2022 Annual Report to Congress on the Individuals with Disabilities Education Act (IDEA)

Home » 2022 Annual Report to Congress on the Individuals with Disabilities Education Act (IDEA)

IDEA, Parts B and C

This is the 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities.

The 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022 describes our nation’s progress in:

  1. providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C;
  2. ensuring that the rights of these children with disabilities and their parents are protected;
  3. assisting States and localities in providing IDEA services to all children with disabilities; and
  4. assessing the effectiveness of efforts to provide IDEA services to children with disabilities.

The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level.

Download the 44th Annual Report

Since the enactment of the Education for All Handicapped Children Act of 1975 (EHA), Public Law (P.L.) 94‑142 and its successor statute, the Individuals with Disabilities Education Act (IDEA, or Act), the Secretary of the U.S. Department of Education (Secretary) and his predecessor, the Commissioner of Education at the U.S. Department of Health, Education, and Welfare, have been required to transmit to Congress an annual report to inform Congress and the public of the progress being made in implementing the Act. The annual reports to Congress reflect a history of persistent commitment and effort to expand educational opportunities for children with disabilities.

The most recent reauthorization of IDEA (P.L. 108-446) occurred in December 2004, and Section 664(d) of IDEA continues to require the annual report to Congress. With the reauthorization of IDEA, the nation reaffirmed its commitment to improving the early intervention and educational results and functional outcomes for infants, toddlers, children, and youths with disabilities (collectively, this group may be referred to in this report as “children with disabilities”).

The 44th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2022[1] describes our nation’s progress in (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. The report focuses on children with disabilities being served under IDEA, Part B and Part C, nationally and at the State level. Part B of IDEA provides funds to States to assist them in making FAPE available to eligible children ages 3 through 21 with disabilities who are in need of special education and related services, whereas Part C of IDEA provides funds to States to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all eligible children from birth through age 2 with disabilities and their families.[2] Throughout this report, children with disabilities who receive services under IDEA, Part B, or under IDEA, Part C, are referred to as children served under IDEA, Part B; students served under IDEA, Part B; or infants and toddlers served under IDEA, Part C. “Special education services” is a term used throughout this report to represent services provided under IDEA, Part B. Similarly, “early intervention services” is a term used synonymously with services provided under IDEA, Part C.

This 44th Annual Report to Congress, 2022 follows the 43rd Annual Report to Congress, 2021 in sequence and format, and it continues to focus on IDEA results and accountability. Similar to the 43rd Annual Report to Congress, 2021, the 44th Annual Report to Congress, 2022 contains the following six major sections that address the annual report requirements contained in Section 664(d) of IDEA. The sections are (1) a summary and analysis of IDEA Section 618 data at the national level; (2) a summary and analysis of IDEA Section 618 data at the State level;[3] (3) a summary and analysis of the U.S. Department of Education’s (Department) findings and determinations regarding the extent to which States are meeting the requirements of IDEA, Part B and Part C; (4) a summary of special education research conducted under Part E of the Education Sciences Reform Act of 2002; (5) a summary of national special education studies and evaluations conducted under Section 664(a) and (c) of IDEA; and (6) a summary of the extent and progress of the assessment of national activities, which focus on determining the effectiveness of IDEA and improving its implementation.

The content of this report differs from that of the 43rd Annual Report to Congress, 2021 in several ways. The most recent data presented in this report represent the following applicable reporting periods: fall 2020, school year 2019–20, or a 12-month reporting period during 2019–20. Where data are presented for a 10-year period, the oldest data are associated with fall 2011. The 44th Annual Report to Congress, 2022 also reflects changes in reporting for the Part B assessment, child count and educational environments, and personnel data collections as well as changes to the determination process (see Changes Related to Assessment, Child Count, and Personnel Data Collections on p. 5).            

Finally, on March 13, 2020, the President of the United States declared a national emergency due to the coronavirus disease 2019 (COVID-19) public health pandemic. The COVID-19 pandemic has challenged educators, early intervention service providers, and related services providers as they work to meet the needs of children with disabilities in accordance with IDEA.[4] While this report acknowledges there are challenges presented by COVID-19, the purpose of the 44th Annual Report to Congress, 2022 is to describe our nation’s progress implementing IDEA. It does not explore or explain the effects of any particular factor, including the COVID-19 pandemic, on such progress. The U.S. Department of Education has published resources and policy documents related to the COVID-19 pandemic and its impact on special education and related services that States and local school districts provided under IDEA.[5],[6]

A summary of each of the six sections and three appendices that make up the 44th Annual Report to Congress, 2022 follows.

[1] The year in the title reflects the U.S. Department of Education’s target year for submitting the report to Congress. The most current data in this report were collected from July 2019 through December 2020. These data have been available to the public prior to their presentation in this report. Subsequent references to this report and previously published annual reports will be abbreviated as the “XX Annual Report to Congress, Year” and will not include “on the Implementation of the Individuals with Disabilities Education Act.”

[2] A State may elect to make Part C services available to infants and toddlers with disabilities beyond age 3, consistent with IDEA Sections 632(5)(B) and 635(c) and 34 Code of Federal Regulations (C.F.R.) § 303.211. Data on these children are included in the annual reporting requirements for Part C under IDEA Sections 616, 618, and 642.

[3] Section 618 data consist of (1) the number of infants and toddlers served under IDEA, Part C; the settings in which they receive program services; information on the transition at age 3 out of Part C; and dispute resolution information under IDEA, Part C; and (2) the number of children and students served under IDEA, Part B; the environments in which they receive education; their participation in and performance on State assessments (not available for school year 2019–20); information on their exiting special education services; the personnel employed to provide educational services to them; disciplinary actions that affect them; dispute resolution information under IDEA, Part B; and information related to local maintenance of effort reduction and coordinated early intervening services.

