11:25 p.m.
Working on a paper and pulled the latest data from the last Annual Report to Congress on
the Implementation of the Individuals with Disabilities Education Act (IDEA) and sorted
80% or more time of the day in regular ed. It makes more sense now the disconnect in the
disability community over inclusion. Most of the RTI/MTSS stuff was focused on LD (also
most students identified for special education services is typically for LD and within
that- for reading). But if you look at the ID and other low incidence, they remain quite
low. So makes more sense on the inclusion the different views, with the LD people wanting
to hold onto things like resource rooms and the ID folks wanting an inclusion agenda
looking at the 18.7% of the time. They sort of see different things or want different
things from MTSS.
MDB
Table 1. Percent of time spent in regular education settings by disability area.
Disability Category
80% or more of the day
40% through 79% of the day
Less than 40% of the day
Other environments
Speech or language impairment
88.3%
3.7%
3.7%
4.3%
Specific learning disability
75.3%
19.1%
3.8%
1.9%
Other health impairment
70.2%
18.1%
7.7%
4.0%
Developmental delay
69.8%
14.6%
13.8%
1.7%
Visual impairment
69.7%
11.3%
8.7%
10.2%
Hearing impairment
64.5%
13.3%
10.2%
12.0%
Orthopedic impairment
57.6%
14.5%
20.1%
7.8%
Emotional disturbance
54.7%
17.0%
14.6%
13.7%
Traumatic brain injury
51.5%
20.8%
19.6%
8.2%
Autism
40.8%
17.1%
34.2%
7.8%
Deaf-blindness
30.1%
11.0%
32.2%
26.7%
Intellectual disability
18.7%
27.7%
47.2%
6.4%
Multiple disabilities
15.3%
17.9%
43.5%
23.2%
All disabilities
66.6%
16.0%
12.6%
4.8%
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University