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TIES Center Report 105

Separate School Placement Trends by Category and Age for Students with Extensive Support Needs

Shawnee Wakeman, Yi-Chen Wu, Gail Ghere, Holly Johnson, Jessica Bowman, and Amy M. Clausen

July 2022

All rights reserved. Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as:

Wakeman, S., Wu, Y.-C., Ghere, G., Johnson, H., Bowman, J., & Clausen, A. M. (2022). Separate school placement trends by category and age for students with extensive support needs (TIES Center Report 105). TIES Center.

TIES Center is supported through a cooperative agreement between the University of Minnesota (# H326Y170004) and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government.

Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. There are six additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina–Charlotte, and University of North Carolina–Greensboro.

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Table of Contents

 

Executive Summary

Meaningful access and participation within inclusive settings has been shown to improve outcomes for students with extensive support needs (ESN), including students with significant cognitive disabilities, related to academics, behavior, communication, social skills, peer relationships, and adaptive skills. However, the placement of students in this population in general education settings still lags that of students with less complex support needs, leading to disproportionately higher rates of placement in separate schools (Anderson & Brock, 2020). The purpose of this report is to examine the trends across the country over the past decade related to the placement of students with ESN in separate schools. For this report, we extended the work of Anderson and Brock (2020) by analyzing state-level data from federally reported sources for students with ESN, specifically, students identified with the disabilities of autism, intellectual disability, multiple disabilities, and deaf-blindness, to determine changes over time in the number of students served in separate settings as well as any variances that may have occurred by age and location (state). 

Findings 

This study uses state-level data files on Individuals with Disabilities Education Act (IDEA) Part B Child Count and Educational Environments from the Office of Special Education Programs (OSEP) to examine the number of children with disabilities ages 3 through 21 served under the IDEA, Part B program, receiving special education and related services according to an Individualized Education Program (IEP) or service plan in place on the count date. More specifically, this study focuses on students with autism, deaf-blindness, intellectual disability, or multiple disabilities who receive academic instruction in separate public-school settings (henceforth referred to as separate schools or separate school settings). Four sets of samples were created in this study for ages 6-11, ages 12-17, ages 18-21, and ages 6-21. Data used for this investigation included placement settings for school-aged students with ESN from the 50 states and the District of Columbia (DC) from 2012-13 through 2019-2020.

Overall, the percentage of students ages 6-21 placed in separate schools decreased by 2.0% from 2012-13 to 2019-2020. Among the three disaggregated age groups (i.e., 6-11, 12-17, 18-21), students with ESN in ages 18-21 showed the highest percentage of students in separate schools from 2012-13 to 2019-20 with an average of 20.2%, followed by students in ages 12-17 with an average of 7.6%, and students ages 6-11 with an average of 5.1%. When looking at students primarily in grades K-12 (ages 6-17) disaggregated by the four disability categories (i.e., deaf-blindness, multiple disabilities, autism, intellectual disability), the percentage of students with deaf-blindness in separate schools was the largest of the four groups over time (M = 17.1%), except for 2015-16. In 2015-16 students with multiple disabilities were the largest (16.4%), followed by students with deaf-blindness (M = 16.0%), autism (M = 5.9%), and intellectual disability (M = 4.1%). When examining the percentage of students in ages 6-17 served in separate schools by state in 2012-13, there were 13 states that reported higher percentages than the average of the 50 states and DC (M = 6.9%). Ten of these 13 states reported more than 10% of students with ESN in separate schools. In 2019-20, there were 16 states that reported higher percentages than the average of the 50 states and DC (M = 5.9%). Eight of these 16 states reported more than 10% of students with ESN in separate schools. In summary, most states show no significant percentage change over time and the national percentage of students with ESN in separate schools has only decreased by 1% from 2012-13 to 2019-20.

Limitations 

Limitations in using data sets across states with varying reporting practices should be taken into consideration when interpreting the results from this landscape study. First, variability in how states report data may result in missing or underrepresentation of schools and students with disabilities in various placements. Second, the research presented is limited because we were only able to access data from available sources which is representative of aggregated data; therefore, this study was not able to explore specific characteristics of students attending separate schools. 

Future Research

Outcomes from this study provide the number and percentage of students with ESN in separate school placements by age within all 50 states and DC. These data are the first step to understanding what factors influence placement decisions by state for students in this population. For example, variability in state policy could be a factor in how funding is designated by educational placement for students with disabilities (Anderson & Brock, 2020). Additionally, inconsistencies in state infrastructures often restrict or inflate separate school placements. For example, each state has its own structure of how educational units are defined, which can influence factors such as resources at individual sites resulting in more segregated options for students with disabilities. The availability of separate charter schools or the locale of the separate public school (city, suburb, town, rural) could also be a factor in the number of students with ESN served in separate schools and should be examined for data patterns. Future studies could examine if any of these factors are related to separate school placement results for students with ESN.

When considering the results of this study, it is important to note that we proposed one way of examining the percentage change of separate school enrollment over time when there may be additional ways to explore trends in these data. For example, Kurth et al. (2014) examined the mean change of placement of students served in separate settings from 2004 to 2012 using the mean of 2004 as the baseline for comparison and found that 10 states showed no change in the number of students being served in restrictive placements, 21 states reduced the number, and 20 states increased the number. Mean placement rates were essentially unchanged across time with approximately 3.5% of the population of students with disabilities being served in the most restrictive settings between 2004 and 2012. The current landscape study indicated similar findings and highlighted the need for future research to investigate states that are demonstrating increasing and decreasing rates of change in the placement of students with ESN in separate schools.

The current study confirmed that there has not been a significant change in the overall placement for students with ESN since 2012 even though academic expectations have become more rigorous over time. Therefore, future research should examine the relationship between curricular expectations by state and placement for students in this population.

Overview

The Individuals with Disabilities Education Act (IDEA, 2004) mandates that students with disabilities are educated in the least restrictive environment (LRE) and that they have access to and make progress in the general education curriculum. IDEA also requires that students with disabilities are placed in more restrictive settings only when “...education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (20 U.S.C. §1412[a][50][A]). This requirement applies to all students with disabilities, including those with extensive support needs (ESN), defined as those with intellectual disability, multiple disabilities, deaf-blindness, and autism who participate in their state’s alternate assessment based on alternate achievement standards. We use students with ESN in this report because we specifically examine placements for a broader group of students within these four disability categories (rather than only those students with a significant cognitive disability). Despite the clear preference in the law for inclusive education, students with ESN are largely educated in separate settings (including separate classrooms and separate schools; Brock, 2018; Kleinert et al., 2015), often without a compelling justification or any consideration of supplementary aids and services (Kurth et al., 2019).

Benefits of Inclusion

There is substantial research evidence that supports the benefits of the implementation of the tenet of LRE. This research provides evidence of the many benefits of inclusive programs for students with disabilities, including students with ESN, as well as their peers without disabilities. When students with disabilities are educated in the same classroom as their peers without disabilities, they experience positive gains across academic and social domains (Hehir et al., 2016; National Council on Disability, 2018). For example, Carter et al. (2016) found that students with and without ESN formed meaningful relationships as a result of participating in an inclusive peer support arrangement intervention. Additionally, placement in an inclusive setting has shown to increase student access to the general education curriculum and highly qualified teachers (Kurth et al., 2019; Quirk et al., 2017; Soukup et al., 2007; Wehmeyer et al., 2003) and improve student outcomes in academics (Gee et al., 2020), communication and social skills (Carter & Hughes, 2005; Fisher & Meyer, 2002; Gee et al., 2020), and adaptive skills (McDonnell et al., 2003). In a recent study by Gee et al. (2020), researchers used student Individualized Education Program (IEP) data over the course of their education to compare the progress of 15 matched pairs of students in literacy, mathematics, and communication. After analyzing the blinded data, the research team found that students who were included in general education classrooms made overwhelmingly more educational progress compared to those students educated in separate settings. Additionally, education in inclusive settings is related to improved post-school outcomes (McConnell et al., 2021). McConnell et al. conducted a literature review to examine skills, behaviors, expectations, and experiences related to improved postsecondary outcomes for students with ESN and found that inclusion in the general education classroom is associated with improved employment and postsecondary education outcomes.

Given the benefits for students in inclusive placements, it is necessary to examine the rate at which students with disabilities, particularly those with ESN, are being included. There is a range of educational placement options that IEP teams can consider, including options within the regular public-school building such as regular settings (80% or more with nondisabled peers), resource settings (40-79% of the day with nondisabled peers), or separate settings (39% or less of the day with nondisabled peers) and options outside of the regular public school building, including separate schools. According to the Office of Special Education Programs (OSEP, 2019b), separate schools are defined as,

Public and private day schools for students with disabilities; public and private day schools for students with disabilities for a portion of the school day (greater than 50 percent) and in regular school buildings for the remainder of the school day; or public and private residential facilities if the student does not live at the facility (p. 10).

Within this definition, separate public special education schools include those in traditional public education districts, public charter schools, and students who are publicly funded to attend private separate schools.

Inclusion Rates

In general, the rates for inclusion for most students with disabilities have increased over time. Williamson et al. (2020) reviewed LRE data from 1990 to 2015 for students with disabilities and found that general education placements increased while more restrictive placements, such as in separate settings or separate schools, decreased. In 2018, 64.0% of all students with disabilities, ages 6 to 21 were educated in the regular class 80% or more of the day (i.e., fully included; U.S. Department of Education, 2021). These data represent an increase in the number of students with disabilities served in inclusive settings compared to 2009 when rates of inclusion were 59.4% (U.S. Department of Education, 2021). While this increase in inclusive placements is promising, rates are less promising for students with ESN (Morningstar et al., 2016). It is difficult to determine accurate rates of inclusion for students with ESN, as there is no separate data report for students who participate in alternate assessments based on alternate achievement standards. As a proxy, the field has looked at rates of inclusion for individuals with autism, deaf-blindness, intellectual disability, and multiple disabilities with the understanding that individuals in each of these eligibility categories may not be considered students with ESN. With that caveat, analysis by disability category is the closest we can come to understanding the enrollment of students with ESN in separate schools. As such, the placement of students with ESN in general education settings is not keeping pace with that of students with disabilities that have less intensive support needs. Compared to the 64.0% of all students with disabilities fully included with their peers without disabilities, only 39.7% of students with autism, 25.7% of students with deaf-blindness, 17.4% of students with intellectual disability, and 14.3% of students with multiple disabilities were fully included for 80% or more of their school day in general education classrooms in 2018 (U.S. Department of Education, 2021).

Evidence has shown these rates of placement for students with intellectual disabilities have been consistent over the past 25 years. Researchers have reported that placement of students with intellectual disabilities in separate schools persists, with very little change over the course of two decades (Polloway et al., 2019; Wehmeyer et al., 2020). Williamson et al. (2006) reported there was a 46% reduction in students with intellectual disabilities educated in separate facilities throughout the 1990s. However, the transition of students to traditional public schools plateaued around 1997 (Williamson et al., 2006). Brock (2018) investigated trends in educational placements for students with intellectual disabilities since 1975. He found that while there was a positive trend toward more inclusive placements in the 1990s and 2000s, that trend has since stabilized. Similarly, Wehmeyer et al. (2020) looked at the change in the percentage of students with intellectual disabilities served in different settings from the 1992-93 school year to 2014-15 and found a 1.8% decrease in the percentage of students served in separate settings. Despite this recent research, the field does not have clear data on the broader category of students with ESN (i.e., those with intellectual disability, autism, multiple disabilities, and deaf-blindness) and how placement into separate schools differs for this student population by state and across disability category and age.

