Section I.

The National Picture

Infants and Toddlers Served Under IDEA, Part C

The Education of the Handicapped Act Amendments of 1986 established the
Early Intervention Program for Infants and Toddlers with Disabilities
under Part H (now Part C) of the Individuals with Disabilities Education
Act (IDEA). The program assists states in developing and implementing a
statewide, comprehensive, coordinated, multidisciplinary, interagency
system to make early intervention services available to all children
with disabilities from birth through age 2.

This program is based on the premise that early intervention in the
lives of children with disabilities and their families provides greater
opportunities for improving developmental outcomes.

Trends in Numbers and Percentages of Infants and Toddlers Served

How many infants and toddlers receive early intervention services?

Figure 1-1. Number of Infants and Toddlers Served Under Part C of IDEA:
1998 Through 2001

  ----------------------------------- -----------------------------------
  Year                                Number of Infants and Toddlers
                                      Served

  \<1 year old                        

  1998                                31,572

  1999                                35,793

  2000                                36,570

  2001                                37,378

  1 year old                          

  1998                                61,235

  1999                                67,028

  2000                                74,260

  2001                                78,396

  2 years old                         

  1998                                96,655

  1999                                103,290

  2000                                121,985

  2001                                131,659

  Birth through 2                     

  1998                                189,462

  1999                                206,111

  2000                                232,815

  2001                                247,433
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH1 in vol. 2 of this
report. Data are for the 50 states, D.C., Puerto Rico, and the outlying
areas.

On December 1, 2001, IDEA, Part C was serving 247,433 infants and
toddlers.

The number of children served under IDEA, Part C increased 31 percent
between 1998 and 2001─from 189,462 to 247,433.

The largest single-year increase in the number of infants and toddlers
served was 13 percent. The number of children served increased from
206,111 in 1999 to 232,815 in 2000. \[Data for 2000 were revised since
the 24th Annual Report. Twelve states or outlying areas revised their
child count for 2000.\]

In all years, 2-year-olds were the largest proportion (53 percent in
2001) of children served under Part C. Infants less than 1 year old
comprised 15 percent of all infants and toddlers served in 2001.

From 1998 to 2001, the growth in the number of infants and toddlers
served was slowest for the infants less than 1 year old (18 percent).
The growth in the number of infants and toddlers who were 1 and 2 years
old was 28 percent and 36 percent, respectively.

What percentage of the birth-through-2-year-old population is served by
Part C?

Figure 1-2. Change in the Percentage of the Birth-Through-2-Year-Old
Population Served Under Part C: 1998 Through 2001 \[Percentage of
population is calculated by dividing the count of children served by the
total general population estimates for children in this age range for
that year.\]

  --------------------------------------------- -------------------------
  Year                                          Percentage of Population
                                                Birth Through 2 Served
                                                Under Part C \[Data from
                                                50 states and the
                                                District of Columbia.\]

  1998                                          

  Percentage of the population served under     1.6
  Part C                                        

  1999                                          

  Percentage of the population served under     1.8
  Part C                                        

  2000                                          

  Percentage of the population served under     2.0
  Part C                                        

  2001                                          

  Percentage of the population served under     2.1
  Part C                                        
  --------------------------------------------- -------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH7 in vol. 2 of this
report. Population data for 1998 through 1999 are July estimates as of
the date of the first release. These estimates are based on the 1990
decennial Census. For 2000 and 2001, population data are July 1
estimates, released October 2003. These data are based on the 2000
decennial Census. The population estimates are from the Population
Estimates Program, U.S. Census Bureau, Population Division.

The percentage of infants and toddlers served under Part C increased
from 1.6 percent in 1998 to 2.1 percent in 2001.

The Race/Ethnicity of Children Served \[The race/ethnicity categories
presented here are those used by the Office of Special Education
Programs to collect the IDEA, Section 618 data. Other racial/ethnic
categories or combinations of racial/ethnic categories are used in other
data included in this report.\]

What is the race/ethnicity of the infants and toddlers receiving early
intervention services?

Figure 1-3. Racial/Ethnic Composition of Children Served Under IDEA in
2001 and the National Birth-Through-2 Population \[Data are for the 50
states and the District of Columbia.\]

+--------------------------------------------------------+-------------+
| Race/Ethnicity                                         | Percent     |
+--------------------------------------------------------+-------------+
| American Indian/Alaska Native                          |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 1.0         |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 0.9         |
+--------------------------------------------------------+-------------+
| Asian/Pacific Islander                                 |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 4.0         |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 4.1         |
+--------------------------------------------------------+-------------+
| Black (not Hispanic)                                   |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 15.2        |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 14.9        |
+--------------------------------------------------------+-------------+
| Hispanic                                               |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 17.3        |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 20.2        |
+--------------------------------------------------------+-------------+
| White (not Hispanic)                                   |             |
+--------------------------------------------------------+-------------+
| > Early intervention services                          | 62.6        |
+--------------------------------------------------------+-------------+
| > National birth-through-2 population                  | 59.8        |
+--------------------------------------------------------+-------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH7 in vol. 2. The
population data are July 1 estimates for 2001 released in October 2003.
The Census' multiracial category was apportioned into each of the five
single race/ethnicity categories in proportion to each category's
relative size. These estimates are based on the 2000 decennial Census
and come from the Population Estimates Program, U.S. Census Bureau,
Population Division.

The racial/ethnic composition of infants and toddlers receiving early
intervention services is similar to the racial/ethnic composition of the
general population of infants and toddlers.

Most infants and toddlers receiving early intervention services are
white.

Hispanic children are the next largest racial/ethnic group who are
served under Part C, followed by black children.

Age at Entry to Early Intervention Services

Does the age of entry into early intervention services differ by
disability?

Figure 1-4. Average Age of Entry Into Early Intervention by
Disability-Related Condition: 1997-98

+-----------------------------------------------+----------------------+
| Age in Months                                 | Percent              |
|                                               |                      |
| (3-Month Increments)                          |                      |
+-----------------------------------------------+----------------------+
| Developmental delay                           |                      |
+-----------------------------------------------+----------------------+
| 3                                             | 1.8                  |
+-----------------------------------------------+----------------------+
| 6                                             | 4.94                 |
+-----------------------------------------------+----------------------+
| 9                                             | 6.61                 |
+-----------------------------------------------+----------------------+
| 12                                            | 6.67                 |
+-----------------------------------------------+----------------------+
| 15                                            | 6.39                 |
+-----------------------------------------------+----------------------+
| 18                                            | 5.9                  |
+-----------------------------------------------+----------------------+
| 21                                            | 8.73                 |
+-----------------------------------------------+----------------------+
| 24                                            | 11.61                |
+-----------------------------------------------+----------------------+
| 27                                            | 15.95                |
+-----------------------------------------------+----------------------+
| 30                                            | 14.85                |
+-----------------------------------------------+----------------------+
| 33                                            | 10.94                |
+-----------------------------------------------+----------------------+
| 36                                            | 5.62                 |
+-----------------------------------------------+----------------------+
| Diagnosed condition                           |                      |
+-----------------------------------------------+----------------------+
| 3                                             | 24.6                 |
+-----------------------------------------------+----------------------+
| 6                                             | 19.56                |
+-----------------------------------------------+----------------------+
| 9                                             | 12.74                |
+-----------------------------------------------+----------------------+
| 12                                            | 8.1                  |
+-----------------------------------------------+----------------------+
| 15                                            | 6.91                 |
+-----------------------------------------------+----------------------+
| 18                                            | 6.31                 |
+-----------------------------------------------+----------------------+
| 21                                            | 4.79                 |
+-----------------------------------------------+----------------------+
| 24                                            | 3.85                 |
+-----------------------------------------------+----------------------+
| 27                                            | 3.72                 |
+-----------------------------------------------+----------------------+
| 30                                            | 4.12                 |
+-----------------------------------------------+----------------------+
| 33                                            | 3.58                 |
+-----------------------------------------------+----------------------+
| 36                                            | 1.74                 |
+-----------------------------------------------+----------------------+
| At risk                                       |                      |
+-----------------------------------------------+----------------------+
| 3                                             | 21.67                |
+-----------------------------------------------+----------------------+
| 6                                             | 28.99                |
+-----------------------------------------------+----------------------+
| 9                                             | 17.16                |
+-----------------------------------------------+----------------------+
| 12                                            | 9.43                 |
+-----------------------------------------------+----------------------+
| 15                                            | 5.86                 |
+-----------------------------------------------+----------------------+
| 18                                            | 5.53                 |
+-----------------------------------------------+----------------------+
| 21                                            | 2.03                 |
+-----------------------------------------------+----------------------+
| 24                                            | 3.39                 |
+-----------------------------------------------+----------------------+
| 27                                            | 2                    |
+-----------------------------------------------+----------------------+
| 30                                            | 2.06                 |
+-----------------------------------------------+----------------------+
| 33                                            | 1.77                 |
+-----------------------------------------------+----------------------+
| 36                                            | 0.12                 |
+-----------------------------------------------+----------------------+

Source: NEILS Initial Program Data.

It appears that younger infants and toddlers are more likely to have
either a diagnosed condition or are at risk compared to older infants
and toddlers, who are more likely to have a developmental delay.
Three-month-olds are the most likely to have a diagnosed condition,
while 6-month-olds are most likely to be at risk.

The majority of infants and toddlers who enter with a developmental
delay are 27 months old or greater.

Children begin receiving early intervention most often in the first 9
months after birth, when they are approximately 28 months of age.

Text box: NEILS, part of OSEP's National Assessment, is a longitudinal
study that is following more than 3,300 infants and toddlers with
disabilities or at risk for disabilities and their families through
their experiences in early intervention and into early elementary
school. The study is providing information about the characteristics of
children and families, the services they receive, and the outcomes they
experience.

Trends in Early Intervention Service Settings

What is the primary service setting of infants and toddlers receiving
early intervention services?

Figure 1-5. Percentage of Infants and Toddlers with Disabilities Served
in Various Settings: 1996 and 2000

  ---------------------------------------------------------- ------------
  1996                                                       

  Home                                                       56.0

  Hospital (Inpatient)                                       0.8

  Service provider location                                  14.0

  Programs for typically developing children                 2.7

  Residential facility \[The percentage of children being    0.1
  served in residential facilities is too small to register  
  on the chart.\]                                            

  Other settings                                             3.3

  Programs for children with developmental delay             22.5

  Family child care                                          0.6

  2000                                                       

  Home                                                       71.8

  Hospital (Inpatient)                                       0.5

  Service provider location                                  10.0

  Programs for typically developing children                 4.3

  Residential facility \[The percentage of children being    0.1
  served in residential facilities is too small to register  
  on the chart.\]                                            

  Other settings                                             2.4

  Programs for children with developmental delay             10.9
  ---------------------------------------------------------- ------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH3 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

In 2000, most (71.8 percent) infants and toddlers were being served
primarily in the home, followed by 10.9 percent being served in a
program for children with developmental delays or disabilities, and 10.0
percent in a service provider location.

Between 1996 and 2000, the percentage of infants and toddlers being
served primarily in a program for children with developmental delays or
disabilities decreased by more than 50 percent, while the percentage of
those being served primarily in the home increased by more than 15
percent. All other settings differed by a maximum of 3 percent between
1996 and 2000.

Does the primary early intervention setting differ by race/ethnicity?

Table 1-1. Percentage of Children by Early Intervention Setting and
Race/\
Ethnicity: 2000

  ----------------- -------- ---------- ---------- ----------- ---------- -----------
  Setting           All      American   Asian/     Black (not  Hispanic   White (not
                             Indian/    Pacific    Hispanic)              Hispanic)
                             Alaska     Islander                          
                             Native                                       

  Home              71.8     76.0       76.1       65.5        68.1       74.3

  Hospital          0.5      0.4        0.2        1.3         0.2        0.4
  (inpatient)                                                             

  Programs for      10.9     7.9        10.8       11.7        12.9       9.5
  children with                                                           
  developmental                                                           
  delays or                                                               
  disabilities                                                            

  Programs for      4.3      7.9        2.8        7.0         3.1        4.2
  typically                                                               
  developing                                                              
  children                                                                

  Residential       0.1      0.2        0.1        0.1         0.1        0.1
  facility                                                                

  Service provider  10.0     6.0        8.8        11.3        13.6       9.2
  location                                                                

  Other settings    2.4      1.6        1.1        3.0         2.1        2.2

  Total             100.0%   100.0%     100.0%     100.0%      100.0%     100.0%
  ----------------- -------- ---------- ---------- ----------- ---------- -----------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables AH3 and AH10 in vol. 2.
Data are for the 50 states, D.C., Puerto Rico, and the outlying areas.

Most children in all racial/ethnic groups receive early intervention
services primarily in the home or in programs for typically developing
children. American Indian/Alaska Native children are most often served
in these settings (83.9 percent), followed by Asian/Pacific Islander
(78.9 percent) and white children (78.5 percent). Hispanic (71.2
percent) and black (72.5 percent) infants and toddlers are somewhat less
likely to be served in these settings.

Infants and Toddlers Exiting Part C \[Under Part C of IDEA, states must
". . . ensure a smooth transition for toddlers receiving early
intervention services . . . to preschool or other appropriate services"
(IDEA, §637(a)(8)).\]

What happens when children reach age 3 and no longer receive early
intervention services?

Figure 1-6. Percentage of Children Transitioning From Part C at Age 3,
by Exiting Category: 2000 \[Does not include information on children who
complete their individualized family services plan (IFSP), no longer
require services, and exit before age 3.\]

  --------------------------------------------------- -------------------
  Not eligible for Part B, exit to other programs     12.0

  Not eligible for Part B, exit with no referrals     8.0

  Part B eligibility not determined                   17.4

  Part B eligible                                     62.6
  --------------------------------------------------- -------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH4 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

The majority (62.6 percent) of Part C children are eligible for Part B
services when they turn age 3. Some children exit Part C at age 3
without determination of their eligibility for Part B (17.4 percent).
Children specifically deemed ineligible for Part B services either exit
to another program (12.0 percent) or leave with no referral to another
program (8.0 percent).

What are the differences in exiting categories for children in different
racial/ethnic groups who are exiting Part C at age 3?

Figure 1-7. Percentage of Children Transitioning From Part C at Age 3,
by Exiting Category and Race/Ethnicity: 2000-01

  ---------------------------------------------------------- ------------
  Race/Ethnicity                                             Percent

  Part B eligible                                            

  White (not Hispanic)                                       65.8

  Hispanic                                                   61.6

  Black (not Hispanic)                                       56.4

  Asian/Pacific Islander                                     59.6

  American Indian/Alaska Native                              66.8

  Not eligible for Part B, exit to other programs            

  White (not Hispanic)                                       10.7

  Hispanic                                                   17.1

  Black (not Hispanic)                                       12.4

  Asian/Pacific Islander                                     20.2

  American Indian/Alaska Native                              12.7

  Not eligible for Part B, exit with no referrals            

  White (not Hispanic)                                       8.7

  Hispanic                                                   5.4

  Black (not Hispanic)                                       10.0

  Asian/Pacific Islander                                     6.9

  American Indian/Alaska Native                              4.6

  Part B eligibility not determined                          

  White (not Hispanic)                                       14.8

  Hispanic                                                   15.9

  Black (not Hispanic)                                       21.1

  Asian/Pacific Islander                                     13.3

  American Indian/Alaska Native                              15.9
  ---------------------------------------------------------- ------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AH11 in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas.

American Indian/Alaska Native (66.8 percent) and white infants and
toddlers (65.8 percent) were somewhat more likely to be determined Part
B eligible than were Hispanic (61.6 percent), Asian/Pacific Islander
(59.6 percent), and black (56.4 percent) infants and toddlers.

Black infants and toddlers were more likely than other racial/ethnic
groups to have their Part B eligibility undetermined (21.1 percent),
followed by Native American/Alaska Native (15.9 percent) and Hispanic
(15.9 percent).

The Impact of Early Intervention Services on Infants and Toddlers Served
\[The data presented here are exemplary of the type of information
collected by NEILS on the impact of early intervention services on
infants and toddlers receiving these services. Additional data on the
impact of early intervention services can be found on the NEILS Web
site, www.sri.com/neils/.\]

What progress do infants and toddlers make in their communications
skills while receiving early intervention services?

Figure 1-8. How Well Child Makes Needs Known at Entry and at 36 Months
\[Only children 12 months of age or older were evaluated for
communication.\]: 1997-98

  ------------------------------------------------ ----------------------
                                                   Percent

  Communicates well                                

  Entry                                            190

  36 months                                        42.0

  A little trouble                                 

  Entry                                            26.0

  36 months                                        36.0

  A lot of trouble                                 

  Entry                                            10.8

  36 months                                        22.0

  Skipped \<12 months at entry                     38.0
  ------------------------------------------------ ----------------------

Source: NEILS Parent Survey.

According to these data, children are twice as likely to communicate
well at 36 months than at time of entry.

At time of entry, about a fourth of the children (26.1 percent) had
little trouble communicating, and 18 percent had a lot of trouble.

At 36 months, almost half (42 percent) communicated well, followed by
over a third (36 percent) who had little trouble, and one in five (22
percent) who had a lot of trouble.

Figure 1-9. Change in Others' Understanding of Child's Speech Between
Time of Entry and at 36 Months \[Only children 12 months of age or older
were evaluated for speech.\]: 1997-98

[]{.mark}

  ----------------------------------------------------------- -----------
  No change, trouble understanding child\'s speech            30

  Change, declined                                            9

  No change, speech understood as well as other children\'s   2

  Change, improved                                            59
  ----------------------------------------------------------- -----------

Source: NEILS Parent Survey.

