ABSTRACT
According to a study funded by the U.S. Department of Education (DOE) in 1992, a significantly higher proportion of students with disabilities drop out of high school than do those without special needs (U.S. DOE, 1992). Although this may come as no surprise to some, it does not lessen the tragedy of students with mild disabilities slipping through the cracks when, with some special attention, they could have some degree of academic success. While the picture is brighter for students with more severe learning differences, the truth is that, without clearer articulation of special education services at the secondary level, problems with meeting exceptional student needs will continue.