Purpose of This Study

If research (e.g., Gee et al., 2020) shows clear benefits for all students when students with ESN are included in general education classrooms, it is important to understand trends (decreasing, maintaining, or increasing) occurring by state in the number of students with ESN served in separate schools. This study serves to extend the work of Brock (2018) by examining the separate school placements across the United States (U.S.) for students classified within all categories of disabilities representative of students with ESN. In addition, this study will also examine patterns of placement by disability category and age. We include all school ages (i.e., 6-21) to get a comprehensive picture of student placement patterns.

The research questions include:

  1. What is the number and percentage of students served in separate schools by age and disability category between 2012-13 and 2019-20?
  2. How do separate school placement trends change overall and in individual states based on the disability category and the age range of students between 2012-13 and 2019-20?

Methods

Data Source

This study used state-level data files on IDEA Part B Child Count and Educational Environments from OSEP. We included data files from 2012-13 to 2019-20 (OSEP 2014a, 2014b, 2015, 2016, 2017, 2018, 2019a, 2020a) in the analyses. The data provided the annual number of children with disabilities ages 3 through 21 served under the IDEA, Part B program, receiving special education and related services according to an IEP or service plan. These data were organized by disability category for each state and nationally. They provide an unduplicated count; each child is counted once and only once. In addition to the standard variables indicating numbers of students by disability category and age, an educational environment variable was added in 2012-13. The educational environment variable contains information on separate schools. It is important to note that some states did not provide some types of data (e.g., Iowa did not report data in 2019-20 by federal disability categories).

Sample

For this study, we focused on students with ESN (defined as those with autism, deaf-blindness, intellectual disability, and multiple disabilities) who were in separate school settings from 2012-13 through 2019-20. Nationally, for the 50 states and DC, there were approximately 87,779 students in the data set across all grades per year. We created four sets of samples for students who were ages 6-11, 12-17, 18-21, and 6-21. On average, these samples had 23,519, 38,651, and 25,609 students per year respectively. Table A.1 in Appendix A presents the number of the national sample for each disability category, by grade level, by year. See Appendices B1-B5 for the number of students by state, for each age group and disability category.

Data analysis

Using available data, we calculated several additional variables for this study. We list these variables and how we calculated them for each research question.

Research Question 1: Percentage of Students in Separate Schools. For this question, the percentages of students in separate schools are absolute percentages. For example, for calculating the percentage of students in separate schools in 2012-13, only the information from that
school year is included in the calculation. The calculation is

Equation showing number of students with ESN in separate schools _over_ All students with ESN

Research Question 2: Percentage Change of Students in Separate Schools. Looking at the absolute number and percentage of students with ESN in separate schools between 2012-13 and 2019-20 (Research Question 1) provides one way to consider this complex issue. However, this analysis alone does not provide insight into whether the trend in the percentage change of students with ESN in separate schools was significant over time in either a negative direction (e.g., a decreasing percentage of students with ESN being placed in separate schools over time) or a positive direction (e.g., an increasing percentage of students with ESN being placed in separate schools over time). Research Question 2 is designed to provide information regarding the direction over time.

For this question, we examined the percentage change of students in separate schools. The formula is

Equation shows percent change = Target year amount _minus_ base year amount _over_ Base year amount

Percentage change includes the absolute percentages calculated in Research Question 1. This variable has been used in previous studies to conduct trend analyses (Anderson, 2019; Bansilal, 2017; Curran-Everett & Williams, 2015; Vickers, 2001). An example is provided in Table 1 to illustrate how percentage change highlights something different from a change in the absolute percentage of students with ESN in separate schools. For example, as seen in the table, the absolute percentages in Years 1–4 for State A were 5%, 10%, 15%, and 20%. For State B, the absolute percentages were 50%, 55%, 60%, and 65%. The interpretation is the same for these two states based on each set of the four absolute percentages: the percentage increased 5% yearly without considering the effect of the starting point. However, the percentage changeswere different for these two states and show more rapid changes for State A. The percentage change from Year 1 to Year 2 was 100%, from Year 1 to Year 3 was 200%, and from Year 1 to Year 4 was 300% for State A. For State B the percentage change was 10% from Year 1 to Year 2, 20% from Year 1 to Year 3, and 30% from Year 1 to Year 4.

Table 1. Example of Percentage and Percentage Change

State Variables Year 1 Year 2 Year 3 Year 4
A Percentage of students in separate schools 5 10 15 20
Percentage change of students in separate schools NA 100 200 300
B Percentage of students in separate schools 50 55 60 65
Percentage change of students in separate schools NA 10 20 30

Note. The percentage in Year 1 is the base year amount used in the formula above. NA= not applicable.

This study used the percentage change to explore variation over time by including the effect of the starting point. We defined the base year amount as the absolute percentage of the students with ESN in separate schools in 2012-13. The target year amount is the absolute percentage of the students with ESN in separate schools in the target year. Thus, two absolute percentages are used to calculate the percentage change for a target year—the absolute percentage in 2012-13 (base year) and the absolute percentage in the target year. For example, to calculate the percentage change in the target year of 2013-14, the absolute percentages in 2012-13 and 2013-14 were used in the calculation. There were eight years of data in this study, so we calculated seven percentage change calculations of separate schools for students with ESN for 50 states and DC for the seven target years (2013-14 to 2019-20).

In addition, percentile rank (PR) was calculated for each state’s percentage change of students in separate schools in each year to present the state’s status among the 50 states and DC. For example, if State A’s percentage change of students in separate schools was greater than or equal to 80% of all other states’ percentage changes, State A’s PR is at the 80th percentile or PR80. In other words, State A’s percentage change of students in separate schools was higher than 80% of the other states.

Results

Research Question 1: What is the number and percentage of students served in separate schools by age and disability category between 2012-13 and 2019-20?

Number. Table 2 provides the number of students in each category who were served in separate schools by the four age groups—ages 6-11, 12-17, 18-21, and 6-21 (see Appendices B1-B5 for a detailed table breaking down the data by age group and disability category). While the total number of students served in separate schools has increased from 2012-13 to 2019-20, there are differing patterns for students in different disability categories. The number of students with intellectual disabilities and multiple disabilities served in separate schools has decreased by 12% (from 25,430 to 22,358) and 8% (from 23,860 to 21,843) respectively. The number of students with deaf-blindness, ages 6-21 served in separate schools has increased slightly (n = 16). The number of students with autism served in separate schools, however, increased 40% from 33,853 to 47,371 within the 8-year span.

Table 2. Number of Students Ages 6-21 with ESN in Separate Schools by Disability Category and Year

Disability 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Autism 33,853 35,274 37,451 39,100 42,480 43,280 45,043 47,371
Deaf-Blindness 254 235 224 221 235 234 251 270
Intellectual
Disability
25,430 25,238 25,101 24,603 24,201 23,627 22,796 22,358
Multiple
Disabilities
23,860 23,312 23,458 22,898 23,059 22,346 22,324 21,843
All 83,397 84,059 86,234 86,822 89,975 89,487 90,414 91,842

Source: Data are from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Percentage.Figure 1 presents the percentages of students with ESN in separate schools by four age groups. Overall, the percentage of students ages 6-21 who were placed in separate schools decreased by 2.1% from 2012-13 to 2019-20. When looking at the separate school placement data disaggregated by age groups, students with ESN who were 18-21 years old represented the largest percentage of placement into separate schools from 2012-13 to 2019-20. An average of 20.2% of these students attended separate schools. They were followed by students ages 12-17 with an average of 7.6%, and students ages 6-11 with an average of 5.1%. Over time, the percentage of students with ESN ages 18-21 in separate schools increased 0.4% from 19.8% in 2012-13 to 20.2% in 2019-20. In contrast, for ages 6-11 and 12-17, the percentages of students with ESN in separate schools decreased 0.9% (from 5.5% in 2012-13 to 4.6% in 2019-20) and 1.1 % (from 8.1% in 2012-13 to 7.0% in 2019-20) respectively.

Figure 1. National Percentage of Students with ESN in Separate Schools by Age Group from 2012-13 to 2019-20

Figure 1 Chart

Source. Data were from IDEA Section 618 Data Products State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20 for ages 6-21. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

The percentages of students with ESN in separate schools by disability category for students ages 6-17 (i.e., those attending grades K-12, excluding students age 18-21 receiving transition supports) for 2012-13 to 2019-20 are presented in Figure 2. Figure 2 provides the percentages for each age group (ages 6-11, 12-17, and 18-21) by year as well as the percentage of school-aged students (ages 6-17) by disability category. Among these four categories, the percentage of students with deaf-blindness in separate schools was the largest one over time (M = 17.1%) followed by multiple disabilities (M = 16.4%), autism (M = 6.0%), and intellectual disability (M = 4.0%). Overall, the four disability categories showed decreasing percentages of students in separate schools. The discrepancies between the percentages in 2012-13 and 2019-20 from largest to smallest were students with deaf-blindness (-1.6%), students with multiple disabilities (-1.5%), students with autism (-0.9%), and students with intellectual disability (-0.7%).

Figure 2. National Percentage of Students with ESN Who Were Ages 6-17 in Separate Schools, by Disability Category, from 2012-13 to 2019-20

Figure 2 Chart

Source. Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Figure 3 presents the percentages of students with ESN in separate schools ages 6-17 nationally (50 states and DC) from 2012-13 to 2019-20. This figure shows the percentages of students with ESN in separate schools who were ages 6-17 have gradually decreased since 2012-13. Overall, the national percentage of students with ESN ages 6-17 in separate schools has decreased by 1% from 2012-13 (6.9%) to 2019-20 (5.9%).

Figure 3. National Percentage of Students with ESN Who Were Ages 6-17 in Separate Schools 2012-13 to 2019-20

Figure 3 Bar Chart

Notes: Figure includes the 50 states and DC. Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Figure 4 presents a dropline chart to illustrate the percentage of students with ESN in separate schools ages 6-17 nationally and for each state in 2012-13 and 2019-20. This figure shows that most states had decreasing percentages from 2012-13 to 2019-20 (32 states with decreasing percentages; 17 states with increasing percentages). It also shows that the majority of states had a smaller percentage of students with ESN in separate schools than the national average (defined as the 50 states and DC; shown in the “all” column).

Figure 4. Percentages of Students with ESN Who Were Ages 6-17 in Separate Schools in 2012-13 and 2019-20 by State

Notes: The ‘All’ column includes the 50 States and DC. Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

In 2012-13, the national average of students with ESN who were ages 6-17 in separate schools for the 50 states and DC was 6.9%. In 2012-13, 38 states had equal to or less than 6.9% of students with ESN in separate schools, while 13 states reported higher percentages than the national average. Three of these 13 states had percentages between 7.0% and 9.9% (Missouri, 7.8%; Florida 8.7%; Pennsylvania, 9.2%). Ten of the 13 states reported 10% or more of students with ESN in separate schools. From the highest to lowest percentage of students with ESN in separate schools, these 10 states were DC (31.5%), New Jersey (23.6%), New York (19.2%), Maryland (15.9%), Delaware (15.0%), Michigan (14.2%), Connecticut (12.4%), Rhode Island (12.3%), Illinois (11.3%), and Massachusetts (10.0%).