More than two-thirds of children (59 percent) who were 12 months old at
entry had a positive change in their speech.

About a third of infants and toddlers (32 percent) experienced no change
in their speech, and 9 percent experienced a decline in their ability to
be verbally understood.

CHILDREN AGES 3 THROUGH 21 SERVED UNDER IDEA, PART B \[Data from
individual states impact these national data; in particular, data from
one large state show many more 4-year-olds served than 5-year-olds
served in 2001. No explanation was provided by the state for the pattern
observed.\]

Part B of IDEA provides funds to states to assist them in providing a
free appropriate public education (FAPE) to children with disabilities
who are in need of special education and related services. To be
eligible for funding under this program, a state must make FAPE
available to all disabled children residing in the state, ages 3 through
21, except that they are not required to serve children ages 3 through 5
and ages 18 through 21 if serving such children is inconsistent with
state law or practice or the order of any court. The act has four
primary purposes: to ensure that all children with disabilities have
FAPE available to them with special education and related services
designed to meet their individual needs, to ensure that the rights of
children with disabilities and their families are protected, to assist
states and localities in providing education for all children with
disabilities, and to assess and ensure the effectiveness of efforts to
educate children with disabilities.

In 1997 Congress made significant changes to IDEA, going beyond ensuring
educational equity for children with disabilities. With access to public
schools already guaranteed for 6.4 million children with disabilities,
the 1997 reauthorization of IDEA set educators' and policymakers' sights
on setting higher expectations and improving achievement for these
students, as well as on ensuring positive transitions to work or
postsecondary education after graduation.

Children Ages 3 Through 5 Served Under IDEA, Part B

IDEA requires states to have policies and procedures in effect to ensure
the provision of FAPE to all 3- through 5-year-olds with disabilities in
order to be eligible for funds under the Preschool Grants Program and
other IDEA funds targeted to children ages 3 through 5 with
disabilities. States may also, at their discretion, serve 2-year-olds
who will turn 3 during the school year.

How many preschoolers are served under IDEA, Part B? \[Source: U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS). Tables AA1, AA8, and AF7 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.\]

On December 1, 2001, a total of 620,195 children ages 3 through 5 were
served under Part B. Of these, 612,084 were served in the 50 states and
the District of Columbia. This number represents 5.2 percent of the
total population of 3- through 5-year-olds living in the states and the
District of Columbia. \[The percentage of general population was
calculated using the July 1 population estimates for 2001 released
October 2003. The number served in the 50 states and the District of
Columbia was divided by the general U.S. population estimate for
children in this age range.\]

Of the total number of preschoolers receiving special education
services, 21.9 percent were 3 years old, 35.8 percent were 4 years old,
and 42.3 percent were 5 years old.

How has the number of preschoolers served under Part B changed over the
past 10 years?

Figure 1-10. Number of Preschoolers Served Under IDEA, Part B: 1991
Through 2001 \[For 1991 through 1994, the counts include children served
under Chapter 1 of ESEA (SOP). For 1991 only, children served under
Chapter 1 of ESEA (SOP) are only included in the total count because the
data were not disaggregated by age year. Beginning in 1994-95, all
services to children and youth with disabilities were provided only
through IDEA, Part B. Data for 2000 were revised since the 24th Annual
Report to Congress on Implementation of IDEA. Twelve states revised
their child count for 2000.\]

  ----------------------------------- -----------------------------------
  Year                                Number of Preschoolers

  1991                                

  Age 3                               70,136

  Age 4                               126,252

  Age 5                               200,767

  Total                               420,403

  1992                                

  Age 3                               88,359

  Age 4                               151,631

  Age 5                               215,459

  Total                               455,449

  1993                                

  Age 3                               97,696

  Age 4                               167,312

  Age 5                               226,677

  Total                               491,685

  1994                                

  Age 3                               104,332

  Age 4                               179,144

  Age 5                               239,233

  Total                               522,709

  1995                                

  Age 3                               113,259

  Age 4                               184,761

  Age 5                               250,573

  Total                               548,593

  1996                                

  Age 3                               112,004

  Age 4                               193,657

  Age 5                               251,409

  Total                               557,070

  1997                                

  Age 3                               115,131

  Age 4                               197,758

  Age 5                               257,426

  Total                               570,315

  1998                                

  Age 3                               117,903

  Age 4                               199,879

  Age 5                               255,863

  Total                               573,645

  1999                                

  Age 3                               122,244

  Age 4                               205,268

  Age 5                               261,621

  Total                               589,133

  2000                                

  Age 3                               132,066

  Age 4                               215,875

  Age 5                               252,652

  Total                               600,593

  2001                                

  Age 3                               135,774

  Age 4                               222,077

  Age 5                               262,344

  Total                               620,195
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables AA8 and AA9 in vol. 2.
Data are for the 50 states, D.C., Puerto Rico, and the outlying areas.

Since 1991, the number of preschoolers served under Part B grew from
422,217 to 620,195. This is an increase of 197,978 preschoolers or a
46.9 percent growth in the number of children served.

The number of preschoolers served under Part B increased for each age
year. From 1991 to 2001, the number of 3-year-olds served increased 93.6
percent, the number of 4-year-olds served increased 75.9 percent, and
the number of 5-year-olds served increased 30.7 percent.

Text box: As part of its National Assessment, OSEP is funding the
Pre-elementary Early Education Longitudinal Study (PEELS). The study
focuses on the characteristics of children receiving preschool special
education; the programs and services they receive; their experiences in
transitioning from early intervention programs to preschool and from
preschool to elementary school; the results they achieve in preschool,
kindergarten, and early elementary school; and the factors that
contribute to better results.

The Race/Ethnicity of Preschoolers Served \[The race/ethnicity
categories presented here are those used by the Office of Special
Education Programs to collect the IDEA, Section 618 data. Other
racial/ethnic categories or combinations of racial/ethnic categories are
used in other data included in this report.\]

What is the racial/ethnic composition of the preschool IDEA population?

Figure 1-11. Racial/Ethnic Composition of Children Ages 3 Through 5
Served Under IDEA and the National Preschool Population, Part B: 2001-02
\[Data are for the 50 states and the District of Columbia.\]

+----------------------------------------------+-----------------------+
| Race/Ethnicity                               | Percentage of         |
|                                              | Preschoolers          |
+----------------------------------------------+-----------------------+
| American Indian/Alaska Native                |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 1.2                   |
+----------------------------------------------+-----------------------+
| > General Population                         | 0.9                   |
+----------------------------------------------+-----------------------+
| Asian/Pacific Islander                       |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 2.3                   |
+----------------------------------------------+-----------------------+
| > General Population                         | 4.0                   |
+----------------------------------------------+-----------------------+
| Black (not Hispanic)                         |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 15.5                  |
+----------------------------------------------+-----------------------+
| > General Population                         | 14.9                  |
+----------------------------------------------+-----------------------+
| Hispanic                                     |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 13.8                  |
+----------------------------------------------+-----------------------+
| > General Population                         | 19.2                  |
+----------------------------------------------+-----------------------+
| White (not Hispanic)                         |                       |
+----------------------------------------------+-----------------------+
| > IDEA                                       | 67.2                  |
+----------------------------------------------+-----------------------+
| > General Population                         | 61.0                  |
+----------------------------------------------+-----------------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables AA14 and AF7 in vol. 2.
The population data are July 1 estimates for 2001 released October 2003.
The Census' multiracial category was apportioned into each of the five
single race/ethnicity categories in proportion to each category's
relative size. These estimates are based on the 2000 decennial Census
and come from the Population Estimates Program, U.S. Census Bureau,
Population Division.

In the 50 states and the District of Columbia, the largest percentage of
preschoolers served under Part B were white (67.2 percent). White
children also composed the largest percentage of the preschool
population (61.0 percent).

The percentage of Hispanic preschoolers served under Part B (13.8
percent) is somewhat smaller than the percentage of Hispanic
preschoolers in the general population (19.2 percent). This was also
true for Asian/Pacific Islanders; the percentage of Asian/Pacific
Islander preschoolers served under Part B (2.3 percent) was smaller than
the percentage of Asian/Pacific Islander preschoolers in the population
(4.0 percent).

The percentages of American Indian/Alaska Native and black preschoolers
served under Part B were slightly larger (1.2 percent and 15.5 percent,
respectively) than in the general population (0.9 percent and 14.9
percent, respectively).

Text box: States report race/ethnicity data in five categories: American
Indian/Alaska Native, Asian/Pacific Islander, black (not Hispanic),
Hispanic, and white (not Hispanic).

What is the likelihood of children ages 3 through 5 in each
racial/ethnic group being served under IDEA, Part B, as compared to that
of all other children ages 3 through 5?

Risk ratios compare the proportion of a particular racial/ethnic group
served under Part B to the proportion of all other racial/ethnic groups
combined. A risk ratio of 1.0 indicates no difference between the
racial/ethnic groups

Table 1-2. Risk Ratios by Race/Ethnicity for Children Ages 3 Through 5
Served Under IDEA, Part B: 2001-02 \[Data are for the 50 states and the
District of Columbia.\]

+-------------+-------------+-------------+-------------+-------------+
| Rac         | Child count | 3-5         | Risk index  | Risk ratio  |
| e/ethnicity |             | population  | \[Risk was  | \[Overall   |
|             |             |             | calculated  | risk ratios |
|             |             |             | by dividing | were        |
|             |             |             | the number  | calculated  |
|             |             |             | of children | by dividing |
|             |             |             | with        | the risk    |
|             |             |             | d           | index for   |
|             |             |             | isabilities | the         |
|             |             |             | in the      | ra          |
|             |             |             | ra          | cial/ethnic |
|             |             |             | cial/ethnic | group by    |
|             |             |             | group by    | the risk    |
|             |             |             | the total   | index for   |
|             |             |             | number of   | all other   |
|             |             |             | children in | students.\] |
|             |             |             | the         | vs. all     |
|             |             |             | ra          | other       |
|             |             |             | cial/ethnic | children    |
|             |             |             | group.\]    |             |
+-------------+-------------+-------------+-------------+-------------+
| American    | 7,445       | 108,371     | 6.87        | 1.30        |
| In          |             |             |             |             |
| dian/Alaska |             |             |             |             |
| Native      |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| As          | 13,825      | 465,807     | 2.97        | 0.55        |
| ian/Pacific |             |             |             |             |
| Islander    |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Black (not  | 94,880      | 1,722,543   | 5.51        | 1.05        |
| Hispanic)   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Hispanic    | 84,570      | 2,222,419   | 3.81        | 0.67        |
+-------------+-------------+-------------+-------------+-------------+
| White (not  | 411,364     | 7,056,878   | 5.83        | 1.31        |
| Hispanic)   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Rac         | 612,084     | 11,576,018  | 5.29        | N/A         |
| e/ethnicity |             |             |             |             |
| total       | \[The       |             |             |             |
|             | rac         |             |             |             |
|             | e/ethnicity |             |             |             |
|             | total may   |             |             |             |
|             | not equal   |             |             |             |
|             | the Part B  |             |             |             |
|             | total for   |             |             |             |
|             | the 50      |             |             |             |
|             | states and  |             |             |             |
|             | D.C.        |             |             |             |
|             | because not |             |             |             |
|             | all         |             |             |             |
|             | children    |             |             |             |
|             | were        |             |             |             |
|             | reported by |             |             |             |
|             | race/e      |             |             |             |
|             | thnicity.\] |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables A14 and AF7 in vol. 2.
Population data are July 1 estimates for 2001 released October 2003. The
Census' multiracial category was apportioned into each of the five
single race/ethnicity categories in proportion to each category's
relative size. These estimates are based on the 2000 decennial Census
and come from the Population Estimates Program, Census Bureau,
Population Division.

American Indian/Alaska Native children ages 3 through 5 were 1.3 times
more likely to be served under Part B than all other groups combined.

White children ages 3 through 5 were 1.3 times more likely to be served
under Part B than all other groups combined.

Asian/Pacific Islander children ages 3 through 5 were just over half as
likely to be served under Part B than all other groups combined.

Trends in Preschool Service Settings

What is the primary service setting for preschoolers with disabilities?

Figure 1-12. Percentage of Preschoolers with Disabilities Served in
Various Settings: 2000-01

  ------------------------------------------------------------- ---------
  Early childhood special education setting                     31.3

  Other \[Other includes residential facilities, separate       14.6
  schools, itinerant services outside the home, and reverse     
  mainstream \[The reverse mainstream setting is an educational 
  program designed primarily for children with disabilities     
  that includes 50 percent or more children without             
  disabilities.\] preschool environments.\]                     

  Home                                                          3.0

  Part-time early childhood/part-time early childhood special   15.2
  education setting                                             

  Early childhood setting                                       35.9
  ------------------------------------------------------------- ---------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB1. Data are for the 50
states, D.C., Puerto Rico, and the outlying areas.

In 2000, 51 percent of preschoolers received special education services
in either early childhood settings or part-time early
childhood/part-time special education settings.

Only 3 percent of preschoolers were served primarily at home.

A total of 14.6 percent of preschoolers were served in other settings,
including residential facilities, separate schools, itinerant services
outside the home, or reverse mainstream settings.

Do service settings for preschoolers differ by racial/ethnic group?

Figure 1-13. Preschool Service Setting by Racial/Ethnic Group: 2000-01

  ------------------------------------------------------------ ----------
  Race/Ethnicity                                               Percent

  American Indian/Alaska Native                                

  Early childhood setting                                      44.6

  Early childhood special education setting                    30.2

  Part-time early childhood/part-time early childhood special  13.2
  education setting                                            

  Home                                                         2.6

  Other \[Other includes residential facilities, separate      9.4
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         

  Asian/Pacific Islander                                       

  Early childhood setting                                      23.4

  Early childhood special education setting                    46.3

  Part-time early childhood/part-time early childhood special  15.5
  education setting                                            

  Home                                                         3.4

  Other \[Other includes residential facilities, separate      11.4
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         

  Hispanic                                                     

  Early childhood setting                                      35.9

  Early childhood special education setting                    29.9

  Part-time early childhood/part-time early childhood special  17.4
  education setting                                            

  Home                                                         2.0

  Other \[Other includes residential facilities, separate      14.7
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         

  Black (not Hispanic)                                         

  Early childhood setting                                      35.1

  Early childhood special education setting                    31.0

  Part-time early childhood/part-time early childhood special  18.3
  education setting                                            

  Home                                                         2.2

  Other \[Other includes residential facilities, separate      13.4
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         

  White (not Hispanic)                                         

  Early childhood setting                                      36.1

  Early childhood special education setting                    31.0

  Part-time early childhood/part-time early childhood special  14.4
  education setting                                            

  Home                                                         3.4

  Other \[Other includes residential facilities, separate      15.1
  schools, itinerant services outside the home, and reverse    
  mainstream preschool environments.\]                         
  ------------------------------------------------------------ ----------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB9 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

American Indian/Alaska Native preschoolers with disabilities are more
likely to receive special education and related services in early
childhood settings than are children from any other group (44.6
percent).

Asian/Pacific Islander preschoolers with disabilities are most likely to
receive special education and related services in early childhood
special education settings than are children from any other group (46.3
percent).

Black preschoolers with disabilities are more likely than other
preschool children to receive special education and related services in
a part-time early childhood/part-time early childhood special education
setting (18.3 percent).

Hispanic and white preschoolers with disabilities are more likely than
other preschool children to receive special education and related
services in "other" settings (14.7 percent and 15.1 percent,
respectively).

Workforce

What are the characteristics of teachers who serve preschoolers with
special needs?

During the 2000-01 school year, there were 34,342 special education
teachers serving preschoolers with disabilities in the United States and
outlying areas. About 88.8 percent of them were fully certified for
their positions. \[These figures are from DANS, Table AC1 in vol. 2;
other data are from SPeNSE. See http://ferdig.coe.ufl.edu/spense/ for
more information on preschool teachers and other special education
personnel.\] According to the Study of Personnel Needs in Special
Education (SPeNSE):

98.6 percent were female;

90.0 percent were white;

6.4 percent were Hispanic; and

6.5 percent have a disability.

The average preschool special education teacher serves 14 children, and
72 percent of preschool special education teachers serve children ages
birth to 5 exclusively.

Textbox: SPeNSE, another component of OSEP's National Assessment
studies, described the quality of the workforce serving children and
youth with disabilities and factors affecting workforce quality.

How do preschool special education teachers spend their time?

Figure 1-14. How Preschool Special Education Teachers Spend Their Time:
2000

  --------------------------------------------------------- -------------
  Paperwork                                                 12

  Preparing lessons                                         11

  Attending meetings, including IEP meetings                9

  Other \[Other activities included duties such as reading  20
  background materials, sharing expertise with other staff, 
  and communicating with parents.\]                         

  Teaching                                                  48
  --------------------------------------------------------- -------------

Source: SPeNSE Service Provider Survey. The percentages above are based
on the mean number of hours spent per week on each activity. Preschool
teachers worked 49.9 hours per week on average.

How long do preschool special education teachers intend to stay in the
field?

Figure 1-15. How Long Preschool Special Education Teachers Intend To
Stay in the Field, as Compared to All Special Education Teachers: 2000

  --------------------------------------------------------- -------------
  Intent to Stay                                            Percent

  Plan to leave as soon as possible                         

  All special education teachers                            6

  Preschool special education teachers                      4

  Undecided/plan to say until something else comes along    

  All special education teachers                            31

  Preschool special education teachers                      27

  Plan to stay until retirement/as long as possible         

  All special education teachers                            63

  Preschool special education teachers                      69
  --------------------------------------------------------- -------------

Source: SPeNSE Service Provider Survey.

