A systematic review of the literature related to dropout for students with disabilities. Issue 3 (5th July 2022)

• Record Type: Journal Article
• Authors: Foreman-Murray, Lindsay; Krowka, Sarah; Majeika, Caitlyn E.
• Is Part Of: Preventing school failure. Volume 66:Issue 3(2022)
• Page Start: 228
• Page End: 237
• Publication Date: 2022-07-05
• Subjects: Dropout prevention -- high-incidence disabilities -- restrictive educational placement -- school engagement; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2022.2037494
• Languages: English
• ISSNs: 1045-988X

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.