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Author: Kelly, Michael S.
Resulting in 1 citation.
1. Berzin, Stephanie Cosner
Kelly, Michael S.
Disability and Post-High School Transition: Does Placement in Special Education Improve Outcomes for Young People?
Advances in School Mental Health Promotion 2,2 (2009) 17-29.
Also: https://www.tandfonline.com/doi/abs/10.1080/1754730X.2009.9715701
Cohort(s): NLSY97
Publisher: Taylor & Francis Group
Keyword(s): Disability; High School Curriculum; Special Education

Permission to reprint the abstract has not been received from the publisher.

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 for young people with disabilities. There is evidently a need to explore interventions for young people with emotional and behavioral difficulties, as current placement options are not meeting their needs.
Bibliography Citation
Berzin, Stephanie Cosner and Michael S. Kelly. "Disability and Post-High School Transition: Does Placement in Special Education Improve Outcomes for Young People?" Advances in School Mental Health Promotion 2,2 (2009) 17-29.