ERIC ED373531: Implementation of the Individuals with Disabilities Education Act: Sixteenth Annual Report to Congress.

647 Pages·1994·11.9 MB·English

by  ERIC

DOCUMENT RESUME
EC 303 471
ED 373 531
Implementation of the Individuals with Disabilities
TITLE
Education Act: Sixteenth Annual Report to
Congress.
Special Education Programs (ED/OSERS), Washington,
INSTITUTION
DC.
PUB DATE
94
679p.; For the 15th annual report, see ED 363 058.
NOTE
Descriptive (141) -- Statistical Data (110)
PUB TYPE
Reports
MF04/PC28 Plus Postage.
EDRS PRICE
American Indian Education; American Indians; Data
DESCRIPTORS
Collection; *Disabilities; *Educational Legislation;
Education Work Relationship; Elementary Secondary
Education; Emotional Disturbances; Federal Aid;
Federal Indian Relationship; *Federal Legislation;
Federal Programs; Federal State Relationship;
Longitudinal Studies; Outcomes of Education; Pupil
Personnel Services; Severe Disabilities; *Special
Education; *Trend Analysis
*Individuals with Disabilities Education Act;
IDENTIFIERS
Individuals with Disabilities Education Act Part H;
National Center on Educational Outcomes; National
Longitudinal Transition Study Spec Educ; *Office of
Special Education Programs; Preschool Grant
Program
ABSTRACT
The 16th annual report to Congress describes progress
in implementing the Individuals with Disabilities Education Act
(IDEA) based on data collection and analysis of the Office of Special
Education Programs (OSEP). A list of acronyms and an executive
summary providing highlights of the report by chapter precede the
report's main body. The seven chapters then present comprehensive
(1) school-age students with
information on the following topics:
disabilities served, placement and exiting patterns, and personnel
(2) the role of
,ho provide special education and related services;
IDEA, Part H and the Preschool Grant Program in meeting the needs of
infants, toddlers, and preschool children with disabilities;
(3)
aspects of the school programs and educational results for students
with disabilities in regular secondary schools based on the National
Longitudinal Transition Study; (4) special efforts to achieve better
results for children and youth with serious emotional disturbance;
(5) results for students with disabilities based on work of the
National Center on Educational Outcomes; (6) OSEP efforts to assist
states and localities including the 3-year staggered review process
and training in developing state plans; and (7) a review of the
literature on provision of service to Native American students with
disabilities. Extensive appendices include: 64 data tables,
information on OSEP personnel training activities, a listing of
special studies contracts concerned with evaluation of IDEA,
summaries and abstracts of state agency/federal'evaluation studies
Regional
programs, profiles of the program agenda, a summary of
Resource Center activities, and information on OSEP activities
supporting transition services for youth with disabilities. An
additional 56 tables and 16 figures provide additional detail.
..(DB)
U S DEPARTMENT ur eumCATON
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
(!This document has been reproduced as
received from the person or orgsnizoion
originating it
O Minor changes have been made to improve
reprodeCti011 quality
Points of view or opinions stated in this docu-
ment do not necessarily represent official
OERI positron or policy
The Secretary of Education is required under Section 618(g)(1)(B) of the Individuals
with Disabilities Education Act (IDEA), formerly the Education of the Handicapped Act
(20 U.S.C. 1401 et seq.) to transmit to Congress an annual report that describes progress
being made in implementing the Act. In summary, the purposes of IDEA are:
To provide assistance to States to develop early intervention
(1)
services for infants and toddlers with disabilities and their
families, and to assure a free appropriate public education to
all children and youth with disabilities;
To assure that the rights of children and youth with disabilities
(2)
from birth to age 21 and their families are protected;
To assist States and localities to provide for early intervention
(3)
services and the education of all children with disabilities;
To assess and assure the effectiveness of efforts to provide
(4)
services and educate children with
intervention
early
disabilities.
