Special Education Statistics 2024 - Everything You Need to Know

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Best Special Education Statistics

Best Special Education Statistics

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Special Education Benefits Statistics

More than 59% of caregivers say there is too little information available about financial assistance ; and 55% say that such information is very difficult to find. ^[0]
The majority of middle income Americans have a positive perception of the value with financial planning 88% of the people who have a financial plan believe the benefits outweigh the costs. ^[0]

Special Education Latest Statistics

Among students receiving special education services, the most common category of disability was specific learning disabilities. ^[1]
Percentage distribution of students ages 3–21 served under the Individuals with Disabilities Education Act , by disability type School year 2019–20 1. ^[1]
Visual impairment, traumatic brain injury, and deaf blindness are not shown because they each account for less than 0.5 percent of students served under IDEA. ^[1]
Due to categories not shown, detail does not sum to 100 percent. ^[1]
Among students who received special education services under IDEA in school year 2019–20, the category of disabilities with the largest reported percentage of students was “specific learning disabilities.”. ^[1]
Students with autism, developmental delays, intellectual disabilities, and emotional disturbances each accounted for between 5 and 11 percent of students served under IDEA. ^[1]
Students with multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, traumatic brain injuries, and deaf blindness each accounted for 2 percent or less of those served under IDEA. ^[1]
Percentage of students ages 3–21 served under the Individuals with Disabilities Education Act , by race/ethnicity School year 2019–20 NOTE. ^[1]
The percentage was lowest for Pacific Islander students and Asian students. ^[1]
Previous Finding The percentage distribution of students receiving special education services for various types of disabilities differed by race/ethnicity in school year 2019–20. ^[1]
For most racial/ethnic groups, specific learning disabilities and speech or language impairments were the two most common types of disabilities, accounting for at least 43 percent of students receiving IDEA services. ^[1]
specific learning disabilities and speech or language impairments together accounted for 50 percent or more of those who received special education services in school year 2019–20. ^[1]
For Asian students, in contrast, although these two disabilities accounted for 43 percent of students receiving IDEA services, the most common disability for Asian students was autism. ^[1]
The percentage of students from other racial/ethnic backgrounds receiving IDEA services due to autism ranged from 7 to 12 percent. ^[1]
After Asian students, the groups for whom specific learning disabilities and speech or language impairments made up the smallest percentage of students receiving IDEA services were Black students and students of Two or more races. ^[1]
Among those 6to 21year old students enrolled in public schools in school year 2019–20, a higher percentage of male students than of female students received special education services under IDEA. ^[1]
In addition, the percentage distribution of 6to 21year old students who received various types of special education services in 2019–20 differed by sex. ^[1]
Among students ages 6–21 served under the Individuals with Disabilities Education Act , percentage who spent various amounts of time inside general classes Fall 2009 through fall 2019 NOTE. ^[1]
Among all students ages 6–21 served under IDEA, the percentage who spent most of the school day in general classes in regular schools increased from 59 percent in fall 2009 to 65 percent in fall 2019. ^[1]
In fall 2019, the percentage of students served under IDEA who spent most of the school day in general classes was highest for students with speech or language impairments. ^[1]
Less than onethird of students with deaf blindness , intellectual disabilities , and multiple disabilities spent most of the school day in general classes. ^[1]
14–21 served under IDEA who exited school in school year 2018–19, the percentages who graduated with a regular high school diploma, received an alternative certificate, and “dropped out” differed by race/ethnicity. ^[1]
The percentage of exiting students who graduated with a regular high school diploma was highest for Asian students and lowest for Black students. ^[1]
The percentage of exiting students who received an alternative certificate was highest for Black students and lowest for American Indian/Alaska Native students. ^[1]
The percentage of exiting students who “dropped out” was highest for American Indian/Alaska Native students and lowest for Asian students. ^[1]
14–21 served under IDEA who exited school in school year 2018–19, the percentages who graduated with a regular high school diploma, received an alternative certificate, and “dropped out” also differed by type of disability. ^[1]
The percentage of exiting students who graduated with a regular high school diploma was highest for students with speech or language impairments and lowest for students with multiple disabilities. ^[1]
The percentage of exiting students who received an alternative certificate was highest for students with intellectual disabilities and lowest for students with speech or language impairments. ^[1]
The percentage of exiting students who “dropped out” was highest for students with emotional disturbances and lowest for students with autism. ^[1]
