Transition Outcomes of Students with High Incidence Disabilities in Alabama

Abstract

This study examined factors associated with the engagement of former students with high incidence disabilities in Alabama from rural and nonrural school systems. The investigation was conducted using 119 students with learning disabilities or mental retardation who exited from high school during the 2003-2004. The hypotheses were examined with regard to whether there was a statistically significant difference between engagement, satisfaction with life now and perception of preparedness of school programs and services of students with high incidence disabilities by primary disability, exit option and school type, as reported to the Alabama Tracking System, Post School Transition Survey. Students in rural and nonrural school systems in Alabama appear to be equally engaged. Specifically, the majority of former students with LD and MR were engaged in employment, technical school, 2- year and 4- year colleges one year after high school completion. The differences that were noted occurred due to primary disability, an area which historically has yielded differences in the type of engagement or lack thereof in students with high incidence disabilities. Conclusions, limitations and recommendations for further research are presented.