A Systematic Review of the Literature Related to Dropout for Students with Disabilities

Autor/inn/en	Foreman-Murray, Lindsay; Krowka, Sarah; Majeika, Caitlyn E.
Titel	A Systematic Review of the Literature Related to Dropout for Students with Disabilities
Quelle	In: Preventing School Failure, 66 (2022) 3, S.228-237 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foreman-Murray, Lindsay) ORCID (Krowka, Sarah) ORCID (Majeika, Caitlyn E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2022.2037494
Schlagwörter	Students with Disabilities; Dropout Prevention; At Risk Students; Secondary School Students; Educational Research; Correlation; Student School Relationship; Student Placement; Student Participation; Intervention; Special Education; Student Attitudes; Relevance (Education); Predictor Variables; Interpersonal Relationship; Educational Environment; Inclusion + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Bildungsforschung; Pädagogische Forschung; Korrelation; Schüler-Lehrer-Beziehung; Schülerpraktikum; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerverhalten; Relevance; Relevanz; Prädiktor; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inklusion
Abstract	Students with disabilities drop out of high school at a higher rate than typically learning students, impacting their short and long-term educational and employment opportunities and making long-term financial stability less likely. In this review, the authors examined the indicators of dropout among students with high-incidence disabilities at the secondary level within correlational literature. Thirteen studies met inclusion criteria and suggest two important areas of focus in predicting and preventing dropout: school engagement and restrictive educational placement. Evidence from the literature indicates a significant positive relation between school-engagement and completion of high school and mixed indications for the connection between restrictive educational placement and school completion. The authors discuss implications for future research and practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01