[4] See OSERS letter to states and local partners, August 24, 2021 (https://sites.ed.gov/idea/files/rts-idea-08-24-2021.pdf).

[5] See, for example, Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students, U.S. Department of Education, June 2021 (https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf).

[6] See, for example, Strategies for Using American Rescue Plan Funding to Address the Impact of Lost Instructional Time, U.S. Department of Education, August 2021 (https://www2.ed.gov/documents/coronavirus/lost-instructional-time.pdf).

Section I contains national data pertinent to Part B and Part C of IDEA. It contains four subsections. The four subsections focus on infants and toddlers served under IDEA, Part C; children ages 3 through 5 served under IDEA, Part B; students ages 6 through 21 served under IDEA, Part B; and children and students ages 3 through 21 served under IDEA, Part B. The exhibits provide information about the characteristics of infants, toddlers, children, and students receiving services under Part B and Part C; their disabilities; the settings in which they receive services; their exits from Part B and Part C programs; their disciplinary removals; and their legal disputes. Also addressed are the characteristics of the personnel employed to provide special education and related services for the children and students. The data presented in the exhibits and discussed in the bulleted text represent the 50 States, the District of Columbia (DC), the Commonwealth of Puerto Rico (Puerto Rico or PR herein), and the four outlying areas of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands (the Northern Mariana Islands herein), and the Virgin Islands of the United States (U.S. Virgin Islands herein). In addition, the exhibits that concern special education and related services provided under IDEA, Part B, include data for schools operated or funded by the Bureau of Indian Education (BIE) (referred to as Bureau of Indian Education schools or BIE schools herein) within the U.S. Department of the Interior, and the three freely associated states: the Federated States of Micronesia, the Republic of Palau, and the Republic of the Marshall Islands.

Section II contains State-level data regarding Part B and Part C of IDEA. This section is organized into four subsections that focus on infants and toddlers served under IDEA, Part C; children ages 3 through 5 served under IDEA, Part B; students ages 6 through 21 served under IDEA, Part B; and children and students ages 3 through 21 served under IDEA, Part B. Each subsection addresses questions about the characteristics of infants, toddlers, children, and students receiving services under Part B and Part C; their disabilities; the settings in which they receive services; their exits from Part B and Part C programs; their disciplinary removals; and their legal disputes. The characteristics of the personnel employed to provide special education and related services for the children and students are also addressed. The data presented in exhibits and discussed in the bulleted text represent the 50 States, the District of Columbia, Bureau of Indian Education schools, and Puerto Rico.

Sections 616(d) and 642 of IDEA require the Secretary to make an annual determination as to the extent to which each State’s IDEA Part B and Part C programs are meeting the requirements of IDEA. To fulfill this requirement, the Secretary considers the State performance plan (SPP)/annual performance report (APR) of each State. Based on the information provided by the State in the SPP/APR, information obtained through monitoring reviews, and any other public information made available, the Secretary determines if the State meets the requirements and purposes of IDEA, needs assistance in implementing the requirements, needs intervention in implementing the requirements, or needs substantial intervention in implementing the requirements. In June 2021, the Department issued determination letters on implementation of IDEA for the IDEA Federal fiscal year (FFY) 2019 SPP/APR reporting period (for data reported for the period July 1, 2019, through June 30, 2020) to 60 State educational agencies (SEAs) for Part B and to 56 State lead agencies for Part C. Section III presents the results of the determinations.

When Congress reauthorized IDEAin December 2004, it amended the Education Sciences Reform Act of 2002 (P.L. 107-279) by adding a new Part E to that Act. The new Part E established the National Center for Special Education Research (NCSER) as part of the Institute of Education Sciences (IES). NCSER began operation on July 1, 2005. As specified in Section 175(b) of the Education Sciences Reform Act of 2002, NCSER’s mission is to—

  • Sponsor research to expand knowledge and understanding of the needs of infants, toddlers, children, and students with disabilities in order to improve the developmental, educational, and transitional results of such individuals;
  • Sponsor research to improve services provided under, and support the implementation of, IDEA (20 United States Code [U.S.C.] § 1400 et seq.); and
  • Evaluate the implementation and effectiveness of IDEA in coordination with the National Center for Education Evaluation and Regional Assistance.

Section IV of this report describes the research projects funded by grants NCSER awarded during the Department’s FFY 2021 (October 1, 2020, through September 30, 2021) under Part E of the Education Sciences Reform Act of 2002.

In the December 2004 reauthorization of IDEA, Congress required the Secretary to delegate to the Director of IES responsibility to carry out studies and evaluations under Section 664(a), (b), (c), and (e) of IDEA. As specified in Section 664(a) of IDEA, IES, either directly or through grants, contracts, or cooperative agreements awarded to eligible entities on a competitive basis, assesses the progress in the implementation of IDEA, including the effectiveness of State and local efforts to provide (1) FAPE to children and students with disabilities and (2) early intervention services to infants and toddlers with disabilities and infants and toddlers who would be at risk of having substantial developmental delays if early intervention services were not provided to them. Section V of this report describes the studies and evaluations authorized by Section 664(a) and (e) of IDEA and supported by IES during FFY 2021 (October 1, 2020, through September 30, 2021).

Under Section 664(b) of IDEA (as amended in 2004), the Secretary is responsible for carrying out a “national assessment” of activities supported by Federal funds under IDEA. As delegated by the Secretary, IES is carrying out this national assessment to (1) determine the effectiveness of IDEA in achieving its purpose; (2) provide timely information to the President, Congress, the States, local educational agencies (LEAs), and the public on how to implement IDEA more effectively; and (3) provide the President and Congress with information that will be useful in developing legislation to achieve the purposes of IDEA more effectively. The national assessment is designed to address specific research questions that focus on (1) the implementation and impact of programs assisted under IDEA in addressing developmental and academic outcomes for children with disabilities, (2) identification for early intervention and special education, (3) early intervention and special education services, and (4) early intervention and special education personnel. Studies supported in FFY 2021 (October 1, 2020, through September 30, 2021) that contribute to the national assessment are described in Section VI.

