Students with Disabilities Who Drop Out of School: Implications for Policy and Practice. Issue Brief: Examining Current Challenges in Secondary Education and Transition.

Autor/inn/en	Thurlow, Martha L.; Sinclair, Mary F.; Johnson, David R.
Institution	National Center on Secondary Education and Transition, Minneapolis, MN.
Titel	Students with Disabilities Who Drop Out of School: Implications for Policy and Practice. Issue Brief: Examining Current Challenges in Secondary Education and Transition.
Quelle	(2002), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Disabilities; Dropout Characteristics; Dropout Prevention; Dropout Programs; Dropout Rate; Educational Policy; High Risk Students; Incidence; Intervention; Predictor Variables; Research Needs; Secondary Education; Student School Relationship + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Politics of education; Bildungspolitik; Problemschüler; Vorkommen; Prädiktor; Forschungsbedarf; Sekundarbereich; Schüler-Lehrer-Beziehung
Abstract	This brief explores the challenges of documenting dropout rates and ways to support students with disabilities so that they meet academic standards and graduate. It begins by discussing the high dropout rate for students with disabilities and the rise of standards-based reform and high-stakes tests. Characteristics of high-risk students are identified and include living in the southern and western regions of the country or large urban center, having a disability, coming from low-income families and communities, and having a non-European American or non-Asian, single parent background. The difficulties of measuring and defining dropout rates are explored, and sources of variation in reported dropout rates are identified. Findings from three projects that investigated successfully implemented interventions for preventing student dropouts are then discussed. Intervention strategies included: (1) persistence, continuity, and consistency; (2) monitoring the occurrence of risk behaviors and the effects of interventions; (3) a caring relationship between an adult connected to the school and the student; (4) a sense of belonging to school that was encouraged through participation in school-related activities; and (5) problem-solving skills were taught and supported so students were able to survive in challenging environments. The brief closes with a discussion of research needs. (Contains 17 references.) (CR)
Anmerkungen	For full text: http://www.ncset.org/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01