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Table 5. Youth with disabilities' perceptions of strengths and interests, by disability category
| How youth rates his or her abilities | Learning disability | Speech/ language impairment | Mental retardation | Emotional disturbance | Hearing impairment | Visual impairment | Orthopedic impairment | Other health impairment | Autism | Traumatic brain injury | Multiple disabilities | Deaf-blindness |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Percent / standard error | ||||||||||||
| Athletic activities | ||||||||||||
| Very good | 36.4 | 32.1 | 26.2 | 42.5 | 31.1 | 25.4 | 10.7 | 31.4 | 13.5 | 24.7 | 24.4 | 20.8 |
| (4.09) | (4.16) | (5.12) | (4.57) | (5.67) | (5.48) | (3.55) | (4.36) | (5.09) | (7.80) | (6.44) | (7.33) | |
| Pretty good | 44.7 | 48.3 | 46.5 | 38.1 | 45.8 | 42.7 | 34.2 | 42.5 | 33.0 | 43.3 | 46.2 | 48.0 |
| (4.23) | (4.45) | (5.81) | (4.49) | (6.10) | (6.23) | (5.45) | (4.65) | (7.00) | (8.96) | (7.47) | (9.02) | |
| Not very or not at all good | 18.9 | 19.6 | 27.3 | 19.4 | 23.1 | 31.8 | 55.1 | 26.1 | 53.5 | 32.0 | 29.4 | 31.2 |
| (3.33) | (3.54) | (5.19) | (3.65) | (5.16) | (5.87) | (5.72) | (4.12) | (7.43) | (8.44) | (6.83) | (8.36) | |
| Using a computer | ||||||||||||
| Very good | 28.7 | 38.3 | 33.0 | 44.9 | 53.6 | 41.9 | 49.7 | 37.2 | 62.0 | 40.8 | 50.4 | 47.6 |
| (3.85) | (4.32) | (5.44) | (4.58) | (6.11) | (6.21) | (5.73) | (4.53) | (7.14) | (8.85) | (7.48) | (9.02) | |
| Pretty good | 57.8 | 51.5 | 45.7 | 41.8 | 39.9 | 48.3 | 44.0 | 50.7 | 30.1 | 51.9 | 35.5 | 35.8 |
| (4.20) | (4.45) | (5.77) | (4.55) | (6.00) | (6.29) | (5.68) | (4.68) | (6.74) | (9.00) | (7.16) | (8.65) | |
| Not very or not at all good | 13.5 | 10.1 | 21.4 | 13.3 | 6.6 | 9.8 | 6.3 | 12.2 | 7.8 | 7.3 | 14.2 | 16.6 |
| (2.90) | (2.69) | (4.75) | (3.13) | (3.03) | (3.75) | (2.78) | (3.06) | (3.95) | (4.68) | (5.22) | (6.72) | |
| Mechanical skills | ||||||||||||
| Very good | 26.6 | 15.3 | 19.0 | 41.2 | 17.3 | 11.2 | 7.4 | 25.0 | 14.6 | 24.8 | 24.9 | 18.9 |
| (3.77) | (3.22) | (4.57) | (4.55) | (4.63) | (4.00) | (2.95) | (4.06) | (5.23) | (7.78) | (6.50) | (7.14) | |
| Pretty good | 34.8 | 41.4 | 30.8 | 34.3 | 40.8 | 25.3 | 32.0 | 43.3 | 29.0 | 38.1 | 33.6 | 38.3 |
| (4.06) | (4.40) | (5.38) | (4.39) | (6.02) | (5.51) | (5.26) | (4.64) | (6.72) | (8.74) | (7.10) | (8.87) | |
| Not very or not at all good | 38.6 | 43.3 | 50.2 | 24.5 | 41.9 | 63.5 | 60.6 | 31.8 | 56.4 | 37.0 | 41.5 | 42.8 |
| (4.15) | (4.43) | (5.83) | (3.97) | (6.05) | (6.10) | (5.51) | (4.36) | (7.34) | (8.70) | (7.41) | (9.03) | |
| Creative arts | ||||||||||||
| Very good | 22.1 | 17.0 | 14.8 | 26.2 | 20.9 | 23.9 | 19.3 | 19.8 | 25.2 | 21.6 | 16.1 | 22.9 |
| (3.55) | (3.34) | (4.12) | (4.05) | (4.99) | (5.38) | (4.44) | (3.73) | (6.36) | (7.41) | (5.55) | (7.59) | |
| Pretty good | 32.4 | 34.2 | 23.0 | 38.4 | 34.0 | 35.0 | 29.4 | 31.3 | 43.6 | 22.9 | 19.6 | 35.1 |
| (4.00) | (4.22) | (4.89) | (4.48) | (5.81) | (6.02) | (5.13) | (4.35) | (7.26) | (7.57) | (6.00) | (8.62) | |
| Not very or not at all good | 45.5 | 48.8 | 62.2 | 35.3 | 45.1 | 41.1 | 51.3 | 48.8 | 31.2 | 55.5 | 64.4 | 42.1 |
| (4.26) | (4.45) | (5.63) | (4.41) | (6.11) | (6.21) | (5.63) | (4.68) | (6.78) | (8.95) | (7.23) | (8.91) | |
| Performing arts | ||||||||||||
| Very good | 13.6 | 17.9 | 17.4 | 19.1 | 19.1 | 25.2 | 13.4 | 14.3 | 18.3 | 20.0 | 21.3 | 22.7 |
| (2.92) | (3.44) | (4.40) | (3.63) | (4.82) | (5.48) | (3.94) | (3.29) | (5.74) | (7.20) | (6.15) | (7.56) | |
| Pretty good | 40.8 | 38.4 | 32.3 | 33.0 | 30.0 | 42.3 | 30.9 | 35.6 | 36.2 | 31.7 | 25.8 | 29.3 |
| (4.19) | (4.37) | (5.43) | (4.34) | (5.61) | (6.23) | (5.35) | (4.50) | (7.13) | (8.38) | (6.57) | (8.22) | |
| Not very or not at all good | 45.7 | 43.8 | 50.3 | 47.9 | 50.9 | 32.5 | 55.7 | 50.1 | 45.5 | 48.3 | 52.9 | 48.0 |
| (4.25) | (4.45) | (5.81) | (4.61) | (6.12) | (5.91) | (5.75) | (4.70) | (7.39) | (9.00) | (7.50) | (9.02) | |
|
NOTE: Response categories "not very good" and "not at all good" have been collapsed for reporting purposes. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, National Longitudinal Transition Study-2 (NLTS2), Wave 2 youth telephone interview/mail survey, 2003. | ||||||||||||