Appendix A presents the numbers and percentages of the resident population represented by the infants and toddlers birth through age 2 served under IDEA, Part C, in 2020 in each State, the District of Columbia, Puerto Rico, and the four outlying areas (American Samoa, Guam, the Northern Mariana Islands, and the U.S. Virgin Islands) and the children ages 3 through 5 and students ages 6 through 21 served under IDEA, Part B, in 2020 in each State, the District of Columbia, Bureau of Indian Education schools, Puerto Rico, the four outlying areas, and the three freely associated states (the Federated States of Micronesia, the Republic of Palau, and the Republic of the Marshall Islands). It also presents the number of children and students served in each State, the District of Columbia, Bureau of Indian Education schools, Puerto Rico, the four outlying areas, and the three freely associated states, by race/ethnicity.

Appendix B presents information about the children ages 3 through 5 (early childhood) and students ages 5 (school age) through 9 served under IDEA, Part B, under the category of developmental delay.[1] Exhibits B-1 and B-2 provide data on the percentages of resident populations in the 50 States, the District of Columbia, and Puerto Rico represented by the children ages 3 through 5 (early childhood) and students ages 5 (school age) through 9 served under IDEA, Part B, who were reported under the category of developmental delay, respectively, in each year, 2011 through 2020. Exhibit B-3 identifies whether each State, the District of Columbia, Bureau of Indian Education schools, Puerto Rico, the four outlying areas, and the three freely associated states reported any children ages 3 through 5 (early childhood) or any students ages 5 (school age) through 9 under the developmental delay category in 2020.

[1] This descriptor and other IDEA Section 618 data descriptors in this report are italicized within exhibits, text, and notes to clarify that the reference is to a grouping of data.

Appendix C presents State-level information on the number of students who received coordinated early intervening services (CEIS) and the number and percentage of LEAs, including educational service agencies (ESAs), that were required to reserve 15 percent of IDEA Sections 611 and 619 funds for comprehensive CEIS due to significant disproportionality or that voluntarily reserved up to 15 percent of IDEA Sections 611 and 619 funds for CEIS. In addition, State-level data are presented on the number and percentage of LEAs, including ESAs, that met the IDEA, Part B, requirements under 34 Code of Federal Regulations (C.F.R.) § 300.600(a)(2) and had an increase in IDEA, Part B, Section 611 allocations and took the maintenance of effort (MOE) reduction (or MOE reduction)pursuant to IDEA Section 613(a)(2)(C) in school year 2017–18.

Key Findings at the National Level

The 44th Annual Report to Congress, 2022 presents data collected from States. The report also includes information from studies, evaluations, and databases of the Institute of Education Sciences and U.S. Census Bureau. Some key findings from Section I of the report, “Summary and Analysis of IDEA [Individuals with Disabilities Education Act] Section 618 Data at the National Level,” follow. To more completely understand the meaning and context for each of the key findings featured below, the reader is advised to review the exhibit cited and its additional associated text.

