OSEP Releases Fast Facts on Students with Disabilities who are English Learners (ELs) Served under IDEA Part B

Office of Special Education and Rehabilitative Services Office of Special Education Programs. OSEP Fast Facts: Students with Disabilities who are English Learners (Els) Served under IDEA Part B. Approximately 1.6% of students enrolled in public elementary and secondary schools are dually identified as a student with a disability under IDEA Part B and an English Learner. 13.74% = national percentage of school aged children served under IDEA, Part B. Pie Chart Shows 11.85% of students served under IDEA, Part B are English Learners while 88.2% of students served under IDEA, Part B are non-English Learners. Source: U.S. Department of Education, EDFacts Data Warehouse (EDW): “IDEA Part B Child Count and Educational Environments Collection,” 2020-21. Source: U.S. Department of Education, National Center for Education Statistics, Statistics of Public Elementary and Secondary School Systems, 1980-81; Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary Education," 1985-86 through 2019-20 and 2020-21 Preliminary; and National Elementary and Secondary Enrollment Projection Model, through 2030.

By the Office of Special Education Programs

OSEP is excited to release a new OSEP Fast Facts: Students with Disabilities who are English Learners (ELs) Served under IDEA Part B, which explore our IDEA, Section 618 data with the specific lens on one of the fastest-growing populations of students with disabilities served under IDEA.

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Ella

NOTE: October is Blindness Awareness Month as well as Learning Disabilities / Dyslexia / Attention Deficit Hyperactivity Disorder Awareness Month.

Ella and Beth Johnson

Ella and Beth Johnson

My name is Ella, and I’m a junior at Irondale High School in Minnesota. This school year, I’m busy studying for advanced placement courses, playing percussion and coordinating audio equipment in my school’s band, and making time to read book recommendations from friends. I was diagnosed with dyslexia in fifth grade, and reading print books has always been challenging for me compared with most of my classmates. However, accessible digital books from Bookshare give me the same opportunities to learn, engage, and show what I know.

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I Thought I Knew It All

Moxie and Meriah

by Meriah Nichols

I really thought I knew disability. I thought I knew what it feels like to have a disability; I thought I knew how it is to navigate a world that often does not understand or appreciate the presence of disability. I thought I knew the feelings that a disability can bring with it: the hurt, the pain, the joy, and the delight. I really thought I knew it all.

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Forming a Disability Identity as a Dyslexic

NOTE: October is Learning Disabilities / Dyslexia / Attention Deficit Hyperactivity Disorder Awareness Month.

By Rachelle Johnson, a member of the Young Adult Leadership Council of the National Center for Learning Disabilities.

As a child I was diagnosed with dyslexia and attention deficit hyperactivity disorder (ADHD). Adults told me I was “differently abled” and to not categorize myself negatively, as in “disabled.” This introduced me to a societal view of “the disabled” and how to navigate an ableist society by distancing from the term disabled. The adults wanted this so I would not be treated in the negative ways people with disabilities often were.

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Self-Worth, Encouragement, Times of Value: These Kept Me Going

NOTE: October is Learning Disabilities / Dyslexia / Attention Deficit Hyperactivity Disorder Awareness Month.Kayla Queen

By Kayla Queen, a member of the Young Adult Leadership Council of the National Center for Learning Disabilities


When attempting to draw conclusions as to why I have been spared from many of the unfavorable statistics encountered by large percentages of people with learning disabilities, I have been able to explain it in part by the self-worth I was taught to have for myself and the times I have felt valued in school.

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IRIS Center Resources Take Educators Back to Basics

IRIS Center Logo - landscape

If 20 years of serving educators has taught us anything, it’s that a return to the fundamentals of sound practice is always a worthwhile pursuit. As schools and teachers enter into a new school year marked by uncertainty and the ever-present possibility of sudden change, this foundational approach feels especially relevant.

In this spirit, the IRIS Center has just posted one new module and completed significant updates to two others that personnel in schools and districts can use for professional development and personalized learning. And, yes, these resources emphasize a back-to-basics method.

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Voices From the Field: Interview With Rebecca Vitelli

Rebecca Vitelli is a preschool special education teacher at the Colonial Early Education Program in New Castle, Delaware. Rebecca earned a Bachelor of Science in early childhood education with minors in human development and family studies and disabilities studies and a Master of Education in exceptional children and youth with a concentration in autism and severe disabilities from the University of Delaware. Most recently, she was named the 2020 Delaware Teacher of the Year.

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ED Welcomes Katherine Neas

Katy Neas

OSERS Acting Assistant Secretary Katherine Neas

The U.S. Department of Education welcomes Katherine “Katy” Neas as the new deputy assistant secretary and acting assistant secretary of the Office of Special Education and Rehabilitative Services (OSERS).

“The pandemic has been hard on all of us, but children with disabilities and specially those of color experienced great challenges. I am over the moon to be at the Department of Education at this historic time and to be part of the team of individuals who are working to ensure all students succeed in the upcoming school year.”

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OSEP Releases Fast Facts on School Aged Children with Disabilities

Introducing a Supplemental Tool to Help Stakeholders Engage with New Fast Facts

Source: U.S. Department of Education, EDFacts Data Warehouse. Data from 2012-2018 includes ages 6-21 and 2019 includes ages 5 (in kindergarten)-21. SY 2019-20 was the transition year for reporting 5-year-olds in Kindergarten in FS002 - Children with Disabilities (IDEA) School Age. States/entities had the option to report children that are 5 years old in the reporting categories "Age 5 (School Age)" and "Age 5 (Early Childhood)". The permanent change takes place in SY 2020-2  Office of Special Education and Rehabilitative Services, Office of Special Education Programs. Hand in Hand. A supplemental tool to help parents and other stakeholders engage with OSEP Fast Facts: School Aged Children 5 (in kindergarten) Through 21 Served Under Part B, Section 618 of the IDEA.

By the Office of Special Education Programs

OSEP is excited to release a new Fast Facts on School Aged Children 5 (in Kindergarten) Through 21 Served Under Part B, Section 618 of the IDEA along with a new supplemental tool, Hand In Hand, which is intended to be used alongside the new OSEP Fast Fact.

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Voices from the Field: Interview with Ann Sam

Ann Sam

 

ED: How did you begin your career in early childhood?

During my undergraduate work, I completed an internship at the University of North Carolina’s TEACCH Autism Program. From this experience, I knew I wanted to work with individuals with autism. I began my career as an inclusive preschool and kindergarten public school teacher. As a teacher, I was unaware of many specific interventions or resources used to support the social, language, and behavioral skills of students with autism. Fueled by my desire to support students with autism in classrooms, as well as the teachers serving those students, I began my doctoral program in 2008 at the University of North Carolina, Chapel Hill. I was fortunate to be funded through an Office of Special Education Program leadership grant: Interdisciplinary Preparation in Teaching, Research, and Service focused on Young Children with Autism and Their Families. When I graduated, I accepted a postdoctoral research position at 3C Institute, a small business that focuses on research and development. After completing my postdoctoral work, I returned to the University of North Carolina as a Research Scientist at Frank Porter Graham (FPG) Child Development Institute. At FPG, my work focuses on supporting the use of evidence-based practices for children with autism using a variety of professional development approaches including coaching and interactive, online modules.

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