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Abstract
Drop out concerns are not isolated to those with special needs, but the research indicates, this
population is affected more significantly than their able bodied peers. The trend to dropping out
is a gradual process with many warning signs along the way. By identifying the at-risk students
through these signs, educators can provide prevention strategies academically and socially. To
fully understand the reason for special education students seeking drop outs and the implications
of drop out rates for students with special needs, there needs to be an examination of internal
and external factors. This article will address dropout rates by handicap condition, comparison
to general education dropout rates, outcomes for school dropouts, and intervention programs to
reduce dropout rates.
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The research conducted to examine students with disabilities decision to dropout has
many perspectives, but there is a common trend throughout: it is a gradual process with warning
signs to determine at-risk students. This research observing these factors for student dropout
rates has been successful at closing the gap for general education and minority students,
however, there is still a significant struggle in keeping students with disabilities in school.
Analyzing three different journals on special education dropout rates, various perspectives on the
issue will be examined, concluding the gap in retention for students with disabilities.
Despite a trend of improvement in retention rates in America throughout history, it is still
at a comparative low for a country whose success is based on high school diplomas. Although a
high school degree does not directly correlate success, the lack of one has proven negative
consequences for the student and the society the individual contributes to. “The negative
outcomes for students who dropout of school are reflected in their high unemployment
rates, low income and lifetime earnings, and limited cognitive growth (Thurlow, 1989).
According to Dropout Intent of Students with Disabilities (2023), students with
disabilities are much more likely to drop out of higher education than students without
disabilities due to factors such as academic and social integration and private resources. Research
also shows internal factors to dropout rates for students with disabilities, as their type of
disability contributes to these statistics; students with psychic disabilities dropping out more
often than students with learning and physical disabilities.
Ruffman highlights the importance of both external factors, such as integration into
educational settings, and internal factors of private resources and disability types to understand
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the intent for dropout in students with disabilities. By using several different research models,
Rufmann determine predictability factors for student dropout determinants:
“ (1) academic and (2) social integration, as well as their (3) financial, (4) home learning,
and (5) personal resources” (Ruffman, 2023).
According to this study, and through examination of these factors, students with
disabilities are more likely to drop out than students without disabilities at 85% of students
without disabilities finishing school, but 65% with disabilities maintaining an education
(Studying Corona Times, 2020). This rate also varies depending on the student’s disability; This
study concluded that “students with psychic disabilities (difference of 0.66 scale points on a
scale from 1 to 5 compared to students without disabilities), followed by students with learning
disabilities (0.52) and with physical disabilities (0.45)” (Ruffmann, 2023).
Dropout Intent of Students with Disabilities (2023), is able to conclude that there are
numerous internal and external factors contributing to students with disabilities’ decision to drop
out of school. Through these factors, specifically, academic integration, students with different
disabilities have a higher intent of dropping out than those without disabilities. This article,
however, does not examine the implications of this decision to not continue with their education.
Similar to the previous article, The High School Dropout Dilemma and Special Education
Students (2021) states, students with disabilities graduate at a rate of 66% versus their non-
disabled peers completing an 85% percent graduation rate. Johnson goes on to explain that five
years after graduation, students with behavioral disabilities have a 47% employment rate
compared to students without disabilities receiving a 71% employment rate, but this low
percentage is for students who have completed high school. The rate for students who choose to
not complete their education is even lower.
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There are more than 6.5 million students who receive special education services under
IDEA, representing 11 percent of the K-12 student population. Students in special education that
dropout of school not only affect their lives but also those of their families, schools, and
communities; the NLTS found that 36% of dropouts were able to find employment, and only
51% were receiving more than 7$/hr. (Levine, 2005). There is already a significant gap in
employment for individuals with disabilities compared to their able bodied peers, and those
without a high school degree fall even lower.
According to Practices That May Help Prevent Students With Disabilities from Dropping
Out of High School (2023), there are three significant contributors to preventing these students
from dropping out of secondary education: classroom practices, adult roles and responsibilities,
and professional developments. Most specifically, this article identifies reading supports as a
major contributor for special education students’ tendency towards success.
Reading support for students with disabilities is critical in the general education
classroom(Kent, Wanzek, Swanson, & Vaughn, 2015). Generally, the support in general
education classrooms focuses on teamwork and collaboration for students with disabilities. By
partnering students with their general education peers, students can focus and engage, while
obtaining social support.
Similarly, this inclusive model allows collection of data of these students for adult
interventions and professional development creations to better train educators. In successful
interventions, staff received training prior to implementing interventions (Boyle and Rivera,
2012). By properly preparing staff, administration, and collaborating with these students'
families; educational communities can better implement interventions to allow students with
disabilities to feel successful in the classroom and complete their educational goals.
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Discussion
Through analysis of these articles and further research conducted, it can be understood
that students with disabilities need instruction that caters to their needs as learners. Dropout rates
are not something secluded to individuals with disabilities, but rates vary depending on students
abilities. The national concern for lack of completion of highschool is apparent, and
interventions are required to keep students in schools until graduation.
Educators, administrators, and students themselves, must be put at the center of learning
as educators following the stewards of christian beliefs, there must be a provider of opportunities
for students to earn trust in the education system to reach their full potential. Dropping out of
school not only affects the individual, but also the society in which they contribute to.
School systems that educate these students must be aware of the internal and external
factors that contribute to these dropout rates, such as academic performance, familial
involvement, attendance, varying disabilities, and teacher interventions. If American school
systems cannot find effective intervention strategies to support these students, drop out rates, and
subsequent consequences will not decrease.
Most studies that examine the influence of students with disabilities and dropout rates are
limited, and they tend to use data from small samples. Similarly, studies have limited comparison
groups limiting the variety of results. Finally, there is a lack of range in disability data and the
related challenges while concentrating on specific factors related to these disabilities. Overall,
there is a lack in nationwide studies to truly evaluate the consequences related to dropout rates,
therefore limiting the options for interventions applicable.
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Conclusion
It is pertinent to address all varying factors contributing to dropout rates of individuals
with disabilities in order to implement effective intervention to retain students until graduation.
These interventions should not only include students in secondary education, but also primary
schooling as well. There should be an effective data system to identify at risk factors, and target
students at a higher risk for intervention purposes.
There should also be a system to assign a mentor to these students at high risk to create a
personal learning plan to support them through their academics. By building this positive
relationship, students can feel support academically and socially, and possibly connect them to
post schooling support.
The concern for dropouts is complex and not secluded to one individual’s needs, but
requires a multitargeted plan to address each student’s academic and personal barriers to guide
them through school. By addressing each student individually, educators and those supporting
these students outside of school can guide these students through their academic dilemmas and
help them succeed in their future goals.
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References
Johnson, D. R. (2019). The High School Dropout Dilemma and Special Education
Students. California Dropout Research Project Report #18.
https://cdrpsb.org/researchreport18.pdf
Practices that may help prevent students with disabilities from dropping out of high
school. (2023). REL Northwest.
https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/dropout-prevention-students-with-
disabilities.pdf
Rußmann, M., Netz, N., & Lörz, M. (2023). Dropout intent of students with disabilities.
Higher Education. https://doi.org/10.1007/s10734-023-01111-y
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