Image via WikipediaLast month the United States Department of Education sent its annual report on the Individuals With Disabilities Education Act to Congress. Because of the slow movement in all things government, the report is for 2008 and most of the data is for the 2005-2006 school year. Nothin' like staying current.
The report contains a wealth of information. Here are some examples:
Among the key findings were:
- In 2006, a total of 6,081,890 students ages 6 through 21 were served under IDEA, Part B. Of
these students, 5,986,644 were served in the 50 states, the District of Columbia and Bureau of
Indian Education schools. This number represented 9.1 percent of the general population ages
6 through 21 - In 2006, the largest disability category among students ages 6 through 21 served under IDEA,
Part B, was specific learning disabilities (44.6 percent). The next most common disability
category was speech or language impairments (19.1 percent), followed by other health
impairments (9.9 percent), intellectual disabilities (8.6 percent) and emotional disturbance
(7.5 percent) - In 2005, 88.4 percent of full-time equivalent personnel (other than special education
teachers) who provided special education and related services for children and students ages
3 through 21 served under IDEA, Part B, were fully certified - Children and students ages 3 through 21 who were served under IDEA, Part B, under the
category of emotional disturbance had the highest rates of removal to an interim alternative
educational setting by school personnel for drug or weapon offenses (0.49 percent) and by a
hearing officer for likely injury to themselves or others (0.08 percent) in school year 2005–06, compared to children and students in all other disability categories
Other items that caught my imagination were the following: In 2006, North Dakota served 68.9% of students classified as emotional disturbance inside the regular ed class more than 80% of the time whereas Hawaii served 19.8% of students classified as emotional disturbance inside the regular ed class more than 80% of the time. (Table 33). In the same year Alabama served 7.6% of students classified as emotional disturbance in a residential facility whereas Arizona served 0.3% of students classified as emotional disturbance in a residential facility. (Table 33) In school year 2005-2006, Pennsylvania and Wisconsin 57.7% of special ed students aged 3-21 graduated with a regular diploma whereas in the same school year in Louisiana 14.0%. (Table 36) For the 2005-2006 school year the percentage of special ed kids aged 3-21 expelled or suspended for more ten or more days in the school year was 2.81% in North Carolina and 0.04% in California, (Table 39) I could go on!
You can look up these and similar statistics for your state in the report. Also the report contains a summary of research and evaluation conducted under IDEA provisions.
You can read the entire report here.
Jim, I like how you said "Nothin' like staying current". It really sums up what I think about the DOE's Annual Report to Congress. After reading this post, I am amazed at the lack of timely feedback that is provided to governmenet regarding students with disabilities and their nees. Taken directly from this article, it states that "In 2006, a total of 6,081,890 students ages 6 through 21 were served under IDEA, Part B...In 2006, the largest disability category among students ages 6 through 21 served under IDEA,
ReplyDeletePart B, was specific learning disabilities (44.6 percent)" I find it to be quite alarming that is takes two years to compile data and transfer information to the government regarding special education students, when as a special education teacher I am required to submit data in a timely manner to administration and the school board regarding my students. Granted the number of students being looked at for statistical information is enormous, there must be a more effective way to complie current statistics in the area of special education. Students cannot wait three years to receive the necessary resources to be successful. Using data that is not recent regarding the student popluation in special educaiton is not relevant to the current statistics faced in the classroom. Looking at areas to focus on in special education, I often use statistics compiled by our government to assist with a direction I make take to increase student learning. Why not use a security web-based universal means of transmitting the statistics of all special education students by state to a database that updates itself on a daily basis to improve the current statistics. There could be a lot of movement of special education students from state to state or within the state. Using current data would assit with providing resources to each state depending on their special eduaction needs. These are just my thoughts and I welcome any feedback into my post.