  • In 2020, there were 363,387 infants and toddlers birth through age 2 served under IDEA, Part C. Of those infants and toddlers, 361,462 were served in the 50 States and the District of Columbia. This number represented 3.2 percent of the birth-through-age-2 resident population in the 50 States and the District of Columbia (Exhibit 1).
  • From 2011 through 2013, the percentage of the resident population of infants and toddlers birth through age 2 served under IDEA, Part C, was 2.8 percent. In 2014, the percentage increased to 2.9 percent and continued to increase each year, reaching 3.7 percent in 2019. In 2020, the percentage decreased to 3.2 percent. From 2011 through 2013, the percentage of 2-year-olds in the resident population of infants and toddlers served under IDEA, Part C, fluctuated between 4.6 percent and 4.7 percent. In 2014, the percentage of 2-year-olds served increased to 4.9 percent and remained there in 2015. In 2016, the percentage of 2‑year-olds served increased to 5.2 percent and continued to increase to 6.2 percent in 2019. The percentage then decreased to 5.3 percent in 2020. The percentage of 1-year-olds in the resident population of infants and toddlers served under IDEA, Part C, fluctuated between 2.6 percent and 2.7 percent from 2011 through 2014. In 2015, the percentage increased to 2.8 percent and continued to increase to 3.4 percent in 2019. In 2020, the percentage decreased to 3 percent. From 2011 through 2014, the percentage of infants and toddlers under 1 year in the resident population served under IDEA, Part C, fluctuated between 1 and 1.1 percent. In 2015, the percentage increased to 1.2 percent and remained there through 2018. In 2019, the percentage increased to 1.4 percent and then decreased to 1.1 percent in 2020 (Exhibit 2).
  • In 2020, Native Hawaiian or Other Pacific Islander, Hispanic/Latino, and White infants and toddlers had risk ratios of 1.2, 1.1, and 1.1, respectively, indicating that infants and toddlers in each of these racial/ethnic groups were more likely than those in all other racial/ethnic groups combined to be served under IDEA, Part C. In 2020, Black or African American infants and toddlers, American Indian or Alaska Native infants and toddlers, infants and toddlers associated with two or more racial/ethnic groups, and Asian infants and toddlers had risk ratios of 0.9, 0.8, 0.8, and 0.7, respectively, indicating that infants and toddlers in each of these groups were less likely than those in all other racial/ethnic groups combined to be served under IDEA, Part C (Exhibit 3).
  • During 2019–20, cumulative child count data reveal Native Hawaiian or Other Pacific Islander, Hispanic/Latino, and White infants and toddlers had risk ratios of 1.2, 1.1 and 1.1, respectively, indicating that infants and toddlers in each of these racial/ethnic groups were more likely than those in all other racial/ethnic groups combined to be served under IDEA, Part C. Cumulative child count data reveal American Indian or Alaska Native, Black or African American, and Asian infants and toddlers and infants and toddlers associated with two or more racial/ethnic groups had risk ratios of 0.9, 0.9, 0.8, and 0.8, respectively, indicating that infants and toddlers in each of these groups were less likely than those in all other racial/ethnic groups combined to be served under IDEA, Part C (Exhibit 4).
  • In 2020, of the 336,934 infants and toddlers served under Part C, 92.7 percent received their early intervention services primarily in the home. The category of community-based setting was reported as the primary early intervention setting for 4.3 percent of those served under Part C. Consequently, 97 percent of infants and toddlers served under IDEA, Part C, in 2020 received their early intervention services primarily in natural environments, which are defined as the home or a community-based setting (Exhibit 5).
  • In 2020, home was the primary early intervention service setting for at least 91.2 percent of the infants and toddlers birth through age 2 served under IDEA, Part C, in each racial/ethnic group. The largest percentage of infants and toddlers served under IDEA, Part C, who received early intervention services in a community-based setting was associated with American Indian or Alaska Native infants and toddlers (6.7 percent), while the smallest percentage served in this setting was associated with White infants and toddlers (4.0 percent) (Exhibit 6).
  • Of the Part C exiting categories in 2019–20, Part B eligible, exiting Part C accounted for the largest percentage of infants and toddlers. Specifically, this category accounted for 147,612 of 408,482, or 36.1 percent, of infants and toddlers. An additional 3.1 percent of the infants and toddlers were found to be eligible for Part B but continued to receive services under Part C. Part B eligibility not determined was the second most prevalent exiting category, as it accounted for 16.9 percent of the infants and toddlers. Withdrawal by parent (or guardian) and no longer eligible for Part C prior to reaching age 3 accounted for 14.2 percent and 10.7 percent, respectively (Exhibit 7).
  • In 2019–20, 147,612, or 56.2 percent, of the 262,800 infants and toddlers served under IDEA, Part C, who reached age 3 were determined to be Part B eligible, exiting Part C. An additional 4.8 percent of these infants and toddlers were found to be eligible for Part B but continued to receive services under Part C. Eligibility for Part B was not determined for 26.3 percent of the infants and toddlers served under IDEA, Part C, who had reached age 3. The remaining 12.8 percent of the infants and toddlers served under Part C who had reached age 3 exited Part C and were determined to be not eligible for Part B. The infants and toddlers who were not eligible for Part B included those who exited with referrals to other programs (6.6 percent) and those who exited with no referrals (6.2 percent) (Exhibit 8).
  • During 2019–20, a total of 102 written, signed complaints were received through the dispute resolution process for infants and toddlers birth through age 2 served under IDEA, Part C. A report was issued for 89 (87.3 percent) of the complaints, while nine (8.8 percent) of the complaints were withdrawn or dismissed. There were four (3.9 percent) complaints pending by the end of the period (Exhibit 9).
  • A total of 48 due process complaints were received during 2019–20 through the dispute resolution process for infants and toddlers birth through age 2 served under IDEA, Part C. For 37 (77.1 percent) of the due process complaints received during the reporting period, the complaint was withdrawn or dismissed. For seven (14.6 percent) of the due process complaints received, a hearing was conducted, and a written decision was issued. A hearing was pending as of the end of the reporting period for four complaints (8.3 percent) (Exhibit 10).
  • During 2019–20, a total of 94 mediation requests were received through the dispute resolution process for infants and toddlers birth through age 2 served under IDEA, Part C. A mediation was conducted before the end of the reporting period for 50 (53.2 percent) of the mediation requests received. The mediation that was held in seven (7.4 percent) of these cases was related to a due process complaint, while the mediation held in 43 (45.7 percent) of these cases was not related to a due process complaint. There were 43 (45.7 percent) mediation requests received during the reporting period that were withdrawn, dismissed, or otherwise ended without a mediation being held. One (1.1 percent) mediation request was pending at the end of the reporting period (Exhibit 11).