data
Each year, the Office of Special Education Programs (OSEP) collects and analyzes
receiving a free,
to assess the extent to which all students with disabilities are
Disabilities
appropriate public education, as ensured under the Individuals with
This Sixteenth Annual Report to Congress is designed to
Education Act (IDEA).
analyses. It
consolidate and communicate the results of those data collections and
contains seven chapters and a number of appendices.
and Chapter 1
Chapter 1 of the report opens with a brief explanation of IDEA, Part B
provides a
(SOP) of the Elementary and Secondary Education Act (ESEA) and
The chapter
retrospective analysis of Federal funding patterns for special education.
related
also includes data on the numbers of students receiving special education and
educated, the
services, the types of disabilities they have, the settings in which they are
with special
bases by which they leave school, and the staff who provide them
education
educational and related services, including the number of additional special
Finally, a description of various OSEP-sponsored initiatives to
personnel needed.
personnel is
increase the number and improve the qualifications of special education
included.
Preschool Grant
Chapter 2 provides information on the role of the IDEA, Part H and
families, and
Program in meeting the needs of infants and toddlers and their
Implementation
preschoolers with disabilities. The two programs continue to evolve.
is described.
issues are discussed, and States' progress in implementing the programs
children from birth
Progress toward implementing a coordinated system of services for
I
16TH ANNUAL REPORT To CONGRESS: PREFACE
through age five is noted, and the challenges that remain described. Data
on the
number of infants, toddlers, and preschoolers with disabilities receiving
services
through Part H, the Preschool Grants Program, and Chapter 1 (SOP), is provided.
A
final section describes discretionary programs sponsored by OSEP to address the birth
through 5 population, including the Early Education Program for Children with
Disabilities (EEPCD).
Chapter 3 analyzes secondary programs and postsecondary educational results for
students with disabilities who attended regular secondary schools. The chapter
is based
on the congressionally mandated National Longitudinal Transition Study, recently
completed for OSEP by SRI International. The chapter includes data about absenteeism
rates, grade performance, graduation rates, percentage of time spent in regular
classrooms, grade point averages, and other indicators of sutdent performance. The
data also measure the effect of ethnic background, disability category, and household
income on the educational results of students with disabilities who attended regular
secondary schools.
Chapter 4 provides an overview of the characteristics of students with
serious
emotional disturbance (SED). Data include the number of students with SED served,
graduation rates, and placement. Issues regarding the effect of ethnic background
on
identification rates is discussed. A recently created national agenda addressing the
needs of students with SED is described.
Finally, special projects focused on this
population are discussed.
Chapter 5 draws information from work completed by the National Center
on
Educational Outcomes. The need for better measurement of educational results for
students with disabilities is noted. The challenge of finding
ways to include students
with disabilities in measurements of educational results, and
reasons for current
exclusions, are described.
Chapter 6 describes OSEP efforts to assist States and local school districts in educating
students with disabilities.
The chapter describes the three-year staggered review
process and the ongoing implementation of State Plan Academies to provide training
to key staff members from SEAS that are to submit plans. The chapter also reports the
results of compliance reviews and monitoring reports.
Chapter 7 contains a review of the literature on provision of services to Native
American students with disabilities. This chapter is one of a series of
papers addressing
the unique needs of special populations with disabilities, begun in the Fourteenth
Annual Report to Congress.
Under the 1986 Amendments to EHA, Congress
recognized the unique aspects of the service models for infants, toddlers, children, and
youth who are members of special populations
migrant families, Native Americans,
Native Pacific Basin and Hawaiian residents, limited English proficient, and /or rural
residents. In future years, data will be reported on other special populations, and data
on services to those populations reported on in this and the previous annual report will
be updated, as additional information becomes available. The chapter reports the
number of Native American children with disabilities being educated in the nation's
schools, their educational results, and placements. Some of the challenges to providing
16TH ANNUAL REPORT To CONGRESS: PREFACE
A
Programs focused on providing specific
services to this population are described.
training to enable special education personnel to provide services to Native American
children with disabilities are also noted.
