What is the right postsecondary course for people with special needs?

In India, many students with disabilities are entering universities because of better academic preparation, improved transition planning and scholarship programs. On the one hand, many students with disabilities are enrolling in science and applied science courses at the postsecondary level due to the monetary awards and job securities attached to these courses. In developing countries, these students are from low and middle classes, and these students are motivated by monetary factors to enter science courses, whereas in developed countries, students are motivated by various factors, such as passion for science, fame and hawking factors, to enter science courses. Upon completion of these courses, these students are unable to find decent jobs because decisions to enroll in science courses have no relevance to a scientific paradigm. In fact, within the paradigm of special education, reading and writing instructions are focal points, and very little is done on science subjects in secondary classes. In India, many educational boards waive science and mathematics papers for students with disabilities at the secondary level because of the complexity of these subjects. Therefore, the vast majority of students with disabilities have no sound knowledge of mathematics and science to enroll in science and applied science courses at the postsecondary level. A survey of the literature suggests that the vast majority of students with disabilities are poor in science and good in management and nonscience, such as arts, humanities, social sciences and law. On the other hand, students with disabilities are enrolling in nonscience courses and finding decent jobs. This paper argues that different types of disabilities require different postsecondary courses. To do that, researchers will use the regression method. Job status is a categorical dependent variable that takes two values. The type of disability is an independent variable and takes three values: mild, moderate and severe. The type of postsecondary education is an independent variable, and three values, i.e., nonscience and science, are used. The mathematical score at ten grades was used as an independent variable. In addition, grade average points at the undergraduate level constitute an independent variable. The sample size for this study was 150 adults with disabilities with a college degree.