OUTCOMES: A BRIEF REPORT

Schools are being held accountable not only for the outcomes of typical students, but for those of students with disabilities as well. The expectation is that education should contribute to the preparation that all US citizens need to fully and meaningfully participate in public life. This right is deeply embedded in US law and heritage; it is an inalienable right (Gilhool, 1976). It is the responsibility of public education to help ensure that all American citizens, whatever their disabilities, are afforded an equal opportunity to actively participate in all community activities, events and opportunities. Outcome-based questions have become a standard for evaluating the effectiveness of education, i.e., “Has the school system done its job in preparing students with disabilities for adult lives, which involve active participation in work, home, educational and social environments?” Data from the National Longitudinal Transition Study (Wagner, 1993), as well as other studies (e.g., La Plante, Kennedy & Turpin, 1996; Malakpa, 1994; Mithaug, Moriuchi, & Fanning, 1985) have documented poor post-school outcomes for students with disabilities. In addition to high drop out rates (overall 58%), these students ofte