Postschool educational and employment experiences of young people with specific language impairment.

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 ∼2, 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.