In 2019-20, the national average of students with ESN who were ages 6-17 in separate schools was 5.9%. Thirty-three states had 5.9% or fewer students in separate schools (Iowa and Wisconsin were missing data). Sixteen states reported higher percentages than the national average. Eight of these states had between 6.0% and 9.9%. From largest to smallest percentage, these states were Delaware (9.9%), Massachusetts (9.5%), Pennsylvania (9.0%), Missouri (7.4%), Virginia (6.7%), Vermont (6.7%), Florida (6.7%), and Maine (6.5%). Eight of these 16 states reported more than 10% of students with ESN in separate schools. From the largest to smallest percentage, these eight states were New Jersey (19.7%), New York (15.8%), DC (15.7%), Maryland (14.3%), Illinois (12.9%), Connecticut (12.3%), Rhode Island (11.2%), and Michigan (11.1%).

It is important to note that Delaware and Massachusetts changed from being higher than the national percentage in 2012-13 to being lower than the national percentage in 2019-20. The largest decreasing percentage of students with ESN who were ages 6-17 in separate schools was in DC. The percentage dropped from 31.5% in 2012-13 to 15.7% in 2019-20 (-15.8%). In addition to DC, the next five states with the largest decreasing percentage of students with ESN in separate schools from 2012-13 to 2019-20 were Delaware (-5.1%), New Jersey (-4.0%), New York (-3.5%), Michigan (-3.1%), and Florida (-2.0%). See Appendix B6 for the information by each state from 2012-13 to 2019-20. Appendices B.7-B.11 contain data showing the percentages of students ages 6-17 with ESN in separate schools for each state by the disability categories of deaf-blindness, multiple disabilities, intellectual disability, and autism separately.

Research Question 2: How Do Separate School Placement Trends Change Overall and in Individual States Based on the Disability Category and the Age Range of Students Between 2012-13 and 2019-20?

Descriptive analyses, linear regression analyses, and PR analyses were conducted to illustrate the placement trends nationally and in individual states by age groups. First, the results of descriptive analyses provided information on the extent to which the percentage changes varied over time by age group. Next, the results of the linear regression analyses provided information to identify states with significant changes over time. Finally, PRs were used to illustrate a state’s status of percentage change among all the other states in each age group by year.

Descriptive Analyses. To show this trend over time, percentage change was calculated using the percentages in 2012-13 as the base year. Figure 5 shows the percentage change of students with ESN for ages 6-17 from the base year of 2012-13 to 2013-14 through 2019-20 for 50 states and DC. Overall, the percentage change of students in separate schools has decreased since 2012-13. Each year except 2016-17 the change was larger than the previous year. As seen in Figure 4, there was a 2.7% reduction in the percentage change from 2012-13 to 2013-14 compared to a 14.6% reduction from 2012-13 to 2019-20. Fewer school-aged students (ages 6-17) with ESN were placed in separate schools each year compared to the 2012-13 data.

Figure 5. Percentage Change for Students with ESN Ages 6-17 Using 2012-2013 as the Base Year for 50 States and DC

Figure 5 Bar Chart

Notes. Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. The percentage of students in the separate school setting in 2012-13 was the base year.

This reduction in separate school placement can be further examined by looking at state examples. For example, New Jersey (23.6%, 23.9%, 23.7%, 22.8%, 22.2%, 21.3%, 20.6%, and 19.7%) and South Dakota (2.8%, 2.4%, 2.3%, 2.3%, 2.1%, 2.1%, 1.9%, and 1.9%) are states with decreasing absolute percentages between 2012-13 and 2019-20 for students ages 6-17 (see Table 3). The percentage changes for these two states were New Jersey (0.9%, 0.1%, -3.7%, -6.3%, -10.0%, -12.8%, and -16.8%) and South Dakota (-13.3%, -16.8%, -17.8%, -24.9%, -25.6%, -31.2%, and -32.3%) (see Appendix C). Even though the difference in the absolute percentages between 2012-13 and 2019-20 in New Jersey was approximately 4% decreasing (23.6% in 2012-13 and 19.7% in 2019-20) and in South Dakota was approximately 1% decreasing (2.8% in 2012-13 and 1.9% in 2019-20), the percentage change in 2019-20 in South Dakota (-32.3%) was almost twice of the percentage change in New Jersey (-16.8%). See Appendix C for the percentage change of students with ESN ages 6-17 from 2013-14 to 2019-20 for each state.

Linear Regression Analyses. Linear regression models were conducted to explore the slope of percentage changes over time for each state and age group to examine whether the slope is significantly different from 0. Figures 6–10 show the results of significance tests on slopes at a .05 significance level. In Figure 6, for ages 6–11, there were seven states with statistically significant positive slopes. These figures show that the percentage change of students with ESN in separate schools increased over time. This means that Illinois, Minnesota, Maine, Oregon, South Dakota, Vermont, and Virginia, regardless of whether they had a high or low count of students with ESN in separate schools, increased the rate of placement of these students in separate schools. Seventeen states showed statistically significant negative slopes showing that the percentage changes of students with ESN decreased over time. These states, regardless of whether they had a high or low count of students with ESN in separate schools, reduced the rate of students placed in separate schools. Twenty-seven states had slopes of percentage changes that were not statistically significant from 0. That is, percentage changes of students with ESN in separate schools were very similar over time for these states.

Figure 6. Percentage Change of Students Ages 6-11 with ESN in Separate Schools 2013-14 to 2019-20

Figure 6 US Map

Note. Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20.

Figure 7 presents the significance test results for the slope of percentage changes for students with ESN who were ages 12-17 in separate schools. The map shows there were 12 states with statistically significant positive slopes (i.e., increasing separate school placements), 16 states with statistically significant negative slopes (i.e., decreasing separate school placements), and 23 states with no significant change on the slopes (i.e., no change in separate school placements).

Figure 7. Percentage Change of Students Ages 12-17 with ESN in Separate Schools 2013-14 to 2019-20

Figure 7 US Map

Note. Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20.

Figure 8 presents the significance test results for the slope of percentage changes for students with ESN who were ages 18-21 in separate schools. The map shows there were 10 states with statistically significant positive slopes, seven states with statistically significant negative slopes, and 34 states with no significant change on the slopes.

Figure 8. Percentage Change of Students Ages 18-21 with ESN in Separate Schools 2013-14 to 2019-20

Figure 8 US Map

Note.Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20.

Figure 9 presents the significance test results for the slope of percentage changes for students with ESN who were ages 6-17 in separate schools. The map shows there were 12 states with statistically significant positive slopes, 18 states with statistically significant negative slopes, and 21 states with no significant change on the slopes.

Figure 9. Percentage Change of Students Ages 6-17 with ESN in Separate Schools from 2013-14 to 2019-20

Figure 9 US Map

Note. Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20.

Figure 10 presents the significance test results for the slope of percentage changes for students with ESN who were ages 6-21 in separate schools. The map shows there were 11 states with statistically significant positive slopes, 16 states with statistically significant negative slopes, and 24 states with no significant change on the slopes.

Figure 10. Percentage Change of Students Ages 6-21 with ESN in Separate Schools from 2013-14 to 2019-20

Figure 10 US Map

Note. Data were from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20.

In summary, Figures 6-10 indicate that most states showed no significant percentage changes over time. There were more states showing a decreasing percentage change in the percent of students with ESN in separate schools for ages 6-11 and 12-17, compared to ages 18-21.

Table 3 presents an overview of Figures 5-9 by including states with at least one age group showing a significant decreasing or increasing percentage change in the percentage of students with ESN in separate schools. Results showed there were 25 states with at least one significant decreasing percentage change over time and there were 19 states with at least one significant increasing percentage change over time. Only five states showed mixed decreasing and increasing across age groups—California, Louisiana, South Dakota, Utah, and Wisconsin.

Table 3. The Slope of Percentage Changes for Students with ESN in Separate Schools by State and Age Group from 2012-13 to 2019-20

  Age Groups
6 to 11 12 to 17 18 to 21 6 to 17 6 to 21
Alabama No change  No change  No change  Decrease Decrease
Arkansas Decrease Decrease No change  Decrease Decrease
California Decrease Decrease Increase Decrease Decrease
Colorado No change  Increase No change  Increase Increase
Connecticut Decrease No change  No change  No change  No change 
Delaware Decrease Decrease No change  Decrease Decrease
DC Decrease Decrease Decrease Decrease Decrease
Florida Decrease Decrease Decrease Decrease Decrease
Georgia No change  No change  Decrease No change  No change 
Illinois Increase Increase No change  Increase Increase
Kansas No change  Increase No change  No change  No change 
Louisiana Decrease Decrease Increase Decrease No change 
Maine Increase Increase No change  Increase Increase
Maryland Decrease Decrease No change  Decrease Decrease
Massachusetts No change  No change  Increase No change  No change 
Michigan Decrease Decrease Decrease Decrease Decrease
Minnesota Increase Increase No change  Increase Increase
Mississippi Decrease No change  No change  No change  Decrease
Montana Decrease No change  No change  Decrease Decrease
Nebraska No change  No change  Increase No change  No change 
New Hampshire No change  Increase Increase Increase Increase
New Jersey Decrease Decrease Decrease Decrease Decrease
New Mexico Decrease No change  No change  No change  No change 
Nevada No change  No change  No change  No change  Decrease
North Carolina Decrease Decrease No change  Decrease Decrease
Oklahoma Decrease Decrease No change  Decrease Decrease
Oregon Increase Increase No change  Increase No change 
Pennsylvania No change  No change  Decrease No change  No change 
South Carolina No change  Decrease No change  Decrease No change 
South Dakota Increase Decrease No change  Decrease No change 
Tennessee Decrease Decrease No change  Decrease Decrease
Texas Decrease Decrease No change  Decrease Decrease
Utah No change  Decrease Increase Decrease Increase
Virginia Increase Increase Increase Increase Increase
Vermont Increase Increase No change  Increase Increase
Washington No change  No change  Increase Increase Increase
Wisconsin No change  Increase Decrease Increase No change 
West Virginia No change  Increase Increase Increase Increase
Wyoming No change  Increase Increase Increase Increase

Notes: The slope of the percentage changes is from the regression analysis for each state. Data are from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20.

In Table 4 PR was used to explore a state’s status of the percentage change in comparison to other states in 2013-14 and 2019-20 for the 6-17 age group. For example, Alabama’s PR was 90 in 2013-14. That means that in 2013-14, Alabama’s percentage change for students with ESN in separate schools who were ages 6-17 was higher than 90% of the other states and DC. Results showed the PR of 18 states with significant decreasing percentage changes in the 6-17 age group were scattered, ranging from PR4 to PR92 in 2013-14 and ranging from PR2 to PR67 in 2019-20; however, PRs of most of these 18 states were below the 50th percentile (8 states in 2013-14 and 15 states in 2019-20). That means these states’ percentage changes were smaller than 50% of the other states. Twelve states had significant increasing percentage changes in the age 6-17 group. Most states’ PRs were above PR75 (8 states in 2013-14 and 10 states in 2019-20). That means these states’ percentage changes were higher than 75% of the other states.

