Lindsay Foreman-Murray, Sarah Krowka, Caitlyn E. Majeika
{"title":"A systematic review of the literature related to dropout for students with disabilities","authors":"Lindsay Foreman-Murray, Sarah Krowka, Caitlyn E. Majeika","doi":"10.1080/1045988X.2022.2037494","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"228 - 237"},"PeriodicalIF":0.8000,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Preventing School Failure","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1045988X.2022.2037494","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
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.
期刊介绍：
Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.
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