Almost 70 percent of preschool special education teachers are planning
to remain in the field until they retire or as long as possible.

STUDENTS AGES 6 THROUGH 21 SERVED UNDER IDEA, PART B

Since the 1975 passage of the Education for All Handicapped Children Act
(EHA, P.L. 94-142), the Department of Education has collected data on
the number of children served under the law. Early collections of data
on the number of children with disabilities served under Part B of IDEA
used nine disability categories. Through the subsequent years and
multiple reauthorizations of the act, the disability categories have
been expanded to 13 and revised, and new data collections have been
required.

In 1997, the law was reauthorized with several major revisions (IDEA
Amendments of 1997; P.L. 105-17). One revision was the requirement that
race/ethnicity data be collected on the number of children served. The
reauthorization also allowed states the option of reporting children
ages 6 through 9 under the developmental delay category.

How many 6- through 21-year-olds are served under IDEA? \[Source: U.S.
Department of Education, Office of Special Education Programs, Data
Analysis System (DANS), Tables AA1, AA3, and AF7 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.\]

On December 1, 2001, a total of 5,867,234 students with disabilities in
the 6- through-21 age group were served under IDEA. Of these 5,795,334
were served in the 50 states and the District of Columbia. This number
represented 8.9 percent of the general 6- through 21-year-old population
living in the United States. \[The percentage of population was
calculated using the July 1 population estimates for 2001 released
October 2003. The number served in the 50 states and the District of
Columbia was divided by the general U.S. population estimate for this
age range.\]

Based on public school enrollment, 12.1 percent of students were
receiving special education and related services in 2001. \[The
percentage of public school enrollment was calculated using 2001-02 data
from the Common Core of Data. The total number served was divided by the
total student enrollment for the 50 states, D.C. Puerto Rico, and the
outlying areas.\]

Figure 1-16. Number and Percentage of Students Ages 6 Through 21, Served
Under IDEA, by Age Group, During the 2001-02 School Year

  ----------------------------------- -----------------------------------
  6 through 11                        2,791,993 (47.6)

  12 through 17                       2,791,970 (47.6)

  18 through 21                       283,271 (4.8)
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA1 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

Almost equal numbers of 6- through 11- and 12- through 17-year-olds
received special education services in 2001.

For the 2001-02 school year, 6- through 11-year-olds with disabilities
made up 48 percent of the total served under IDEA; 12- through
17-year-olds made up 48 percent, and 18- through 21-year-olds made up
the remainder.

How has the number of 6- through 21-year-olds served under IDEA, Part B,
changed over time?

Figure 1-17. Total Number of Students Ages 6 Through 21 Served Under
IDEA, by Age Group: 1992-93 to 2001-02

  ----------------------------------- -----------------------------------
  School Year                         Number of Students (in millions)

  1992                                

  6 through 11                        2.400

  12 through 17                       1.990

  18 through 21                       0.236

  Total                               4.626

  1993                                

  6 through 11                        2.458

  12 through 17                       2.079

  18 through 21                       0.242

  Total                               4.779

  1994                                

  6 through 11                        2.515

  12 through 17                       2.153

  18 through 21                       0.239

  Total                               4.908

  1995                                

  6 through 11                        2.586

  12 through 17                       2.241

  18 through 21                       0.253

  Total                               5.079

  1996                                

  6 through 11                        2.652

  12 through 17                       2.321

  18 through 21                       0.257

  Total                               5.231

  1997                                

  6 through 11                        2.716

  12 through 17                       2.412

  18 through 21                       0.269

  Total                               5.397

  1998                                

  6 through 11                        2.759

  12 through 17                       2.499

  18 through 21                       0.281

  Total                               5.540

  1999                                

  6 through 11                        2.798

  12 through 17                       2.596

  18 through 21                       0.283

  Total                               5.678

  2000                                

  6 through 11                        2.804

  12 through 17                       2.690

  18 through 21                       0.280

  Total                               5.774

  2001                                

  6 through 11                        2.792

  12 through 17                       2.792

  18 through 21                       0.283

  Total                               5.867
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA9 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

Since 1992-93, the number of students ages 18 through 21 served under
IDEA has remained fairly constant.

The number of 6- through 11-year-olds served under IDEA grew until
1999-2000 and has since shown small declines in the number of children
served. The number of 12- through 17-year-olds served under IDEA has
grown each year.

Has the disability distribution of children receiving services for
specific learning disabilities and autism under Part B changed over
time?

Figure 1-18. Number of Students with Specific Learning Disabilities
Served Under IDEA, by Age Group: 1992-93 to 2001-02

  ----------------------------------- -----------------------------------
  School Year                         Number of Students (in millions)

  1992                                

  6 through 11                        0.998

  12 through 17                       1.252

  18 through 21                       0.117

  1993                                

  6 through 11                        1.010

  12 through 17                       1.297

  18 through 21                       0.121

  1994                                

  6 through 11                        1.042

  12 through 17                       1.347

  18 through 21                       0.121

  1995                                

  6 through 11                        1.073

  12 through 17                       1.399

  18 through 21                       0.130

  1996                                

  6 through 11                        1.094

  12 through 17                       1.447

  18 through 21                       0.133

  1997                                

  6 through 11                        1.114

  12 through 17                       1.501

  18 through 21                       0.139

  1998                                

  6 through 11                        1.119

  12 through 17                       1.552

  18 through 21                       0.144

  1999                                

  6 through 11                        1.115

  12 through 17                       1.609

  18 through 21                       0.144

  2000                                

  6 through 11                        1.087

  12 through 17                       1.656

  18 through 21                       0.139

  2001                                

  6 through 11                        1.047

  12 through 17                       1.702

  18 through 21                       0.138
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA9 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

While the number of students receiving services for specific learning
disabilities in the 12-through-17 age group has increased over the past
10 years, the number of 6- through 11-year-olds and 18- through
21-year-olds has remained steady.

Figure 1-19. Number of Students with Autism Served Under IDEA, by Age
Group: 1992-93 to 2001-02

  ----------------------------------- -----------------------------------
  School Year                         Number of Students

  1992                                

  6 through 11                        8,914

  12 through 17                       4,893

  18 through 21                       1,773

  1993                                

  6 through 11                        11,158

  12 through 17                       5,832

  18 through 21                       2,068

  1994                                

  6 through 11                        13,716

  12 through 17                       6,760

  18 through 21                       2,188

  1995                                

  6 through 11                        17,666

  12 through 17                       8,796

  18 through 21                       2,614

  1996                                

  6 through 11                        21,669

  12 through 17                       10,078

  18 through 21                       2,628

  1997                                

  6 through 11                        27,342

  12 through 17                       12,211

  18 through 21                       2,964

  1998                                

  6 through 11                        35,143

  12 through 17                       15,480

  18 through 21                       3,441

  1999                                

  6 through 11                        43,517

  12 through 17                       18,506

  18 through 21                       4,020

  2000                                

  6 through 11                        52,461

  12 through 17                       22,502

  18 through 21                       4,633

  2001                                

  6 through 11                        63,676

  12 through 17                       28,593

  18 through 21                       5,635
  ----------------------------------- -----------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA9 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

Autism was added as an optional reporting category in 1991 and was a
required category beginning in 1992.

Although autism makes up a small percentage of children served under
IDEA, the number of students receiving services for autism in the
6-through-11 and 12-through-17 age groups grew markedly over the past 10
years.

How many students have co-occurring disabilities?

Table 1-3. Percentage of Students with Co-occurring Disabilities:
2000-01

  ------------------------------------ ----------------- -----------------
                                       Children (Ages 6  Youth (Ages 13
                                       through 12)       through 17)

  One disability                       56.9              42.9

  Two disabilities                     28.6              19.2

  Three disabilities                   10.0              28.0

  Four or more disabilities            4.5               9.0
  ------------------------------------ ----------------- -----------------

Sources: SEELS Parent Survey and NLTS2 Parent Survey.

Nearly 15 percent of students with disabilities ages 6 through 12 have
three or more disabilities; almost 30 percent have two disabilities; and
more than half have only one disability.

About 28 percent of students with disabilities ages 13 through 17 have
three disabilities; 19 percent have two disabilities and about 43
percent have only one disability.

Textbox: These data come from National Assessment studies sponsored by
OSEP. The Special Education Elementary Longitudinal Study (SEELS) and
the National Longitudinal Transition Study-2 (NLTS2) examine the
characteristics, experiences, and achievements of a nationally
representative sample of elementary, middle, and secondary students
receiving special education and related services.

In which categories are students with attention deficit
disorder/attention deficit hyperactivity disorder (ADD/ADHD) served?

Table 1-4. Distribution of Parent-Reported Student ADD/ADHD by Primary
Disability Category \[SEELS uses the acronym AD/HD for these
students.\]: 2000-01

  ----------------------------------------- -----------------------------
  Primary IDEA category \[SEELS did not     Percentage of ADD/ADHD
  sample students with developmental        students served \[Total does
  delay.\]                                  not equal 100 due to
                                            rounding.\]

  Specific learning disabilities            41

  Speech/language impairments               15

  Mental retardation                        11

  Emotional disturbance                     14

  Hearing impairments                       1

  Visual impairments                        0

  Orthopedic impairments                    1

  Other health impairments                  12

  Autism                                    2

  Traumatic brain injury                    0

  Multiple disabilities                     2

  Deaf-blindness                            0

  Total                                     99
  ----------------------------------------- -----------------------------

Source: SEELS Parent Survey.

SEELS data indicate that, overall, 27 percent of students with
disabilities have ADD/ADHD, according to parent reports.

Although students with ADD/ADHD are served under IDEA, it is not a
discrete disability category. Forty-one percent of all elementary and
middle school-aged students with disabilities whose parents report that
their children have ADD/ADHD are served under the specific learning
disabilities category, while each of four other disability categories
contains more than 10 percent of these students.

Gender

What is the gender distribution for students ages 6 through 12 with
disabilities?

Figure 1-20. Disability Category \[SEELS did not sample students
classified as developmentally delayed.\] by Gender for Students Ages 6
Through 12: 2000-01

  ----------------------------------------------------- -----------------
                                                        Percent

  All disabilities N=9,619                              

  Male                                                  67

  Female                                                33

  Learning disabilities n=1,031                         

  Male                                                  67

  Female                                                33

  Speech/language impairments n=828                     

  Male                                                  66

  Female                                                34

  Mental retardation n=849                              

  Male                                                  56

  Female                                                44

  Emotional disturbance n=866                           

  Male                                                  80

  Female                                                20

  Hearing impairments n=1,007                           

  Male                                                  56

  Female                                                44

  Visual impairments n=803                              

  Male                                                  57

  Female                                                43

  Orthopedic impairments n=973                          

  Male                                                  61

  Female                                                39

  Other health impairments n=921                        

  Male                                                  71

  Female                                                29

  Autism n=1,098                                        

  Male                                                  83

  Female                                                17

  Traumatic brain injury n=355                          

  Male                                                  63

  Female                                                37

  Multiple disabilities n=840                           

  Male                                                  65

  Female                                                35

  Deaf-blindness n=48                                   

  Male                                                  62

  Female                                                38
  ----------------------------------------------------- -----------------

Source: SEELS Parent Survey.

What is the gender distribution for students ages 13 through 17 with
disabilities?

Figure 1-21. Disability Category by Gender for Students Ages 13 Through
17: 2000

  ----------------------------------------------------- -----------------
                                                        Percent

  All disabilities N=9,230                              

  Male                                                  65.8

  Female                                                34.2

  Learning disabilities n=884                           

  Male                                                  65.9

  Female                                                34.1

  Speech/language impairments n=871                     

  Male                                                  61.6

  Female                                                38.4

  Mental retardation n=865                              

  Male                                                  56.2

  Female                                                43.8

  Emotional disturbance n=836                           

  Male                                                  77.1

  Female                                                22.9

  Hearing impairments n=865                             

  Male                                                  51.5

  Female                                                48.5

  Visual impairments n=686                              

  Male                                                  53.5

  Female                                                46.5

  Orthopedic impairments n=914                          

  Male                                                  58.4

  Female                                                41.6

  Other health impairments n=923                        

  Male                                                  73

  Female                                                27

  Autism n=922                                          

  Male                                                  84.8

  Female                                                15.2

  Traumatic brain injury n=374                          

  Male                                                  69.1

  Female                                                30.9

  Multiple disabilities n=923                           

  Male                                                  57.1

  Female                                                42.9

  Deaf-blindness n=167                                  

  Male                                                  63.3

  Female                                                36.7
  ----------------------------------------------------- -----------------

Source: NLTS2 Parent Survey.

According to SEELS and NLTS2, males account for almost two-thirds of
students ages 6 through 17 served under IDEA. In children ages 6 through
12, males represent 80 percent of students with emotional disturbance
and 83 percent of students with autism. In those ages 13 through 17,
they represent 77 percent of students with emotional disturbance and 85
percent of students with autism.

Race/Ethnicity \[The race/ethnicity categories presented here are those
used by the Office of Special Education Programs to collect the IDEA,
Section 618 data. Other racial/ethnic categories or combinations of
racial/ethnic categories are used in other data included in this
report.\]

What is the racial/ethnic composition of the 6- through 21-year-old IDEA
population?

Figure 1-22. Racial/Ethnic Composition of Students Ages 6 Through 21
Served Under IDEA, Part B: 2001 \[Data are for 50 states and District of
Columbia.\]

  ----------------------------------------------------- -----------------
  Hispanic                                              14.6

  Black (not Hispanic)                                  20.5

  Asian/Pacific Islander                                1.9

  American Indian/Alaska Native                         1.3

  White (not Hispanic)                                  61.7
  ----------------------------------------------------- -----------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA15 in vol. 2.

While 16.6 percent of children between the ages of 6 and 21 in the
general population are Hispanic and 15.1 percent are black, according to
2001 population estimates, black students make up a larger proportion of
students served under IDEA than do Hispanic students. \[Population data
are July 1 estimates for 2001, based on the 2000 decennial Census. The
estimates were released by the Population Estimates Program, U.S. Census
Bureau, Population Division in October 2003.\]

What disabilities do students ages 6 through 21 have who receive special
education services?

Table 1-5. Disability Distribution, by Race/Ethnicity, of Students Ages
6 Through 21 Served Under IDEA: 2001

  -------------------- ---------- ---------- ---------------- ---------- ---------------- ----------
  Disability           American   Asian/     Black            Hispanic   White            All
                       Indian/    Pacific    (non-Hispanic)              (non-Hispanic)   students
                       Alaska     Islander                                                served
                       Native                                                             

  Specific learning    56.0       42.1       45.4             58.9       48.1             49.2
  disabilities                                                                            

  Speech or language   16.8       25.1       14.6             17.7       20.0             18.6
  impairments                                                                             

  Mental retardation   8.2        9.4        17.4             8.1        8.6              10.3

  Emotional            7.7        5.0        11.3             5.0        8.0              8.1
  disturbance                                                                             

  Multiple             2.3        2.7        2.1              2.0        2.2              2.2
  disabilities                                                                            

  Hearing impairments  1.1        3.0        1.0              1.6        1.1              1.2

  Orthopedic           0.8        1.8        0.9              1.3        1.4              1.3
  impairments                                                                             

  Other health         4.4        4.4        4.3              3.2        7.0              5.8
  impairments                                                                             

  Visual impairments   0.4        0.8        0.4              0.5        0.4              0.4

  Autism               0.8        4.1        1.4              1.1        1.8              1.7

  Deaf-blindness       0.0        0.1        0.0              0.0        0.0              0.0

  Traumatic brain      0.3        0.4        0.3              0.3        0.4              0.4
  injury                                                                                  

  Developmental delay  1.2        1.0        0.9              0.4        0.8              0.8

  All disabilities     100.0      100.0      100.0            100.0      100.0            100.0
  -------------------- ---------- ---------- ---------------- ---------- ---------------- ----------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AA15 in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas.

For all racial/ethnic groups, more students with specific learning
disabilities were served than students with any other disability in
2001.

The percentages of white students in most disability categories are very
similar to the percentages for the IDEA student population as a whole.

The order of the five largest disability categories is the same for four
of the five race/ethnicity groups: specific learning disabilities,
speech or language impairments, mental retardation, emotional
disturbance, and other health impairments. For black students, however,
mental retardation is the second most frequently reported disability
category.

The percentages of American Indian/Alaska Native and Hispanic students
with disabilities who received special education for specific learning
disabilities are relatively higher when compared with the percentage for
all students with disabilities (56.0 percent and 58.9 percent v. 49.2
percent). The percentage of Asian/Pacific Islander students with
disabilities who have specific learning disabilities is lower than the
percentage for all students with disabilities (42.1 percent v. 49.2
percent).

The percentage of black students with specific learning disabilities is
lower than the percentage of all students with specific learning
disabilities served under Part B (45.4 percent v. 49.2 percent).

The percentage of black students with disabilities who received special
education services for mental retardation is substantially higher than
the percentage for any other racial/ethnic group (17.4 percent compared
with 8.2 percent for American Indian/Alaska Native students with
disabilities, 9.4 percent for Asian/Pacific Islander students with
disabilities, 8.1 percent for Hispanic students with disabilities, and
8.6 percent for white students with disabilities).

The percentage of black students with disabilities who received special
education services for emotional disturbance is considerably higher than
the percentage for any other racial/ethnic group (11.3 percent compared
with 7.7 percent for American Indian/Alaska Native students with
disabilities, 5.0 percent for Asian/Pacific Islander students with
disabilities, 5.0 percent for Hispanic students with disabilities, and
8.0 percent for white students with disabilities).

