Abstract
Children with disabilities are at increased risk of poor educational outcomes. Although most participate regularly in educational programs, they are less likely to be functionally independent, socially integrated, psychologically adjusted, and engaged in productive activity following school completion. Improved collaboration between rehabilitation specialists and educators has the potential to prevent these secondary complications of disability. Professionals need to specify important outcome domains to track in both settings, consider using a prevention model to guide interventions, and increase awareness of common underlying beliefs about the need for inclusive environments and interdependence.
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