were the 14,533 students drawn from the 1980's sophomore cohort of an American high school students surveyed by the "High School and Beyond" national longitudinal study, of whom 3,758 were identified as having a disability. These students were surveyed in the base year and the two subsequent biennial follow-ups. Items were selected from the three surveys questionnaires and classified by expert judges into one of seven independent living domains (self-care and advocacy; accommodation and living arrangements; employment, education and training; transportation and mobility; generic community services; recreation and leisure activities and community interaction) or "other" or "not applicable" categories. Scales derived from factor analysis of the questionnaire items used to assess several group differences. Results showed that youth with disabilities were below average on many aspects of life that they need to master to be able to lead predictive and independent adult lives. Their aspirations for the future were much lower. Rural youth lagged behind their city postsecondary education expectations and participation in special education programs. Rural youth with disabilities scored above their city counterparts in family and affiliation areas.