The percentage of white students with disabilities who received special
education services for other health impairments is nearly twice the
percentage for the nearest racial/ethnic group (7.0 percent v. 4.4
percent).

What is the likelihood of students ages 6 through 21 in each
racial/ethnic group being identified with a given disability as compared
to that of all other students ages 6 through 21?

Risk ratios compare the proportion of a particular racial/ethnic group
served under Part B to the proportion of all other racial/ethnic groups
combined. A risk ratio of 1.0 indicates no difference between the
racial/ethnic groups.

Table 1-6. Overall Risk Ratios \[Overall risk ratios were calculated by
dividing the risk index for the racial/ethnic group by the risk index
for all other students. Risk was calculated by dividing the number of
children with disabilities in the racial/ethnic group by the total
number of children in the racial/ethnic group.\] for Students Ages 6
Through 21, by Race/Ethnicity for Selected Disability Categories:
2001-02

  ----------------------- ---------- ---------- ----------- ---------- -----------
  Disability              American   Asian/     Black (not  Hispanic   White (not
                          Indian/    Pacific    Hispanic)              Hispanic)
                          Alaska     Islander                          
                          Native                                       

  Specific learning       1.50       0.39       1.31        1.07       0.88
  disabilities                                                         

  Speech or language      1.21       0.65       1.07        0.82       1.13
  impairments                                                          

  Mental retardation      1.09       0.44       2.99        0.58       0.63

  Emotional disturbance   1.25       0.29       2.21        0.52       0.87

  Multiple disabilities   1.33       0.57       1.40        0.76       1.00

  Hearing impairments     1.25       1.20       1.11        1.19       0.81

  Orthopedic impairments  0.89       0.70       0.96        0.90       1.15

  Other health            1.07       0.36       0.99        0.44       1.69
  impairments                                                          

  Visual impairments      1.19       0.94       1.21        0.89       0.96

  Autism                  0.64       1.22       1.17        0.52       1.22

  Deaf-blindness          1.94       0.93       0.90        0.96       1.05

  Traumatic brain injury  1.25       0.56       1.27        0.62       1.18

  Developmental delay     1.98       0.64       1.65        0.44       1.06

  All Disabilities        1.33       0.47       1.45        0.86       0.93
  ----------------------- ---------- ---------- ----------- ---------- -----------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Tables AA15 in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas. Population
data are July 1 estimates for 2001 released October 2003. The Census'
multiracial category was apportioned into each of the five single
race/ethnicity categories in proportion to each category's relative
size. The estimates are based on the 2000 decennial Census and come from
the Population Estimates Program, Census Bureau, Population Division.

Black students are 2.99 times more likely to be classified as having
mental retardation and 2.21 times more likely to be classified as having
emotional disturbance than all other groups combined.

American Indian/Alaska Native students are 1.50 times more likely to be
served for specific learning disabilities than all other groups
combined.

Asian/Pacific Islander students are less than half as likely to be
served for specific learning disabilities, mental retardation, emotional
disturbance, or other health impairments than all other groups combined.

Hispanic students are less than half as likely to be served for other
health impairments and developmental delay than all other groups
combined.

Household Income

What is the household income of families with students ages 6 through 17
who receive special education?

Figure 1-23. Families of Students Ages 6 Through 12, by Household Income
Level and by Disability Status: 2000-01

  ------------------------------------------------------------ ----------
                                                               Percent

  Living in poverty \[SEELS uses the federal Orshansky index   
  to define poverty. This is adjusted for family size, and it  
  is computed as the estimated cash to minimally meet food     
  needs x 3. It is based on income rather than resources and   
  ignores many non-cash benefits (food stamps, school lunches, 
  Medicaid, housing subsidies, educational grants, and loans). 
  It ignores wealth (i.e., owning a farm is not counted). For  
  SEELS, the parents of students with disabilities reported    
  their household income in categories (e.g., \$25,001 -       
  \$50,000) rather than a specific dollar value; thus, the     
  poverty rates for SEELS data are estimated.\]                

  Students with disabilities                                   24

  General population                                           16

  \$15,000 or less                                             

  Students with disabilities                                   20

  General population                                           13

  \$15,001 to \$25,000                                         

  Students with disabilities                                   16

  General population                                           11

  \$25,001 to \$50,000                                         

  Students with disabilities                                   32

  General population                                           29

  \$50,001 to \$75,000                                         

  Students with disabilities                                   19

  General population                                           23

  \>\$75,000                                                   

  Students with disabilities                                   13

  General population                                           24

  SEELS N=8,083                                                
  ------------------------------------------------------------ ----------

Sources: Income in 1999 for households of 6- to 13-year-olds with
disabilities, SEELS Parent Survey, 2002; Income in 1997 for households
with children ages 6 to 17, U.S. Census, 2001. Population income data
from the National Household Education Survey (NHES), 1999.

Figure 1-24. Families of Students Ages 13 Through 17, by Household
Income Level and by Disability Status: 2001

  ------------------------------------------------------------ ----------
                                                               Percent

  Living in poverty \[A dichotomous variable indicating that a 
  student's household was in poverty was constructed using     
  parents' reports of household income and household size and  
  federal poverty thresholds for 2000. These thresholds        
  indicate the income level; however, NLTS2 respondents        
  reported household income in categories (e.g., \$25,501 to   
  \$30,000) rather than a specific dollar amount. Estimates of 
  poverty status were calculated by assigning each household   
  to the mean value of the category of income reported by the  
  parent and comparing that value to the household's size to   
  determine poverty status.\]                                  

  Students with disabilities                                   25

  General population                                           20

  \$15,000 or less                                             

  Students with disabilities                                   19

  General population                                           17

  \$15,001 to \$25,000                                         

  Students with disabilities                                   16

  General population                                           15

  \$25,001 to \$50,000                                         

  Students with disabilities                                   31

  General population                                           30

  \$50,001 to \$75,000                                         

  Students with disabilities                                   21

  General population                                           18

  \>\$75,000                                                   

  Students with disabilities                                   13

  General population                                           20

  N=7,709                                                      
  ------------------------------------------------------------ ----------

Sources: NLTS2 Parent Survey. Population income data are from the
National Household Education Survey (NHES), 1999.

As reported by parents, students with disabilities are more likely to be
poor than students in the general population. According to SEELS and
NLTS2 data, almost one-fourth (24 percent) of elementary and middle
school students and 25 percent of high school students with disabilities
live in poverty compared with 20 percent of the general population. In
1987, 38 percent of high school students with disabilities lived in
poverty.

Use of Medications

How many school-age children with disabilities are taking medications?

Figure 1-25. Medication Use of Children with Disabilities, by Age Group
and Type of Medicine: 2000-01

  -------------------------------------------------- --------------------
  Type of Medicine                                   Percent

  Any psychotropic medication                        

  6- through 9-year-olds                             17

  10- through 12-year-olds                           22

  13- through 14-year-olds                           21

  15- through 17-year-olds                           18

  Stimulant medication                               

  6- through 9-year-olds                             14

  10- through 12-year-olds                           18

  13- through 14-year-olds                           18

  15- through 17-year-olds                           11

  Antidepressant/anxiety medication                  

  6- through 9-year-olds                             5

  10- through 12-year-olds                           6

  13- through 14-year-olds                           8

  15- through 17-year-olds                           9

  Any other psychotropic medication                  

  6- through 9-year-olds                             4

  10- through 12-year-olds                           3

  13- through 14-year-olds                           10

  15- through 17-year-olds                           11
  -------------------------------------------------- --------------------

Sources: SEELS Parent Survey; NLTS2 Parent Survey.

The use of psychotropic medications is highest among middle-school-age
students. Parents report that 17 percent of 6- through 9-year-olds take
these medications compared with 22 percent of those who were 10 through
12 years old and 21 percent of 13- through 14-year-olds. The rate
declines to 18 percent among older high school students.

Stimulants are the most commonly reported psychotropic medications; 14
percent of early elementary students take them. The rate of use rises to
18 percent for middle schoolers and declines to 11 percent of youth ages
15 through 17.

Figure 1-26. Percentage of Students with Disabilities Ages 6 Through 17
Taking Stimulant Medication and Classified as ADD/ADHD, by Gender:
2000-01

  -------------------------------------------------- --------------------
  Percentage Taking Stimulants                       Age Group

  6 through 12                                       

  Boys                                               19

  Girls                                              11

  13 through 17                                      

  Boys                                               15

  Girls                                              8

  Percentage with ADD/ADHD                           Age Group

  6 through 12                                       

  Boys                                               33

  Girls                                              20

  13 through 17                                      

  Boys                                               42

  Girls                                              26
  -------------------------------------------------- --------------------

Sources: SEELS Parent Survey; NLTS2 Parent Survey.

Boys are much more likely than girls to take stimulants. Among boys, 19
percent of 6- through 12-year-olds and 15 percent of 13- through
17-year-olds take stimulants. This compares with 11 percent and 8
percent of girls in the two age groups.

The high rate of taking stimulant medications among boys is consistent
with the high rate of parent-reported ADD/ADHD among boys. Almost
one-third of 6- through 12-year-old boys and 42 percent of 13- through
17-year-old boys are reported by parents to have ADD/ADHD. Rates for
girls are 20 percent and 26 percent for the two age groups.

Table 1-7. Percentage of Students with Disabilities Using Medications,
by Disability Category and Age: 2000-01

  ----------------- -------------- ------- ---------------- ------- --------------- ------- -------------- -------
  Disability        Any                    Antidepressant           Antipsychotic           Any other      
                    psychotropic           or antianxiety           medication              psychotropic   
                    medication             medication                                       medication     

                    Ages 6‑12      Ages    Ages 6‑12        Ages    Ages 6‑12       Ages    Ages 6‑12      Ages
                                   13-17                    13-17                   13-17                  13-17

  Learning          8              13      15               9       4               5       2              6
  disability                                                                                               

  Speech/language   8              10      7                6       2               5       1              5
  impairment                                                                                               

  Mental            24             19      18               12      7               8       6              12
  retardation                                                                                              

  Emotional         52             42      40               29      24              29      16             34
  disturbance                                                                                              

  Hearing           13             10      11               6       4               5       1              6
  impairment                                                                                               

  Visual impairment 12             13      6                4       5               7       4              9

  Orthopedic        24             16      19               11      6               7       4              9
  impairment                                                                                               

  Other health      52             44      47               38      13              21      7              25
  impairment                                                                                               

  Autism            3              43      20               22      19              32      14             38

  Traumatic brain   25             23      15               12      11              15      10             19
  Injury                                                                                                   

  Multiple          27             25      19               15      8               14      8              20
  disabilities                                                                                             

  Deaf-blindness    17             20      4                8       7               12      12             15
  ----------------- -------------- ------- ---------------- ------- --------------- ------- -------------- -------

Sources: SEELS Parent Survey; NLTS2 Parent Survey.

Some students in each disability category take psychotropic medication.
This is due, in part, to some students in each disability category also
having ADD/ADHD and emotional disturbance, according to parental
reports.

The number of students with disabilities taking psychotropic medications
ranges from 10 percent or fewer of those with speech impairments to
about half of children and youth with emotional disturbance or other
health impairments. According to SEELS and NLTS2, among elementary and
middle school students whose parents report they have ADD/ADHD, 65
percent take some kind of psychotropic medication, with 55 percent
taking stimulants specifically.

Taking stimulants is highest among those with emotional disturbance or
other health impairments, according to SEELS and NLTS2.

Use of other kinds of psychotropic medications increases with age for
all disability categories.

Social Activities and Outcomes

How often do children with disabilities socialize outside the classroom?

Figure 1-27. How Often Children with Disabilities Ages 6 Through 12
Either Visit with or Receive Telephone Calls From Friends: 2000-01

  ----------------------------------------------------- -----------------
  Activity                                              Percent

  Visited with friends                                  

  Frequently (four or more times a week)                25.8

  Occasionally (fewer than four times a week)           64.9

  Rarely (once a month or never)                        9.3

  Received telephone calls from friends                 

  Frequently (four or more times a week)                35.4

  Occasionally (fewer than four times a week)           31.8

  Rarely (once a month or never)                        32.9
  ----------------------------------------------------- -----------------

Source: SEELS Parent Survey.

According to parent reports, more than 90 percent of students with
disabilities ages 6 through 12 visit with friends outside of school
occasionally or frequently.

According to the SEELS Parent Survey, the correlations between children
with disabilities who received phone calls and visits from friends and
other social interactions ranged from .27 to .32 (p \<.001 and p \<.001
across the relationships).

Figure 1-28. How Often Children with Disabilities Ages 6 Through 12
Received Calls From Friends, by Disability Category \[SEELS did not
sample students with developmental delay.\],\[ There were too few
students with deaf/blindness to report.\]: 2000-01

  ----------------------------------------------------- -----------------
  Disability                                            Percent

  Learning disabilities                                 

  Frequently (several times a week)                     45.2

  Occasionally (one or more times a month)              29.5

  Rarely or never (less than once a month)              25.2

  Speech/language impairments                           

  Frequently (several times a week)                     30.4

  Occasionally (one or more times a month)              39.2

  Rarely or never (less than once a month)              30.4

  Mental retardation                                    

  Frequently (several times a week)                     25.8

  Occasionally (one or more times a month)              24.1

  Rarely or never (less than once a month)              50.1

  Emotional disturbance                                 

  Frequently (several times a week)                     30.8

  Occasionally (one or more times a month)              27.2

  Rarely or never (less than once a month)              41.5

  Hearing impairments                                   

  Frequently (several times a week)                     24.7

  Occasionally (one or more times a month)              26.6

  Rarely or never (less than once a month)              48.7

  Visual impairments                                    

  Frequently (several times a week)                     28.9

  Occasionally (one or more times a month)              32.8

  Rarely or never (less than once a month)              38.3

  Orthopedic impairments                                

  Frequently (several times a week)                     25.9

  Occasionally (one or more times a month)              33.4

  Rarely or never (less than once a month)              40.7

  Other health impairments                              

  Frequently (several times a week)                     35.2

  Occasionally (one or more times a month)              32.1

  Rarely or never (less than once a month)              32.7

  Autism                                                

  Frequently (several times a week)                     7.0

  Occasionally (one or more times a month)              11.8

  Rarely or never (less than once a month)              81.0

  Traumatic brain injury                                

  Frequently (several times a week)                     29.2

  Occasionally (one or more times a month)              37.8

  Rarely or never (less than once a month)              33.0

  Multiple disabilities                                 

  Frequently (several times a week)                     15.2

  Occasionally (one or more times a month)              20.5

  Rarely or never (less than once a month)              64.3
  ----------------------------------------------------- -----------------

Source: SEELS Parent Survey.

As reported by parents, students with autism, multiple disabilities,
mental retardation, or hearing impairments are less likely to receive
telephone calls from friends.

Students with learning disabilities receive calls from friends most
frequently.

How many elementary and middle school students with disabilities
participate in extracurricular activities, compared to students without
disabilities?

Figure 1-29. Participation in Extracurricular Activities, by Disability
Status and Activity: 2000-01

  ----------------------------------------------------- -----------------
  Activities                                            Percent

  Any extracurricular activities                        

  General population                                    83.0

  Students with disabilities                            72.7

  Lessons \[Lessons include art, music, dance, foreign  
  language, and computer skills.\]                      

  General population                                    35.0

  Students with disabilities                            29.7

  Community-sponsored activities \[Community-sponsored  
  activities includes participation in sports groups,   
  4-H, scouting, religious and special interest group   
  activities, and YMCA- and YWCA-sponsored              
  activities.\]                                         

  General population                                    53.0

  Students with disabilities                            51.0
  ----------------------------------------------------- -----------------

Sources: SEELS Parent Survey; National Survey of America's Families,
1999.

Almost three-fourths of elementary and middle school children with
disabilities are reported by their parents to have participated in
extracurricular activities during the 1999-2000 school year. This is
slightly less than the general population, according to the National
Survey of America's Families.

Slightly over 50 percent of elementary and middle school children with
disabilities, according to their parents, participate in
community-sponsored activities. This appears to be about as often as
their counterparts in the general population.

How do secondary school-age students with disabilities spend their time
outside of school?

Figure 1-30. Activities Reported by Parents as Most Common for Students
with Disabilities Ages 13 Through 17: 2001

  ----------------------------------------------------- -----------------
  Most Common Activities                                Percent

  Playing sports                                        31

  Listening to music                                    32

  Watching TV/videos                                    50

  Playing electronic games or using computer            36

  Talking on phone to friends                           18

  Visiting with friends                                 32

  Visiting with family members                          21
  ----------------------------------------------------- -----------------

Source: NLTS2 Parent Survey.

Television and video watching is the activity most commonly reported by
parents.

According to the NLTS2 Parent Survey, parents report that youth with
disabilities spend an average of almost 16 hours per week watching TV
and videos. About 25 percent of youth with disabilities are relatively
infrequent TV and video watchers, spending 6 hours or fewer per week
watching them. A similar percentage spend more than 20 hours a week in
front of the television set.

The survey also showed that girls are significantly more likely than
boys to spend time with family members (girls: 26.0 percent, boys: 17.7
percent) and on the phone with friends (girls: 22.7 percent; boys: 15.0
percent). They also are more likely than boys to spend time listening to
music (girls: 37.2 percent; boys: 28.8 percent). In contrast, boys are
more likely than girls to spend time playing sports or in other physical
or outdoor activities (boys: 48.0 percent; girls: 29.2 percent), and
more boys than girls spend most of their time using the computer for
electronic games, communication, or other purposes (boys: 38.6 percent;
girls: 30.6 percent).

