1. By: Allison Saviello EDUC 711 4/21/2014

2.  Current Research is Limited  HUGE gap of LD students graduating with a high school diploma.

3. Source: National Center for Education Statistics

4.  According to the National Center for Learning Disabilities, 88% of LD students enter high school expecting to graduate.  ….but only 68% of LD students graduate with a high school diploma.

5. Source: National Center for Learning Disabilities Note: SLD means Specific Learning Disability which encompasses students with dislexia,discalculia (difficulty with math), disgraphia (difficulty with writing), auditory/visual processing disorder, and non-verbal learning disabilities. Note: A certificate is a document that recognizes the student’s completion of a school program but is not recognized for post-secondary education or employment.

6.  Alienation from Peers Either:  Removed from “mainstream” classes and put into Special Education classrooms OR  Feeling singled out as “Special Ed” in mainstream classrooms

7.  Disengaged/Disconnected LD students who stayed in school reported feeling more connected to their school, more engaged with peers and had at least one adult that cared about their success (Kortering & Kunold, 2006 and Reschly & Christenson, 2006) Which means, students without those supports are at a higher risk of dropout.

8.  Relevance LD Students don’t see a connection between their school subjects and potential career paths. Students who received career interventions in high school were able to see the relevance of their classes to the real world. (Kortering & Kunold, 2006)

9.  High Self-Efficacy/Low Performance Discrepancy According to one study, LD students are confident they can succeed but their actual performance is low Reflects a lack of awareness of self-capabilities and task demands This discrepancy could cause LD students to study/work less than their non-LD peers which creates a gap in achievement. (Klassen & Lynch,2007)

10.  Start Early!! Finally, the decision to discontinue the act of coming to school is a process that evolves over time. (Fulk, Brigham & Lohman, 1998)  Help students see relevance between school subjects and their future. This can be done with appropriate career interventions (Reschly & Christenson, 2006).  Be Passioniate! Students report feeling more motivated about a subject when the instructor is enthusiastic and motivated (Kortering & Kunold, 2006)

11.  Help Students Connect! Students who are connected will feel less alienated and will be more likely to engage in the classroom. (Fulk, Brigham & Lohman, 1998)  Promote Autonomy! Help students to advocate for themselves, don’t immediately assume they don’t know the answer, allow them time to get the right answer and provide them appropriate and meaningful praise when they complete the task. (Froiland, Oros, Smith, & Hirchert, T. (2012).

12.  Certificates of Completion for LD Students- why are there so many students receiving these instead of high school diplomas? What does this mean for the future of students with a certificate of completion?

14.  Froiland, J. M., Oros, E., Smith, L., & Hirchert, T. (2012). Intrinsic motivation to learn: the nexus between psychological health and academic success. Contemporary School Psychology, 16, 91+.  Fulk, B. M., Brigham, F. J., & Lohman, D. A. (1998). Motivation and self-regulation: a comparison of students with learning and behavior problems. Remedial & Special Education, 19(5), 300.  García-Sáchez, J., & Fidalgo-Redondo, R. (2006). Effects of Two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-efficacy. Learning Disability Quarterly, 29(3), 181-211.  Klassen, R. M. (2007). Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities. Contemporary Educational Psychology, 32, 173- 187.  Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with learning disabilities and their specialist teachers. Journal of Learning Disabilities, 40, 494-507.

15.  Kortering, L., & Konold, T. (2005). An Examination of Reasons for Coming to School Among Youths With Learning Disabilities. Journal Of At-Risk Issues, 11(2), 3-9.  National Center for Education Statistics. (2012). Digest of Education Statistics[Data file]. Retrieved from https://nces.ed.gov/programs/digest/d12/tables/dt12_126.asp https://nces.ed.gov/programs/digest/d12/tables/dt12_126.asp  National Center for Learning Disabilities. (2013). Diplomas at Risk: A Critical Look at the Graduation Rate of Students With Learning Disabilities. New York, NY. Retrieved from http://www.ncld.org/images/content/files/diplomas-at- risk/DiplomasatRisk.pdf http://www.ncld.org/images/content/files/diplomas-at- risk/DiplomasatRisk.pdf  Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities. Remedial & Special Education, 27(5), 276-292.