Press Article: Disparities in Education for Students with Disabilities Highlighted in New Analysis
For school-aged children with disabilities, education was not always a certainty. Prior to the Individuals with Disabilities Education Act (IDEA) in 1975, many states legally excluded children with disabilities from public education, confining them to institutions where their educational needs went largely unmet. The landmark law changed this narrative, ensuring that students ages 3 to 21 with disabilities have the right to a free and appropriate public education.
IDEA now serves 7.5 million students—15.2% of the public school population—most of whom attend regular schools. Remarkably, 63% of students with disabilities spend 80% or more of their school day in general education classes, a significant shift from past practices.
Despite these advancements, challenges remain in identifying and supporting students with disabilities. A recent national analysis by AccessiBe highlights ongoing disparities across school districts. Methods for identifying learning disabilities lack consistency, which can hinder some districts’ abilities to provide adequate support. The analysis notes that a teacher shortage exacerbates these issues; as of the 2022-23 school year, 21% of public schools reported vacancies in special education positions.
As part of this investigation, Mississippi was singled out for comparison, drawing attention to possible gaps in educational experiences for disabled students in the state versus the national landscape. As schools continue to adapt and evolve, addressing these disparities will be crucial in ensuring equitable educational opportunities for all students, paving the way for a more inclusive future.
This analysis sheds light on the progress made since the passage of IDEA, while underscoring the work that remains to ensure that every child, regardless of ability, can thrive in an educational environment.
Source
Photo credit www.leader-call.com