Number of children served as a percentage of total enrollment is based on total public school enrollment in prekindergarten through grade 12. ^[1]
In 2019–20, the two most common disabilities for Black students were specific learning disabilities and other health impairments. ^[1]
Speech or language impairments accounted for the third highest percentage for Black students, at 14 percent. ^[1]
Percentage distribution of students 6 to 21 years old served under Individuals with Disabilities Education Act , Part B, by educational environment and type of disability. ^[1]
In the U.S. overall, 14.4 percent of all students were special education students in 2019. ^[2]
Data from the previous year shows that the percentage varied by state from 9.8 percent in Texas to 19.5 percent in New York. ^[2]
In the past decade, the number of students with disabilities has grown from just under 6.5 million, or 13.1 percent of all students in 200910, to almost 7.3 million, or 14.4 percent in 2019. ^[2]
While overall, 14.4 percent of public school students were served by IDEA in 2019 20, that number varies by race and ethnicity. ^[2]
But only about half of all students receiving special education services are white, according to 2017. ^[2]
students—64.8 percent of those ages 6 21—spend 80 percent or more of their time in regular education classes, according to 2019 data. ^[2]
In 1989, only 31.7 percent of students spent 80 percent or more of their time in regular classes. ^[2]
The specific learning disabilities category is the most common one covered under the Individuals with Disabilities Education Act – in 2019 20, 33 percent of students with disabilities had specific learning disabilities. ^[2]
Eleven percent of all students with disabilities have been diagnosed with autism alone, according to 2019. ^[2]
In the past decade, the number of students with disabilities as a percentage of total enrollment has increased a small amount, from 13.1 percent in 200910 to 14.4 percent in 2019. ^[2]
The percent of students with disabilities who had a specific learning disability, like dyslexia, decreased from 37.5 percent to 33 percent in 2019. ^[2]
And the percent of students with disabilities with autism almost doubled, from 5.8 percent to 11 percent. ^[2]
That’s only about 15 percent of the excess cost of educating students with disabilities, compared with the cost of educating a general education student. ^[2]
The federal government under the 1975 Individuals with Disabilities Education Act set a goal to pay states up to 40 percent of the excess cost – it never reached that goal. ^[2]
Over the past decade the number of special education teachers has decreased by 17 percent, while the number of special education students only dropped by 1 percent. ^[2]
From school year 2009–10 through 2019–20, the number of students ages 3–21 who received special education services under IDEA increased from 6.5 million, or 13 percent of total public school enrollment, to 7.3 million, or. ^[3]
14 percent of total public school enrollment.1. ^[3]
Percentage distribution of students ages 3–21 served under the Individuals with Disabilities Education Act , by disability type School year 2019–20. ^[3]
Visual impairment, traumatic brain injury, and deaf blindness are not shown because they each account for less than 0.5 percent of students served under IDEA. ^[3]
Due to categories not shown, detail does not sum to 100 percent. ^[3]
Among students who received special education services under IDEA in school year 2019–20, the category of disabilities with the largest reported percentage of students was “specific learning disabilities.”. ^[3]
Students with autism, developmental delays, intellectual disabilities, and emotional disturbances each accounted for between 5 and 11 percent of students served under IDEA. ^[3]
Students with multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, traumatic brain injuries, and deaf blindness each accounted for 2 percent or less of those served under IDEA. ^[3]
Number of children served as a percentage of total enrollment is based on total public school enrollment in prekindergarten through grade 12. ^[3]
Percentage distribution of students 6 to 21 years old served under Individuals with Disabilities Education Act , Part B, by educational environment and type of disability. ^[3]
The nearly 7 million disabled students in the U.S. make up 14% of national public school enrollment, according to data from the National Center for Education Statistics. ^[4]
This group has grown 11% between 200001 and 2017 18, the most recent year for which data is available. ^[4]
In 2017 18, about a third (34%). ^[4]
4Autistic students made up 10% of the nation’s disabled schoolchildren in 2017 18, compared with 1.5% nearly two decades earlier. ^[4]
During that same time, the share of disabled students with a specific learning disability, such as dyslexia, declined from 45% to about a third, according to NCES data 5The percentage of students in special education varies widely among the states. ^[4]
At 19.2% of public school enrollment, New York state serves the largest share of disabled students in the country, followed by Pennsylvania (18.6%), Maine (18.4%) and Massachusetts (18%). ^[4]
The states serving the lowest shares of disabled students include Texas (9.2% of total public school enrollment), Hawaii (10.6%) and Idaho (11%). ^[4]
In Nevada, the disabled student population increased by 58%. ^[4]
Rhode Island saw a 23% decline, the largest of any state. ^[4]
About twothirds of disabled students are male (67%). ^[4]
Overall student enrollment is about evenly split between boys and girls, according to federal data for 2016 17, the most recent year for which NCES has published this data. ^[4]
