Inclusion and Graduation Rates: What Are the Outcomes?

In response to federal and state mandates, students with disabilities increasingly are being educated in more inclusive settings. Although accountability related to state curriculum standards and standardized test scores is important, graduation rates may be the critical factor in deciding whether c...

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Bibliographic Details
Published in:Journal of disability policy studies 2011-03, Vol.21 (4), p.241-252
Main Authors: Goodman, Janet I., Hazelkorn, Michael, Bucholz, Jessica L., Duffy, Mary Lou, Kitta, Yayoi
Format: Article
Language:English
Subjects:
Accountability
Classrooms
Curricula
Curriculum
Disability studies
Education
Education policy
Educational policy
Examinations
Georgia
Graduation rate
Graduations & commencements
Rates
Secondary school students
Students
Students with disabilities
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Summary:In response to federal and state mandates, students with disabilities increasingly are being educated in more inclusive settings. Although accountability related to state curriculum standards and standardized test scores is important, graduation rates may be the critical factor in deciding whether current educational policy is resulting in successful outcomes for students. This study examined the records of 67,749 students with mild disabilities in Georgia during a 6-year period to determine the effects of inclusion (i.e., the amount of time spent in general education classrooms) on graduation rates. Results indicated a 62% increase in the percentage rate in inclusion for students with mild disabilities, while graduation rates for students with mild disabilities have remained stable (+0.4%) at less than 30%.
ISSN:1044-2073
1538-4802
DOI:10.1177/1044207310394449