Discipline and Social Problems at School

Do suspension and expulsion rates differ by race/ethnicity?

Figure 1-31. Elementary and Middle School-Age Students with Disabilities
Ages 6 Through 12, Suspended/Expelled From School, by Race/Ethnicity
\[SEELS data yielded too few observations for other races/ethnicities to
report.\]: 2000-01

  ----------------------------------- -----------------------------------
  Race/Ethnicity                      Percent

  White                               10.0

  Black                               28.0

  Hispanic                            13.0
  ----------------------------------- -----------------------------------

Source: SEELS Parent Survey.

Parents report more suspensions and expulsions for black students (28
percent) than for Hispanic students (13 percent) or white students (10
percent).

How often are secondary school-age students with disabilities suspended
or expelled?

Table 1-8. Suspensions and Expulsions of Students with Disabilities by
Age: 2001

  --------------------- --------- --------- --------- --------- ---------
  Suspended or expelled Age 13    Age 15    Age 16    Age 17    Total
                        through                                 
                        14                                      

  No                    72.7      65.9      64.5      64.3      67.3

  Yes                   27.3      34.1      35.5      35.7      32.7

  Number of students in 3,021     2,194     2,215     1,410     8,840
  sample                                                        
  --------------------- --------- --------- --------- --------- ---------

Source: NLTS2 Parent Survey.

About one-third of all students ages 13 through 17 with disabilities
have been suspended or expelled.

More older students with disabilities were expelled than were 13-
through 14-year-olds.

What is the percentage of 6- through 12-year-old students with
disabilities who have been suspended or expelled?

According to 2000-01 SEELS data, parents reported that 8.7 percent of 6-
through 9-year-olds have been suspended or expelled. For 10- through
12-year-olds, the percentage is 18.9 percent. \[These data differ from
the data reported by states on discipline actions because NLTS2 and
SEELS data are based on parent reports of whether a student with a
disability was ever suspended or expelled. States report counts of
students with disabilities who were suspended or expelled for more than
10 days during a given school year only, and the source of these data is
school administrative records.\]

Do suspensions and expulsions for secondary school-age students differ
by race/ethnicity?

Figure 1-32. Youths with Disabilities Ages 13 Through 17 Ever Suspended
or Expelled From School, by Race/Ethnicity: 2001

  -------------------------------------------------- --------------------
  Race/Ethnicity                                     Percent

  White                                              

  Yes                                                30

  No                                                 70

  Black                                              

  Yes                                                46

  No                                                 54

  Hispanic                                           

  Yes                                                28

  No                                                 72
  -------------------------------------------------- --------------------

Source: NLTS2 Parent Survey.

When asked whether their child had ever been suspended or expelled, 46
percent of parents of black students responded "Yes." White and Hispanic
parents responded to this question in the affirmative less often; 30
percent and 28 percent, respectively, indicating that their child had
ever been suspended or expelled (NLTS2 Parent Survey).

What percentage of students with disabilities experience other social
problems at school?

Figure 1-33. Percentage of Students with Disabilities Who Have Been
Physically Attacked or Involved in Fights at School, by Age: 2000-01

  ------------------------------------------------- ---------------------
  Ages                                              Percent

  6 through 9                                       20.0

  10 through 12                                     27.0

  13 through 14                                     25.0

  15                                                23.0

  16                                                21.0

  17                                                22.0
  ------------------------------------------------- ---------------------

Sources: SEELS Parent Survey, NLTS2 Parent Survey.

According to parental reports in the SEELS study, 20 percent of students
ages 6 through 9 with disabilities have been physically attacked or
involved in fights at school, and more than a quarter of 10- through
12-year-olds with disabilities have been physically attacked or involved
in fights at school (27 percent).

Approximately one-quarter of students ages 13 through 17 were physically
attacked or involved in fights at school.

Educational Environments

To what extent are students with disabilities educated with their
nondisabled peers?

Figure 1-34. Educational Environments of Students Ages 6 Through 21 with
Disabilities: 2000

  -------------------------------------------------------------- --------
  Outside the regular class 21-60% of the school day             29.8

  Outside the regular class \>60% of the school day              19.5

  Separate environments \[Separate environments include public   4.2
  and private residential facilities, public and private         
  separate facilities, and homebound/hospital environments.\]    

  Outside the regular class \<21% of the school day              46.5
  -------------------------------------------------------------- --------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB2 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

Most students (about 96 percent) with disabilities are being educated in
regular school buildings.

Almost half of all students with disabilities (46.5 percent) are being
educated in the regular classroom for most of the school day. That is,
they are outside the regular classroom for less than 21 percent of the
school day.

Are students with different disabilities served in different educational
environments?

Table 1-9. Percentage of Students Ages 6 Through 21 with Disabilities
Receiving Services in Different Educational Environments: December 1,
2000

  ------------------------ --------- -------- -------- ---------------------
                           Served                      
                           outside                     
                           the                         
                           regular                     
                           class                       

  Disabilities             \<21% of  21-60%   \>60% of Separate environments
                           the day   of the   the day  \[Separate
                                     day               environments include
                                                       public and private
                                                       residential
                                                       facilities, public
                                                       and private separate
                                                       facilities, and
                                                       homebound/hospital
                                                       environments.\]

  Specific learning        44.3      40.3     14.4     1.0
  disabilities                                         

  Speech or language       85.6      8.4      5.1      0.9
  impairments                                          

  Mental retardation       13.2      29.1     51.7     6.1

  Emotional disturbance    26.8      23.4     31.8     18.1

  Multiple disabilities    12.1      16.0     45.5     26.4

  Hearing impairments      42.3      20.0     22.5     15.3

  Orthopedic impairments   46.4      23.4     24.3     6.0

  Other health impairments 45.1      33.9     16.7     4.4

  Visual impairments       50.5      20.1     16.0     13.4

  Autism                   24.3      15.3     46.4     14.0

  Deaf-blindness           18.1      9.9      34.2     37.8

  Traumatic brain injury   32.3      27.9     29.4     10.4

  Developmental delay      46.4      29.9     22.3     1.3
  ------------------------ --------- -------- -------- ---------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB2 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

The percentage of students in each educational environment varies by
disability category :

− Students with speech or language impairments are most likely to be
educated with their nondisabled peers. They are also the least likely to
be educated in the most restrictive, separate environments.

− Students with multiple disabilities, mental retardation, or
deaf-blindness are the least likely to be educated in the most inclusive
environments, that is, outside the regular classroom less than 21
percent of the day.

− Students with deaf-blindness or multiple disabilities are most likely
to be educated in separate environments.

Figure 1-35. Percentage of Students Ages 6 Through 12 Included in the
Regular Classroom 100 Percent of the Time, by Disability Category
\[SEELS did not sample students with developmental delay.\],\[ There
were too few students with deaf-blindness to report.\]: 2001

  -------------------------------------------------------- --------------
  Disabilities                                             Percent

  Specific learning disabilities                           20

  Speech or language impairments                           55

  Mental retardation                                       7

  Emotional disturbance                                    16

  Hearing impairments                                      23

  Visual impairments                                       28

  Orthopedic impairments                                   27

  Other health impairments                                 23

  Autism                                                   13

  Traumatic brain injury                                   10

  Multiple disabilities                                    5
  -------------------------------------------------------- --------------

Source: SEELS School Survey.

Overall, 28 percent of students with disabilities ages 6 through 12 are
served in the regular education classroom 100 percent of the time (SEELS
School Survey).

Students with speech/language impairments are most commonly served in
the regular education classroom 100 percent of the time (55 percent).

Students with mental retardation and multiple disabilities are most
rarely served in the regular education classroom 100 percent of the time
(7 percent and 5 percent, respectively).

Figure 1-36. Percentage of Students with Disabilities Ages 13 Through 17
Included in the Regular Classroom 100 Percent of the Time, by
Disability: 2002

  -------------------------------------------------------- --------------
  Disabilities                                             Percent

  Specific learning disabilities                           32

  Speech or language impairments                           49.5

  Mental retardation                                       7

  Emotional disturbance                                    22

  Hearing impairments                                      32.5

  Visual impairments                                       47

  Orthopedic impairments                                   30

  Other health impairments                                 34

  Autism                                                   13

  Traumatic brain injury                                   20

  Multiple disabilities                                    4

  Deaf/blindness                                           12
  -------------------------------------------------------- --------------

Source: NLTS2 School Survey.

Overall, 28.2 percent of students with disabilities ages 13 through 17
are served in the regular classroom 100 percent of the time (NLTS2
School Survey).

In a comparison of school data collected in 1987 (NLTS) and 2002
(NLTS2), students ages 15 through 19 with disabilities were about
equally likely to receive some instruction in general education classes
(83 percent vs. 88 percent); however, they were much less likely to
spend any time in a special education class (90 percent vs. 70 percent).
This suggests that a larger proportion of the school day was spent in
general education in 1987 than in 2002.

In 2002, students with disabilities were more likely to be attending
regular public schools (94 percent in NLTS2 vs. 90 percent in NLTS) than
in 1987.

Students with disabilities were much more likely in 2002 than in 1987 to
be taking courses that prepared them for postsecondary education,
including mathematics (92 percent vs. 72 percent), science (83 percent
vs. 50 percent), social studies (88 percent vs. 74 percent), and foreign
language (21 percent vs. 5 percent). They were less likely to take
vocational education (61 percent vs. 76 percent) (2002 data are from the
NLTS2 School Survey; 1987 data are from NLTS).

According to the NLTS2 School Survey and the SEELS School Survey,
students in seven disability categories ages 13 through 17 were included
in the regular classroom 100 percent of the time more often than
students in those categories ages 6 through 12 (see Figure 35). The
largest percentage difference was for those with visual impairment at 19
percent.

Figure 1-37. Percentage of Students with Disabilities Ages 6 Through 21
Educated Outside the Regular Classroom Less Than 21 Percent of the
School Day and in Separate Environments: 2000

+---------------------------------------------------------+------------+
| Disabilities                                            | Percent    |
+---------------------------------------------------------+------------+
| Outside the regular classroom \<21% of the school day   |            |
+---------------------------------------------------------+------------+
| > Specific learning disabilities                        | 44.3       |
+---------------------------------------------------------+------------+
| > Speech or language impairments                        | 85.6       |
+---------------------------------------------------------+------------+
| > Mental retardation                                    | 13.2       |
+---------------------------------------------------------+------------+
| > Emotional disturbance                                 | 26.8       |
+---------------------------------------------------------+------------+
| > Multiple disabilities                                 | 12.1       |
+---------------------------------------------------------+------------+
| > Hearing impairments                                   | 42.3       |
+---------------------------------------------------------+------------+
| > Orthopedic impairments                                | 46.4       |
+---------------------------------------------------------+------------+
| > Other health impairments                              | 45.1       |
+---------------------------------------------------------+------------+
| > Visual impairments                                    | 50.5       |
+---------------------------------------------------------+------------+
| > Autism                                                | 24.3       |
+---------------------------------------------------------+------------+
| > Deaf-blindness                                        | 18.1       |
+---------------------------------------------------------+------------+
| > Traumatic brain injury                                | 32.3       |
+---------------------------------------------------------+------------+
| > Developmental delay                                   | 46.4       |
+---------------------------------------------------------+------------+
| Separate environments                                   |            |
+---------------------------------------------------------+------------+
| > Specific learning disabilities                        | 1.0        |
+---------------------------------------------------------+------------+
| > Speech or language impairments                        | 0.9        |
+---------------------------------------------------------+------------+
| > Mental retardation                                    | 6.1        |
+---------------------------------------------------------+------------+
| > Emotional disturbance                                 | 18.1       |
+---------------------------------------------------------+------------+
| > Multiple disabilities                                 | 26.4       |
+---------------------------------------------------------+------------+
| > Hearing impairments                                   | 15.3       |
+---------------------------------------------------------+------------+
| > Orthopedic impairments                                | 6.0        |
+---------------------------------------------------------+------------+
| > Other health impairments                              | 4.4        |
+---------------------------------------------------------+------------+
| > Visual impairments                                    | 13.4       |
+---------------------------------------------------------+------------+
| > Autism                                                | 14.0       |
+---------------------------------------------------------+------------+
| > Deaf-blindness                                        | 37.8       |
+---------------------------------------------------------+------------+
| > Traumatic brain injury                                | 10.4       |
+---------------------------------------------------------+------------+
| > Developmental delay                                   | 1.3        |
+---------------------------------------------------------+------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB2 in vol. 2. Data are for
the 50 states, D.C., Puerto Rico, and the outlying areas.

As might be expected, students with severe disabilities are more likely
to be educated outside the regular classroom for longer periods of the
day. Less than one-quarter of students with mental retardation, multiple
disabilities, autism, or deaf-blindness spend less than 21 percent of
the school day being educated outside the regular classroom.

Students with speech or language impairments are most likely to be
educated in the regular classroom for longer periods of the day. A total
of 85.6 percent of students with this type of disability spend less than
21 percent of the school day being educated outside the regular
classroom.

Students with the most severe types of disabilities are more likely to
be educated in separate environments. A total of 37.8 percent of
students with deaf-blindness, 26.4 percent of students with multiple
disabilities, and 18.1 percent of students with emotional disturbance
are educated principally in separate environments.

Very small percentages of students with specific learning disabilities,
speech or language impairments, or developmental delay are educated in
separate environments (approximately 1.0 percent of students within each
of these disabilities).

Where are students of different ages served?

Figure 1-38. Percentage of Students with Disabilities Educated in
Various Environments, by Age Group: 2000

+---------------------------------------------------------+------------+
| Ages 6 through 11                                       |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 55.9       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 25.1       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 16.5       |
+---------------------------------------------------------+------------+
| > Separate environments \[Separate environments include | 2.4        |
| > public and private residential facilities, public and |            |
| > private separate facilities, and homebound/hospital   |            |
| > environments.\]                                       |            |
+---------------------------------------------------------+------------+
| Ages 12 through 17                                      |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 38.1       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 35.0       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 21.8       |
+---------------------------------------------------------+------------+
| > Separate environments \[Separate environments include | 5.1        |
| > public and private residential facilities, public and |            |
| > private separate facilities, and homebound/hospital   |            |
| > environments.\]                                       |            |
+---------------------------------------------------------+------------+
| Ages 18 through 21                                      |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 32.1       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 27.4       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 28.0       |
+---------------------------------------------------------+------------+
| > Separate environments \[Separate environments include | 12.6       |
| > public and private residential facilities, public and |            |
| > private separate facilities, and homebound/hospital   |            |
| > environments.\]                                       |            |
+---------------------------------------------------------+------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS). Tables AB3, AB4, AB5 in vol. 2.
Data are for the 50 states, D.C., Puerto Rico, and the outlying areas.

Younger students with disabilities are more likely to be educated for
more of the school day in the regular classroom. Fifty-six percent of
students ages 6 through 11 with disabilities are educated less than 21
percent of the time outside the regular classroom, while 38 percent of
those ages 12 through 17 and 32 percent of those ages 18 through 21 are
educated less than 21 percent of the time outside the regular classroom.

A much higher percentage of older students with disabilities are being
educated in separate environments (13 percent of those in the
18-through-21 age groups as opposed to 2 percent of those in the
6-through-11 age group and 5 percent of those in the 12-through-17 age
group).

To what extent are students with disabilities of different racial/ethnic
groups being educated with their nondisabled peers?

Figure 1-39. Percentage of Students with Disabilities Ages 6 Through 21
Being Educated in Different Educational Environments, by Race/Ethnicity:
2000-01

+---------------------------------------------------------+------------+
| Race/Ethnicity                                          | Percent    |
+---------------------------------------------------------+------------+
| White (not Hispanic)                                    |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 50.7       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 30.1       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 15.3       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 3.9        |
+---------------------------------------------------------+------------+
| Hispanic                                                |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 43.8       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 30.1       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 22.6       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 3.6        |
+---------------------------------------------------------+------------+
| Black (not Hispanic)                                    |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 34.9       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 28.9       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 30.7       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 5.5        |
+---------------------------------------------------------+------------+
| Asian/Pacific Islander                                  |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 50.9       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 24.1       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 21.4       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 3.6        |
+---------------------------------------------------------+------------+
| American Indian/Alaska Native                           |            |
+---------------------------------------------------------+------------+
| > \<21% outside the regular classroom                   | 49.7       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  | 33.3       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   | 14.1       |
+---------------------------------------------------------+------------+
| > Separate environments                                 | 2.9        |
+---------------------------------------------------------+------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB10 in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas.

Educational environments differ by race/ethnicity. Black students with
disabilities are the least likely of any racial/ethnic group to be
educated inside the regular classroom. Fifty one percent of
Asian/Pacific Islander and white students with disabilities are educated
outside the regular class less than 21 percent of the day compared to 35
percent of black students with disabilities.

Black students with disabilities are more likely than American
Indian/Alaska Native or white students to be educated outside the
regular classroom more than 60 percent of the school day. Thirty one
percent of black students with disabilities are educated outside the
regular classroom more than 60 percent of the day compared to 14 percent
of American Indian/Alaska Native students with disabilities and 15
percent of white students with disabilities.

Less than one-half of Hispanic students and approximately one-third of
black students with disabilities are being educated less than 21 percent
outside the regular classroom.

Have educational environments for students with disabilities changed in
the past 10 years?

