The Laws on Special Education - Case Study Example

Students who drop out of school today are confronted with significant job competition, work environmentѕ driven by significant technical influences, and leѕѕ than receptive employers. Buѕineѕѕeѕ are looking for a competitive edge and students who do not complete high ѕchool are ѕeen aѕ leѕѕ competitive. Employment opportunitieѕ in today'ѕ high ѕkill-high wage economy require advanced ѕkillѕ that dropoutѕ generally do not poѕѕeѕѕ. Christle, Jolivette, and Nelson (2007, p. 325) enumerate the statistics on the negative effects of dropping out of high school as follows:According to a report on high school graduates in 2000, 56% of high school dropouts were unemployed, compared to 16% of high school graduates.

Census Bureau estimates have placed the average income of a dropout in 2000 at $12,400, compared to $21,000 for a high school graduate. Students who drop out are more likely than students who graduate to experience health problems, engage in criminal activities, and become dependent on welfare and other government programs. The Center for Democratic Policy, Institute for Educational Leadership, reported that dropouts comprise 52% of welfare recipients, 82% of the prison population, and 85% of juvenile justice cases.

These facts pertain to regular high school students—students who do not have to deal with the psychological, emotional and physical difficulties that students with disabilities face. It is the only logical to conclude that students with disabilities who drop out of high school stand a markedly lesser chance of living independently in “a society in which education is a crucial determinant of life chances” (Levin, 2009, p. 5).Ascertaining the reasons why students with disabilities drop out of school is not just about gathering data through a survey of a population of high school special education dropouts.

The data collected needs to be analyzed and grounded on a theoretical framework in order for it to make sense.