Visual impairment, traumatic brain injury, and deaf-blindness are not shown because they each account for less than 0. Due to categories not shown, detail does not sum to percent. Although rounded numbers are displayed, the figures are based on unrounded data.
See Digest of Education Statistics , table Thirty-three percent of all students who received special education services had specific learning disabilities, 19 percent had speech or language impairments, 2 and 15 percent had other health impairments including having limited strength, vitality, or alertness due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes.
Students with autism, developmental delays, intellectual disabilities, and emotional disturbances each accounted for between 5 and 11 percent of students served under IDEA. 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.
Although data are for the 50 states and the District of Columbia, data limitations result in inclusion of a small but unknown number of students from other jurisdictions. Race categories exclude persons of Hispanic ethnicity. The percentage was lowest for Pacific Islander students 11 percent and Asian students 7 percent.
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 25 percent. 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 49 percent each.
Among students served under IDEA, a higher percentage of students from these two groups were reported as having emotional disturbances 7 percent each and other health impairments 16 percent each than for students overall 5 percent and 15 percent, respectively.
Separate data on special education services for males and females are available only for students ages 6—21, 4 rather than ages 3— Among those 6- to year-old students enrolled in public schools in school year —20, a higher percentage of male students 18 percent than of female students 10 percent received special education services under IDEA.
In addition, the percentage distribution of 6- to year-old students who received various types of special education services in —20 differed by sex. For example, the percentage of students served under IDEA who received services for specific learning disabilities was higher for female students 44 percent than for male students 33 percent , while the percentage who received services for autism was higher for male students 14 percent than for female students 5 percent.
Due to changes in reporting requirements in the fall data collection, the number of 6- to year-olds served may include some 5-year-olds enrolled in kindergarten. Educational environment data are also available for students ages 6—21 served under IDEA. Ninety-five percent of students ages 6—21 served under IDEA in fall were enrolled in regular schools. Three percent of students served under IDEA were enrolled in separate schools public or private for students with disabilities; 1 percent were placed by their parents in regular private schools; 5 and less than 1 percent each were homebound or in hospitals, in separate residential facilities public or private , or in correctional facilities.
Among all students ages 6—21 served under IDEA, the percentage who spent most of the school day i. In contrast, during the same period, the percentage of students who spent 40 to 79 percent of the school day in general classes decreased from 21 to 18 percent, and the percentage of students who spent less than 40 percent of their time in general classes decreased from 15 to 13 percent. In fall , 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 88 percent.
Approximately two-thirds to three-quarters of students with specific learning disabilities 73 percent , visual impairments 69 percent , other health impairments 68 percent , and developmental delays 67 percent spent most of the school day in general classes. Link checked and current as of June Matt is 15 years old. Because Matt has an intellectual disability, he has been receiving special education services since elementary school. These services have helped him tremendously, because they are designed to fit his special learning needs.
Last year he started high school. He, his family, and the school took a good hard look at what he wants to do when secondary school is over. Does he want more education? A job? Does he have the skills he needs to live on his own? Answering these questions has helped Matt and the school plan for the future.
He knows all the tree names and can recognize them by their leaves and bark. Next year he hopes to get a part-time job. Having an intellectual disability makes it harder for Matt to learn new things.
He needs things to be very concrete. Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with intellectual disabilities sometimes called cognitive disabilities or, previously, mental retardation may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating.
They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn.
An intellectual disability is not a disease. There is no cure for intellectual disabilities. However, most children with an intellectual disability can learn to do many things. It just takes them more time and effort than other children. Intellectual disability is one of the most common developmental disability.
It is estimated that seven to eight million people in the United States have an intellectual disability, which means that 1 in 10 families are affected.
There are many signs of an intellectual disability. For example, children with an intellectual disability may:. Intellectual functioning, or IQ, is usually measured by a test called an IQ test. The average score is People scoring below 70 to 75 are thought to have an intellectual disability. To measure adaptive behavior , professionals look at what a child can do in comparison to other children of his or her age. Certain skills are important to adaptive behavior.
These are:. IDEA is the federal law that guides how early intervention and special education services are provided to infants, toddlers, children, and youth with disbilities. Providing services to help individuals with intellectual disabilities has led to a new understanding of how we define the term. We also look at how much support or help the person needs to get along at home, in school, and in the community.
This approach gives a realistic picture of each individual. As the person grows and learns, his or her ability to get along in the world grows as well. Shortly after the diagnosis of ID is confirmed, parents will want to get in touch with the early intervention system in their community. Early intervention is a system of services designed to help infants and toddlers with disabilities until their 3rd birthday and their families.
The IFSP will also emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with intellectual disability. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income. Just as IDEA requires that early intervention be made available to babies and toddlers with disabilities, it requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers ages Special education and related services are provided at no cost to parents.
To access special education services for a school-aged child in your area, get in touch with your local public school system. National Health and Nutrition Examination Survey NHANES NHANES assesses health and nutritional status through interviews and physical examinations, and includes conditions, symptoms, and concerns associated with mental health and substance abuse, as well as the use and need for mental health services.
This survey was redesigned in School Associated Violent Death Study SAVD SAVD plays an important role in monitoring trends related to school-associated violent deaths including suicide , identifying the factors that increase the risk, and assessing the effects of prevention efforts.
Collected data includes mental health and social service policies. Skip directly to site content Skip directly to page options Skip directly to A-Z link. Section Navigation. Facebook Twitter LinkedIn Syndicate. Data and Statistics on Children's Mental Health. Minus Related Pages.
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