Lewandowski L, Arcangelo K
Department of Psychology, Syracuse University, NY 13244.
J Learn Disabil. 1994 Nov;27(9):598-605. doi: 10.1177/002221949402700909.
This study examined the social adjustment and self-concept of 81 adults (18 to 26 years of age), 40 of whom received special education services under the "learning disabilities" designation and 41 of whom had regular education programming. Subjects were mailed a set of questionnaires about their current functioning, including the Social Adjustment Scale-Self Report and the Tennessee Self-Concept Scale. Archival data on IQ and achievement test scores were also obtained. Results indicated no significant differences between groups on the social adjustment measure or any of its subscales, or on the measure of self-concept. A small subset of subjects in the learning disabilities group had clinically low self-concept scores. Achievement and IQ measures, collectively, were good predictors of global social adjustment (R2 = 96%). Overall, the findings suggest that this cohort of subjects with learning disabilities educated under the auspices of P.L. 94-142 fare about as well as their nondisabled peers in terms of social adjustment and self-concept. It appears that any negative effects of a disability classification abate once individuals leave the public school environment, and that previous forecasts of the socioemotional status of adults with learning disabilities may be unnecessarily pessimistic.
本研究调查了81名成年人（年龄在18至26岁之间）的社会适应情况和自我概念，其中40人根据“学习障碍”的类别接受特殊教育服务，41人接受常规教育课程。研究人员向受试者邮寄了一套关于他们当前功能状况的问卷，包括《社会适应量表 - 自我报告》和《田纳西自我概念量表》。同时还获取了智商和成绩测试分数的档案数据。结果显示，两组在社会适应测量指标或其任何子量表上，以及在自我概念测量指标上均无显著差异。学习障碍组中有一小部分受试者的自我概念得分在临床上较低。成绩和智商测量指标共同构成了总体社会适应情况的良好预测指标（决定系数R2 = 96%）。总体而言，研究结果表明，在《公法94 - 142》的支持下接受教育的这一学习障碍受试者群体，在社会适应和自我概念方面与非残疾同龄人表现相当。似乎一旦个体离开公立学校环境，残疾分类带来的任何负面影响都会减弱，而且之前对有学习障碍成年人社会情感状况的预测可能过于悲观。