Table 4. Percentile Rank of Students with ESN Who Were Ages 6-17 in Separate Schools in 2013-14 and 2019-20 and the Slope of Percentage Changes by State

State Percentile Rank Slope of Percentage
Changes
2013-14 2019-20
Alabama 90 67 Decrease
Arkansas 61 14 Decrease
California 43 24 Decrease
Colorado 49 78 Increase
Connecticut 65 65 No change 
Delaware 10 18 Decrease
District of Columbia 4 8 Decrease
Florida 59 27 Decrease
Georgia 24 61 No change 
Illinois 86 73 Increase
Kansas 67 71 No change 
Louisiana 35 12 Decrease
Maine 37 80 Increase
Maryland 57 47 Decrease
Massachusetts 31 57 No change 
Michigan 22 31 Decrease
Minnesota 82 86 Increase
Mississippi 27 43 No change 
Montana 75 59 Decrease
Nebraska 84 55 No change 
New Hampshire 45 82 Increase
New Jersey 63 39 Decrease
New Mexico 29 6 No change 
Nevada 71 49 No change 
North Carolina 51 33 Decrease
Oklahoma 92 2 Decrease
Oregon 2 90 Increase
Pennsylvania 39 63 No change 
South Carolina 53 4 Decrease
South Dakota 14 20 Decrease
Tennessee 73 16 Decrease
Texas 16 10 Decrease
Utah 47 53 Decrease
Virginia 88 88 Increase
Vermont 96 92 Increase
Washington 80 84 Increase
Wisconsin 76 N/A Increase
West Virginia 100 100 Increase
Wyoming 94 94 Increase

Notes: The slope of the percentage change is from the regression analysis for each state.

Data are from IDEA Section 618 Data Products: State-Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20.

Discussion

The purpose of this study was to examine the number and patterns in the data regarding placement in separate special education schools across the nation for students with ESN ages 6-21. For our purposes, students with ESN are those specifically identified with the disabilities of autism, intellectual disability, multiple disabilities, and deaf-blindness. We examined state-level data from federally reported sources associated with the IDEA Part B and Child Count and Educational Environments from OSEP to determine changes over time for the number of students served in separate schools as well as any differences by age and location (state). There are several interesting points to note regarding the age ranges and disability categories.

There were numerous relevant findings related to Research Question 1. The first relevant finding is that nationally, the overall percentage of students served in separate schools has changed very little over an 8-year period (see Figure 1) even though the number of students in two of these disability categories (i.e., autism, deaf-blindness) in separate placements continues to rise (albeit a very small number for deaf-blindness; see Table 1 ages 6-21). The percentages for both age ranges and disability categories are stable. This stability has two potential implications. First, when students in any category enter separate schools, they likely remain in that setting. This lack of change is notable given the emphasis of least restrictive environment and inclusion in the reauthorization of IDEA. Additionally, these data are also consistent with findings from previous research. Brock (2018) examined LRE data from 1976 to 2014 that indicated a plateau in the incremental progress being made towards providing more inclusive opportunities for students with intellectual disabilities. Furthermore, Wehmeyer et al. (2020) reviewed OSEP data that found reports published 22 years apart showed only slight improvements in access to inclusive settings for students with intellectual disability (9%) and an overall reduction of students (under 2%) educated in fully separate settings. Although the findings from Brock and Wehmeyer et al. examined data specific to students with intellectual disability in inclusive settings, findings from these studies are reflective of data we found when examining separate school placement for students with ESN.

What our results are not able to discern is if any reduction in separate school placement means students are being included more in general education classrooms. Morningstar et al. (2016) found that when analyzing educational placement trends over time, there has been a progressive and positive trend in the overall number of students with disabilities receiving education for most of their day in general education settings. As we examined trends in separate school placements, we are not able to identify with these data where students with ESN went when their numbers in the separate school declined.

Second, regarding the stability of the data, there is the need to examine students who have more complex health (Lehr, 2020) and communication needs (Kleinert, 2020), as these students are often excluded. There are varied numbers and percentages of students ages 6-17 by disability category being served in separate schools (see Table A.1 in Appendix A for overall data). For students identified with multiple disabilities and students with intellectual disabilities, the number and percentage of students in those two categories decreased in separate schools over time. For students ages 6-17 identified with autism and deaf-blindness, the number of students in these categories increased from 2012-13 to 2019-20 (for autism an increase of 9,261; for deaf-blindness an increase of 18), but the percentage of the students in separate schools decreased (for autism, a decrease of 0.9% and deaf-blindness a decrease of 1.6% at the same time). This means we may have more students than ever being identified with autism and deaf-blindness (even though only 214 students in ages 6-17 were identified as deaf-blind in 2019-20), but a lesser percentage of the students in these populations are being served in separate placements. These findings support the data reviewed by Morningstar et al. (2017) which found that students with autism were the only group who made significant progress toward increased time spent in general education settings. First, students need to be enrolled in a traditional public school to increase their time in general education settings.

Another relevant finding is that regardless of disability category, examining placements by age group for students with ESN shows that students ages 18-21 are most likely to be served in separate schools. In fact, the percentage of students in this age group nationally who are served in a separate school has held relatively steady over time with a very small increase (19.8% in 2012-13 to 20.2% in 2019-20) to note. There is a large difference in the percentage of students served in a separate school who are in the age ranges of 12-17 (7% in 2019-20) and 18-21 (20.2% in 2019-20). This dramatic change indicates that at least 13 of every 100 students who remain in public schools upon graduation age moveto a more restrictive placement during their post-secondary education. These data support the continued need for increasing postsecondary inclusive options through multiple strategies including (a) enhancing the preparation for inclusive post-high school options by having postsecondary education or competitive employment IEP goals (Grigal et. al, 2011); (b) increasing the active participation of students with ESN in their transition planning (Johnson et al., 2020); and (c) increasing parent voice about community employment options and supports for achieving these options (Blustein et al., 2016).

There were 16 states above the national mean (5.9%) for the four most common disability categories of students with ESN who were ages 6-17 in 2019-20. However, when you look at the individual disability categories encompassing students with ESN, there is variability in these states. For example, there are 16 states that are above the mean (3.6%) for serving students with intellectual disabilities; 14 states above the mean for multiple disabilities (15.5%); 17 states above the mean percentage for autism (5.5%); and, while the actual count of students is small, 18 states above the mean percentage for deaf-blindness (16.6%). Of additional interest, it is important to note there are six states above the national mean in each of the four disability categories that comprise the category of students with ESN: Connecticut, Massachusetts, New Jersey, New York, Pennsylvania, and Rhode Island. Furthermore, seven states are above the national mean in three of the disability categories, though it is not the same three categories for all these entities: Delaware, DC, Illinois, Maryland, Michigan, Missouri, and New Hampshire. Conversely, there are 5 states (Arizona, Indiana, North Carolina, South Carolina, and Texas) that are at or below the mean for all four disability categories.

These data are important because the determination of the disability category for individual students can vary depending on district practices and sociodemographic characteristics (Howard et al., 2021), as well as how state eligibility criteria for a disability category are defined (MacFarlane & Kanaya, 2009). Potentially, this could lead to a state being over the mean in one disability category but not in another, because of IEP team disability classification decisions rather than placement decisions in less restrictive settings. However, states that are above the mean for three to four of these disability categories may indicate a general tendency for placement in separate schools for students with ESN regardless of the disability label. Conversely, those that are below the means in three to four disability categories seem to have a general tendency for fewer placements in separate schools for students with ESN regardless of the disability label. Future research should examine the policies in these states that may be leading to more and less restrictive placement settings for students across disability category areas.

Finally, the findings of this study for placement trends over time are consistent with findings from Anderson and Brock (2020). We also found variations in the percentage change at which different states place students in more restrictive educational settings. However, when examining changes in separate school placement trends from 2012-13 to 2019-20 for students with ESN ages 6-17, data indicate that 24% of states (n= 12) showed an increase in percentage change in their placement trends in separate schools, whereas 35% of states (n = 18) decreased and 41% of states (n= 21) demonstrated no change (see Figure 8) for all 50 states and DC. It is also important to note that some percentage changes may be attributed to the small number of students with disabilities in those states. Even so, the percentage change is a useful perspective for understanding the data because it captures the significance of the overall change occurring during the eight-year period reviewed regardless of if the state has a large or small number of students with ESN in separate schools. There are not always similar rates of change across all age groups, so some states are increasing the placement of students in separate schools faster in some age groups than in others.

It should be noted that we proposed one way of looking at the percentage change of separate school enrollment over time. There may be other ways of looking at that change. Kurth et al. (2014) examined the mean (the percentage of the total number of students served in separate settings) between 2006 and 2012 and found that 10 states showed no change in the number of students being served in restrictive placements, 21 states showed progress in reducing restrictive placement, and 20 increased in their restrictive placement rates. Mean placement rates were essentially unchanged for 3.5% of the population of students with ESN. Outcomes of the current study had similar findings and provided analysis that could lead to greater research into the states that are showing increasing and decreasing rates of percentage change in the placement of students with ESN in separate schools. The Kurth et al. study included all disability category areas with deaf-blindness, multiple disabilities, and emotional behavioral disorders being the largest categories to be served in separate settings during this time frame.

Limitations

We note two primary limitations of this research. First, caution is required when using multi-state data where each state has different reporting practices. Variability in how states report data can result in missing data or underrepresentation of schools and students in various placements. For example, Iowa was not included in some analyses because its 2019-20 data by disability category is not available. Second, the research is also limited because we can only use the data available from a data resource that contains aggregate data. As a result, this study is not able to explore specific characteristics of students who are in a separate school setting.

Future Research

Variability in several contexts provides areas for future research. Variability in state policy can influence how funding is designated and the educational placement within states. Additionally, the variability in how the schools in a state are organized and reported can restrict or inflate the identification of separate schools. Each state has its own configuration of how educational units are defined. Those units, depending on where they are, may or may not have more funding and resources that could result in more segregated options for student placement. Another factor to consider is the role of charter schools within the separate school data set and the percentage of separate school placements represented by these schools. Additionally, the locale of the separate schools (city, suburb, town, rural) could influence student placement for what options are and are not available to districts.

Little has changed in placement for students with ESN, even though academic expectations within standards, including those within the development, adoption, and evolution of the Common Core State Standards by most states, have become more rigorous. As research has shown that access to the general curriculum content is greater in inclusive classrooms (Gee et al., 2020) and teachers in those classrooms are more likely to be highly qualified (Agran et al., 2020; Soukup et al., 2007), the current study illuminates that the percentage of students with ESN served in separate schools is not changing much over time. Future research should examine the relationship between curricular expectations and placement for students in this population.

Conclusions

Overall, the percentage of students ages 6-21 placed in separate schools decreased by 1.1% from 2012-13 to 2019-2020, but it is important to examine the individual state outcomes and trends as there is great variability across states for the number of students and the percentage change over time. During that same time, the percentage of students being served in separate schools by age group goes from highest (ages 18-21; 20.2% average) to lowest (ages 6-11; 5.1% average) in the sequence of the age groups. Students identified as deaf-blind are the most likely to attend a separate school (average of 17.1%) but have the smallest number of total students (n = 270 in 2019-2020) with students with intellectual disabilities the least likely to attend a separate school (average of 4.0%). As this study examined the data regarding the number and percentage of students with ESN within separate schools as well as trends in placement data over time, there remains much work to be done to better understand factors that influence student placement in separate schools.

