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    Postschool Educational and Employment Experiences of Young People With Specific Language Impairment.

    Access Status
    Fulltext not available
    Authors
    Conti-Ramsden, Gina
    Durkin, K.
    Date
    2012
    Type
    Journal Article
    
    Metadata
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    Citation
    Conti-Ramsden, Gina and Durkin, Kevin. 2012. Postschool Educational and Employment Experiences of Young People With Specific Language Impairment. Language, Speech, and Hearing Services in Schools. 43: pp. 507-520.
    Source Title
    Language, Speech, and Hearing Services in Schools.
    DOI
    10.1044/0161-1461(2012/11-0067)
    ISSN
    0161-1461
    URI
    http://hdl.handle.net/20.500.11937/34367
    Collection
    • Curtin Research Publications
    Abstract

    Purpose: This study examined the postschool educational and employment experiences of young people with and without specific language impairment (SLI). Method: Nineteen-year-olds with (n = 50) and without (n = 50) SLI were interviewed on their education and employment experiences since finishing compulsory secondary education. Results: On average, young people with SLI were less successful than their peers without SLI, but they did attain some achievements. Young people with SLI obtained È2, mostly vocational qualifications in the first few years post school. Young people continuing in education at 19 years were most commonly in lower level educational placements than their typically developing (TD) peers. Performance IQ and language/literacy skills were the strongest predictors of educational experience level at this age. Young people with SLI truant less and report feeling more supported than TD peers. In terms of employment, similar proportions of young people with and without SLI had jobs. A larger proportion of young people with SLI, however, were not in education, employment, or training at 19 years of age. Conclusion: In the immediate postschool years, young people with SLI fare less well in education and employment than their TD peers.

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