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Report: Patterns in the identification of and outcomes for children and youth with disabilities

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Categories

STUDENTS, identified with disabilities, EQUITY, outcomes

Areas

FEDERAL

Authors

Jose Blackorby , Ellen Schiller , Sangeeta Mallik , Kathleen Hebbeler , Tracy Huang , Harold Javitz , Camille Marder , Katherine Nagle , Debra Shaver , Mary Wagner , Cyndi Williamson

Published

2010, 2/19/2010

Publisher

National Center for Educational Evaluation and Regional Assistance, Institute for Education Sciences

Abstract

"This study utilizes existing data collected by the U.S. Department of Education and other federal agencies to provide a national description of identification patterns across time and comparisons of the outcomes for children and youth with disabilities with outcomes of samples including their nondisabled peers. The study found that, across age groups, there was an increase from 1997 to 2005 in the percentages of children either newly identified or continuing to receive early intervention and special education services. Children identified for services under IDEA, while demonstrating growth in their performance, had lower skill levels than their same-age peers not identified for IDEA services or in the general population across outcomes, including developmental skills appropriate for young children, NAEP reading and math scores, and school completion for older school-age youth."

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