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Office of Special Education Programs. (2019b, November). IDEA Part B child count and educational environments for school year 2018-2019. https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-b/child-count-and-educational-environment/idea-partb-childcountandedenvironment-2018-19.pdf

Office of Special Education Programs. (2020a). 2019 child count and educational environments [dataset]. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/part-b-data/child-count-and-educational-environments/bchildcountandedenvironments2019-20.csv

Office of Special Education Programs Data Documentation. (2020b, November). IDEA Part B child count and educational environments for school year 2019-2020. https://www2.ed.gov/programs/osepidea/618-data/collection-documentation/data-documentation-files/part-b/child-count-and-educational-environment/idea-partb-childcountandedenvironment-2019-20.pdf

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Appendix A

Table A1. Number of Students with Extensive Support Needs in Separate Schools by Disability Category, Age Group, and Year

Age
Group
Disability 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Ages 6-11 Autism 11,422 11,206 11,748 11,661 12,919 12,980 13,369 14,203
Deaf-Blindness 100 85 83 82 100 98 97 100
Intellectual Disability 4,610 4,519 4,459 4,364 4,300 4,065 3,929 3,786
Multiple Disabilities 6,720 6,693 6,920 6,871 6,922 6,711 6,620 6,409
All 22,852 22,503 23,210 22,978 24,241 23,854 24,015 24,498
Ages 12-17 Autism 14,678 15,947 17,099 18,394 19,746 19,985 20,639 21,158
Deaf-Blindness 96 95 88 90 88 97 113 114
Intellectual Disability 10,319 10,191 10,087 9,872 9,633 9,357 9,098 8,889
Multiple Disabilities 11,070 10,796 10,675 10,316 10,406 10,083 10,125 9,867
All 36,163 37,029 37,949 38,672 39,873 39,522 39,975 40,028
Ages 18-21 Autism 7,753 8,121 8,604 9,045 9,815 10,315 11,035 12,010
Deaf-Blindness 58 55 53 49 47 39 41 56
Intellectual Disability 10,501 10,528 10,555 10,367 10,268 10,205 9,769 9,683
Multiple Disabilities 6,070 5,823 5,863 5,711 5,731 5,552 5,579 5,567
All 24,382 24,527 25,075 25,172 25,861 26,111 26,424 27,316
Ages 6-21 Autism 33,853 35,274 37,451 39,100 42,480 43,280 45,043 47,371
Deaf-Blindness 254 235 224 221 235 234 251 270
Intellectual Disability 25,430 25,238 25,101 24,603 24,201 23,627 22,796 22,358
Multiple Disabilities 23,860 23,312 23,458 22,898 23,059 22,346 22,324 21,843
All 83,397 84,059 86,234 86,822 89,975 89,487 90,414 91,842

Source: Data are from IDEA Section 618 Data Products: State Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Appendix B

Table B1. Number of Students with Extensive Support Needs Who Were Ages 6-11 by Disability Category and Year by State

State Disability 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Alabama Autism 39 49 58 54 48 60 72 69
Deaf-Blindness 0 0 0 2 1 1 1 1
Intellectual Disability 38 44 35 43 28 35 41 36
Multiple Disabilities 50 68 65 69 58 65 66 69
Alaska Autism 10 6 16 24 20 7 6 6
Deaf-Blindness 0 0 0 0 0 0 0 0
Intellectual Disability 0 0 0 1 1 0 1 1
Multiple Disabilities 2 5 6 5 3 3 2 4
Arizona Autism 165 174 182 171 167 235 274 285
Deaf-Blindness 13 8 11 4 6 7 7 5
Intellectual Disability 37 44 40 38 42 45 49 55
Multiple Disabilities 55 44 43 54 42 57 48 37
Arkansas Autism 23 20 21 26 35 32 27 17
Deaf-Blindness 1 . 0 0 0 0 0 0
Intellectual Disability 20 27 25 26 33 21 20 20
Multiple Disabilities 42 36 44 35 28 22 20 23
California Autism 1,458 1,534 1,545 1,528 1,628 1,621 1,401 1,457
Deaf-Blindness 7 3 2 3 4 6 7 3
Intellectual Disability 806 821 786 700 687 650 509 478
Multiple Disabilities 262 292 355 371 401 399 295 325
Colorado Autism 30 36 41 46 56 53 75 87
Deaf-Blindness 3 2 2 2 2 4 3 4
Intellectual Disability 9 8 5 7 4 5 8 6
Multiple Disabilities 47 48 42 48 53 42 45 47
Connecticut Autism 266 260 297 261 284 319 315 345
Deaf-Blindness 1 1 2 3 3 2 1 2
Intellectual Disability 25 33 27 21 28 32 34 34
Multiple Disabilities 125 147 158 158 121 136 131 119
Delaware Autism 97 95 96 111 102 108 115 126
Deaf-Blindness 11 10 8 6 8 8 10 12
Intellectual Disability 42 37 44 33 41 44 40 39
Multiple Disabilities 0 . 0 . . . . .
District of
Columbia
Autism 43 46 39 39 48 57 57 61
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 30 23 24 20 15 12 9 8
Multiple Disabilities 119 82 78 74 76 63 68 78
Florida Autism 694 749 768 774 847 725 808 852
Deaf-Blindness 3 1 4 5 7 8 4 5
Intellectual Disability 686 679 693 671 696 612 656 625
Multiple Disabilities 0 . 0 . . . . .
Georgia Autism 119 124 132 141 156 176 131 139
Deaf-Blindness 0 2 2 2 2 0 0 0
Intellectual Disability 44 37 47 58 64 58 65 45
Multiple Disabilities 0 . 0 . . . . .
Hawaii Autism 1 5 5 4 5 10 4 1
Deaf-Blindness 0 0 0 0 0 0 0 0
Intellectual Disability 0 0 0 0 0 1 2 0
Multiple Disabilities 3 1 2 3 1 1 0 0
Idaho Autism 9 11 13 28 30 24 35 21
Deaf-Blindness 0 . 0 1 0 0 0 1
Intellectual Disability 2 5 4 7 10 9 3 7
Multiple Disabilities 4 5 5 16 14 19 23 19
Illinois Autism 775 868 885 890 964 1,047 1,113 1,159
Deaf-Blindness 2 0 0 0 0 0 0 0
Intellectual Disability 370 434 413 372 365 340 350 333
Multiple Disabilities 259 266 278 285 283 257 267 271
Indiana Autism 82 76 93 85 103 101 80 136
Deaf-Blindness 1 1 1 1 1 1 1 1
Intellectual Disability 31 32 29 34 17 29 28 26
Multiple Disabilities 35 32 34 35 26 28 32 29
Iowa Autism 1 0 0 0 1 1 1 .
Deaf-Blindness 0 . 0 0 0 0 0 .
Intellectual Disability 39 33 27 25 31 29 27 .
Multiple Disabilities 0 . 0 0 0 0 0 .
Kansas Autism 18 28 34 27 39 54 51 41
Deaf-Blindness 1 0 1 0 0 0 1 2
Intellectual Disability 9 11 16 10 11 10 6 2
Multiple Disabilities 33 27 32 40 36 41 43 42
Kentucky Autism 17 13 10 9 14 9 6 13
Deaf-Blindness 2 . 1 0 0 0 0 0
Intellectual Disability 14 12 16 14 12 14 9 12
Multiple Disabilities 23 18 26 24 28 26 24 30
Louisiana Autism 4 5 8 4 3 3 8 8
Deaf-Blindness 0 0 0 . 0 0 0 0
Intellectual Disability 5 3 4 3 5 4 4 2
Multiple Disabilities 9 10 8 8 3 0 2 1
Maine Autism 61 57 60 51 50 . 78 93
Deaf-Blindness 0 0 0 0 0 . 0 1
Intellectual Disability 3 3 4 3 6 . 8 7
Multiple Disabilities 44 43 42 48 54 . 63 57
Maryland Autism 450 447 468 487 517 529 536 541
Deaf-Blindness 0 1 1 1 1 1 0 0
Intellectual Disability 108 120 108 123 109 107 102 97
Multiple Disabilities 395 444 478 524 529 567 587 582
Massachusetts Autism 469 456 480 471 500 522 535 558
Deaf-Blindness 19 21 19 18 18 16 16 14
Intellectual Disability 50 47 34 43 58 59 51 52
Multiple Disabilities 196 168 165 162 169 171 147 137
Michigan Autism 575 522 454 496 492 541 533 570
Deaf-Blindness 0 2 1 1 1 1 2 1
Intellectual Disability 660 554 571 589 515 528 500 460
Multiple Disabilities 627 571 612 610 586 558 542 518
Minnesota Autism 144 157 180 208 219 252 283 308
Deaf-Blindness 4 3 3 6 7 7 6 11
Intellectual Disability 50 49 55 53 60 61 63 65
Multiple Disabilities 51 49 43 38 51 50 50 57
Mississippi Autism 26 28 34 39 39 37 44 44
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 5 6 6 7 3 4 4 3
Multiple Disabilities 21 21 17 16 13 19 14 17
Missouri Autism 171 185 192 222 234 234 263 273
Deaf-Blindness 2 1 0 1 3 3 1 0
Intellectual Disability 154 172 158 157 176 168 159 178
Multiple Disabilities 184 185 176 178 167 146 137 132
Montana Autism 1 . 0 0 1 0 2 6
Deaf-Blindness 0 1 1 1 0 0 0 0
Intellectual Disability 0 . 0 0 0 0 0 1
Multiple Disabilities 16 26 20 17 13 11 24 22
Nebraska Autism 20 21 21 21 30 29 36 29
Deaf-Blindness 1 2 2 0 0 0 0 1
Intellectual Disability 20 22 16 8 9 15 13 12
Multiple Disabilities 21 21 22 20 17 20 25 20
Nevada Autism 15 17 20 20 24 27 32 36
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 5 7 12 13 12 9 10 8
Multiple Disabilities 73 82 93 97 106 102 100 94
New
Hampshire
Autism 31 32 31 24 27 29 36 40
Deaf-Blindness 0 0 0 0 1 0 0 1
Intellectual Disability 2 4 3 3 2 2 2 3
Multiple Disabilities 8 8 8 7 10 11 5 4
New Jersey Autism 1,388 1,352 1,294 1,235 1,303 1,303 1,308 1,325
Deaf-Blindness 0 2 2 2 2 3 6 4
Intellectual Disability 164 166 186 185 170 129 119 130
Multiple Disabilities 1,361 1,365 1,385 1,323 1,332 1,280 1,256 1,170
New Mexico Autism 0 1 2 4 4 3 1 0
Deaf-Blindness 0 0 0 0 0 0 0 0
Intellectual Disability 0 1 0 1 2 2 0 0
Multiple Disabilities 11 16 16 15 15 13 5 9
New York Autism 2,007 1,580 2,150 1,989 2,685 2,449 2,503 2,616
Deaf-Blindness 0 2 2 1 3 3 2 2
Intellectual Disability 394 315 379 392 413 392 382 368
Multiple Disabilities 1,209 1,152 1,244 1,206 1,320 1,289 1,286 1,202
North
Carolina
Autism 127 122 133 127 129 143 145 149
Deaf-Blindness 1 1 0 0 1 1 1 1
Intellectual Disability 157 148 144 135 119 97 74 78
Multiple Disabilities 143 138 125 131 118 131 138 130
North Dakota Autism 0 0 4 2 2 4 5 2
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 2 2 2 1 0 3 0 0
Multiple Disabilities 0 . 0 . . . . .
Ohio Autism 664 673 455 459 444 486 525 579
Deaf-Blindness 2 1 1 2 6 4 5 4
Intellectual Disability 48 64 55 65 71 55 77 69
Multiple Disabilities 591 568 569 513 517 483 490 476
Oklahoma Autism 1 6 6 5 6 6 6 2
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 3 4 3 6 2 2 1 1
Multiple Disabilities 2 1 2 2 0 0 1 3
Oregon Autism 42 32 45 30 35 46 59 77
Deaf-Blindness 0 . 0 0 0 0 0 1
Intellectual Disability 9 7 6 6 10 11 13 14
Multiple Disabilities 0 . 0 . . . . .
Pennsylvania Autism 749 750 780 823 911 950 1,011 1,153
Deaf-Blindness 21 17 13 16 17 19 15 14
Intellectual Disability 345 310 271 267 307 323 342 359
Multiple Disabilities 275 284 285 309 286 290 276 278
Rhode Island Autism 82 86 71 78 64 67 84 89
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 5 7 6 7 7 6 8 9
Multiple Disabilities 43 34 36 38 29 21 23 21
South Carolina Autism 31 22 7 6 8 10 7 11
Deaf-Blindness 1 1 1 0 0 0 0 0
Intellectual Disability 53 50 18 19 16 13 14 13
Multiple Disabilities 39 42 21 30 37 40 41 41
South Dakota Autism 6 3 6 7 8 9 9 10
Deaf-Blindness 0 . 1 0 0 0 0 0
Intellectual Disability 1 1 4 4 4 6 3 3
Multiple Disabilities 17 12 9 11 11 14 13 18
Tennessee Autism 44 39 45 43 37 32 30 28
Deaf-Blindness 1 . 0 2 2 0 2 2
Intellectual Disability 17 17 29 31 24 27 20 15
Multiple Disabilities 55 62 69 63 61 44 34 29
Texas Autism 54 47 46 56 55 57 61 72
Deaf-Blindness 1 1 1 1 2 1 3 2
Intellectual Disability 40 33 28 26 23 14 15 30
Multiple Disabilities 49 49 25 30 35 31 30 28
Utah Autism 54 57 57 59 65 80 77 129
Deaf-Blindness 1 . 0 0 0 0 2 2
Intellectual Disability 23 25 24 28 27 30 31 24
Multiple Disabilities 131 143 159 143 142 140 156 146
Vermont Autism 8 7 9 10 16 . 17 18
Deaf-Blindness 0 . 0 0 0 . 0 0
Intellectual Disability 2 4 5 5 3 . 3 3
Multiple Disabilities 0 2 1 0 3 . 1 1
Virginia Autism 285 320 353 361 407 443 514 564
Deaf-Blindness 0 . 0 0 1 1 0 2
Intellectual Disability 33 48 47 55 58 49 48 50
Multiple Disabilities 81 116 117 103 112 109 101 113
Washington Autism 21 19 35 37 51 48 42 49
Deaf-Blindness 0 . 0 . 0 0 0 0
Intellectual Disability 1 1 0 2 3 2 4 5
Multiple Disabilities 7 9 5 9 13 11 9 9
West Virginia Autism 1 2 3 5 4 1 3 4
Deaf-Blindness 1 1 1 1 1 1 1 1
Intellectual Disability 1 3 2 1 1 0 1 0
Multiple Disabilities 0 . 0 . . . . .
Wisconsin Autism 44 66 64 62 . . . .
Deaf-Blindness 0 . 0 0 . . . .
Intellectual Disability 47 45 48 46 . . . .
Multiple Disabilities 0 . 0 . . . . .
Wyoming Autism 0 1 . 2 2 1 5 5
Deaf-Blindness 0 . . 0 0 0 0 0
Intellectual Disability 1 1 . 0 0 1 1 0
Multiple Disabilities 2 1 . 3 3 1 0 1