  • In 2020, there were 750,313 children ages 3 through 5 served under Part B in the 50 States for which data were available, the District of Columbia, Bureau of Indian Education schools, Puerto Rico, the four outlying areas, and the three freely associated states. Of these children, 739,739 were served in 50 States, the District of Columbia, and Bureau of Indian Education schools. This latter number represented 6.2 percent of the resident population ages 3 through 5 (Exhibit 12).
  • In 2020, the most prevalent disability category of children ages 3 through 5 (early childhood) served under IDEA, Part B, was developmental delay (specifically, 224,671 of 498,106 children, or 45.1 percent). The next most common disability category was speech or language impairment (35.8 percent), followed by autism (12.2 percent). The children ages 3 through 5 (early childhood) served under IDEA, Part B, represented by the category “Other disabilities combined” accounted for the remaining 6.8 percent of children served (Exhibit 13).
  • In 2020, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, and White children ages 3 through 5 (early childhood) had risk ratios above 1 (i.e., 1.2, 1.2, and 1.1, respectively). This indicates that the children in each of these groups were more likely to be served under Part B than were children ages 3 through 5 (early childhood) in all other racial/ethnic groups combined. Black or African American and Asian children ages 3 through 5 (early childhood), were associated with risk ratios less than 1 (i.e., 0.9 and 0.7, respectively), indicating that the children in each of these groups were less likely to be served under Part B than children ages 3 through 5 (early childhood) in all other racial/ethnic groups combined. Hispanic/Latino children and children associated with two or more racial/ethnic groups ages 3 through 5 (early childhood) were associated with a risk ratio of 1, indicating that they were as likely to be served under Part B as the children of all other racial/ethnic groups combined (Exhibit 14).
  • In 2020, a total of 285,040, or 56.7 percent, of the 502,391 children ages 3 through 5 (early childhood) served under IDEA, Part B, attended a regular early childhood program for some amount of their time in school. Children attending a regular early childhood program at least 10 hours per week and receiving the majority of hours of special education and related services in the regular early childhood program accounted for 34.8 percent of all children ages 3 through 5 (early childhood) served under IDEA, Part B. This represented more children than any other educational environment category. Attendance in a separate class accounted for 27.7 percent of children ages 3 through 5 (early childhood) served under IDEA, Part B, making it the second most prevalent educational environment category. Collectively, attendance in a separate school, residential facility, and home (which are represented by the term “Other environments”) accounted for 6.5 percent of the children ages 3 through 5 (early childhood) served under IDEA, Part B. The educational environment category for the remaining students, representing 9.1 percent of the children ages 3 through 5 (early childhood) served under IDEA, Part B, was a service provider location or some other location not in any other category (Exhibit 15).
  • In 2020, in each racial/ethnic group, except Asian, more than 50 percent of children ages 3 through 5 (early childhood) served under IDEA, Part B, spent a portion of time in a regular early childhood program. Children attending a regular early childhood program at least 10 hours per week and receiving the majority of hours of special education and related services in the regular early childhood program accounted for the largest percentage of children who attended a regular early childhood program for every racial/ethnic group. Moreover, for every racial/ethnic group, except for Asian and Native Hawaiian or Other Pacific Islander, this educational environment category accounted for a larger percentage of the children than did any other category of educational environment. The percentages of students in racial/ethnic groups served under the educational environment category of children attending a regular early childhood program at least 10 hours per week and receiving the majority of hours of special education and related services in the regular early childhood program ranged from 27.8 percent to 39.8 percent. Separate class was the most prevalent educational environment category for Asian and Native Hawaiian or Other Pacific Islander children. This category accounted for 40.4 percent of Asian children, 33.4 percent of Native Hawaiian or Other Pacific Islander children, 31.5 percent of Black or African American children, 31.3 percent of Hispanic/Latino children, 30.5 percent of children associated with two or more racial/ethnic groups, and 23.5 percent of White children. (Exhibit 16).
  • In 2019, a total of 34,969, or 94.4 percent, of the 37,037 full-time equivalent (FTE) special education teachers who were employed to provide special education and related services for children ages 3 through 5 (early childhood) under IDEA, Part B, were fully certified (Exhibit 17).
  • In 2019, a total of 50,270, or 94.8 percent, of the 53,017 FTE special education paraprofessionals who were employed to provide special education and related services for children ages 3 through 5 (early childhood) under IDEA, Part B, were qualified (Exhibit 18).
  • In 2020, a total of 6,464,088 students ages 6 through 21 were served under IDEA, Part B, in the 49 States for which data were available, the District of Columbia, Bureau of Indian Education schools, Puerto Rico, the four outlying areas, and the three freely associated states. Of these students, 6,370,821 were served in 49 States, the District of Columbia, and Bureau of Indian Education schools. This number represented 9.7 percent of the resident population ages 6 through 21 (Exhibit 19).
  • The percentage of the resident population ages 6 through 21 served under IDEA, Part B, in 2011 and 2012 was 8.4 percent. In 2013, it increased to 8.5 percent and continued to increase gradually to 9.7 percent in 2019, where it remained in 2020. In 2011, the percentage of the population ages 6 through 11 served under IDEA, Part B, was 10.6 percent. It increased each year thereafter, reaching a high of 12.7 percent in 2019, before decreasing to 12.4 percent in 2020. The percentage of the population ages 12 through 17 served under IDEA, Part B, was 10.8 percent from 2011 through 2013. The percentage then increased from 11 percent in 2014 to 12.4 percent in 2020. The percentage of the population ages 18 through 21 served under IDEA, Part B, was 2 percent in each year from 2011 through 2020 (Exhibit 20).
  • In 2020, the most prevalent disability category of students ages 5 (school age) through 21 served under IDEA, Part B, was specific learning disability (specifically, 2,319,699, or 34.9 percent, of the 6,647,000 students ages 5 (school age) through 21 served under IDEA, Part B). The next most common disability category was speech or language impairment (17.8 percent), followed by other health impairment (16.5 percent), autism (11.6 percent), intellectual disability (6.1 percent), and emotional disturbance (5.2 percent). Students ages 5 (school age) through 21 in “Other disabilities combined” accounted for the remaining 7.9 percent of students ages 5 (school age) through 21 served under IDEA, Part B (Exhibit 21).