Unvaccinated Americans are at higher risk from COVID19 but express less concern than vaccinated adults Americans who relied most on Trump for COVID 19 news among least likely to be vaccinated 10 facts about Americans and coronavirus vaccines. ^[4]
The median wage is the 50th percentile wage estimate 50 percent of workers earn less than the median and 50 percent of workers earn more than the median. ^[5]
The value is less than .005 percent of industry employment. ^[5]
The notation S refers to percentages that have been suppressed because there were fewer than 20 special education enrollees, and to numbers that have been suppressed because there were between 1 and 10 enrollees or to protect confidentiality. ^[6]
N/A means that data are not available or the percentage was far above average for that year. ^[6]
In California, children and youth ages 518 account for about 90% of students enrolled in special education; children ages 04 and young adults ages 19 22 account for about 10%.†. ^[6]
Students are eligible for reduced price school meals if their family income falls below 185% of their federal poverty guideline . ^[6]
In 1994, 37% of the state’s 5.3 million K 12 students were Hispanic/Latino, 42% were white, and 9% were African American/black. ^[6]
In 2021, a majority (55%). ^[6]
22—13% of all students—received special education services in 2020. ^[6]
Autism, learning disabilities, and speech/language impairments were the most common primary disabilities among students in special education in 2020, accounting for nearly three quarters (74%). ^[6]
In 2020, 16% of special education students in California were enrolled for autism, up from 10% in 2011. ^[6]
Across local areas with data, percentages ranged from 30% to 82% for counties and from 3% to 100% for school districts. ^[6]
More than 3.4 million California schoolchildren ages 5 17—59% of students—were eligible for free or reduced price school meals in 2021, up from 51% in 2007. ^[6]
Fewer than 400,000 students (7%). ^[6]
Students with limited English language proficiency—English Learners—accounted for 18% California’s student body in 2021, down from 25% in 1998. ^[6]
FINANCIAL LIFE PLANS Nearly 54 Million Americans cope with special needs and the rising associated expenses, according to the National Organization on Disability. ^[0]
Nearly one fifth of all Americans more than 54 million men, women and children have a physical, sensory or intellectual disability, according to the National Organization on Disability. ^[0]
More than 41 million Americans, or almost 15% of the population age 5 and older, have some type of disability; according to 2007 Census survey data. ^[0]
Some 6.2% of children ages 5 to 15, or 2.8 million kids, have disabilities, the Census Bureau found. ^[0]
The U.S. Census Bureau says about 20% of Americans between the ages of 16 and 64 suffer some form of physical, mental or emotional impairment. ^[0]
Over 75 percent of special needs adults are without employment . ^[0]
Households containing at least one family member with a mental disability are also marked by the highest poverty rate, 32 percent, within the U.S. ^[0]
Of the 20.9 million families reporting at least one member with a disability, 5.5 percent have both adults and children with a disability. ^[0]
An estimated 2.8 million families, 1.3 percent, reported raising two or more children with a disability. ^[0]
In 2005, 53% have not identified a guardian for their child. ^[0]
Now in 2011 it is less than 49%. ^[0]
The survey found that 32% of parents spend more than 40 hours per week with their special needs child, or time equal to a second full. ^[0]
On the positive side 38% of caregivers have written a will compared to 32% in 2005. ^[0]
And 36% plan for their dependent’s future housing up form 31%. ^[0]
Statistics Autism effects 1 in every 88 children 40% of children with autism do not talk at all. ^[0]
$3.2 million Autism costs the nation over $35 billion per year, a figure estimated to increase drastically over the next decade There is currently no cure for autism. ^[0]
In 20 years there has been more than a 600% increase in diagnosed cases of autism One in every 91 children in the United States has an autism spectrum disorder. ^[0]
According to a study conducted by Harvard University, the lifetime costs of treating and caring for an individual with autism is approaching $3 million. ^[0]
61% of these parents incurred debt to meet their financial needs. ^[0]
Over 50% of these parents were concerned about how the financial drain would affect their retirement plans. ^[0]
47% of these parents worry that the financial drain they currently experience will financially impact their ability to raise other siblings. ^[0]
Only 15% believed their child would be financially secure. ^[0]
Only 13% believed their child would be financially independent. ^[0]
Only 12% believed their child would be able to manage some or all of their finances. ^[0]
78% do not have any form of Comprehensive Special Needs Financial Life Plan,. ^[0]
56% did not know of any financial professional with the expertise to address these needs, 25% have done no planning at all, Less than 20% have even created a special needs trust. ^[0]
75.4% of all Special Education Teachers are women, while24.6%aremen. ^[7]
The most common ethnicity of Special Education Teachers is White (75.4%), followed by Black or African American (9.9%) and Hispanic or Latino (9.9%). ^[7]
In 2021, women earned 97% of what men earned. ^[7]
The top 10% of highest paid Special Education Teachers earn as much as $62,000 or more. ^[7]
11%of all Special Education Teachers areLGBT. ^[7]
Among Special Education Teachers, 75.4% of them are women compared to 24.6% which are men. ^[7]