Source: Data are from IDEA Section 618 Data Products: State Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Note. “.”: Data were not available.

Table B2. Number of Students with Extensive Support Needs Who Were Ages 12-17 by Disability Category and Year by State

State Disability 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Alabama Autism 53 62 66 65 79 70 70 77
Deaf-Blindness 1 1 2 2 1 1 0 0
Intellectual Disability 86 99 105 96 105 112 119 117
Multiple Disabilities 74 84 97 112 125 125 117 117
Alaska Autism 10 8 12 15 15 14 18 16
Deaf-Blindness 0 0 0 0 0 0 0 0
Intellectual Disability 2 3 1 4 2 1 2 2
Multiple Disabilities 15 12 14 22 18 25 22 16
Arizona Autism 226 260 285 324 315 369 435 449
Deaf-Blindness 11 5 3 4 3 3 4 5
Intellectual Disability 112 114 114 116 96 120 127 131
Multiple Disabilities 108 54 46 46 60 62 49 59
Arkansas Autism 24 25 31 28 26 24 27 27
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 26 37 42 34 37 30 17 21
Multiple Disabilities 29 29 43 33 39 45 42 37
California Autism 2,215 2,328 2,421 2,641 2,833 2,971 2,773 2,717
Deaf-Blindness 6 4 4 5 5 7 8 8
Intellectual Disability 1,343 1,272 1,137 1,109 1,176 1,157 990 986
Multiple Disabilities 299 327 340 339 414 432 367 351
Colorado Autism 80 85 94 122 135 146 159 174
Deaf-Blindness 1 3 3 1 3 3 3 3
Intellectual Disability 17 20 19 18 20 17 18 26
Multiple Disabilities 91 89 105 99 116 119 128 132
Connecticut Autism 483 523 586 614 631 622 629 629
Deaf-Blindness 1 1 0 0 0 0 1 1
Intellectual Disability 85 76 94 106 93 106 114 120
Multiple Disabilities 257 256 279 276 288 312 317 328
Delaware Autism 65 53 63 54 54 77 74 79
Deaf-Blindness 10 12 10 9 8 10 10 6
Intellectual Disability 114 91 93 67 73 64 62 61
Multiple Disabilities 0 . 0 . . . . .
District of Columbia Autism 63 52 58 63 64 71 92 105
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 146 92 72 81 71 70 72 62
Multiple Disabilities 322 225 237 201 208 186 184 169
Florida Autism 776 952 1,025 1,175 1,297 1,144 1,286 1,346
Deaf-Blindness 2 4 4 4 3 2 4 7
Intellectual Disability 1,381 1,388 1,381 1,325 1,286 1,196 1,234 1,190
Multiple Disabilities 0 . 0 . . . . .
Georgia Autism 159 166 209 250 233 244 188 244
Deaf-Blindness 2 2 3 3 4 1 1 1
Intellectual Disability 110 94 113 120 111 117 97 129
Multiple Disabilities 0 . 0 . . . . .
Hawaii Autism 4 1 5 5 6 6 9 10
Deaf-Blindness 0 0 1 1 1 1 0 0
Intellectual Disability 3 1 2 0 2 2 0 0
Multiple Disabilities 6 6 4 3 5 4 4 4
Idaho Autism 9 8 15 27 33 41 33 29
Deaf-Blindness 0 . 0 2 0 0 0 0
Intellectual Disability 7 4 9 12 17 14 15 10
Multiple Disabilities 4 0 11 13 14 8 13 20
Illinois Autism 1,004 1,120 1,257 1,352 1,447 1,545 1,622 1,672
Deaf-Blindness 2 1 1 1 0 0 1 1
Intellectual Disability 888 1,067 996 959 907 933 902 916
Multiple Disabilities 296 321 307 300 318 332 350 332
Indiana Autism 87 102 120 123 127 137 146 162
Deaf-Blindness 2 3 3 5 3 3 2 1
Intellectual Disability 56 58 50 47 58 49 44 46
Multiple Disabilities 62 58 52 49 25 31 38 16
Iowa Autism 6 6 5 5 5 5 6 .
Deaf-Blindness 0 . 0 0 0 0 0 .
Intellectual Disability 71 77 60 55 58 55 58 .
Multiple Disabilities 0 . 1 0 0 0 0 .
Kansas Autism 35 42 54 47 62 75 79 79
Deaf-Blindness 1 1 0 0 0 1 2 1
Intellectual Disability 37 30 31 24 33 31 35 31
Multiple Disabilities 94 102 91 103 120 143 138 134
Kentucky Autism 27 37 39 35 39 44 38 42
Deaf-Blindness 1 . 0 0 1 1 1 0
Intellectual Disability 45 39 31 35 40 35 41 50
Multiple Disabilities 48 49 36 40 36 40 35 32
Louisiana Autism 2 3 6 7 9 7 6 6
Deaf-Blindness 0 1 0 . 0 0 0 0
Intellectual Disability 10 12 8 9 9 6 5 11
Multiple Disabilities 22 17 11 10 14 14 10 7
Maine Autism 72 81 85 94 92 . 101 112
Deaf-Blindness 0 0 0 0 0 . 1 0
Intellectual Disability 10 5 11 7 9 . 8 13
Multiple Disabilities 119 118 108 136 138 . 171 153
Maryland Autism 672 725 774 802 822 840 840 858
Deaf-Blindness 2 1 1 3 1 1 1 1
Intellectual Disability 184 193 193 187 190 192 212 215
Multiple Disabilities 622 666 691 708 766 824 910 937
Massachusetts Autism 787 865 945 1,019 1,130 1,175 1,184 1,205
Deaf-Blindness 22 24 18 14 11 16 16 18
Intellectual Disability 276 276 266 283 286 268 248 239
Multiple Disabilities 451 401 387 378 340 318 285 257
Michigan Autism 657 657 668 757 738 705 653 666
Deaf-Blindness 1 0 0 0 0 1 1 1
Intellectual Disability 1,185 1,128 1,095 1,065 1,011 905 880 794
Multiple Disabilities 665 670 639 648 623 620 607 575
Minnesota Autism 257 297 313 371 404 429 453 461
Deaf-Blindness 4 10 11 8 7 9 10 8
Intellectual Disability 131 139 125 114 132 136 136 142
Multiple Disabilities 73 73 94 87 84 100 94 105
Mississippi Autism 32 33 27 26 26 25 29 39
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 8 8 11 7 17 11 15 15
Multiple Disabilities 21 18 22 27 21 22 29 25
Missouri Autism 273 301 347 398 407 427 436 455
Deaf-Blindness 1 1 1 1 1 1 3 2
Intellectual Disability 393 400 390 400 384 342 337 327
Multiple Disabilities 203 218 230 230 231 223 230 232
Montana Autism 0 . 0 2 1 2 1 1
Deaf-Blindness 0 0 0 0 0 0 1 1
Intellectual Disability 0 . 1 2 0 0 1 0
Multiple Disabilities 8 19 21 23 25 22 25 40
Nebraska Autism 37 39 41 35 38 53 47 58
Deaf-Blindness 0 0 0 2 2 2 2 2
Intellectual Disability 37 42 41 47 48 49 47 39
Multiple Disabilities 22 27 26 32 34 32 28 23
Nevada Autism 21 30 34 35 45 51 58 56
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 22 23 27 28 24 21 23 27
Multiple Disabilities 105 103 97 113 124 140 135 139
New Hampshire Autism 48 53 67 89 96 101 102 107
Deaf-Blindness 1 0 0 0 0 1 1 2
Intellectual Disability 13 12 13 12 11 13 17 21
Multiple Disabilities 16 15 16 22 25 30 26 26
New Jersey Autism 1,662 1,838 1,953 2,028 2,105 2,147 2,146 2,089
Deaf-Blindness 1 1 1 1 2 3 3 3
Intellectual Disability 359 349 356 327 297 286 283 263
Multiple Disabilities 2,972 2,896 2,804 2,585 2,365 2,201 2,129 2,002
New Mexico Autism 1 3 1 2 1 1 0 2
Deaf-Blindness 1 1 1 4 4 1 0 0
Intellectual Disability 2 1 1 2 1 2 6 1
Multiple Disabilities 10 3 3 7 6 8 6 5
New York Autism 1,921 1,956 2,268 2,219 2,813 2,627 2,817 2,744
Deaf-Blindness 0 2 1 0 1 0 2 2
Intellectual Disability 1,238 1,096 1,268 1,233 1,349 1,283 1,227 1,129
Multiple Disabilities 1,943 1,841 1,830 1,711 1,827 1,751 1,794 1,750
North Carolina Autism 165 180 216 224 207 209 239 254
Deaf-Blindness 1 0 1 1 2 2 1 1
Intellectual Disability 331 357 346 345 320 307 301 292
Multiple Disabilities 195 194 191 189 196 177 174 178
North Dakota Autism 8 7 8 8 10 5 9 8
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 1 2 3 1 1 3 2 3
Multiple Disabilities 0 . 0 . . . . .
Ohio Autism 711 773 604 635 700 752 821 857
Deaf-Blindness 4 4 4 3 3 6 5 6
Intellectual Disability 119 169 160 164 133 138 160 160
Multiple Disabilities 914 905 854 818 805 729 708 676
Oklahoma Autism 4 3 7 6 2 1 3 2
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 6 5 2 9 0 0 1 2
Multiple Disabilities 5 7 4 3 1 2 2 3
Oregon Autism 85 61 83 62 67 128 134 157
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 23 16 21 21 21 31 31 45
Multiple Disabilities 0 . 0 . . . . .
Pennsylvania Autism 964 1,083 1,156 1,263 1,329 1,337 1,334 1,543
Deaf-Blindness 15 11 9 10 10 10 12 14
Intellectual Disability 850 820 821 801 731 809 776 836
Multiple Disabilities 334 303 301 324 326 352 325 338
Rhode Island Autism 128 124 93 121 126 155 150 166
Deaf-Blindness 0 . 0 0 0 0 0 1
Intellectual Disability 24 24 19 21 20 24 23 22
Multiple Disabilities 40 47 50 43 46 50 46 47
South Carolina Autism 36 41 34 35 29 25 27 34
Deaf-Blindness 0 0 0 1 1 1 1 1
Intellectual Disability 88 85 59 53 33 33 26 28
Multiple Disabilities 31 51 44 42 50 45 44 55
South Dakota Autism 14 18 19 14 10 8 10 9
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 14 10 7 12 15 11 10 7
Multiple Disabilities 14 15 14 17 17 20 19 18
Tennessee Autism 41 64 49 52 70 85 69 68
Deaf-Blindness 0 . 1 1 1 1 2 3
Intellectual Disability 50 48 71 74 76 73 59 46
Multiple Disabilities 71 68 72 65 61 49 49 52
Texas Autism 124 134 153 163 161 168 168 179
Deaf-Blindness 2 0 1 1 8 8 11 11
Intellectual Disability 121 117 116 99 108 103 80 69
Multiple Disabilities 78 67 42 30 54 52 44 46
Utah Autism 55 70 69 100 100 89 102 97
Deaf-Blindness 1 2 2 1 0 0 1 1
Intellectual Disability 33 25 22 43 40 36 46 43
Multiple Disabilities 203 189 196 165 161 145 135 145
Vermont Autism 22 36 36 42 50 . 61 63
Deaf-Blindness 0 . 1 1 1 . 0 0
Intellectual Disability 14 14 11 13 17 . 21 18
Multiple Disabilities 5 10 10 6 7 . 9 10
Virginia Autism 420 483 520 621 665 722 836 874
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 118 134 138 140 154 152 160 172
Multiple Disabilities 194 214 214 229 237 246 241 234
Washington Autism 50 66 74 79 77 88 104 112
Deaf-Blindness 0 . 0 . 0 0 0 0
Intellectual Disability 10 7 5 5 8 7 6 9
Multiple Disabilities 28 27 41 31 33 44 39 35
West Virginia Autism 0 5 5 6 6 11 8 11
Deaf-Blindness 0 0 1 1 1 1 2 2
Intellectual Disability 4 2 3 2 3 5 3 2
Multiple Disabilities 0 . 0 . . . . .
Wisconsin Autism 80 83 99 128 . . . .
Deaf-Blindness 0 . 0 0 . . . .
Intellectual Disability 115 109 127 135 . . . .
Multiple Disabilities 0 . 0 . . . . .
Wyoming Autism 3 5 . 6 9 7 7 8
Deaf-Blindness 0 . . 0 0 0 0 0
Intellectual Disability 1 1 . 3 0 2 1 1
Multiple Disabilities 1 2 . 1 3 3 7 7