  • Between 2011 and 2019, the most prevalent disability category for students ages 6 through 21 served under IDEA, Part B, was specific learning disability. The next most common disability categories were speech or language impairment and other health impairment. Similarly, in 2020, the most prevalent disability category for students ages 5 (school age) through 21 served under IDEA, Part B, was specific learning disability (3.3 percent). The next most common disability category was speech or language impairment (1.7 percent), followed by other health impairment (1.6 percent) (Exhibit 22).
  • Between 2011 and 2019, the percentages of the resident population ages 6 through 11 and 6 through 21 served under IDEA, Part B, that were reported under the category of autism increased gradually from 0.9 percent to 1.5 percent and 0.6 percent to 1.1 percent, respectively. For 2020, the percentages of the populations ages 5 (school age) through 11 and 5 (school age) through 21 served under IDEA, Part B, that were reported under the category of autism were 1.4 percent and 1.1 percent, respectively. Between 2011 and 2020, the percentages of the populations ages 12 through 17 and 18 through 21 served under IDEA, Part B, that were reported under the category of autism both increased. Specifically, the percentages of these two age groups that were reported under the category of autism were 102.2 percent and 102.8 percent larger in 2020 than in 2011, respectively (Exhibit 23).
  • The percentage of the population ages 6 through 11 served under IDEA, Part B, that was reported under the category of other health impairment was 55.2 percent larger in 2019 than in 2011. From 2011 through 2019, the percentage of the resident population ages 6 through 21 served under IDEA, Part B, that was reported under the category of other health impairment increased gradually from 1.1 percent to 1.6 percent. For 2020, the percentages of the populations ages 5 (school age) through 11 and 5 (school age) through 21 served under IDEA, Part B, that were reported under the category of other heath impairment were 1.5 percent and 1.6 percent, respectively. The percentages of the populations ages 12 through 17 and 18 through 21 served under IDEA, Part B, that were reported under the category of other health impairment were 54.9 percent and 35.6 percent larger in 2020 than in 2011, respectively (Exhibit 24).
  • The percentage of the resident population ages 6 through 11 served under IDEA, Part B, that was reported under the category of specific learning disability increased from 3 percent in 2011 to 3.6 percent in 2019. The percentage of the resident population ages 6 through 21 served under IDEA, Part B, that was reported under the category of specific learning disability increased from 3.4 percent in 2011 to 3.6 percent in 2019. For 2020, the percentages of the populations ages 5 (school age) through 11 and 5 (school age) through 21 served under IDEA, Part B, that were reported under the category of specific learning disability were 2.8 percent and 3.3 percent, respectively. The percentage of the population ages 12 through 17 served under IDEA, Part B, that was reported under the category of specific learning disability was 2.5 percent larger in 2020 than in 2011. The percentage of the population ages 18 through 21 served under IDEA, Part B, that was reported under the category of specific learning disability was 20.7 percent smaller in 2020 than in 2011 (Exhibit 25).
  • In 2020, for all disabilities, American Indian or Alaska Native students, Black or African American students, Native Hawaiian or Other Pacific Islander students, Hispanic/Latino students, and students associated with two or more races ages 5 (school age) through 21, with risk ratios of 1.6, 1.4, 1.4, 1.1, and 1.1, respectively, were more likely to be served under IDEA, Part B, than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined. In 2020, for all disabilities, White students and Asian students ages 5 (school age) through 21, with risk ratios of 0.8 and 0.5, respectively, were less likely to be served under IDEA, Part B, than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined (Exhibit 26).
  • In 2020, with a risk ratio of 3.5, American Indian or Alaska Native students ages 5 (school age) through 21 were three and one half times as likely to be served under IDEA, Part B, for developmental delay than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined. The risk ratio for American Indian or Alaska Native students ages 5 (school age) through 21 was higher than 1 for each of the other disability categories except for orthopedic impairment (1.0)and autism (0.9). Asian students ages 5 (school age) through 21 were 1.2 times as likely to be served under IDEA, Part B, for the disability categories of autism and hearing impairment than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined. The risk ratio for Asian students ages 5 (school age) through 21 was equal to 1 for deaf-blindness, 1.1 for orthopedic impairment, and less than 1 for each of the other disability categories. With a risk ratio higher than 1, Black or African American students ages 5 (school age) through 21 were more likely to be served under IDEA, Part B, than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined for the following disability categories: autism (1.2), developmental delay (1.4), emotional disturbance (1.9), intellectual disability (2.2), multiple disabilities (1.3), other health impairment (1.4), specific learning disability (1.4), traumatic brain injury (1.2), and visual impairment (1.1). The risk ratio for Black or African American students ages 5 (school age) through 21 was less than 1 for deaf-blindness (0.8), hearing impairment (0.9), and orthopedic impairment (0.9) and was equal to 1 for speech or language impairment. With a risk ratio higher than 1, Hispanic/Latino students ages 5 (school age) through 21 were more likely to be served under IDEA, Part B, than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined for the following disability categories: hearing impairment (1.4), intellectual disability (1.1), orthopedic impairment (1.3), specific learning disability (1.5), and speech or language impairment (1.2). The risk ratio for Hispanic/Latino students ages 5 (school age) through 21 was equal to 1 for autism and less than 1 for all other disability categories. Native Hawaiian or Other Pacific Islander students ages 5 (school age) through 21 were at least two times as likely to be served under IDEA, Part B, for deaf-blindness (2.4), developmental delay (2.0), hearing impairment (2.4), and multiple disabilities (2.1) than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined. The risk ratio for Native Hawaiian or Other Pacific Islander students ages 5 (school age) through 21 was higher than 1 for every other disability category, compared to all other racial/ethnic groups combined, except for speech or language impairment and emotional disturbance, which were both equal to 1. With a risk ratio higher than 1, White students ages 5 (school age) through 21 were more likely to be served under IDEA, Part B, than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined for the following disability categories: deaf-blindness (1.1), multiple disabilities (1.1), other health impairment (1.1), and traumatic brain injury (1.2). The risk ratio for White students ages 5 (school age) through 21 was equal to 1 for emotional disturbance, speech or language impairment, and visual impairment and less than 1 for all other disability categories. With a risk ratio higher than 1, students ages 5 (school age) through 21 associated with two or more races were more likely to be served under IDEA, Part B, than were students ages 5 (school age) through 21 in all other racial/ethnic groups combined for the following disability categories: autism (1.2), deaf-blindness (1.1), developmental delay (1.5), emotional disturbance (1.6), other health impairment (1.2), and speech or language impairment (1.1). The risk ratio for students ages 5 (school age) through 21 associated with two or more races was equal to 1 for hearing impairment, multiple disabilities, specific learning disability, traumatic brain injury,and visual impairment and less than 1 for all other disability categories (Exhibit 27).