In addition to the report's seven chapters, a series of appendices are included.
Appendix A is composed of data tables on child count, educational environment,
personnel, exiting, population and enrollment, and fiscal awards. Tables outlining
That is followed in
OSEP-funded personnel training are presented in Appendix B.
Appendix C by a list of contracts awarded by OSEP. Appendices D and E provide
summaries and abstracts, respectively, of evaluations being conducted under the State
Agency /Federal Evaluation Studies (SAFES) program. Appendix F provides profiles
of OSEP's program agenda. Appendix G contains a summary of Regional Resource
Center activities. Finally, Appendix H contains a summary of programs funded under
the Secondary Education and Transitional Services for Youth with Disabilities Program.
To CONGRESS: PREFACE
16TH ANNUAL REPORT
1.
Page
Preface
xix
Executive Summary
Chapter 1. School-Age Students with Disabilities Served, Placement and Exiting
Patterns, and Personnel Who Provide Special Education and Related
Services
1
2
Formula Grant Programs
Number of Students Served under Part B and Chapter 1 (SOP)
7
10
Educational Placements of Students with Disabilities
15
Students with Disabilities Exiting the Educational System
Personnel Employed and Needed to Serve Students with Disabilities
20
25
Summary and Implications
Chapter 2. Meeting the Needs of Infants, Toddlers, and Preschool Children
29
with Disabilities
29
-Implementation of the Part H Program
49
Implementation of the Preschool Grant Program
65
Other OSEP Programs Benefitting Young Children with Disabilities
69
Summary and Implications
Chapter 3. Aspects of the School Programs and Educational Results for Students
with Disabilities in Regular Secondary Schools
73
74
Course-Taking in Regular Secondary Schools
Absenteeism, Grades, and Dropout Rates of Students with Disabilities
87
Attending Secondary School
98
The Relationship of School Programs to Student Performance
103
Summary and Implications
Chapter 4. Achieving Better Results for Children and Youth with Serious
109
Emotional Disturbance
109
Overview
117
A National Agenda for Students with Serious Emotional Disturbance
120
Discretionary Programs for Students with Serious Emotional Disturbance
125
Summary and Implications
V
16TH ANNUAL REPORT TO CONGRESS: CONTENTS
Contents (continued)
Page
Chapter 5. Results for Students with Disabilities
131
Conceptual Model of Outcomes
131
Data from National Data Collection Programs
149
Educational Results Data Collected by States
160
Summary and Implications
166
Chapter 6. Assisting States and Localities in Educating All Children with
Disabilities
173
The Federal Program Review Process
173
State Plan RevieW and Approval
'.75
On-Site Monitoring Review
"t83
Chapter 7. Study of Special Populations Native American Students with
Disabilities
195
Numbers and Characteristics of Native American Students with Disabilities
200
Educational Programs for Native American Students with Disabilities
205
The Provision of Special Education Services to Native American Students with
Disabilities
210
Summary and Implications
226
Appendices
Appendix A. Data Tables
A-1
Section A. Child Count Tables
Number of Children Served Under
Table AA1
IDEA, Part B and Chapter 1 of ESEA
(SOP) by Age Group During the
1992-93 School "ear
A-1
Number of Children Served Under IDEA,
Table AA2
Part B and Chapter 1 OF ESEA (SOP)
During the 1992-93 School Year
A-2
Number of Children Age 6-21 Served
Table AA3
Under IDEA, Part B and Chapter 1 of
ESEA (SOP) During the 1992-93 School
Year
A-3
Vi
16TH AMVUAL REPORT To CONGRESS: CONTENTS
7
Contents (continued)
Page,
Number of Children Age 6-21 Served
Table AA4
Under IDEA, Part B and Chapter 1 of
ESEA (SOP) by Disability During the
A-4
1992-93 School Year
Number of Children Served Under
Table AA5
Chapter 1 of ESEA (SOP) by Age
A-6
Group During the 1992-93 School Year
.
