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Dropouts and Dropout Programs

Implications for Special Education

Clara Wolman is a PhD candidate in educational psychology, and a research assistant in the University Affiliated Program on Developmental Disabilities, University of Minnesota. Her research interests are in the areas of reading comprehension, dropout issues in special education, and bilingual special education.

Robert Bruininks

Robert H. Bruininks, PhD, is a professor in the Department of Educational Psychology at the University of Minnesota and director of the Institute on Community Integration, a University Affiliated Program on Developmental Disabilities. He has been involved in university research, teaching, and administration for over 20 years; he consults with service and government agencies and publishes extensively on special education and human services issues related to the needs of citizens with disabilities.

Martha L. Thurlow

Martha L. Thurlow is assistant to the director, Instructional Alternatives Project and Minnesota University Affiliated Program. Her research focuses on instructional decision making for students with mild handicaps at the preschool and elementary school levels and on factors related to the postschool experiences of youth with mild, moderate, and sevece disabilities. Address: Clara Wolman, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455.

With the goal of achieving a better understanding of the nature of the dropout problem for students in special education, this review focuses first on the literature related to the dropout phenomenon in general education. The issues addressed are (a) consequences of dropping out, (b) definitions of dropouts and calculations of dropout rates, (c) characteristics of general education dropouts and their schools, and (d) intervention programs directed toward general education dropouts. The review further examines the literature on students in special education who drop out of school, including (a) overall dropout rates and rates by handicapping conditions, (b) characteristics of dropouts who have received special education services, and (c) outcomes for school dropouts. The paper concludes by discussing implications for research and service programs that can address the dropout problem in special education.

Remedial and Special Education, Vol. 10, No. 5, 6-20 (1989)
DOI: 10.1177/074193258901000504


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