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