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Young adults with learning disabilities (LD) or emotional or behavioral disorders (EBD) tend to achieve below their nondisabled peers in secondary school. They typically lack proficiency in academic skills and are less prepared for the world of work. A disproportionate percentage of these students drop out of school. Some of the dropouts find their way to adult education to pursue a General Educational Development (GED) diploma. Two hundred seventy-seven young adults with and without LD/EBD were interviewed regarding their school and post-dropout experiences. Findings indicate that factors such as disability status, when individuals drop out, and self-perspectives influence education participation.
Scanlon et al. (Tue,) studied this question.