As such, students with behavioral needs must be afforded the same opportunity to learn in the general curriculum and be evaluated on a regular basis to determine their potential and needs as expressed in their Individualized Education Programs.
According to one legal and education expert, improvements have been reported among schools and parents who have taken part in new behavioral interventions. One complaint of the discipline provisions of the amendments is that they are too complicated and confusing, and therefore should be reviewed during reauthorization. In , the U. GAO found that, of the schools that responded to its survey, 81 percent reported one or more incidents of serious misconduct in the — school year.
Students in special education were more likely to commit such misconduct—50 incidents for every 1, special education students as compared with 15 incidents per 1, regular education students. The length of suspension for each group is roughly equal, and less than half of suspended students in each group receive educational services during suspension.
The same proportion of each group of students about one in six is expelled from school or placed in an alternative educational setting. Schools may not be doing enough to ensure that students with special needs, who are already at an academic disadvantage, are being provided educational services during suspension.
According to data released by the Department of Education, in the — academic year, Latino, American Indian, and African American students with disabilities were substantially more likely than white students to be suspended, removed by school personnel, or removed by a hearing officer.
African American students were three times more likely than white students to be given short-term suspensions. Similar disparities held true for long-term suspensions, with American Indian students 2. We know that we will never improve outcomes for students with disabilities by focusing on special education alone.
We must look at the whole education system, and see whether we are providing the right services to the right children, at the right time, in the right settings, and with the right personnel to achieve the right results. He identified the following implementation challenges: highly qualified and well-trained teachers and administrators; accountability systems and assessments; access to and participation in the general curriculum; transitional services from school to work or postsecondary education; and identification of students with disabilities.
All of these issues are likely to surface during reauthorization discussions. Congress is just beginning the reauthorization process and is holding a series of hearings that began in March and will run through July October See U.
IDEA authorization in billions. Actual IDEA spending in billions. Specific learning disabilities. Speech or language impairments. Mental retardation. Emotional disturbance. Multiple disabilities. Hearing impairments. Orthopedic impairments. Visual impairments. Traumatic brain injury. Developmental delay. Other health impairments. In this reauthorization, Congress eliminated the discrepancy definition, allowing states to substitute their own definitions and encouraging them to focus on how students respond to scientifically-based interventions.
Racial Inequities: Persistent racial gaps in special education diagnoses, placements, and discipline have long been troubling. Now Congress has taken a step to understanding - and mitigating - these gaps by requiring states and the U. Secretary of Education to monitor racial differences in special education and change policies that perpetuate them. Align IDEA with other reforms: American education increasingly focuses on results-based accountability, but IDEA has concentrated on process more than outcomes for disabled students.
The reauthorized version places a needed focus on learning, requiring states to set goals for improving achievement of students with disabilities, and mandating consequences and interventions if states don't improve. Reauthorization also brings special needs children under the banner of NCLB by clarifying how children with special needs are included and accommodated in state accountability systems.
Reduce Paperwork and Litigation: Excessive paperwork, litigation and an adversarial atmosphere are enormous burdens on special educators. This reauthorization authorizes a state pilot project to experiment with paperwork reduction, seeking to preserve protections for students while closing some loopholes that allow savvy lawyers to abuse due process.
It also encourages mediation before going into due process. End Double Standards: Protections to ensure that disabled youngsters receive the services they need have also inadvertently kept educators from disciplining them to ensure safe and orderly schools. In , the percentage of students ages 6 through 21 served under IDEA, Part B, in each educational environment varied by disability category. More than 8 in 10 students reported under the category of speech or language impairment Less than 2 in 10 students, or Almost one-half In , larger percentages of students reported under the categories of deaf-blindness In school year —18, between Between 4.
Between All students in each of grades 3 through 8 and high school who participated in an alternate assessment in math in school year —18 took an alternate assessment based on alternate achievement standards.
Between 8. All students in each of grades 3 through 8 and high school who participated in an alternate assessment in reading in school year —18 took an alternate assessment based on alternate achievement standards.
For school year —18, of the 60 jurisdictions i. The median percentages of these students who were found to be proficient with these math tests ranged from 7 percent to Non-suppressed data were available for between 48 and 50 jurisdictions that administered an alternate assessment based on alternate achievement standards for math to some students served under IDEA, Part B, in each of grades 3 through 8 and high school.
