Special education issues that demand more immediate attention include (a) ensuring that special education teachers have appropriate textbooks, (b) providing special education teachers with help to complete needed paperwork relative to student assessments and intervention; and (c) investigating why "a disproportionate number of children of color end up in special education" (Shorr, 2006, p. 1).
Without giving the proper attention to special education, the ongoing challenge of dropping out among students with disabilities cannot be addressed. It is clear that it is an issue that has been flying under the radar and at the same time being ignored. Bringing the attention back to the issue appears to be the only way this concern can be addressed.
Ascertaining the characteristics that dropouts display and identifying the common reasons why students with disabilities drop out is vital to developing and applying appropriate effective dropout prevention strategies and programs. According to the Council for Exceptional Children (CEC), students with disabilities are diverse and have different needs and goals (Gargiulo, 2011). The Council for Exceptional Children (2010) explained that students with disabilities
Differ from one another in ability, age, learning style, and personality;
Come from all cultural backgrounds and may speak languages other than English;
Have unique learning needs based on their disabilities that require a number of special education and related services, such as specially designed instruction, adapted materials, speech-language therapy, or adaptive physical education;
May have cognitive impairments, such as intellectual disability, that can range from mild to profound;
May have learning disabilities that require specific teaching strategies, including accommodations to and modifications of the general education curriculum;
May have physical disabilities that require the use of wheelchairs or other assistive devices;
May have impairments that are sensory, such as hearing loss and vision impairments;
Might have emotional conditions; and May have their learning complicated by chronic health problems and multiple disabilities. (Gargiulo, 2011)
Contrary to common myths, students with disabilities can succeed in school, and, when provided with an adequate education, they grow mentally and socially (Gargiulo, 2011).
Much variation exists within the population of students with disabilities; however, particular disability classifications are more strongly linked to negative educational outcomes, as well as to a lack of confidence, self-consciousness, and difficulties in understanding language and instructions (Heckman & LaFontaine, 2010). In addition, students with disabilities are "…more likely [to] become involved in major disciplinary incidents like suspensions and expulsions than are their peers in general education programs. & #8230; [They regularly] attain significantly lower levels of academic performance than the average student" (Swanson, 2008, p. 1). These factors certainly contribute to dropping out and to the lifelong consequences that follow.
Situation to Self
I have always taken a particular interest in students with disabilities; my goal has been to help these students perform to their fullest potential and to ensure that they complete high school in order to reverse the dropout rate among special education students. This research study is therefore very important to me in my quest to assist my students. I believe that, if I can understand the experiences that culminate in the decision to drop out of high school, I can reduce those experiences as a teacher and, further, encourage administrative changes that could encourage special education students to stay in school.
Problem Statement
The disabilities experienced by special education students place them at a disadvantage in pursuing financial stability and professional success (Ford, 2007). Special education students that graduate with disabilities will eventually require special accommodations in the workplace, and some may have cognitive disabilities that limit their career opportunities (Levinson & Palmer, 2005). Not completing high school inherently increases the challenges that these individuals face as they strive to become productive members of society and attain personal independence. To reduce dropout rates among students with disabilities, strategies beyond increased government spending on special education programs should be investigated. Understanding the experiences of students...
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