Are We Pushing Students in Special Education To Drop Out of School?

Autor/inn/en	Sinclair, Mary F.; und weitere
Institution	Minnesota Univ., Minneapolis. Research and Training Center on Residential Services and Community Living.
Titel	Are We Pushing Students in Special Education To Drop Out of School?
Quelle	6 (1994) 1, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Discipline; Dropout Characteristics; Dropout Prevention; Dropout Rate; Dropout Research; Dropouts; Educational Policy; Intervention; Parent School Relationship; Potential Dropouts; School Holding Power; Secondary Education; Special Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Disziplin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This research summary examines the policies and issues that affect the school dropout problem among youth with disabilities. It clarifies the dropout problem, examines government and school policies that affect school holding power, and recommends responses. Information is based on a current dropout prevention research project, findings from five national education databases that include dropout statistics, and results of selected school district and university studies. The policy research brief explains that the dropout problem is particularly great among youth with learning or emotional/behavioral disabilities. It examines the effects of dropping out of school and describes conceptual models for understanding the school dropout problem. Two initiatives at the federal level which directly address the dropout problem are discussed: the establishment of a national goal regarding graduation rates, and mandated reporting requirements to ascertain the extent of the dropout problem. Four school policies that are prone to being exclusionary in practice are identified: discipline procedures, attendance and grade retention policies, academic standards, and failure to establish home-school collaboration. Dropout prevention strategies for special education students are described, such as a risk factor monitoring and school engagement procedure. Six policy recommendations are presented. (Contains 48 references.) (JDD)
Anmerkungen	Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Dr., S.E., Minneapolis, MN 55455 ($1.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01