Source:Data are from IDEA Section 618 Data Products: State Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Note. “.”: Data were not available.

Table B3. Number of Students with Extensive Support Needs Who Were Ages 18-21 by Disability Category and Year by State

State Disability 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Alabama Autism 26 25 27 27 23 26 27 28
Deaf-Blindness 0 0 0 0 1 1 1 1
Intellectual Disability 65 61 68 57 63 57 60 57
Multiple Disabilities 34 46 46 37 40 42 64 64
Alaska Autism 40 40 37 37 43 46 51 64
Deaf-Blindness 1 1 0 0 0 0 0 0
Intellectual Disability 48 51 63 59 61 57 55 54
Multiple Disabilities 31 28 20 20 26 37 45 38
Arizona Autism 58 77 85 73 69 92 98 97
Deaf-Blindness 2 1 2 2 1 1 0 2
Intellectual Disability 45 47 43 38 31 36 40 37
Multiple Disabilities 35 18 23 19 19 26 29 24
Arkansas Autism 2 3 1 3 1 3 5 0
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 5 2 1 4 5 4 4 4
Multiple Disabilities 3 6 6 7 4 1 4 6
California Autism 1,281 1,317 1,340 1,567 1,668 1,748 1,867 1,939
Deaf-Blindness 6 7 9 6 6 4 6 8
Intellectual Disability 1,554 1,466 1,451 1,666 1,722 1,665 1,586 1,619
Multiple Disabilities 229 230 257 255 231 223 247 260
Colorado Autism 64 39 41 45 70 68 98 90
Deaf-Blindness 0 0 0 0 0 1 0 0
Intellectual Disability 63 50 39 17 21 25 44 50
Multiple Disabilities 145 90 97 93 100 92 110 129
Connecticut Autism 170 185 209 212 250 245 245 259
Deaf-Blindness 1 1 1 2 1 1 0 0
Intellectual Disability 53 59 74 98 75 68 62 56
Multiple Disabilities 131 143 179 187 179 163 122 114
Delaware Autism 23 25 32 53 44 41 41 44
Deaf-Blindness 5 2 5 5 7 5 4 6
Intellectual Disability 38 33 50 48 49 59 52 43
Multiple Disabilities 0 . 0 . . . . .
District of
Columbia
Autism 40 42 44 40 38 37 37 39
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 135 98 76 75 69 78 81 80
Multiple Disabilities 116 74 85 65 72 69 58 62
Florida Autism 390 457 525 565 582 541 635 687
Deaf-Blindness 1 . 3 4 3 1 1 0
Intellectual Disability 1,331 1,300 1,288 1,223 1,217 1,032 1,071 970
Multiple Disabilities 0 . 0 . . . . .
Georgia Autism 79 88 97 93 94 96 80 93
Deaf-Blindness 3 1 0 0 0 1 0 2
Intellectual Disability 53 77 94 62 73 71 64 63
Multiple Disabilities 0 . 0 . . . . .
Hawaii Autism 4 2 2 4 4 4 3 4
Deaf-Blindness 1 1 1 1 0 0 0 1
Intellectual Disability 2 1 0 1 1 2 1 0
Multiple Disabilities 1 2 2 5 1 0 2 3
Idaho Autism 3 5 3 4 8 10 14 18
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 1 4 3 8 8 11 11 7
Multiple Disabilities 1 5 4 6 13 5 2 3
Illinois Autism 569 627 707 750 824 923 1,052 1,185
Deaf-Blindness 1 2 1 1 1 1 0 0
Intellectual Disability 921 1,308 1,295 1,260 1,202 1,120 1,095 1,104
Multiple Disabilities 163 167 188 196 191 216 214 227
Indiana Autism 32 37 34 44 45 46 49 48
Deaf-Blindness 0 1 1 0 2 3 4 3
Intellectual Disability 52 49 43 30 24 26 27 18
Multiple Disabilities 30 23 20 24 22 12 29 11
Iowa Autism 2 0 0 0 1 0 1 .
Deaf-Blindness 0 . 0 0 0 0 0 .
Intellectual Disability 24 21 19 17 19 20 22 .
Multiple Disabilities 0 . 0 0 0 0 0 .
Kansas Autism 33 43 41 50 67 85 76 83
Deaf-Blindness 1 1 1 1 1 2 1 0
Intellectual Disability 92 100 102 92 102 105 103 103
Multiple Disabilities 54 47 60 48 62 57 56 65
Kentucky Autism 16 11 12 14 14 12 12 13
Deaf-Blindness 0 . 0 0 0 0 1 2
Intellectual Disability 28 22 17 14 14 20 24 21
Multiple Disabilities 17 16 16 16 14 16 15 18
Louisiana Autism 0 0 0 . 2 2 5 10
Deaf-Blindness 0 0 1 1 0 0 0 0
Intellectual Disability 4 2 3 3 4 2 3 13
Multiple Disabilities 1 4 7 9 8 7 7 7
Maine Autism 13 23 18 14 24 . 27 30
Deaf-Blindness 0 1 0 0 0 . 1 0
Intellectual Disability 2 4 5 1 2 . 4 4
Multiple Disabilities 27 27 24 19 20 . 25 27
Maryland Autism 321 289 289 284 304 313 337 352
Deaf-Blindness 0 1 1 1 0 0 1 1
Intellectual Disability 150 128 120 122 124 119 112 109
Multiple Disabilities 243 254 254 307 307 314 328 334
Massachusetts Autism 333 351 390 429 454 487 508 577
Deaf-Blindness 6 5 9 10 5 3 7 7
Intellectual Disability 262 271 276 246 259 274 267 269
Multiple Disabilities 242 210 212 203 193 183 183 172
Michigan Autism 541 578 628 648 603 605 696 766
Deaf-Blindness 2 2 1 0 0 0 0 0
Intellectual Disability 1,560 1,433 1,391 1,406 1,367 1,309 1,245 1,185
Multiple Disabilities 468 474 431 391 394 386 371 407
Minnesota Autism 405 416 425 432 489 505 536 622
Deaf-Blindness 5 1 1 3 1 0 1 6
Intellectual Disability 488 503 481 462 449 445 453 451
Multiple Disabilities 70 87 100 106 113 112 99 133
Mississippi Autism 7 4 7 7 12 9 6 5
Deaf-Blindness 2 . 0 0 0 0 0 0
Intellectual Disability 9 4 5 3 1 6 3 1
Multiple Disabilities 8 10 8 6 7 14 6 4
Missouri Autism 118 120 120 121 143 171 159 165
Deaf-Blindness 0 0 0 0 0 0 0 1
Intellectual Disability 228 206 203 179 170 189 185 184
Multiple Disabilities 111 103 95 84 101 100 99 103
Montana Autism 0 . 0 0 0 0 0 1
Deaf-Blindness 1 1 0 0 0 0 0 0
Intellectual Disability 0 . 0 0 0 0 0 0
Multiple Disabilities 3 1 3 0 0 1 3 2
Nebraska Autism 12 25 31 33 35 53 59 63
Deaf-Blindness 1 0 0 0 0 0 0 1
Intellectual Disability 37 40 62 44 45 117 93 106
Multiple Disabilities 28 27 20 14 10 20 25 26
Nevada Autism 10 12 13 13 13 14 17 17
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 20 19 19 13 7 11 11 11
Multiple Disabilities 71 68 75 90 91 72 77 79
New Hampshire Autism 16 19 21 27 33 27 25 33
Deaf-Blindness 0 1 1 1 0 0 0 0
Intellectual Disability 9 5 7 7 10 7 10 12
Multiple Disabilities 6 4 5 7 6 9 10 13
New Jersey Autism 769 796 804 842 878 936 1,012 1,143
Deaf-Blindness 0 0 0 0 0 0 0 1
Intellectual Disability 320 305 257 245 196 197 172 194
Multiple Disabilities 1,342 1,331 1,361 1,289 1,194 1,141 1,110 1,137
New Mexico Autism 0 0 0 0 0 0 3 0
Deaf-Blindness 2 3 2 1 1 1 0 0
Intellectual Disability 1 0 0 0 1 1 9 0
Multiple Disabilities 4 3 2 4 4 4 9 4
New York Autism 824 807 915 834 1,042 1,060 1,184 1,202
Deaf-Blindness 2 1 1 0 3 0 0 0
Intellectual Disability 855 810 933 873 894 923 963 862
Multiple Disabilities 1,162 1,072 1,051 957 1,013 929 978 851
North Carolina Autism 82 90 90 82 92 84 97 113
Deaf-Blindness 1 2 1 0 0 0 0 0
Intellectual Disability 203 187 169 163 159 156 154 170
Multiple Disabilities 75 81 78 84 103 98 98 107
North Dakota Autism 1 2 0 2 0 3 3 2
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 3 3 1 2 2 2 0 0
Multiple Disabilities 0 . 0 . . . . .