Figure 1-40. Educational Environments for Students with Disabilities
From 1990 to 2000

+---------------------------------------------------------+------------+
| School Year                                             | Percent    |
+---------------------------------------------------------+------------+
|  \<21% outside the regular classroom                    |            |
+---------------------------------------------------------+------------+
| > 1990                                                  | 32.8       |
+---------------------------------------------------------+------------+
| > 1991                                                  | 34.9       |
+---------------------------------------------------------+------------+
| > 1992                                                  | 39.8       |
+---------------------------------------------------------+------------+
| > 1993                                                  | 43.4       |
+---------------------------------------------------------+------------+
| > 1994                                                  | 44.5       |
+---------------------------------------------------------+------------+
| > 1995                                                  | 45.3       |
+---------------------------------------------------------+------------+
| > 1996                                                  | 45.8       |
+---------------------------------------------------------+------------+
| > 1997                                                  | 46.4       |
+---------------------------------------------------------+------------+
| > 1998                                                  | 46.1       |
+---------------------------------------------------------+------------+
| > 1999                                                  | 46.0       |
+---------------------------------------------------------+------------+
| > 2000                                                  | 46.5       |
+---------------------------------------------------------+------------+
| > 21-60% outside the regular classroom                  |            |
+---------------------------------------------------------+------------+
| > 1990                                                  | 36.5       |
+---------------------------------------------------------+------------+
| > 1991                                                  | 36.3       |
+---------------------------------------------------------+------------+
| > 1992                                                  | 31.7       |
+---------------------------------------------------------+------------+
| > 1993                                                  | 29.5       |
+---------------------------------------------------------+------------+
| > 1994                                                  | 28.7       |
+---------------------------------------------------------+------------+
| > 1995                                                  | 28.7       |
+---------------------------------------------------------+------------+
| > 1996                                                  | 28.5       |
+---------------------------------------------------------+------------+
| > 1997                                                  | 29.0       |
+---------------------------------------------------------+------------+
| > 1998                                                  | 29.8       |
+---------------------------------------------------------+------------+
| > 1999                                                  | 29.7       |
+---------------------------------------------------------+------------+
| > 2000                                                  | 29.8       |
+---------------------------------------------------------+------------+
| > \>60% outside the regular classroom                   |            |
+---------------------------------------------------------+------------+
| > 1990                                                  | 25.1       |
+---------------------------------------------------------+------------+
| > 1991                                                  | 23.5       |
+---------------------------------------------------------+------------+
| > 1992                                                  | 23.4       |
+---------------------------------------------------------+------------+
| > 1993                                                  | 22.7       |
+---------------------------------------------------------+------------+
| > 1994                                                  | 22.4       |
+---------------------------------------------------------+------------+
| > 1995                                                  | 21.6       |
+---------------------------------------------------------+------------+
| > 1996                                                  | 21.4       |
+---------------------------------------------------------+------------+
| > 1997                                                  | 20.4       |
+---------------------------------------------------------+------------+
| > 1998                                                  | 20.1       |
+---------------------------------------------------------+------------+
| > 1999                                                  | 20.3       |
+---------------------------------------------------------+------------+
| > 2000                                                  | 19.5       |
+---------------------------------------------------------+------------+
| > Separate environments                                 |            |
+---------------------------------------------------------+------------+
| > 1990                                                  | 5.6        |
+---------------------------------------------------------+------------+
| > 1991                                                  | 5.3        |
+---------------------------------------------------------+------------+
| > 1992                                                  | 5.1        |
+---------------------------------------------------------+------------+
| > 1993                                                  | 4.4        |
+---------------------------------------------------------+------------+
| > 1994                                                  | 4.3        |
+---------------------------------------------------------+------------+
| > 1995                                                  | 4.4        |
+---------------------------------------------------------+------------+
| > 1996                                                  | 4.3        |
+---------------------------------------------------------+------------+
| > 1997                                                  | 4.1        |
+---------------------------------------------------------+------------+
| > 1998                                                  | 4.1        |
+---------------------------------------------------------+------------+
| > 1999                                                  | 4.1        |
+---------------------------------------------------------+------------+
| > 2000                                                  | 4.2        |
+---------------------------------------------------------+------------+

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AB7 I in vol. 2. Data are
for the 50 states, D.C., Puerto Rico, and the outlying areas.

The trend over the past 10 years has been to serve more children in less
restrictive environments. From 1990 to 2000:

The percentage of students being educated outside the regular class less
than 21 percent of the day increased from 33 percent to 46 percent.

In comparison, the percentage of students being educated in all other
environments decreased. The percentage served outside the regular
classroom 21 percent to 60 percent of the school day decreased from 36
percent to 30 percent, the percentage served outside the classroom more
than 60 percent of the school day decreased from 25 percent to 20
percent, and the percentage of students educated in separate
environments decreased from 6 percent to 4 percent.

What supports are available to students with disabilities so they can
access the general education curriculum?

Table 1-10. Percentage of Schools Reporting Teachers' Strategies Used To
Support Special Education Students' Access to the General Education
Curriculum: 1999-2000

  ---------------------------------- --------- ---------- --------- ---------
  Strategies                         Large     Moderate   Small     Not at
                                     extent    extent     extent    all

  Curriculum modification            51        34         13        3

  Instructional modification and     51        38         11        1
  adaptation                                                        

  Alternative grouping strategy      30        39         23        8

  Cooperative learning               28        46         20        6

  Peer tutoring                      21        36         38        5

  Multiage classrooms                9         14         19        56

  Student(s) followed for multiple   8         10         20        62
  years                                                             

  Cross-grade grouping               8         16         32        44
  ---------------------------------- --------- ---------- --------- ---------

Source: SLIIDEA School Survey.

According to principals, teachers in their school use a variety of
teaching strategies to support special education students' access to the
general curriculum. More than 80 percent of all schools use modification
and adaptation of curriculum and instruction to a moderate or large
extent.

Teachers may also modify the structure of the class to support special
education students' access to the general education curriculum. About 70
percent of schools use alternative grouping and cooperative learning
strategies, and 57 percent use peer tutoring strategies to a moderate or
large extent. Less than 25 percent of schools use multiage classrooms,
curriculum looping, or cross-grade grouping to facilitate access to the
general education curriculum.

Table 1-11. Percentage of Schools Reporting Use of Support Services by
One or More Students with Disabilities: 1999--2000

  ------------------------------------------- ---------------------------
  Support system                              One or more students with
                                              disabilities used service

  Speech or language therapy                  89

  Occupational therapy                        71

  Family training, counseling, and other      56
  support                                     

  Nursing service/health service              52

  Psychological service                       51

  Physical therapy                            51

  Special transportation                      50

  Social work services                        49

  One-to-one paraeducator/assistant           49

  Assistive technology service/device         45

  Tutoring                                    43

  Adaptive physical education                 42

  Service coordination/case management        41

  Audiology/hearing service                   37

  Vision services                             26

  Communication service                       17
  ------------------------------------------- ---------------------------

Source: SLIIDEA School Survey.

Schools use a variety of related services and accommodations to support
students with disabilities' access to the general education curriculum.
The most commonly reported supports are speech or language therapy (89
percent) and occupational therapy (71 percent).

A little over half of the schools provided family training and
counseling services (56 percent), nursing services (52 percent),
psychological services (51 percent), physical therapy (51 percent), and
special transportation services (50 percent) to support students with
disabilities.

Educational Outcomes for Students with Disabilities

How often are students with disabilities retained in grade?

Table 1-12. Percentage of Elementary and Middle School Students with
Disabilities, by Age and Grade Level: 2001

  ------------- ------ ------ ------ ------ ------ ------ ------ ------ ------
                Age                                                     

  Grade         6      7      8      9      10     11     12     13     14

  Ungraded      12     3      3      2      2      2      1      1      

  1st           88     86     32     2                                  

  2nd                  10     60     31     2                           

  3rd                         4      61     35     5      1             

  4th                                4      58     38     6             

  5th                                       2      50     34     4      1

  6th                                              5      53     45     14

  7th                                                     5      45     83

  8th                                                            4      3

  Multi-grade          1                                                

  Total         100    100    100    100    100    100    100    100    100
  ------------- ------ ------ ------ ------ ------ ------ ------ ------ ------

Source: SEELS School Survey.

Note: Details may not add to 100 because of rounding.

Elementary and middle school students with disabilities often do not
move from grade level to grade level with their nondisabled peers; that
is, they are held back a grade at least once or start school later than
nondisabled students. For example, the average 9-year-old is in the
fourth grade; however, only about 4 percent of 9-year-old students with
disabilities are in the fourth grade.

Especially in their early elementary careers, students with disabilities
tend to be classified as "ungraded."

Parents report that 26 percent of elementary and middle school students
with disabilities have been retained in grade (SEELS School Survey).

What are the household income and race/ethnicity of students with
disabilities retained in grade by percentage?

Figure 1-41. Parents' Reports of Students Ever Being Retained in Grade
by Household Income and Race/Ethnicity: 2000-01

  ----------------------------------------------------------- -----------
                                                              Percent

  Household income of those retained in grade                 

  \$25,000 or less *N*=3,427                                  34

  \$25,001-\$50,000 *N*=2,326                                 26

  \>\$50,000 *N*=2,844                                        16

  Race/ethnicity of those retained in grade                   

  White *N*=5,767                                             24

  Black *N*= 1,902                                            34

  Hispanic *N*=1,156                                          27
  ----------------------------------------------------------- -----------

Source. SEELS Parent Survey.

Thirty-four percent of students with disabilities with a household
income of \$25,000 or less had ever been retained in grade, while only
16 percent of students with disabilities with a household income of more
than \$50,000 ever had been retained in grade.

A lower percentage of white and Hispanic students had ever been retained
in grade (24 percent and 27 percent, respectively), while 34 percent of
black students with disabilities had been retained in grade.

Table 1-13. Percentage of Students with Disabilities, Ages 13-17, by Age
and Grade Level: 2002

  --------------- ------------- ------------- ------------- -------------
                  Age                                       

  Grade           13 to 14      15            16            17

  Ungraded        1             1             1             3

  1st-6th         1                                         

  7th             34            2                           

  8th             53            27            3             

  9th             11            57            26            7

  10th            1             14            54            35

  11th                                        14            49

  12th or 13th                                2             5

  Multigrade                                                1

  Total           100           100           100           100
  --------------- ------------- ------------- ------------- -------------

Source: NLTS2 School Survey.

Note: Details may not add to 100 because of rounding.

According to NLTS2, secondary students with disabilities are frequently
retained in grade at least once. While the typical 15-year-old is in
10th grade, only 14.1 percent of 15-year-old students with disabilities
who are age 15 are in 10th grade.

Parents of secondary students with disabilities report that 36 percent
of these students have repeated a grade some time in their school
enrollment (NLTS2 Parent Survey).

In 1987, 32 percent of high school students with disabilities were at
the typical grade level for their age while in 2001 this proportion was
53 percent (NLTS2 School Survey).

How do students with disabilities perform academically?

Figure 1-42. Performance of Students with Disabilities Ages 6 to 12 on
Standardized Assessments of Letter-Word Identification Skills
(Percentage in Each Percentile Rank Range), by Gender, Age Income, and
Race/Ethnicity \[For the standardized assessments, each student's
performance is associated with a percentile score which reflects the
proportion of individuals of that student's age in the general
population who received a lower score on that assessment. The bar
segments in the graph indicate the proportion of SEELS students whose
percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Letter-Word Identification --
Measures the student's reading skills in identifying isolated letters
and words. It is not necessary that the student knows the meaning of any
words correctly identified.\]: 2001

+-----------------------------------------------------+----------------+
|                                                     | Percent        |
+-----------------------------------------------------+----------------+
| Gender                                              |                |
+-----------------------------------------------------+----------------+
| Male                                                |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 56             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 32             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Female                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 56             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 34             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 10             |
+-----------------------------------------------------+----------------+
| Age                                                 |                |
+-----------------------------------------------------+----------------+
| Age 6 to 9                                          |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 48             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 36             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Age 10 to 12                                        |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 64             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 28             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+
| Income                                              |                |
+-----------------------------------------------------+----------------+
| \$25,000 or less                                    |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 67             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 25             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+
| \$25,001 to \$50,000                                |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 59             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 29             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| \>\$50,000                                          |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 38             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 44             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 18             |
+-----------------------------------------------------+----------------+
| Race/Ethnicity                                      |                |
+-----------------------------------------------------+----------------+
| White                                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 51             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 36             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 13             |
+-----------------------------------------------------+----------------+
| Black                                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 66             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 27             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 7              |
+-----------------------------------------------------+----------------+
| Hispanic                                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 74             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 18             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+
| Asian/Pacific Islander                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 39             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 56             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 5              |
+-----------------------------------------------------+----------------+
| Native American                                     |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 38             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 15             |
+-----------------------------------------------------+----------------+
| Mixed/other                                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 44             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 45             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 11             |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

How do students with disabilities perform academically?

Figure 1-43. Letter-Word Identification (Percentage in Each Percentile
Rank Range), by Disability Category \[SEELS did not sample students with
developmental delay.\], \[There were too few cases of deaf/blindness to
report.\] for Elementary and Middle School Students with Disabilities,
Ages 6 Through 12 \[For the standardized assessments, each student's
performance is associated with a percentile score which reflects the
proportion of individuals of that student's age in the general
population who received a lower score on that assessment. The bar
segments in the graph indicate the proportion of SEELS students whose
percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Letter-Word Identification --
Measures the student's reading skills in identifying isolated letters
and words. It is not necessary that the student knows the meaning of any
words correctly identified.\]: 2001

+-----------------------------------------------------+----------------+
| Disability Category                                 | Percent        |
+-----------------------------------------------------+----------------+
| Learning disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 70             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 26             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 4              |
+-----------------------------------------------------+----------------+
| Speech/language impairments                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 32             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 21             |
+-----------------------------------------------------+----------------+
| Mental retardation                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 91             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 7              |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 2              |
+-----------------------------------------------------+----------------+
| Emotional disturbance                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 50             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 35             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 15             |
+-----------------------------------------------------+----------------+
| Hearing impairments                                 |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 56             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 29             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 15             |
+-----------------------------------------------------+----------------+
| Visual impairments                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 34             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 41             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 25             |
+-----------------------------------------------------+----------------+
| Orthopedic impairments                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 46             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 33             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 21             |
+-----------------------------------------------------+----------------+
| Other health impairments                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 48             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 35             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 17             |
+-----------------------------------------------------+----------------+
| Autism                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 49             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 32             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 19             |
+-----------------------------------------------------+----------------+
| Traumatic brain injury                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 63             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 25             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Multiple disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 81             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 11             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

How do students with disabilities perform academically?

Figure 1-44. Passage Comprehension (Percentage in Each Percentile Rank
Range), by Disability Category \[SEELS did not sample students with
developmental delay.\], \[There were too few students with
deaf/blindness to report.\] for Elementary and Middle School Students
with Disabilities, Ages 6 Through 12 \[For the standardized assessments,
each student's performance is associated with a percentile score which
reflects the proportion of individuals of that student's age in the
general population who received a lower score on that assessment. The
bar segments in the graph indicate the proportion of SEELS students
whose percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Passage Comprehension -- Measures
the student's skill in reading a short passage and identifying a missing
key word (i.e., a fill in the blank procedure); student must exercise a
variety of comprehension and vocabulary skills.\]: 2001

+-----------------------------------------------------+----------------+
| Disability Category                                 | Percent        |
+-----------------------------------------------------+----------------+
| Learning disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 66             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 28             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 6              |
+-----------------------------------------------------+----------------+
| Speech/language impairments                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 34             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 50             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Mental retardation                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 88             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 10             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 2              |
+-----------------------------------------------------+----------------+
| Emotional disturbance                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 53             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 37             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 10             |
+-----------------------------------------------------+----------------+
| Hearing impairments                                 |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 59             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 29             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Visual impairments                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 36             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 17             |
+-----------------------------------------------------+----------------+
| Orthopedic impairments                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 51             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 37             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Other health impairments                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 50             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 41             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 9              |
+-----------------------------------------------------+----------------+
| Autism                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 66             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 26             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 8              |
+-----------------------------------------------------+----------------+
| Traumatic brain injury                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 70             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 24             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 6              |
+-----------------------------------------------------+----------------+
| Multiple disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 82             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 16             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 2              |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

How do students with disabilities perform academically?

Figure 1-45. Calculation (Percentage in Each Percentile Rank Range), by
Disability Category \[SEELS did not sample students with developmental
delay.\], \[There were too few students with deaf/blindness to report.\]
for Elementary and Middle School Students with Disabilities, Ages 6
Through 12 \[For the standardized assessments, each student's
performance is associated with a percentile score which reflects the
proportion of individuals of that student's age in the general
population who received a lower score on that assessment. The bar
segments in the graph indicate the proportion of SEELS students whose
percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Calculation -- Measures the
student's ability to perform mathematical calculations ranging from
simple addition to calculus; student is not required to make any
decisions about what operations to use or what data to include.\]: 2001

+-----------------------------------------------------+----------------+
| Disability Category                                 | Percent        |
+-----------------------------------------------------+----------------+
| Learning disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 40             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 44             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Speech/language impairments                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 20             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 43             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 37             |
+-----------------------------------------------------+----------------+
| Mental retardation                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 82             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 14             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 4              |
+-----------------------------------------------------+----------------+
| Emotional disturbance                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 37             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 44             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 19             |
+-----------------------------------------------------+----------------+
| Hearing impairments                                 |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 33             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 36             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 31             |
+-----------------------------------------------------+----------------+
| Visual impairments                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 20             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 43             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 37             |
+-----------------------------------------------------+----------------+
| Orthopedic impairments                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 39             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 40             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 21             |
+-----------------------------------------------------+----------------+
| Other health impairments                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 40             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 41             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 19             |
+-----------------------------------------------------+----------------+
| Autism                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 49             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 33             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 18             |
+-----------------------------------------------------+----------------+
| Traumatic brain injury                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 53             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 31             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Multiple disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 74             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 16             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 10             |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

How do students with disabilities perform academically?

