Patricia M. Braziel

School Dropout From the Perspective of Former Students: Implications for Secondary Special Education Programs

Forty-four dropout youth with learning disabilities, behavior disorders, or mild mental retardation participated in an interview that included questions about school dropout. We categorized responses and identified key themes. Dominant themes were the need for teachers and administrators to change their attitude toward and treatment of these youth and the need for the youth themselves to change their attitude and behavior. Other themes included the need for more support from teachers, for changes in attendance and discipline policies, for better textbooks, and for a change in the way certain courses are taught.

Universal Design for Learning A Look at What Algebra and Biology Students With and Without High Incidence Conditions Are Saying

This article examines findings on student perceptions of individual interventions based on the principles of universal design for learning (UDL). The examination includes a comparison of the reported perceptions of mainstreamed students with high incidence disabilities (i.e., learning disabilities, behavioral disorders, or other health impairments under Section 504 of the Rehabilitation Act) to that of their general education peers. Findings showed that relative to their other academic classes, both groups of students had high levels of satisfaction and expressed similar themes as to what they perceived to be the best and worst parts of the interventions and ideas for improvement. Both groups also reported near unanimous agreement as to wanting their teachers to use more UDL interventions. The reported perceptions and subsequent comparison forms the basis for discussing the implications of UDL in high school settings.

The Challenge of School Completion among Youths with Behavioral Disorders: Another Side of the Story

Youths with behavioral disorders (BD) are less likely to complete high school than are their peers with or without disabilities. This study used individual interviews with 33 students with BD to identify factors that may affect high school completion. Interview questions directed attention to what youths perceived as the best and worst part of school, advantages or disadvantages with staying in school, changes to help individual youths stay in school, general recommendations for helping more youths stay in school, examples of how a teacher had really helped them, and their views of a high school diploma. We categorized youths’ responses for each of five questions, along with providing information on demographic and school history features. The responses, when combined with demographic and school history information, provide insight into changes that might help more youths to complete high school.

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.

Staying in School The Perspective of Ninth-Grade Students

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.

School Completers and Noncompleters With Learning Disabilities Similarities in Academic Achievement and Perceptions of Self and Teachers

Although academic and behavioral problems place many students with learning disabilities (LD) at risk for not completing high school, we know very little about the differences between children with LD who complete school and those who fail to do so. In this study of 76 male youth (45 school completers and 31 noncompleters), standardized measures were used to examine academic achievement and intellectual ability, and self-report measures were used to examine global self-worth, satisfaction about reading and behavior, and relations with teachers. Although we predicted that noncompleters would score lower than completers on most of these measures, no significant differences were found. Implications of these results are discussed.

Career Ambitions A Comparison of Youth With and Without SLD

Participants with and without specific learning disabilities (SLD) provided responses as to background and school features, postschool plans, dream career, and most likely job after completing school. Findings suggest that participant groups are similar across most background and school features, with apparent differences for grade level and repeating of a grade (participants with SLD older and more likely to have repeated a grade), and gender (those with SLD more likely to be male). Participants without SLD reported a pattern of postschool plans that proved significantly different, including higher rates for postsecondary education, than did participants with SLD and a lower rate for direct employment and for being “unsure.” Both groups were comparable in terms of reported “dream or ideal” job, but the pattern proved significantly different for “most likely” job. Implications for future research and practice are noted.

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.