Disability and Post-High School Transition: Doest Placement in Special Eduction Improve Outcomes for Young People?

Abstract

Young people with disabilities face difficulties in the post-school transition, yet little research has examined the impact of classroom placement on these outcomes for young people with learning, mental, emotional, and behavioral disabilities. Using the National Longitudinal Survey of Youth 1997, this study compares transition outcomes of young people without disabilities (N = 6,447) with those of young people who have a disability and have been in special education (N = 242), remedial classes (N = 51), and general education (N = 430). Young people with disabilities in all groups struggle considerably more in educational and social domains than those without disabilities. Special education is associated with high school completion, but does not protect against other negative outcomes. Young people with emotional, mental, and behavioral disabilities struggle considerably, regardless of education placement. The results suggest a need to revisit how well education placement options are meeting their mandate...