  • For the students ages 5 (school age) through 21 served under IDEA, Part B, in 2020, specific learning disability was more prevalent than any other disability category for almost every racial/ethnic group. In particular, this disability category accounted for 40 percent of American Indian or Alaska Native students, 20 percent of Asian students, 36.4 percent of Black or African American students, 41.6 percent of Hispanic/Latino students, 46 percent of Native Hawaiian or Other Pacific Islander students, 30.9 percent of White students, and 30.8 percent of students associated with two or more racial/ethnic groups. Autism was the most prevalent disability category for Asian students (27.5 percent). Other health impairment was the second most prevalent disability category for the following racial/ethnic groups: Black or African American students (16.8 percent), Native Hawaiian or Other Pacific Islander students (11.5 percent), and students associated with two or more racial/ethnic groups (18.4 percent). Speech or language impairment was the second most prevalent disability category for American Indian or Alaska Native students (15.8 percent), Asian students (24.1 percent), Hispanic/Latino students (18.4 percent), and White students (19.2 percent) (Exhibit 28).
  • In 2020, a total of 6,382,365, or 95.1 percent, of the 6,712,010 students ages 5 (school age) through 21 served under IDEA, Part B, were educated in regular classrooms for at least some portion of the school day. The majority (66.2 percent) of students ages 5 (school age) through 21 served under IDEA, Part B, were educated inside the regular class 80% or more of the day. Also, 16.4 percent of students ages 5 (school age) through 21 served under IDEA, Part B, were educated inside the regular class 40% through 79% of the day, and 12.5 percent were educated inside the regular class less than 40% of the day. Additionally, 4.9 percent of students ages 5 (school age) through 21 served under IDEA, Part B, were educated outside of the regular classroom in “Other environments” (Exhibit 29).
  • From 2011 through 2018, the percentage of students ages 6 through 21 served under IDEA, Part B, who were educated inside the regular class 80% or more of the day increased from 61.1 percent to 64 percent. From 2019 through 2020, the percentage of students ages 5 (school age) through 21 served under IDEA, Part B, who were educated inside the regular class 80% or more of the day increased from 64.8 percent to 66.2 percent. The percentage of students ages 6 through 21 served under IDEA, Part B, who were educated inside the regular class 40% through 79% of the day decreased from 19.8 percent in 2011 to 18.6 percent in 2014. The percentage increased to 18.7 percent in 2015 and then decreased to 17.9 percent in 2018. The percentage of students ages 5 (school age) through 21 served under IDEA, Part B, who were educated inside the regular class 40% through 79% of the day decreased from 17.4 percent in 2019 to 16.4 percent in 2020. The percentage of students ages 6 through 21 served under IDEA, Part B, who were educated inside the regular class less than 40% of the day decreased from 14 percent in 2011 to 13.1 percent in 2018. The percentage of students ages 5 (school age) through 21 served under IDEA, Part B, who were educated inside the regular class less than 40% of the day decreased from 12.8 percent in 2019 to 12.5 percent in 2020. The percentage of students ages 6 through 21 served under IDEA, Part B, who were educated in “Other environments” was 5.1 percent in 2011 and 5.2 percent in 2012. The percentage dipped to 5 percent in 2013 and then climbed to 5.3 percent in 2014. The percentage then dropped steadily to 5 percent in 2018. The percentage of students ages 5 (school age) through 21 served under IDEA, Part B, who were educated in “Other environments” was 4.9 percent in 2019 and remained there in 2020 (Exhibit 30).
  • In 2020, more than 8 in 10 (87.9 percent) of students reported under the category of speech or language impairment were educated inside the regular class 80% or more of the day. Less than 2 in 10 (17.9 percent) of students reported under the category of intellectual disability and 15 percent of students reported under the category of multiple disabilities, were educated inside the regular class 80% or more of the day. Almost one-half (47.6 percent) of students reported under the category of intellectual disability and 43.6 percent of students reported under the category of multiple disabilities were educated inside the regular class less than 40% of the day. In 2020, larger percentages of students reported under the categories of deaf-blindness (26.3 percent) and multiple disabilities (23.3 percent) were educated in “Other environments” compared to students reported under other disability categories (Exhibit 31).
  • In 2020, for each racial/ethnic group, the largest percentage of students ages 5 (school age) through 21 served under IDEA, Part B, was educated inside the regular class 80% or more of the day. The students who were educated inside the regular class 80% or more of the day accounted for at least 50 percent of the students in each of the racial/ethnic groups, ranging from 58.6 percent to 69.1 percent. The students who were educated inside the regular class 40% through 79% of the day accounted for between 15.3 and 22.9 percent of the students within each racial/ethnic group. Less than 20 percent of the students within each racial/ethnic group, except for Asian students (21.1 percent), were educated inside the regular class less than 40% of the day. “Other environments” accounted for less than 6 percent of the students within each racial/ethnic group (Exhibit 32).
  • 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 2019–20 (specifically, 325,051 of the 624,271 such students, or 52.1 percent). This was followed by moved, known to be continuing in education (23.3 percent) and dropped out (8.6 percent) (Exhibit 33).
  • In 2019–20, a total of 76.6 percent of the students ages 14 through 21 who exited IDEA, Part B, and school graduated with a regular high school diploma, while 12.7 percent dropped out. The percentage of students who exited special education and school by having graduated with a regular high school diploma increased from 63.6 percent in 2010–11 to 76.6 percent in 2019–20. From 2010–11 through 2019–20, the percentage of students who exited special education and school by having dropped out decreased from 20.1 percent to 12.7 percent (Exhibit 34).
