In-depth, structured interviews were conducted over a 2-year period with four young adults previously identified as having learning disabilities during their school years. All four had dropped out of high school; but overall, they reported that their early withdrawal was an important and affirming choice in their transition from youth to young adulthood. Themes emerging as noteworthy include their lack of involvement in formal vocational assessment, their own individualized education programs, and adult services. The personal stories and experiences cast doubt on the prevailing opinion that school dropouts are "losers" and "failures." In contrast, their stories reveal a serious shortfall in their secondary special education programming and in the overall transition planning process.

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WITH THE GOAL OF ACHIEVING A BETTER UNDERSTANDING OF THE NATURE AND INFLUENCE OF GENDER ON STUDENTS IN SPECIAL EDUCATION, THIS REVIEW FOCUSES FIRST ON THE LITERATURE RELATED TO GENDER DISPARITIES IN THE GENERAL POPULATION. THE ISSUES ADDRESSED COVER BOTH EDUCATION AND EMPLOYMENT OUTCOMES, WITH SPECIAL ATTENTION DEVOTED TO CURRENT INTERVENTIONS THAT ARE DESIGNED TO REDUCE THE DISPARITIES. THE REVIEW FURTHER EXAMINES THE LITERATURE ON GENDER AND ITS RELATIONSHIP TO STUDENTS IN SPECIAL EDUCATION, INCLUDING (A) OVERALL GENDER RATES BY DISABILITY GROUPS, (B) GENDER DISPARITIES IN EDUCATION AND EMPLOYMENT OUTCOMES ASSOCIATED WITH MALES AND FEMALES IN SPECIAL EDUCATION, AND (C) PROPOSED INTERVENTION PROGRAMS AND PRACTICES THAT APPEAR PROMISING. THE ARTICLE CONCLUDES BY DISCUSSING IMPLICATIONS FOR SPECIAL EDUCATION AND RESEARCH THAT CAN REDUCE THE INCIDENCE OF GENDER DIFFERENCES IN SPECIAL EDUCATION.