Date Approved

5-8-1995

Embargo Period

9-13-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Children with mental disabilities--Education

Disciplines

Disability and Equity in Education

Abstract

This study examines a self-contained day school for emotionally disturbed adolescents by evaluating whether changes produced by the intervention result in practical personally and socially worthwhile improvements. Such evaluation, often called social validation (Kazden, 1977) involves determining whether the changes have brought the student's performance within acceptable levels. Social validation deals with how closely the student's functioning fits expectations of appropriate performance in society (Haring & McCormick, 1990). This hypothesis was tested by the results of a questionnaire given to graduates from the program since DYFS withdrew its funding in 1983. Success was defined as having the ability to support themselves with or without further education and no public assistance, and also being law abiding citizens. To determine these factors the questions dealt with current family status, job/income, military history, and post high school education.

The graduates were successful according to this criterion. The respondents were well socialized and integrated into society. Out of 43 responses, only 2 people were unemployed and 1 incarcerated, leaving a 93% employed population.

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