Title Male Female Child Development Associate Teacher 3% 97% Prekindergarten Teacher 5% 95% Infant And Toddler Teacher 5% 95% Special Education Teacher 25% 75% Automotive Instructor 96% 4% Automotive Technology Instructor. ^[7]
96% 4% Auto Collision Repair Instructor 98% 2%. ^[7]
The most common ethnicity among Special Education Teachers is White, which makes up 75.4% of all Special Education Teachers. ^[7]
Comparatively, there are 9.9% of the Black or African American ethnicity and 9.9% of the Hispanic or Latino ethnicity. ^[7]
White, 75.4% Black or African American, 9.9% Hispanic or Latino, 9.9% Asian, 2.6% Unknown, 1.7% American Indian and Alaska Native, 0.5% Special Education Teacher Race Percentages. ^[7]
Using the Census Bureau data, we found out how the percentage of each ethnic category trended between 2010 2019 among Special Education Teachers. ^[7]
Interestingly enough, the average age of Special Education Teachers is 40+ years old, which represents 59% of the population. ^[7]
66% of Special Education Teachers earn that degree. ^[7]
A close second is Master’s Degree with 27% and rounding it off. ^[7]
Bachelors, 66% Masters, 27% Associate, 5% Doctorate, 1%. ^[7]
Other Degrees, 1% Special Education Teacher Degree Percentages Special Education Teacher Wage Gap By Education. ^[7]
< 50 employees 50 100 employees 100 500 employees 500 1,000 employees 1,000 10,000 employees > 10,000 Company Size Percentages Employees with the Special Education Teacher job title have their preferences when it comes to working for a company. ^[7]
By looking over 44,474 Special Education Teachers resumes, we figured out that the average Special Education Teacher enjoys staying at their job for 1 2 years for a percentage of 32%. ^[7]
Job Title LGBT Job Openings Nursery Supervisor 5.48% 3,638 Course Assistant 6.04% 5,189 Art Teacher 9.52% 84,493 Special Education Teacher 11.12% Multimedia Teacher 11.15% 14,067. ^[7]
English Instructor 12.94% 22,258 Home Supervisor 16.25%. ^[7]
36,169 Profession Percentages of LGBT Job Openings. ^[7]
The most common foreign language among Special Education Teachers is Spanish at 65.4%. ^[7]
The secondmost popular foreign language spoken is French at 8.3% and Arabic is the third most popular at 2.7%. ^[7]
Spanish, 65.4% French, 8.3% Arabic, 2.7% German, 2.6%. ^[7]
First, the NCES rates are reported as a percentage of all children enrolled in public school, from pre kindergarten through grade 12, while the NCSH rates are a percentage of all children. ^[8]
Overall, I find that an IEP rate of 9.3 percent for children age 317 in the NSCH, compared with the NCES public school IEP rate of 13.0 percent reported for ages 321 in the 201415 school. ^[8]
The average rates in the NSCH are for 9.7 percent for white children, 12.4 percent for black children, 7.9 percent for Hispanic children, and 3.2 percent for Asian or Asian. ^[8]
Without controlling for other variables, black students are 2.6 percentage points more likely to be in special education than whites, though the difference is not statistically significant. ^[8]
Hispanics are 1.7 percentage points less likely to be in special education than whites, while Asian and Asian Americans are 6.3 percentage points less so; these differences are both statistically significantly different from zero. ^[8]
They then control for student level kindergarten test scores and teacher ratings of student behavior; with those controls, they find black students are statistically significantly less likely to be in special education than whites.3. ^[8]
Asian and Asian American children remain statistically significantly much less likely to participate in special education than their white peers, even after the additional controls are added. ^[8]
In other words, they are about half as likely to be in special education as whites, whose special education rate in the sample is 9.7 percent. ^[8]
In practice, children may receive these services outside of a school setting, or within it; those receiving services at school are likely to receive them through an IEP or 504 plan. ^[8]
As has been documented extensively, boys are much more likely—here, 6 percentage points—to participate in special education, and 5 percentage points more likely to receive these services. ^[8]
The free or reduced price meals indicator is associated with a 4.3 percentage point increase in the probability that a child currently has an IEP, and a 3.2 percentage point increase in access to services. ^[8]
Being born in the United States is associated with being 3.6 percentage points, or 82 percent, more likely to participate in special education. ^[8]
In contrast, it is associated with being 1.9 percentage points, or 41 percent, more likely to access services. ^[8]
Finally, children who have ever lived with someone with mental illness participate in special education at a statistically significant higher rate—by 3.3 percentage points—than those who have not; they are 6.5 percentage points more likely to access services. ^[8]
The number of people employed as Special education teachers has been growing at a rate of 70.3%, from 252,751 people in 2018 to 430,466 people in 2019. ^[9]
Elementary & secondary schools employs the largest share of Special education teachers at 96.7%, followed by Child day care services with 0.861% and. ^[9]
Gender Composition 85.6% of Special education teachers are Female, making them the more common gender in the occupation. ^[9]
77% of Special education teachers are White , making that the most common race or ethnicity in the occupation. ^[9]
Representing 9.67% of Special education teachers, Black is the second most common race or ethnicity in this occupation. ^[9]

