Achievement of autonomy by nonhandicapped and mildly learning handicapped adolescents

This study examines the achievement of autonomy by a sample of 30 midly learning handicapped and 30 nonhandicapped adolescents. From participant observation over the course of a school year, a detailed account was obtained about the life of each subject, both in the home and among friends outside the home. Findings suggest that autonomy is achieved through a gradual process of negotiation during the high school years. The mildly handicapped adolescents generally lag behind their regular education counterparts in breaking away from the family. While almost three-fourths of the nonhandicapped sample had made significant gains toward increased freedom, less than half of the mildly handicapped sample had shed close supervision by parents. However, most of the handicapped adolescents were satisfied with the limited freedom they had. The data suggest that autonomy should be understood as relative to the needs and abilities of each individual. Not all adolescents develop at the same pace; not all feel the same desire to assert their independence from their parents when they reach a particular age.This research was supported by Grant HD23097 from the National Institute of Child Health and Human Development.Received his Ph.D. from the University of California, Irvine. Current interest is the adjustment problems of mildly learning handicapped adolescents.Received her Ed.D. from Columbia University. Current interest is social competence of mildly learning handicapped populations and family adjustment.