Figure 1-46. Applied Problems (Percentage in Each Percentile Rank
Range), by Disability Category \[SEELS did not sample students with
developmental delay.\], \[There were too few students with
deaf/blindness to report.\] for Elementary and Middle School Students
with Disabilities, Ages 6 Through 12 \[For the standardized assessments,
each student's performance is associated with a percentile score which
reflects the proportion of individuals of that student's age in the
general population who received a lower score on that assessment. The
bar segments in the graph indicate the proportion of SEELS students
whose percentile rank on the assessment fell within the percentile range
(e.g., 0 to 20, 21 to 60, etc.) specified by the segment pattern. For
example, 56 percent of the SEELS male students performed similarly to
the bottom 20 percent of students in the general population. If students
with disabilities were performing on the level of students in the
general population, then only about 20 percent of the SEELS students
would receive scores similar to their general population age peers in
the 0 to 20th percentile range.\], \[Problem Solving -- Measures the
ability to analyze and solve problems in mathematics; student must
decide not only the appropriate mathematical operations to use but also
which of the data to include in the calculation.\]: 2001

+-----------------------------------------------------+----------------+
| Disability Category                                 | Percent        |
+-----------------------------------------------------+----------------+
| Learning disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 42             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 11             |
+-----------------------------------------------------+----------------+
| Speech/language impairments                         |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 21             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 42             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 37             |
+-----------------------------------------------------+----------------+
| Mental retardation                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 88             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 10             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 2              |
+-----------------------------------------------------+----------------+
| Emotional disturbance                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 38             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 15             |
+-----------------------------------------------------+----------------+
| Hearing impairments                                 |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 49             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 33             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 18             |
+-----------------------------------------------------+----------------+
| Visual impairments                                  |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 25             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 47             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 28             |
+-----------------------------------------------------+----------------+
| Orthopedic impairments                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 45             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 35             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 20             |
+-----------------------------------------------------+----------------+
| Other health impairments                            |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 43             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 41             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 16             |
+-----------------------------------------------------+----------------+
| Autism                                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 65             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 23             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 12             |
+-----------------------------------------------------+----------------+
| Traumatic brain injury                              |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 58             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 32             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 10             |
+-----------------------------------------------------+----------------+
| Multiple disabilities                               |                |
+-----------------------------------------------------+----------------+
| > 0-20                                              | 83             |
+-----------------------------------------------------+----------------+
| > 21-60                                             | 13             |
+-----------------------------------------------------+----------------+
| > 61-100                                            | 4              |
+-----------------------------------------------------+----------------+

Source: SEELS Direct Assessment.

According to SEELS, among students ages 6 through 12 from the various
disability categories, there is great diversity in standardized scores
for both reading and mathematics. Some students in each disability
category achieve reading and/or math scores at, or close to, those of
their same-age peers without disabilities. However, many have not yet
become proficient. With the exception of the speech/language impairments
and visual impairment categories, nearly 50 percent or more of students
in the other disability categories scored at or below the 20th
percentile on measures of reading (decoding and comprehension). Overall,
students with disabilities receive higher scores on standardized tests
of mathematics than reading skills.

Sixty seven percent of students with disabilities from low-income
households (\$25,000 or less) had scores at or below the 20th percentile
for letter/word identification. Thirty eight percent of the students
from households with over \$50,000 income had scores at/or below the
20th percentile.

Nearly three-fourths or more of students in the mental retardation or
multiple disabilities categories scored in the lowest performance range
(below the 21st percentile) on the passage comprehension, letter/word
identification, mathematical calculation, and applied problem
assessments.

Table 1-14. Average Scores and Performance Levels of Fourth- and
Eighth-Grade Students on NAEP 2000 and 2002 Reading Assessments, by
Disability Status

  -------------- ------- --------- ------- ------- ------------- ------- ------------ -------
  2000 and 2002                                                                       
  Grade 4                                                                             
  Average Scale                                                                       
  Scores and                                                                          
  Percent At or                                                                       
  Above Basic                                                                         
  and At or                                                                           
  Above                                                                               
  Proficient                                                                          
  \[Results for                                                                       
  the sample of                                                                       
  students with                                                                       
  IEPs cannot be                                                                      
  generalized to                                                                      
  the total                                                                           
  population of                                                                       
  students with                                                                       
  IEPs.\]                                                                             

                 N                 Mean            Percent at or         Percent at   
                                                   above\                or above     
                                                   basic                 proficient   
                                                   \[Scores on                        
                                                   the NAEP                           
                                                   reading                            
                                                   assessment                         
                                                   fall on a                          
                                                   0-500 point                        
                                                   scale                              
                                                   delineated by                      
                                                   three skill                        
                                                   levels:                            
                                                   Basic,                             
                                                   Proficient,                        
                                                   and                                
                                                   Advanced.\]                        

                 2000    2002      2000    2002    2000          2002    2000         2002

  Students with  317     11,984    167     187     22            30      8            9
  \[The NAEP                                                                          
  reading                                                                             
  assessment was                                                                      
  not                                                                                 
  administered                                                                        
  to                                                                                  
  eighth-grade                                                                        
  students in                                                                         
  2000.\]                                                                             
  disabilities                                                                        

  Students       7,757   128,593   217     221     62            67      31           33
  without                                                                             
  disabilities                                                                        
  -------------- ------- --------- ------- ------- ------------- ------- ------------ -------

  -------------- -------------- -------------- -------------- --------------
  2002 \[NCES                                                 
  defines                                                     
  students with                                               
  disabilities                                                
  as those who                                                
  have IEPs.\]                                                
  Grade 8                                                     
  Average Scale                                               
  Scores and                                                  
  Percent At or                                               
  Above Basic                                                 
  and At or                                                   
  Above                                                       
  Proficient                                                  
  \[Results for                                               
  the sample of                                               
  students with                                               
  IEPs cannot be                                              
  generalized to                                              
  the total                                                   
  population of                                               
  students with                                               
  IEPs.\]                                                     

                 N              Mean           Percent at or  Percent at or
                                               above basic    above
                                               \[Scores on    proficient
                                               the NAEP       
                                               reading        
                                               assessment     
                                               fall on a      
                                               0-500 point    
                                               scale          
                                               delineated by  
                                               three skill    
                                               levels: Basic, 
                                               Proficient,    
                                               and            
                                               Advanced.\]    

  Students with  10,220         228            36             6
  disabilities                                                
  \[The NAEP                                                  
  reading                                                     
  assessment was                                              
  not                                                         
  administered                                                
  to                                                          
  eighth-grade                                                
  students in                                                 
  2000.\]                                                     

  Students       104,956        268            79             35
  without                                                     
  disabilities                                                
  -------------- -------------- -------------- -------------- --------------

Source: NAEP, June 2003.

Students with IEPs appear to have scored lower than did students without
IEPs on the NAEP fourth-grade reading assessment in both 2000 and 2002.

The scores of IEP students on the NAEP fourth-grade reading assessment
appear to have improved between 2000 and 2002; that is, it appears that
more students with IEPs scored at or above basic and at or above
proficient.

Textbox: The National Assessment of Educational Progress (NAEP), also
known as the Nation's Report Card, is the only nationally representative
and continuing assessment of what America's students know and can do in
various subject areas. Since 1969, assessments have been conducted
periodically in reading, mathematics, science, writing, U.S. history,
civics, geography, and the arts.

On the eighth-grade NAEP reading assessment, the proportion of students
with IEPs who scored at or above basic appears to be less than half of
the proportion of students without IEPs who scored at or above basic.
When the proportions of both groups scoring at or above proficient are
compared, the differences are greater with only 6 percent of students
with IEPs scoring at this level compared to 35 percent of students
without IEPs.

Expenditures for Special Education

What are the total expenditures to provide services to students with
disabilities ages 6 through 21?

Figure 1-47. Calculation of Additional Expenditures for a Student with a
Disability: 1999-2000

+--------------------------------------------------------+-------------+
| Components of total expenditures to educate a student  |             |
| with a disability                                      |             |
+--------------------------------------------------------+-------------+
| > Regular education expenditure                        | \$4,394     |
+--------------------------------------------------------+-------------+
| > Special education expenditure                        | \$8,080     |
+--------------------------------------------------------+-------------+
| > Other special programs                               | \$165       |
+--------------------------------------------------------+-------------+
| > Total                                                | \$12,639    |
+--------------------------------------------------------+-------------+
| Difference between expenditures to educate a regular   |             |
| education student and a student with a disability      |             |
+--------------------------------------------------------+-------------+
| > Expenditure to educate a regular education student   | \$6,556     |
| > with no special needs                                |             |
+--------------------------------------------------------+-------------+
| > Additional expenditure attributable to other special | \$165       |
| > programs                                             |             |
+--------------------------------------------------------+-------------+
| > Additional expenditure attributable to special       | \$5,918     |
| > education                                            |             |
+--------------------------------------------------------+-------------+
| > Total                                                | \$12,639    |
+--------------------------------------------------------+-------------+

Sources: SEEP District and School Surveys.

In per pupil terms, the total spending used to educate the average
student with a disability is \$12,639. This amount includes \$8,080 per
pupil on special education services, \$4,394 per pupil on regular
education services, and \$165 per pupil on services from other special
needs programs (e.g., Title I, English language learners, or gifted and
talented education).

The data derived from SEEP indicate that the base expenditure on a
regular education student is \$6,556 per pupil. Comparing this figure to
the average expenditure for a student eligible to receive special
education services, the additional expenditure attributable to special
education is to \$5,918 per pupil.

Textbox: During the 1999-2000 school year, the United States spent about
\$50 billion on special education services. Another \$27.3 billion was
expended on regular education services for students with disabilities
eligible for special education, and an additional \$1 billion was spent
on other special needs programs (e.g., Title I, English language
learners, or gifted and talented education). Thus, total spending to
educate all students with disabilities found eligible for special
education programs was \$78.3 billion.

How are special education expenditures allocated?

Figure 1-48. Allocation of Special Education Expenditures: 1999-2000

  ------------------------------------------------------- ---------------
  School-age programs operated within public school       61 (\$30.7
                                                          billion)

  School-age programs operated outside public schools     11 (\$5.3
                                                          billion)

  Preschool programs operated within public schools       8 (\$4.1
                                                          billion)

  Preschool programs operated outside public schools      1 (\$263
                                                          million)

  Other Instructional programs (homebound and summer)     2 (\$912
                                                          million)

  Transportation services                                 7 (\$3.7
                                                          billion)

  Administration and support services                     10 (\$5.0
                                                          billion)
  ------------------------------------------------------- ---------------

Sources: SEEP District and School Surveys.

Focusing on the \$50 billion of special education spending, it is useful
to see how funds are allocated among different spending components.
Special education spending includes central office administration and
support of the program, direct instruction and related services for
preschool (ages 3 through 5) and school-aged (ages 6 through 21)
students, special education summer school, programs for students who are
homebound or hospitalized, and special transportation services. The
above figure shows the percentage and dollar amount of special education
spending on each of these components.

How does spending on special education students vary across districts?

According to the SEEP District Survey, the smallest districts reported a
level of actual expenditure that is 14 percent higher than the actual
expenditure in the districts with enrollment of 25,000 or more students
(\$14,062 vs. \$12,309), and a cost-adjusted \[This adjustment
compensates for differences in the prices paid for comparable resources
used in providing special education services in different geographic
locations throughout the United States.\] level of expenditure that is
22 percent higher (\$14,815 vs. \$12,138). While the differences based
on actual expenditures are not statistically significant, the
differences based on cost-adjusted expenditures are both economically
and statistically significantly different from each other (economic
significance indicates a difference large enough to have an effect on
the levels of services being offered).

Figure 1-49. Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Size of District
Enrollment: 1999-2000

  ----------------------------------- -----------------------------------
  District Enrollment                 Cost-adjusted Dollars

  Fewer than 2,500 students           \$14,815

  3,500 to 4,999 students             \$12,124

  5,000 to 9,999 students             \$11,919

  10,000 to 24,999 students           \$12,803

  25,000 or more students             \$12,138
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys.

The spending ratio (relative spending on a special education student vs.
regular education student) for the smallest districts is estimated to be
2.19, compared to a national average spending ratio of 1.90 (See Figure
1-47) (SEEP District and School Surveys).

Figure 1-50. Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Degree of Urbanicity
\[The three categories represent a consolidated version for the locale
type variable included with the Common Core of Data published by NCES,
1999-2000.\]: 1999-2000

  ----------------------------------- -----------------------------------
  Urban                               \$11,933

  Suburban                            \$12,581

  Rural                               \$13,049
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys; NCES, 1999-2000.

Rural districts spend the most in cost-adjusted dollars, and urban
districts spend the least, with suburban districts in between.

Figure 1-51. Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Median Family Income
\[This family income variable uses data from the 1990 U.S. Census
organized by school district.\]: 1999-2000

  ----------------------------------- -----------------------------------
  Median Family Income                Cost-adjusted Dollars

  Lowest income                       \$11,599

  Middle income                       \$13,257

  Highest income                      \$12,465
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys; U.S. Census Bureau, 1990.

The third of districts with the lowest median family income spend the
least to educate a student with disabilities. Districts with
middle-income families spend \$1,658 more per student than districts
with the lowest income families.

Figure 1-52. Total Expenditure (Cost-Adjusted) Across Districts To
Educate a Student with a Disability, Classified by Student Poverty Level
\[Poverty is defined in terms of the percentage of students eligible for
free or reduced-price lunch.\]: 1999-2000

  ----------------------------------- -----------------------------------
  Poverty Level                       Cost-adjusted Dollars

  Lowest poverty                      \$11,878

  Second-lowest poverty               \$12,151

  Second-highest poverty              \$13,133

  Highest poverty                     \$12,412
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys.

Low-poverty districts have the lowest spending ratios. No consistent
positive or negative relationship is found for expenditures and
districts' student poverty levels. However, low-poverty districts have
the lowest spending ratios, 1.72, compared to 1.86 for the second lowest
quartile, and 1.97 and 1.98 for the two highest poverty quartiles
(relative spending on a special education student vs. regular education
student).

The spending ratio (relative spending on a special education student vs.
regular education student) for the smallest districts is estimated to be
2.19, compared to a national average spending ratio of 1.90 (SEEP
District and School Surveys).

What is being expended for special education transportation?

Figure 1-53. Changes in Expenditure Per Pupil on Special Transportation
Services from 1985-86 to 1999-2000 (Expressed in Constant 1999-2000
Dollars)

  ----------------------------------- -----------------------------------
  School Year                         Constant 1999-2000 Dollars

  1985-86                             \$2,463

  1999-2000                           \$4,418
  ----------------------------------- -----------------------------------

Sources: SEEP District and School Surveys.

Special education transportation expenditure per pupil in constant
dollars (i.e., actual spending adjusted by the Consumer Price Index) has
increased since the 1985-86 school year from \$2,463 to \$4,418 during
the 1999-2000 school year, an increase of 80 percent. The per pupil
spending on regular transportation rose from \$365 to \$442, an increase
of 21 percent (SEEP District and School Surveys).

Special transportation spending per pupil is nearly 10 times greater
than spending on regular transportation. This represents an increase
since 1985-86 when per pupil special transportation spending was around
seven times more than that of regular transportation (SEEP District and
School Surveys).

During the 1999-2000 school year, the nation's school districts spent
around \$13.1 billion on home-to-school and school-to-school
transportation services for all K-12 students in public schools (SEEP
District and School Surveys).

The total expenditure on special transportation services is estimated to
be about \$3.7 billion. This represents about 28 percent of the total
school transportation expenditures in the United States and
approximately 7 percent of the total spending on special education
services (SEEP District and School Surveys).

Trends in School Exiting and Transition

How has the graduation rate changed over time for students with
different disabilities?

