This study examined whether there are differences between Israeli 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：

---

延续差距：有学习障碍的学生及其通常发展中的同龄人的 21 世纪技能。


这项研究根据他们的自我报告，检查了有学习障碍 （LD） 的以色列学生与其正常发育的同龄人在 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大于高中——这一目标在以前的研究中没有深入研究。研究结果表明，总体而言（超越学习者类型），在大多数技能中，高等教育学生在为 21 世纪技能自我评估而设计的问卷中报告的分数高于高中生。其次，患有 LD 的学生在大多数 21 世纪技能中的得分低于同龄人。第三，在每种接受检查的教育环境（即高中与高等教育）中，LD 学生与同龄人之间在 21 世纪技能方面的差距的比较表明，一些差距多年来不断扩大，导致额外技能的差异。结果在教育环境及其在培养 21 世纪技能和为学生融入劳动力市场做准备方面的作用进行了讨论。