Dropping out of school before completing secondary education for special children is a significant problem in the world and particularly in America. Although high school dropout in America has been a major problem for more than two decades, it was not among the priorities of the policies of the 90s probably because it was thought that they would be solved automatically as an effect of the improvement of the educational system in general. Many countries along with America have not paid attention to the prevention strategies for special education children. For the current paper, the interpretivist approach is much more suitable as compared to positivism. The Interpretivist research philosophy is based on the principle which states that the researcher performs a specific role in observing the social world. Positivism is the theory that laws are to be understood as social rules, valid because they are enacted by authority or derive logically from existing decisions and that ideal. Moreover, strategies have been provided for school drop out for special needs students. The conclusion suggests that education is paramount for special needs children to help them through school, thereby boosting their adaptation to life. Additionally, the US taxpayers are giving a significant amount of money to support special education students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]