The median percentages of these students who were found to be proficient with these math tests ranged from The median percentages of these students who were found to be proficient with these reading tests ranged from Non-suppressed data were available for between 46 and 49 jurisdictions that administered an alternate assessment based on alternate achievement standards for reading to some students served under IDEA, Part B, in each of grades 3 through 8 and high school.
Of the eight exiting categories, graduated with a regular high school diploma accounted for the largest percentage of students ages 14 through 21 who exited special education in —18 specifically, ,, or This was followed by moved, known to be continuing in education In —18, a total of The percentage of students who exited special education and school by having graduated with a regular high school diploma increased from From —09 through —18, the percentage of students who exited special education and school by having dropped out generally decreased from In comparison to school year —09, the graduation percentage in —18 increased for students who exited IDEA, Part B, and school in all disability categories except multiple disabilities.
The graduation percentage increased by 4. From —09 through —15, the disability category with the largest graduation percentage was visual impairment. From —16 through —18, the disability category of speech or language impairment was associated with the largest graduation percentage. The students reported under the category of intellectual disability had the smallest graduation percentages from —09 through — The dropout percentage was lower in school year —18 than in —09 for students who exited IDEA, Part B, and school in all disability categories except autism.
The dropout percentage decreases were less than 10 percentage points in each disability category. In each year from —09 through —18, a larger percentage of the students reported under the category of emotional disturbance exited special education and school by dropping out than for any other reason.
In each year, the dropout percentage was no less than 30 percent, which was larger than the dropout percentage for any other disability category Exhibit In , a total of ,, or 93 percent, of the , full-time equivalent FTE special education teachers who provided special education and related services for students ages 6 through 21 under IDEA, Part B, were fully certified Exhibit In , a total of In 10 of the 11 related services personnel categories, 95 percent or more of FTE related services personnel were fully certified.
Interpreters was the exception at During the —18 school year, 7, children and students ages 3 through 21 served under IDEA, Part B, in the jurisdictions for which data were available experienced a unilateral removal to an interim alternative educational setting by school personnel not the IEP [individualized education program] team for drugs, weapons, or serious bodily injury. Given that 6,, children and students ages 3 through 21 were served under Part B in , in the States for which data were available, this type of action occurred with 12 children and students for every 10, children and students who were served under Part B in A total of children and students ages 3 through 21 served under IDEA, Part B, or less than 1 for every 10, children and students served in the jurisdictions for which data were available, experienced a removal to an interim alternative educational setting based on a hearing officer determination regarding likely injury in school year — There were 51, children and students ages 3 through 21 served under IDEA, Part B, or 76 for every 10, children and students served in the jurisdictions for which data were available, who received out-of-school suspensions or expulsions for more than 10 cumulative days in school year — There were 22, children and students ages 3 through 21 served under IDEA, Part B, or 33 for every 10, children and students served in the jurisdictions for which data were available, who received in-school suspensions for more than 10 cumulative days in school year —18 Exhibit For every 10, children and students ages 3 through 21 served under IDEA, Part B, who were reported under the category of emotional disturbance in , there were 45 children and students removed unilaterally to an interim alternative educational setting by school personnel for offenses involving drugs, weapons, or serious bodily injury during school year — The ratio for the children and students reported under each of the other disability categories was 19 or less per 10, children and students served.
Without regard for disability category, for every 10, children and students ages 3 through 21 served under IDEA, Part B, in , no more than three children and students were removed by a hearing officer for likely injury during school year — For every 10, children and students ages 3 through 21 served under IDEA, Part B, who were reported under the category of emotional disturbance in , there were children and students who received out-of-school suspensions or expulsions for more than 10 cumulative days during school year — The ratio for the children and students reported under each of the other disability categories was or less per 10, children and students served.
For every 10, children and students ages 3 through 21 served under IDEA, Part B, who were reported under the category of emotional disturbance in , there were children and students who received in-school suspensions for more than 10 cumulative days during school year — The ratio for the children and students reported under each of the other disability categories was 66 or less per 10, children and students served Exhibit During —18, a total of 5, written, signed complaints were received through the dispute resolution process for children and students ages 3 through 21 served under IDEA, Part B.
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