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Journal of Career Development
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Learning Disability and Career Entry into the Sciences: A Critical Analysis of Attitudinal Factors

Reginald J. Alston

University of Illinois at Urbana-Champaign

Tyronn J. Bell

University of Illinois at Urbana-Champaign

Joseph L. Hampton

University of Illinois at Urbana-Champaign

The present study examined the perceptions of 140 parents and 323 teachers regarding career entry into science and engineering for students with learning disabilities. Parents' and teachers' perceptions were assessed on the following eight variables: (a) facility access, (b) expense of accommodations, (c) role models, (d) teacher understanding of students' academic needs, (e) length of learning time, (f) student aptitude and educational preparation, (g) career guidance, and (h) employer attitudes. Results revealed that parents, significantly more than teachers, feel that teachers do not make the necessary effort to accommodate students with learning disabilities and that employers in the science and engineering fields are reluctant to hire persons with learning disabilities. Implications of the results for rehabilitation counselors working with learning disabled students interested in science and engineering are offered.

Key Words: learning disability • science • students • parents • careers • teachers.

Journal of Career Development, Vol. 28, No. 4, 263-275 (2002)
DOI: 10.1177/089484530202800403
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