  • In comparison to school year 2010–11, the graduation percentage in 2019–20 increased for students who exited IDEA, Part B, and school in all disability categories except multiple disabilities. The graduation percentage increased by at least 2 percentage points for students who exited IDEA, Part B, and school in all disability categories except multiple disabilities. From 2010–11 through 2014–15, the disability category with the largest graduation percentage was visual impairment. From 2015–16 through 2019–20, 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 2010–11 through 2016–17. The students reported under the category of multiple disabilities had the smallest graduation percentage from 2017‒18 through 2019–20 (Exhibit 35).
  • The dropout percentage was lower in school year 2019–20 than in 2010–11 for students who exited IDEA, Part B, and school in all disability categories. The dropout percentage decreases were less than 13 percentage points in each disability category. In each year from 2010–11 through 2019–20, 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 disability category (Exhibit 36).
  • In 2019, a total of 386,730, or 93.3 percent, of the 414,314 full-time equivalent (FTE) special education teachers who provided special education and related services for students ages 5 (school age) through 21 under IDEA, Part B, were fully certified (Exhibit 37).
  • In 2019, a total of 457,437, or 94.1 percent, of the 486,202 FTE special education paraprofessionals who provided special education and related services for students ages 5 (school age) through 21 under IDEA, Part B, were qualified (Exhibit 38).
  • In 2019, a total of 97.6 percent of all full-time equivalent (FTE) personnel who were employed to provide related services for children and students ages 3 through 21 served under IDEA, Part B, were fully certified. In 10 of the 11 related services personnel categories, 96.3 percent or more of FTE related services personnel were fully certified. Interpreters was the exception at 91.4 percent (Exhibit 39).
  • During the 2019–20 school year, 5,598 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 7,125,885 children and students ages 3 through 21 were served under Part B in 2019, in the States for which data were available, this type of action occurred with 8 children and students for every 10,000 children and students who were served under Part B in 2019. A total of 347 children and students ages 3 through 21 served under IDEA,Part B,or less than 1 for every 10,000 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 2019–20. There were 32,462 children and students ages 3 through 21 served under IDEA, Part B,or 45 for every 10,000 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 2019–20. There were 13,413 children and students ages 3 through 21 served under IDEA, Part B,or 18 for every 10,000 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 2019–20 (Exhibit 40).
  • For every 10,000 children and students ages 3 through 21 served under IDEA, Part B, who were reported under the category of emotional disturbance in 2019, there were 31 children and students removed unilaterally to an interim alternative educational settingby school personnel for offenses involvingdrugs, weapons, or seriousbodily injury during school year 2019–20. The ratio for the children and students reported under each of the other disability categories was 12 or less per 10,000 children and students served. Without regard for disability category, for every 10,000 children and students ages 3 through 21 served under IDEA, Part B, in 2019, no more than four children and students were removed by a hearing officer for likely injury during school year 2019–20. For every 10,000 children and students ages 3 through 21 served under IDEA, Part B, who were reported under the category of emotional disturbance in 2019, there were 225 children and students who received out-of-school suspensions or expulsions for more than 10 cumulative days during school year 2019–20. The ratio for the children and students reported under each of the other disability categories was 86 or less per 10,000 children and students served. For every 10,000 children and students ages 3 through 21 served under IDEA, Part B, who were reported under the category of emotional disturbance in 2019, there were 66 children and students who received in-school suspensions for more than 10 cumulative days during school year 2019–20. The ratio for the children and students reported under each of the other disability categories was 37 or less per 10,000 children and students served (Exhibit 41).
  • During 2019–20, a total of 5,341 written, signed complaints were received through the dispute resolution process for children and students ages 3 through 21 served under IDEA, Part B. A report was issued for 3,774 (70.7 percent) of the complaints, while 1,450 (27.1 percent) of the complaints were withdrawn or dismissed. A total of 117 (2.2 percent) of the complaints that were received during the 2019–20 reporting period were pending or unresolved by the end of the period (Exhibit 42).
  • A total of 22,359 due process complaints were received during 2019–20 through the dispute resolution process for children and students ages 3 through 21 served under IDEA, Part B. For 10,802 (48.3 percent) of the due process complaints received during the 2019–20 reporting period, a resolution was achieved without a hearing. For 1,981 (8.9 percent) of the due process complaints received, a hearing was conducted and a written decision was issued. For 9,576 (42.8 percent) of the due process complaints received, a resolution was still pending at the end of the reporting period (Exhibit 43).
  • During 2019–20, a total of 10,406 mediation requests were received through the dispute resolution process for children and students ages 3 through 21 served under IDEA, Part B. For 3,952 (38.0 percent) of the mediation requests received, a mediation related to a due process complaint was conducted. For 2,340 (22.5 percent) of the mediation requests received, a mediation that was not related to a due process complaint was conducted. For 548 requests (5.3 percent), a mediation session was still pending as of the end of the 2019–20 reporting period. The remaining 3,566 mediation requests (34.3 percent) were withdrawn or otherwise not held by the end of the reporting period (Exhibit 44).
  • A total of 68,257, or 1 percent, of the 7,130,238 children and students ages 3 through 21 served under Part B in 2020 by 49 States, the District of Columbia, Bureau of Indian Education schools, Puerto Rico, the four outlying areas, and the three freely associated states received coordinated early intervening services (CEIS) in school year(s) 2017–18, 2018–19, or 2019–20 prior to being served under Part B (Exhibit 45).

Discipline, Severe Discrepancy, Severe Discrepancy, Severe Discrepancy, Screening
post-template-default single single-post postid-87763 single-format-standard wp-custom-logo wp-embed-responsive with-font-selector no-anchor-scroll footer-on-bottom animate-body-popup social-brand-colors hide-focus-outline link-style-standard has-sidebar content-title-style-normal content-width-normal content-style-boxed content-vertical-padding-show non-transparent-header mobile-non-transparent-header kadence-elementor-colors elementor-default elementor-kit-82278
Share:
LinkedIn

Last modified on March 12, 2024