A systematic review of the literature related to dropout for students with disabilities

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-03-07 DOI:10.1080/1045988X.2022.2037494

Lindsay Foreman-Murray, Sarah Krowka, Caitlyn E. Majeika

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.

查看原文本刊更多论文

残疾学生辍学相关文献的系统综述

摘要残疾学生的高中辍学率高于一般学习型学生，这影响了他们的短期和长期教育和就业机会，并降低了长期财务稳定的可能性。在这篇综述中，作者在相关文献中研究了中学阶段残疾高发学生的辍学指标。13项研究符合纳入标准，并提出了预测和预防辍学的两个重要重点领域：学校参与和限制性教育安置。来自文献的证据表明，学校参与度和高中毕业率之间存在显著的正相关关系，限制性教育安置和学校毕业率之间的联系也有多种迹象。作者讨论了对未来研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

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.