According to the U.S. Department of Education Web site Ed Data Express, 12.1 percent of the nation’s K–12 students had disabilities in 2012-13.
The Rehabilitation Research and Training Center on Disability Statistics and Demographics at The University of New Hampshire, funded by the U.S. Department of Education, estimates that of the 6,429,431 youth ages 3-21 that received special education services under IDEA in the fall of 2012, 735,890 (or 11.4 percent) were 3-5 years old; 2,631,472 (or 40.9 percent) were 6-11 years old; 2,700,531 (or 42.0 percent) were 12-17 years old, and 361,538 (or 5.6 percent) were 18-21 years old.
The 5,693,441 students ages 6-21 that received special education services under IDEA, Part B, in the fall of 2012 were in the following diagnostic categories: 39.8 percent in specific learning disability, 18.1 percent in speech or language impairment, 7.3 percent in intellectual disabilities, or 6.3 percent in emotional disturbance, or 2.2 percent in multiple disabilities, 1.2 percent in hearing impairments, 0.9 percent in orthopedic impairments, 13.3 percent in other health impairments, 0.4 percent in visual impairments, 7.7 percent in autism, 0.02 percent in deaf-blindness, 0.4 percent in traumatic brain injury, and 2.1 percent in developmental delay.
Of the 5,693,441 youth ages 6-21 that received special education services under IDEA in the fall of 2012, 4,604,585 (or 80.9 percent) spend 40 percent or more of their time in the regular classroom. The District of Columbia had the smallest percentage (68.2 percent), while North Dakota had the largest percentage (92.5 percent).
According to Cornell University’s Employment and Disability Institute, funded by the U.S. Department of Education, in 2012, an estimated 31 percent of non-institutionalized persons aged 21 to 64 years had an educational attainment of some college/associates degree.
IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. The law has been revised many times over the years.
RIN: 1810-AB16 Publication ID: Fall 2014
Title: Title I–Improving the Academic Achievement of the Disadvantaged
Abstract: The Secretary will amend the regulations governing title I, part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA), to phase out the authority of States to define modified academic achievement standards and develop alternate assessments based on those modified academic achievement standards in order to satisfy ESEA accountability requirements. These amendments will permit, as a transitional measure, States that meet certain criteria to continue to administer alternate assessments based on modified academic achievement standards and include the results in accountability determinations, subject to limitations on the number of proficient scores that may be counted, for a limited period of time.*****
The new regulations declare that Secretary Arne Duncan will amend ESEA to “phase out the authority of States to define modified academic achievement standards and develop alternate assessments based on those modified academic achievement standards in order to satisfy ESEA accountability requirements. Theseamendments will permit, as a transitional measure, States that meet certain criteria to continue to administer alternate assessments… for a limited period of time.”
The Unexplored Standards: Common Core’s Impact on Special-Needs Education
Effective Sept 2015: Feds Remove State Authority Over Special Needs Students and Redefine Who is Special Needs
Is Your School District Taking the Right Approach to Special Education?