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Article
Preventing Students With Disabilities From Dropping Out
Intervention in School and Clinic
  • Nicole Pyle, Utah State University
  • Jade Wexler
Document Type
Article
Publisher
Sage Journals
Publication Date
12-13-2011
DOI
10.1177/1053451211430118
Abstract
Schools are tasked with the challenge of not only raising graduation rates for students with and without disabilities but also preparing these students to meet college and career readiness standards. Recent studies and reviews of the literature suggest promising practices to ensure that educators meet these goals by increasing students’ engagement in school. This article provides an overview of the research on evidence-based drop-out prevention practices organized within the framework of the six recommendations provided by the Institute of Education Sciences. After an explanation of each drop-out prevention intervention component, implications for practice are highlighted, with particular emphasis on academic and behavioral practices that can be readily implemented to prevent students with and without learning and behavioral disabilities from dropping out of school.
Citation Information
Pyle, N., & Wexler, J. (2012). Preventing students from dropping out: Implications for practice. Intervention in School and Clinic, 47(5), 283-289. doi: 10.1177/1053451211430118