Larry J. Kortering

Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities:

The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed.

Evidence-Based Practices in Secondary Transition:

A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research.

A LOOK AT HIGH SCHOOL PROGRAMS AS PERCEIVED BY YOUTH WITH LEARNING DISABILITIES

This study illustrated how youth with learning disabilities (LD) perceive various aspects of their high school program. One hundred and eighty-five students with LD participated in an interview that explored their views of high school. Specifically, they responded to questions about the best and worst parts of school, recommended school, family, or personal changes that would improve their success in school, gave examples of how a teacher had helped them to learn, and offered general recommendations for improving school. The responses provide information on how they, as consumers of services, view their high school program. This information, in turn, offers insight into how educators might better tailor high school interventions to help more youth with LD to complete high school.

Linking Transition Assessment and Postsecondary Goals: Key Elements in the Secondary Transition Planning Process

(IEPs) for students with disabilities ages 16 and older must include a transition component. It is important for educators to understand the role transition assessment plays in developing a thorough transition component that includes measurable postsecondary goals, annual IEP goals, transition services, and a course of study. Multidisciplinary teams should consider questions such as: How can educators use information about a student’s strengths, needs, and preferences to develop an effective transition plan? What role does transition assessment play in developing measurable postsecondary goals, annual IEP goals, and transition services for students with disabilities? What is the best way to link a student’s annual IEP goals to postsecondary goals?

Engaging Students in School and Learning: The Real Deal for School Completion

The most recent Office of Special Education report (2006) showed a persistent school completion gap between general education students and peers identified as having “high-incidence conditions,” including a specific learning disability, behavior or emotional disability, other health impairment under Section 504, or milder levels of intellectual deficiency. This article combines a conceptual model that helps the reader to better understand the process of school dropout with five specific and practical strategies that can be deployed to improve school completion rates in local schools.

IMPROVING PERFORMANCE IN HIGH SCHOOL ALGEBRA: WHAT STUDENTS WITH LEARNING DISABILITIES ARE SAYING

Success in high school algebra is gaining increased importance for all students, including those identified as having learning disabilities (LD). Despite its importance, we know little about what students with and without LD say about their algebra classes. This study examined findings from a survey of 410 general education students and 46 peers with LD. The survey established data relative to the participants favorite and least favorite classes, most difficult (and best) parts of algebra class, and ideas for helping more students to succeed. In addition, student participants reported whether selected interventions and accommodations were helpful.

High School Dropout and Students Identified with Behavioral Disorders.

This study examined the extent and nature of the high school dropout problem among a sample of students with behavioral disorders It was found that the study sample had a much higher proportion of students who had been dropped out of school than those who had been graduated. The respective subsets of students who had dropped out of school and those who had graduated were compared across measures of demographic characteristics, referral information, and school history. Those who had dropped out of school were found to have experienced significantly more changes in educational service placements, school transfers, and previous releases than had their peers who had graduated. However, both subsets were found to be similar across indices of demographic and referral information. Implications for research and practice are also noted.

Performance on Exit Exams by Students With Disabilities: A Four-Year Analysis

This study examined the results of students with disabilities participation in statewide exams reported by public schools in North Carolina from 2000—2001 to 2003—2004. Results included (a) students without disabilities significantly outperformed their peers with disabilities in each of four content areas (English 1, Algebra 1, Biology, and Physical Science); (b) among the four disability groups, students with learning disabilities (LD) and other health impairments (OHI) had comparable performance levels as both groups consistently outperformed peers with emotional/behavioral disorders (E/BD) or educable mental disabilities (EMD); (c) all groups showed measurable rates of improvement over the 4 years on the English 1 and Physical Science tests; and (d) students from economically advantaged school districts demonstrated significantly higher rates of success.

School Dropout among Youth with and without Learning Disabilities

The purpose of this study was to compare the family background, schooling experiences, and postschool outcomes of youths with LD and peers without LD who all had dropped out of school. A total of 35 youth with learning disabilities (LD) and 60 youth with LD participated in this research. The two groups were comparable on most measures of family background, schooling experiences, and postschool outcomes. These results suggest that, at least in this study, youth with LD and youth without LD who had dropped out of school were reasonably equivalent. Thus, literature and research on school dropouts without LD from general education could have relevance for youth with LD and the way in which secondary special education programs are conducted. These implications are discussed and suggestions for practice are provided.

School Completion Issues in Special Education

Students identified as having a high-incidence disability, including specific learning disability (SLD), behavior or emotional disability (BED), other health impairment (OHI) under Section 504, or mild intellectual disability (ID) have a difficult time completing high school. Specifically, the most recent Office of Special Education’s Annual Report (OSEP, 2008), reflective of state-reported data for the 2002–2003 school year, puts the overall school completion rate with a regular high school diploma at 52% for all students with disabilities. More specifically, the OSEP data show a 57% and 59% rate of completion for students with SLD and OHI, respectively. The respective rates for students with ID and BED are 37% and 35%. In contrast, students with visual or hearing impairments have reported rates that are 67% and 69%, respectively. On a positive note, the National Longitudinal Study–2, using a self-selected sample designed to be representative of national data, shows a small but positive increase in the overall number of high school graduates (Wagner, Newman, Cameto, Garza, & Levine, 2005). Their data shows parents and former students reporting a 72% rate of school completion (inclusive of standard and other diplomas or certificates). Regardless of which data base one uses, we clearly have a challenge of closing the school completion gap for our students. The closing of this gap becomes especially urgent given that one’s inability to complete high school combines with the nature and corresponding impact of their disability to greatly reduce their odds for becoming productive adults (Bullis, 2004). Before reading this special issue on school completion the reader should consider the social costs associated with the failure to complete high school. For example, social costs, while reflective of the general population of school dropouts inclusive of those having been served by special education programs, affect each of us as taxpayers. For starters, former students who fail to complete high school make up a disproportionate percentage of our nation’s prisoners.