Number of Children Age 6-11 Served
Table AA6
Under Chapter 1 of ESEA (SOP) by
Disability During the 1992-93 School
A-7
Year
Number of Children Age 12-17 Served
Table AA7
Under Chapter 1 of ESEA (SOP) by
Disability During the 1992-93 School
A-9
Year
Number of Children Age 18-21 Served
Table AA8
Under Chapter 1 of ESEA (SOP) by
Disability During the 1992-93 School
A-11
Year
Number of Children Age 6-21 Served
Table AA9
Under Chapter 1 of ESEA (SOP) by
Disability During the 1992-93 School
A-13
Year
Number of Children Served Under
Table AA10
Chapter 1 of ESEA (SOP) by Disability
and Age During the 1992-93 School
A-15
Year
Number of Children Served Under
Table AA1 1
Chapter 1 of ESEA (SOP) by Age
A-16
During the 1992-93 School Year
Number of Children Served Under
Table AA12
IDEA, Part B by Age Group During the
A-19
1992-93 School Year
Ai
16TH ANNUAL REPORT To CONGRESS: CONTENTS
Contents (continued)
Page
Table AA13
Number of Children Age 6-11 Served
Under IDEA, Part B by Disability
During the 1992-93 School Year
A-20
Table AA14 Number of Children Age 12-17 Served
Under IDEA, Part B by Disability
During the 1992-93 School Year
A-22
Table AA15
Number of Children Age 18-21 Served
Under IDEA, Part B by Disability
During the 1992-93 School Year
A-24
Table AA16
Number of Children Age 6-21 Served
Under IDEA, Part B by Disability
During the 1992-93 School Year
A-26
Table AA17 Number of Children Served Under
IDEA, Part B by Disability and Age
During the 1992-93 School Year
A-28
Number of Children Served Under
Table AA18
IDEA, Part B by Age During the
1992-93 School Year
A-29
Number and Change in Number of
Table AA19
Children Served Under IDEA, Part B
Chapter 1 of ESEA (SOP)
A-32
Table AA20 Number and Change in Number of
Children Birth through Age 21 Served
Under Chapter 1 of ESEA (SOP)
A-33
Number and Change in Number of
Table AA21
Children Age 3-21 Served Under IDEA,
Part B
A-34
Table AA22
Number and Change in Number of
Children Age 6-21 Served Under IDEA,
Part B
A-35
Viii
16TH ANNUAL REPORT TO CONGRESS: CONTENTS
Contents (continued)
Page
Percentage (Based on Resident
Table AA23
Population) of Children Served Under
IDEA, Part B and Chapter 1 of ESEA
A-48
(SOP) During t h e 1992-93 School Year .
.
Percentage (Based on Resident
Table AA24
Population) of Children Served Under
IDEA, Part B and Chapter 1 of ESEA
(SOP) by Age Group During the 1992-93
A-50
School Year
Percentage (Based on Resident
Table AA25
Population) of Children Age 6-21 Served
Under IDEA, Part B and Chapter 1 of
ESEA (SOP) by Disability During the
A-51
1992-93 School Year
Percentage (Based on Estimated Resident
Table AA26
Population) of Children Age 6-17 Served
Under IDEA, Part B and Chapter 1 of
ESEA (SOP) by Disability During the
A-53
1992-93 School Year
Percentage (Based on Estimated
Table AA27
Enrollment) of Children Age 6-17 Served
Under IDEA, Part B and Chapter 1 of
ESEA (SOP) by Disability During the
A-55
1992-93 School Year
Section B. Educational Environments Tables
Number of Children Age 3-21 Served in
Table AB1
Different Educational Environments
Under IDEA, Part B and Chapter 1 of
ESEA (SOP) During the 1991-92 School
A-57
Year
Number of Children Age 6-21 Served
Table AB2
in Different Educational Fnvironments
Under IDEA, Part B and Chapter 1 of
ESEA (SOP) During the 1991-92 School
A-60
Year
IX
76TH ANMJAL REPORT To CONGRESS: CONTENTS