ERIC Number: ED469282
Record Type: RIE
Publication Date: 2002
The Educational Context and Outcomes for High School Students with Disabilities: The Characteristics and Perceptions of Students with Disabilities. Research Report.
Deshler, Donald D.; Grossen, Bonnie; Marquis, Janet; Schumaker, Jean B.; Bulgren, Janis A.; Lenz, B. Keith; Davis, Betsy
This report discusses the findings of a study that gathered descriptive information in the areas of salient student characteristics (e.g., gender, ethnicity, poverty, disability classification), level of participation in general education classes, current level of functioning, student outcomes (e.g., grade point average, performance on state or national exams), and satisfaction level of students with disabilities with their high school experiences. The study was conducted in nine public high schools. Three types of high schools were represented: urban, suburban, and rural in four states (Kansas, Washington, Oregon, and California). Data indicate 61% of the students with disabilities in the study were male, nearly 35% were minority students, and in rigorous core high school courses, 56% of the students with disabilities achieved grade point averages of D or F. On state or national achievement tests, the vast majority of students with disabilities received scores at or below the 20th percentile. One of the most significant findings in the study indicates students with disabilities were enrolled in only about 3.7% of potential core courses (i.e., rigorous general education classes) in which they could have been enrolled. (Contains 17 references.) (Author/CR)
Descriptors: Academic Achievement, Disabilities, Educational Assessment, Educational Environment, Environmental Influences, Grade Point Average, Grades (Scholastic), High Schools, Inclusive Schools, Outcomes of Education, Racial Composition, Racial Differences, Secondary Education, Sex Differences, Special Classes, Student Attitudes, Student Characteristics, Student Participation, Student Placement, Teacher Attitudes
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Inst. for Academic Access.
Grant or Contract Numbers: N/A