This study examined whether there are differences between students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school-an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with LD exhibited lower scores in most 21st-century skills than their peers. Third, a comparison of the gaps in 21st-century skills between students with LD and their peers in each of the examined educational settings (i.e., high school vs postsecondary education) revealed that some of the gaps expand over the years, resulting in differences in additional skills. Results are discussed in the context of educational environment and its role in cultivating 21st-century skills and preparing students for integration into the labor market.

中文翻译：

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延续差距：有学习障碍的学生及其典型发展同龄人的 21 世纪技能。

这项研究根据学习障碍学生 (LD) 的自我报告，考察了他们与正常发展的同龄人在 21 世纪技能方面是否存在差异，以及这两个群体之间的差异在高等教育中是否比在高中中更大。学校——以前的研究尚未深入研究的目标。研究结果表明，总体而言（超越学习者类型），在大多数技能方面，在为 21 世纪技能自我评估而设计的问卷中，高等教育学生的得分高于高中生。其次，患有 LD 的学生在大多数 21 世纪技能方面的得分低于同龄人。第三，对每个受考察的教育环境（即高中与高等教育）中患有学习障碍的学生与其同龄人在 21 世纪技能方面的差距进行比较后发现，一些差距随着时间的推移而扩大，导致在附加技能。研究结果在教育环境及其在培养 21 世纪技能和帮助学生做好融入劳动力市场准备方面的作用的背景下进行了讨论。