The Consortium on Chicago School Research reports that high school freshmen with mild cognitive or emotional disabilities missed five to eleven more days per semester than students who hadn't been diagnosed with a disability. The high number of absences correlates to lower performance, and ultimately lower graduation rates.
According to a press release in the Chicago Tribune, "Among on-track students, 87 percent of students without disabilities graduate in five years. That drops to 77 percent of students who have learning disabilities and to 57 percent for those with emotional disturbances."
Rod Estvan, education coordinator at Access Living, says the findings are a sign that many students with disabilities are undiagnosed or undersupported.
You can read the story here.