Understanding and Supporting Students with Exceptionalities
In the educational landscape, a significant number of students require specialized support to thrive. These students, often referred to as students with exceptionalities, have unique learning needs that necessitate tailored approaches and resources. This article delves into the characteristics of these students and the support systems designed to help them succeed.
The Individuals with Disabilities Education Act (IDEA)
The cornerstone of special education in the United States is the Individuals with Disabilities Education Act (IDEA). Enacted in 1975, IDEA mandates the provision of a free and appropriate public school education for eligible students ages 3-21. Eligible students are those identified by a team of professionals as having a disability that adversely affects academic performance and as being in need of special education and/or related services. Data collection activities to monitor compliance with IDEA began in 1976.
Prevalence of Students Served Under IDEA
The number of students ages 3-21 served under IDEA in the United States has seen a notable increase. In 2022-23, 7.5 million students, or 15 percent of all public school students, received special education and/or related services under IDEA. This represents an increase from 6.4 million in school year 2012-13, when they accounted for 13 percent of students.
While total public school enrollment decreased by 3 percent from fall 2019 to fall 2020 during the coronavirus pandemic, the number of students served under IDEA decreased by only 1 percent between 2019-20 and 2020-21 (from 7.3 to 7.2 million students). In 2022-23, the number of students served under IDEA reached an all-time high of 7.5 million, which was 3 percent higher than it was in 2019-20. Across the 50 states and the District of Columbia, the percentage of public school students served under IDEA ranged from 12 to 21 percent in school year 2022-23.
Categories of Disabilities
IDEA covers a wide range of disabilities, each with its own set of characteristics and support needs. Here's a look at some of the most common categories:
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- Specific Learning Disabilities: For most racial/ethnic groups, specific learning disabilities were the most common types of disabilities. The consequences of learning disabilities are rarely confined to school or work. Individuals who have learning disabilities may be less observant in their social environment, may misinterpret the social behavior of others at times, and may not learn as easily from experiences or social “cues” as their friends. Some children may exhibit an immaturity and social ineptness due to their learning disability. Direct instruction in social skills training is highly recommended to help individuals with learning disabilities cope with their innate lack of social perception.
- Speech or Language Impairments: For most racial/ethnic groups, speech or language impairments were the two most common types of disabilities. For Hispanic, American Indian/Alaska Native, and Pacific Islander students, specific learning disabilities and speech or language impairments together accounted for more than 50 percent of those served under IDEA.
- Autism: Although specific learning disabilities and speech or language impairments accounted for 40 percent of Asian students served under IDEA, the most common disability for Asian students was autism (31 percent).
- Developmental Delays: Students with developmental delays accounted for 7 percent of students served under IDEA.
- Intellectual Disabilities: Students with intellectual disabilities accounted for 6 percent of students served under IDEA.
- Emotional Disturbances: Students with emotional disturbances accounted for 4 percent of students served under IDEA.
Gender Differences
As a percentage of K-12 students enrolled in public schools in school year 2022-23, more male students (18 percent) than female students (10 percent) were served under IDEA. In addition, the percentage distribution of school-age students served under IDEA for various types of disabilities differed by sex.
Educational Environment
Educational environment data are also available for school-age students served under IDEA. a combined 1 percent were homebound or in hospitals, in separate residential facilities (public or private), or in correctional facilities. Students served under IDEA who attended regular schools spent different percentages of time during the school day in general classes, and these percentages changed over time.
Post-School Outcomes
Data are also available for students ages 14-21 served under IDEA who exited school during school year 2021-22. Approximately 464,000 students ages 14-21 served under IDEA exited school. less than one-half of 1 percent died.
Among students ages 14-21 served under IDEA who exited school in school year 2021-22, the percentages who exited for various reasons differed by race/ethnicity. The percentage of exiting students who graduated with a regular high school diploma was highest for Asian students (78 percent) and lowest for Black students (68 percent). The percentage of exiting students who received an alternative certificate was highest for Asian students (14 percent) and lowest for American Indian/Alaska Native students (4 percent).
Among students ages 14-21 served under IDEA who exited school in school year 2021-22, the percentages who exited for various reasons also differed by type of disability. The percentage of exiting students who graduated with a regular high school diploma was highest for students with hearing impairments (84 percent) and lowest for students with multiple disabilities (40 percent). The percentage of exiting students who received an alternative certificate was highest for students with multiple disabilities (39 percent) and lowest for students with specific learning disabilities (5 percent).
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Inclusive Programs
The following characteristics are indicators of fully inclusive programs for students with disabilities. Supplemental instructional services (e.g. General ability awareness is provided to staff, students and parents/guardians/other education rights holders at the school site through formal or informal means, on an individualized basis. In summary, all students are members of the general education classroom, with some students requiring varying levels of support from special education. Hence the term, “Supported Education”.
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