Table 1-15. Percentage \[The percentage of students with disabilities
who exit school with a regular high school diploma and the percentage
who exit school by dropping out are performance indicators used by OSEP
to measures progress in improving results for students with
disabilities. The appropriate method for calculating graduation and
dropout rates depends on the question to be answered and is limited by
the data available. For reporting under the Government Performance and
Results Act (GPRA), OSEP calculates the graduation rate by dividing the
number of students age 14 and older who graduated with a regular high
school diploma by the number of students in the same age group who are
known to have left school (i.e., graduated with a regular high school
diploma, received a certificate of completion, reached the maximum age
for services, died, moved and are not known to be continuing in an
education program, or dropped out). These calculations are presented
here. Not all states award a certificate of completion. In all years
presented, Kansas, Massachusetts, New Jersey, Oklahoma, Texas, and Guam
did not report any students receiving a certificate of completion. Since
1997, Minnesota has not reported any students receiving a certificate of
completion. Since 1998, Arizona and Ohio have not reported any students
receiving a certificate of completion. Prior to 1999, Pennsylvania did
not report any students receiving a certificate of completion.\] of
Students Age 14 and Older with Disabilities Who Graduated with a
Standard Diploma: 1993-94 Through 2000-01

  ---------------------------------------------------------------------------------------------------------
  Disability        1993-94   1994-95   1995-96   1996-97   1997-98   1998-99 \[Two   1999-2000   2000-01
                                                                      large states                
                                                                      appear to have              
                                                                      underreported               
                                                                      dropouts in                 
                                                                      1998-99. As a               
                                                                      result, the                 
                                                                      graduation rate             
                                                                      is somewhat                 
                                                                      inflated that               
                                                                      year.\]                     
  ----------------- --------- --------- --------- --------- --------- --------------- ----------- ---------
  Specific learning 49.1      47.7      48.2      48.8      51.0      51.9            51.6        53.6
  disabilities                                                                                    

  Speech/language   42.9      41.7      42.2      44.8      48.1      51.2            53.2        52.3
  impairments                                                                                     

  Mental            35.0      33.8      34.0      33.0      34.3      36.0            34.3        35.0
  retardation                                                                                     

  Emotional         27.0      26.0      25.1      25.9      27.4      29.2            28.6        28.9
  disturbance                                                                                     

  Multiple          36.1      31.4      35.3      35.4      39.0      41.0            42.1        41.6
  disabilities                                                                                    

  Hearing           61.9      58.2      58.8      61.8      62.3      60.9            61.8        60.3
  impairments                                                                                     

  Orthopedic        56.7      54.1      53.6      54.9      57.9      53.9            51.2        57.4
  impairments                                                                                     

  Other health      54.6      52.6      53.0      53.1      56.8      55.0            56.4        56.1
  impairments                                                                                     

  Visual            63.5      63.7      65.0      64.3      65.1      67.6            66.5        65.9
  impairments                                                                                     

  Autism            33.7      35.5      36.4      35.9      38.7      40.5            40.7        42.1

  Deaf-blindness    34.7      30.0      39.5      39.4      67.7      48.3            39.5        41.2
  \[Percentages are                                                                               
  based on fewer                                                                                  
  than 150 students                                                                               
  exiting school.\]                                                                               

  Traumatic brain   54.6      51.7      54.0      57.3      58.2      60.6            56.7        57.5
  injury                                                                                          

  All disabilities  43.5      42.1      42.4      43.0      45.3      46.5            46.1        47.6
  ---------------------------------------------------------------------------------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AD1 in vol. 2. These data
are for the 50 states, D.C., Puerto Rico, and the outlying areas.

In 2000-01, 47.6 percent of the students ages 14 and older with
disabilities exited school with a regular high school diploma.

From 1993-94 through 2000-01, there was little change in the relative
standing of graduation rates for the various disability categories.

-   Students with visual impairments or hearing impairments consistently
    had the highest graduation rates.

-   Students with mental retardation or emotional disturbance
    consistently had the lowest graduation rates.

From 1993-94 through 2000-01, the graduation rate improved for most
disability categories.

-   The largest gains were made by students with autism and
    speech/language impairments. Notable gains were also made by
    students with deaf-blindness and multiple disabilities.

-   No meaningful change occurred in the graduation rate for students
    with mental retardation, orthopedic impairments, or other health
    impairments.

How has the dropout rate changed over time for students with different
disabilities?

Table 1-16. Percentage \[See note on previous table as to how percentage
was calculated. The dropout rate is calculated in the same manner, but
with the number of dropouts in the numerator. Students who moved and are
not known to be continuing in an education program are treated as
dropouts.\] of Students Age 14 and Older with Disabilities Who Dropped
Out of School: 1993-94 Through 2000-01

  ---------------------------------------------------------------------------------------------------------
  Disability        1993-94   1994-95   1995-96   1996-97   1997-98   1998-99 \[Two   1999-2000   2000-01
                                                                      large states                
                                                                      appear to have              
                                                                      underreported               
                                                                      the number of               
                                                                      dropouts in                 
                                                                      1998-99. As a               
                                                                      result, the                 
                                                                      dropout rate is             
                                                                      somewhat                    
                                                                      understated for             
                                                                      that year.\]                
  ----------------- --------- --------- --------- --------- --------- --------------- ----------- ---------
  Specific learning 43.1      44.7      44.4      43.4      41.3      40.2            39.9        38.7
  disabilities                                                                                    

  Speech/language   49.3      51.4      50.4      48.0      44.5      40.9            39.3        39.7
  impairments                                                                                     

  Mental            35.4      37.9      38.0      38.2      36.3      34.9            35.7        34.3
  retardation                                                                                     

  Emotional         67.8      69.2      69.9      69.2      67.2      65.5            65.2        65.1
  disturbance                                                                                     

  Multiple          24.6      35.1      27.4      27.7      26.3      28.1            25.7        26.7
  disabilities                                                                                    

  Hearing           24.3      28.0      28.3      25.6      23.5      24.8            23.2        24.5
  impairments                                                                                     

  Orthopedic        25.1      27.9      28.9      27.3      24.3      27.4            30.4        27.0
  impairments                                                                                     

  Other health      37.4      38.1      36.8      37.8      34.9      36.3            35.2        36.2
  impairments                                                                                     

  Visual            24.5      24.4      22.3      21.4      21.7      20.6            20.2        21.1
  impairments                                                                                     

  Autism            25.9      29.5      23.8      24.0      19.2      22.8            23.4        20.8

  Deaf-blindness    24.5      25.5      12.8      27.3      11.8      25.0            25.4        22.9
  \[Percentages are                                                                               
  based on fewer                                                                                  
  than 150 students                                                                               
  exiting school.\]                                                                               

  Traumatic brain   28.2      32.9      30.7      29.6      26.1      27.2            28.8        28.9
  injury                                                                                          

  All disabilities  45.1      47.0      46.8      45.9      43.7      42.3            42.1        41.1
  ---------------------------------------------------------------------------------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AD1 in vol. 2. These data
are for the 50 states, D.C., Puerto Rico, and the outlying areas.

In 2000-01, 41.1 percent of the students ages 14 and older with
disabilities exited school by dropping out.

From 1993-94 through 2000-01, the percentage of students with
disabilities dropping out decreased from

45.1 percent to 41.1 percent.

-   Students with visual impairments consistently had the lowest dropout
    rates.

-   Students with emotional disturbance consistently had the highest
    dropout rates.

-   In every year, students with emotional disturbance had a dropout
    rate that was substantially higher than the dropout rate for the
    next highest disability category.

From 1993-94 through 2000-01, the dropout rate declined for students in
most categories.

-   The improvement was most notable for students with autism and
    speech/language impairments.

-   The dropout rate also notably declined for students with visual
    impairments and specific learning disabilities.

-   No meaningful change occurred in the dropout rate for students with
    hearing impairments.

Are the graduation and dropout rates the same for students with
disabilities in different racial/ethnic groups?

Table 1-17. Percentage \[Percentage is calculated by dividing the number
of students age 14 and older in each racial/ethnic group who graduated
with a regular high school diploma (or dropped out) by the number of
students age 14 and older in that racial/ethnic group who are known to
have left school (i.e., graduated with a regular high school diploma,
received a certificate of completion, reached the maximum age for
services, died, moved and are not known to be continuing, or dropped
out.) Students who moved and are not known to be continuing in an
education program are treated as dropouts. Not all states award a
certificate of completion. In 2000-01, Arizona, Kansas, Massachusetts,
Minnesota, New Jersey, Ohio, Oklahoma, Texas, and Guam did not report
any students receiving a certificate of completion.\] of Students Age 14
and Older with Disabilities Who Graduated with a Standard Diploma or
Dropped Out, by Race/Ethnicity: 2000-01

  -------------------------------------------------------------------------
                    Graduated                   Dropped out   
                    with a                                    
                    standard                                  
                    diploma                                   
  ----------------- ------------- ------------- ------------- -------------
  Race/ethnicity    Number        Percentage    Number        Percentage

  American          2,533         41.9          3,157         52.2
  Indian/Alaska                                               
  Native                                                      

  Asian/Pacific     3,583         60.6          1,652         28.0
  Islander                                                    

  Black (not        27,999        36.5          34,085        44.5
  Hispanic)                                                   

  Hispanic          24,087        47.5          22,073        43.5

  White (not        132,714       56.8          79,220        33.9
  Hispanic)                                                   
  -------------------------------------------------------------------------

Source: U.S. Department of Education, Office of Special Education
Programs, Data Analysis System (DANS), Table AD4 in vol. 2. These data
are for the 50 states, D.C., Puerto Rico, and the outlying areas.

The graduation rate is highest for Asian/Pacific Islander (60.6 percent)
and white (56.8 percent) students with disabilities. Both rates are
above the graduation rate for all students with disabilities (47.6
percent) (see Table 1-15).

The graduation rate is lowest for black students with disabilities (36.5
percent).

The dropout rate is lowest for Asian/Pacific Islander (28.0 percent) and
white students with disabilities (33.9 percent). Both rates are below
the dropout rate for all students with disabilities (41.1 percent) (see
Table 1-16).

The dropout rate is highest for American Indian/Alaska Native (52.2
percent) students with disabilities.

Black (44.5 percent) and Hispanic (43.5 percent) students with
disabilities had similar dropout rates.

What procedures are used by states, local education agencies, and
schools to prevent students with disabilities from dropping out of
school?

Table 1-18. Percentage of States Reporting on Individual Schools'
Dropout Rates for Students with and without Disabilities: 1999-2000
School Year

  ------------------------------------------- ------------- -------------
  Practice                                    Percent       

  State included dropout rates in school                    71
  reports and ...                                           

  Students with disabilities were included in 51            
  calculation but not separately reported                   

  Rates were reported separately for students 18            
  with disabilities                                         

  Students with disabilities were not         2             
  included in calculations and were not                     
  separately reported                                       

  State did not include dropout rates in its                16
  school reports                                            

  State did not issue school reports                        12
  ------------------------------------------- ------------- -------------

Source: SLIIDEA State Survey.

Almost three-fourths of the states (71 percent) issued individual school
reports that included dropout rates.

Of the 35 states that issued dropout reports, 25 states combined the
dropout rates for general education students and students with
disabilities; nine states reported rates separately for students with
disabilities, and one state did not report the rates of students with
disabilities.

Table 1-19. Percentage of Districts That Tracked Dropout Risk Factors
for Students with Disabilities: 1999--2000

+-----------------------------------------------------+-----------------+
| Risk Factors                                        | Percent         |
+-----------------------------------------------------+-----------------+
| Tracked any of the following factors                | 60              |
|                                                     |                 |
| Tracked the following risk factors:                 |                 |
+-----------------------------------------------------+-----------------+
| Excessive absences                                  | 58              |
+-----------------------------------------------------+-----------------+
| Significant discipline problems                     | 53              |
+-----------------------------------------------------+-----------------+
| One or more suspensions from school                 | 48              |
+-----------------------------------------------------+-----------------+
| Juvenile justice involvement                        | 35              |
+-----------------------------------------------------+-----------------+
| Previously retained in grade                        | 32              |
+-----------------------------------------------------+-----------------+
| Limited English proficiency                         | 29              |
+-----------------------------------------------------+-----------------+
| Older than norm for grade                           | 28              |
+-----------------------------------------------------+-----------------+
| Family or economic problems                         | 26              |
+-----------------------------------------------------+-----------------+

Source: SLIIDEA District Survey.

Sixty percent of districts track dropout risk factors for students with
disabilities.

The most commonly tracked risk factors are excessive absences (58
percent), significant discipline problems (53 percent), and suspensions
(48 percent).

Table 1-20. Percentage of Schools Reporting Factors Used To Select
Students for Participation in the School's Dropout Prevention
Program---Middle and High Schools: 1999--2000

  ----------------------------------------------------- -----------------
  Factors                                               Percent

  Academic performance                                  22

  Absentee record                                       21

  Counselor's referral                                  21

  Teacher referral                                      19

  Disciplinary problem                                  17

  Student previously retained in grade                  17

  Parental request                                      16

  Student older than norm for grade                     16

  Student request                                       13

  Disability category                                   4
  ----------------------------------------------------- -----------------

Source: SLIIDEA School Survey.

Academic performance (22 percent), absentee record (21 percent), and
counselor's referral (21 percent) are the most common factors used to
select students for participation in a middle or high school dropout
prevention program.

A student's disability category is the least likely reported factor (4
percent) used to select students for participation in a school's dropout
prevention program.

What do we know about the employment of older students with
disabilities?

Figure 1-54. Employment of Students Ages 15 Through 17 with Disabilities
in 1987 and 2001

+-----------------------------------------------------+-----------------+
| 1987                                                |                 |
+-----------------------------------------------------+-----------------+
| > Paid job outside the home                         | 51%             |
+-----------------------------------------------------+-----------------+
| > No paid job outside the home                      | 49%             |
+-----------------------------------------------------+-----------------+
| 2001                                                |                 |
+-----------------------------------------------------+-----------------+
| > Paid job outside the home                         | 60%             |
+-----------------------------------------------------+-----------------+
| > No paid job outside the home                      | 40%             |
+-----------------------------------------------------+-----------------+

Sources: NLTS Parent Survey; NLTS2 Parent Survey.

According to NLTS2, among 15- to 17-year-olds in 2001, 60 percent had
worked in 2000, a rate similar to the general population and up from 51
percent (p \< .01) in 1987.

The percentage of employed youth ages 15 through 17 making at least
minimum wage is equal to the percentage not making minimum wage (NLTS2).

The percentage of employed youth ages 15 through 17 making above minimum
wage increased from 41 percent in 1987 to 68 percent in 2001 (p \< .001)
(NLTS2).

What transition services are available to help students with
disabilities move from secondary school to adult life?

Table 1-21. Percentage of High Schools That Offered Various Services To
Help Students with Disabilities Transition From School to Adult Life:
1999--2000

  -----------------------------------------------------------------------
  Transition services                                Percent of high
                                                     schools
  -------------------------------------------------- --------------------
  Formal assessment of career skills or interests    99

  Career counseling                                  98

  Job applications instruction                       97

  Job search instruction                             97

  Job readiness or prevocational training            96

  Interviewing instruction                           96

  Postsecondary education/training applications      95
  assistance                                         

  Postsecondary and training institutions counseling 95

  Counseling about support services for students     94
  with disabilities                                  

  Counseling about financial aid                     92

  Community work experience                          89

  Community work exploration                         87

  Referrals to potential employers                   85

  Specific job skills training                       85

  Job coaches to monitor job performance             78

  Job coaches/staff who work with employers to       67
  modify jobs                                        

  Self-advocacy curriculum                           55
  -----------------------------------------------------------------------

Source: SLIIDEA School Survey.

Most districts offer a range of services to assist the transition of
students with disabilities to adult life. More than 90 percent of all
high schools offer a formal assessment of career skills or interests,
career counseling, job readiness or prevocational training, instructions
in job searching and other similar services, as well as counseling and
support regarding postsecondary institutions.

Between 80 percent and 90 percent of high schools offer community work
experience, community work exploration, referrals to potential
employers, and specific job skills training.

Fewer than 80 percent of high schools provide job coaches who work with
employers, job coaches who monitor performance, or a self-advocacy
curriculum.

Workforce

Who provides services to 6- through 21-year-olds with disabilities?

Table 1-22. Characteristics of Service Providers for Students with
Disabilities

  ---------------------------- ----------- ----------- ------------------- -----------------
  Demographics                 Special     General     Para-professional   Speech-language
                               education   education                       pathologist
                               teacher     teacher                         

  Sex: female                  85          76          94                  96

  Race/ethnicity: white        86          88          78                  94

  Identifying themselves as    14          6           5                   5
  having a disability                                                      

  Mean age                     43          43          44                  43
  ---------------------------- ----------- ----------- ------------------- -----------------

Source: SPeNSE Service Provider Survey.

Figure 1-55. Number of Different Disabilities on Special Educators'
Caseloads: 2000

  -------------------------------------------------- --------------------
  1 disability                                       21

  2-3 disabilities                                   46

  4-5 disabilities                                   24

  6 or more disabilities                             8
  -------------------------------------------------- --------------------

Source: SPeNSE Service Provider Survey.

Today's special educators must be innovative, adaptive, and prepared to
use an array of instructional approaches that suit students with a wide
variety of needs.

Almost 80 percent of special education teachers serve students with two
or more primary disabilities, and 32 percent teach students with four or
more different primary disabilities.

On average, almost one-fourth of their students are from a cultural or
linguistic group different from their own, and 7 percent of their
students are English language learners (SPeNSE Provider Survey).

References for Section I

U.S. Bureau of the Census. Population data for 2000 and 2001 retrieved
October 2003 from www.census.gov/popest/data/states/files/STCH-6R.CSV.
This file is now archived at
census.gov/popest/archives/2000s/vintage_2002/ST-EST2002/STCH-6R.txt/.

U.S. Bureau of the Census. Population data for 1999 retrieved October
2000 from hwww.census.gov/popest/archives/1990s/stats/st-99-10.txt.

U.S. Bureau of the Census. Population data for 1998 retrieved October
1999. This file is no longer available on the Web site.

Shackelford, J. (2002). State and jurisdictional eligibility definitions
for infants and toddlers with disabilities under IDEA (NECTAC Notes
No.11). Chapel Hill: The University of North Carolina, FPG Child
Development Institute, National Early Childhood Technical Assistance
Center.

Subcommittee on Attention-Deficit/Hyperactivity Disorder and Committee
on Quality Improvement. (2001). Pediatrics, 108(4), 1033.

U.S. Department of Education, National Center for Education Statistics.
National Household Education Survey, 1999 \[Computer file\]. ICPSR
version, Washington, DC: U.S. Department of Education, Office of
Educational Research and Improvement \[Producer\], 2000. Ann Arbor, MI:
Inter-university Consortium for Political and Social Research
\[Distributor\], 2003.