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Reference

specialneedsplanning – https://specialneedsplanning.net/statistics/.
ed – https://nces.ed.gov/programs/coe/indicator/cgg.
edweek – https://www.edweek.org/teaching-learning/special-education-definition-statistics-and-trends/2019/12.
ed – https://nces.ed.gov/fastfacts/display.asp?id=64.
pewresearch – https://www.pewresearch.org/fact-tank/2020/04/23/as-schools-shift-to-online-learning-amid-pandemic-heres-what-we-know-about-disabled-students-in-the-u-s/.
bls – https://www.bls.gov/oes/current/oes252052.htm.
kidsdata – https://www.kidsdata.org/topic/95/special-education/table.
zippia – https://www.zippia.com/special-education-teacher-jobs/demographics/.
brookings – https://www.brookings.edu/research/who-is-in-special-education-and-who-has-access-to-related-services-new-evidence-from-the-national-survey-of-childrens-health/.
datausa – https://datausa.io/profile/soc/special-education-teachers.

How Useful is Special Education

One of the main arguments in favor of special education is that it provides individualized support to students with disabilities. These students may require specific interventions, accommodations, and teaching strategies to help them succeed academically and socially. Special education teachers are trained to work with students who have diverse learning needs and can provide targeted instruction that may not be available in a general education setting. By addressing each student’s unique strengths and challenges, special education can help maximize their potential and promote their overall well-being.

Additionally, special education can foster a sense of community and belonging for students with disabilities. In a special education classroom, these students have the opportunity to connect with peers who share similar experiences and challenges. This can help reduce feelings of isolation and provide a supportive environment where students feel understood and accepted. Special education programs also emphasize the importance of diversity and inclusion, helping students develop empathy, tolerance, and respect for others who may be different from them.

Furthermore, special education can help prepare students with disabilities for future success. By receiving appropriate support and accommodations in school, these students can build important skills, such as self-advocacy, problem-solving, and perseverance, that will benefit them in their personal and professional lives. Special education can also pave the way for fulfilling careers and independence by equipping students with the necessary tools and knowledge to navigate the challenges they may face.

On the other hand, critics of special education argue that it may perpetuate segregation and stigma against students with disabilities. They believe that by separating these students from their peers in a general education setting, special education may hinder their social development and limit their opportunities for inclusion. Critics also express concerns about the quality of instruction and resources available in special education classrooms, questioning whether students with disabilities receive the same level of education as their peers without disabilities.

Ultimately, the usefulness of special education depends on how it is implemented and integrated into the broader education system. To be effective, special education must be seen as a complement to general education rather than a separate entity. Collaboration between special education and general education teachers, administrators, parents, and students can help create a more inclusive and supportive learning environment for all students. By working together to identify and address the needs of students with disabilities, we can ensure that they have access to the resources and opportunities they need to thrive.

In conclusion, special education can be a valuable resource for students with disabilities, offering individualized support, fostering community and belonging, and preparing students for future success. However, it is important to consider the potential drawbacks and challenges associated with special education to ensure that all students receive a high-quality education in an inclusive and supportive environment. By addressing these concerns and working towards greater integration and collaboration, we can enhance the effectiveness of special education and promote the well-being of all students.

In Conclusion

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Special Education Statistics 2024 – Everything You Need to Know