Ohio Autism 245 267 244 256 244 286 295 322
Deaf-Blindness 3 3 3 1 0 2 3 2
Intellectual Disability 68 48 57 41 45 57 55 41
Multiple Disabilities 501 491 456 449 440 465 459 429
Oklahoma Autism 1 1 0 3 0 1 0 0
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 1 1 0 2 0 1 0 0
Multiple Disabilities 2 2 2 0 1 0 1 0
Oregon Autism 36 33 52 34 23 26 36 37
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 32 23 21 19 15 24 21 17
Multiple Disabilities 0 . 0 . . . . .
Pennsylvania Autism 424 424 435 466 538 536 552 593
Deaf-Blindness 3 10 5 4 4 5 2 3
Intellectual Disability 649 568 597 559 545 586 520 566
Multiple Disabilities 184 155 185 177 170 164 172 162
Rhode Island Autism 29 33 31 41 32 31 42 53
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 16 16 16 15 14 15 15 21
Multiple Disabilities 19 24 15 18 23 20 19 25
South Carolina Autism 12 27 21 26 26 26 31 34
Deaf-Blindness 0 0 0 0 0 0 0 0
Intellectual Disability 58 58 36 36 41 51 47 34
Multiple Disabilities 5 7 6 11 12 10 13 28
South Dakota Autism 22 22 19 21 23 15 18 21
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 32 33 23 30 35 35 51 61
Multiple Disabilities 12 12 16 12 18 17 22 27
Tennessee Autism 25 19 28 28 31 38 43 47
Deaf-Blindness 0 . 0 1 0 0 0 0
Intellectual Disability 57 77 101 81 100 109 106 98
Multiple Disabilities 57 63 70 80 62 59 42 25
Texas Autism 249 302 320 351 388 442 264 318
Deaf-Blindness 1 2 0 1 7 3 5 7
Intellectual Disability 430 479 529 519 514 583 313 363
Multiple Disabilities 97 78 70 76 100 104 45 73
Utah Autism 178 129 138 131 190 229 246 283
Deaf-Blindness 6 4 3 3 3 3 1 1
Intellectual Disability 287 233 234 251 299 338 353 385
Multiple Disabilities 224 191 173 180 203 196 201 195
Vermont Autism 20 20 29 25 24 . 17 17
Deaf-Blindness 0 . 0 0 0 . 1 1
Intellectual Disability 20 14 10 11 13 . 9 6
Multiple Disabilities 5 6 8 8 5 . 5 2
Virginia Autism 160 234 240 250 288 346 373 429
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 90 208 188 184 176 181 171 204
Multiple Disabilities 92 129 122 137 145 152 161 150
Washington Autism 33 19 16 14 37 42 44 51
Deaf-Blindness 1 . 0 . 0 1 1 0
Intellectual Disability 31 16 12 14 21 6 17 25
Multiple Disabilities 21 13 11 14 14 15 12 19
West Virginia Autism 1 1 1 0 0 1 2 3
Deaf-Blindness 0 0 0 0 0 0 0 0
Intellectual Disability 0 0 0 0 0 1 0 0
Multiple Disabilities 0 . 0 . . . . .
Wisconsin Autism 33 35 42 46 . . . .
Deaf-Blindness 0 . 0 0 . . . .
Intellectual Disability 64 82 73 63 . . . .
Multiple Disabilities 0 . 0 . . . . .
Wyoming Autism 1 0 . 4 2 4 7 10
Deaf-Blindness 0 . . 0 0 0 0 0
Intellectual Disability 5 3 . 4 4 4 5 5
Multiple Disabilities 0 1 . 1 0 1 2 2

Source:Data are from IDEA Section 618 Data Products: State Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Note.“.”: Data were not available.

Table B4. Number of Students with Extensive Support Needs Who Were Ages 6-17 by Disability Category and Year by State

State Disability 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Alabama Autism 92 111 124 119 127 130 142 146
Deaf-Blindness 1 1 2 4 2 2 1 1
Intellectual Disability 124 143 140 139 133 147 160 153
Multiple Disabilities 124 152 162 181 183 190 183 186
Alaska Autism 20 14 28 39 35 21 24 22
Deaf-Blindness 0 0 0 0 0 0 0 0
Intellectual Disability 2 3 1 5 3 1 3 3
Multiple Disabilities 17 17 20 27 21 28 24 20
Arizona Autism 391 434 467 495 482 604 709 734
Deaf-Blindness 24 13 14 8 9 10 11 10
Intellectual Disability 149 158 154 154 138 165 176 186
Multiple Disabilities 163 98 89 100 102 119 97 96
Arkansas Autism 47 45 52 54 61 56 54 44
Deaf-Blindness 1 . 0 0 0 0 0 0
Intellectual Disability 46 64 67 60 70 51 37 41
Multiple Disabilities 71 65 87 68 67 67 62 60
California Autism 3,673 3,862 3,966 4,169 4,461 4,592 4,174 4,174
Deaf-Blindness 13 7 6 8 9 13 15 11
Intellectual Disability 2,149 2,093 1,923 1,809 1,863 1,807 1,499 1,464
Multiple Disabilities 561 619 695 710 815 831 662 676
Colorado Autism 110 121 135 168 191 199 234 261
Deaf-Blindness 4 5 5 3 5 7 6 7
Intellectual Disability 26 28 24 25 24 22 26 32
Multiple Disabilities 138 137 147 147 169 161 173 179
Connecticut Autism 749 783 883 875 915 941 944 974
Deaf-Blindness 2 2 2 3 3 2 2 3
Intellectual Disability 110 109 121 127 121 138 148 154
Multiple Disabilities 382 403 437 434 409 448 448 447
Delaware Autism 162 148 159 165 156 185 189 205
Deaf-Blindness 21 22 18 15 16 18 20 18
Intellectual Disability 156 128 137 100 114 108 102 100
Multiple Disabilities 0 . 0 . . . . .
District of
Columbia
Autism 106 98 97 102 112 128 149 166
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 176 115 96 101 86 82 81 70
Multiple Disabilities 441 307 315 275 284 249 252 247
Florida Autism 1,470 1,701 1,793 1,949 2,144 1,869 2,094 2,198
Deaf-Blindness 5 5 8 9 10 10 8 12
Intellectual Disability 2,067 2,067 2,074 1,996 1,982 1,808 1,890 1,815
Multiple Disabilities 0 . 0 . . . . .
Georgia Autism 278 290 341 391 389 420 319 383
Deaf-Blindness 2 4 5 5 6 1 1 1
Intellectual Disability 154 131 160 178 175 175 162 174
Multiple Disabilities 0 . 0 . . . . .
Hawaii Autism 5 6 10 9 11 16 13 11
Deaf-Blindness 0 0 1 1 1 1 0 0
Intellectual Disability 3 1 2 0 2 3 2 0
Multiple Disabilities 9 7 6 6 6 5 4 4
Idaho Autism 18 19 28 55 63 65 68 50
Deaf-Blindness 0 . 0 3 0 0 0 1
Intellectual Disability 9 9 13 19 27 23 18 17
Multiple Disabilities 8 5 16 29 28 27 36 39
Illinois Autism 1,779 1,988 2,142 2,242 2,411 2,592 2,735 2,831
Deaf-Blindness 4 1 1 1 0 0 1 1
Intellectual Disability 1,258 1,501 1,409 1,331 1,272 1,273 1,252 1,249
Multiple Disabilities 555 587 585 585 601 589 617 603
Indiana Autism 169 178 213 208 230 238 226 298
Deaf-Blindness 3 4 4 6 4 4 3 2
Intellectual Disability 87 90 79 81 75 78 72 72
Multiple Disabilities 97 90 86 84 51 59 70 45
Iowa Autism 7 6 5 5 6 6 7 .
Deaf-Blindness 0 . 0 0 0 0 0 .
Intellectual Disability 110 110 87 80 89 84 85 .
Multiple Disabilities 0 . 1 0 0 0 0 .
Kansas Autism 53 70 88 74 101 129 130 120
Deaf-Blindness 2 1 1 0 0 1 3 3
Intellectual Disability 46 41 47 34 44 41 41 33
Multiple Disabilities 127 129 123 143 156 184 181 176
Kentucky Autism 44 50 49 44 53 53 44 55
Deaf-Blindness 3 . 1 0 1 1 1 0
Intellectual Disability 59 51 47 49 52 49 50 62
Multiple Disabilities 71 67 62 64 64 66 59 62
Louisiana Autism 6 8 14 11 12 10 14 14
Deaf-Blindness 0 1 0 . 0 0 0 0
Intellectual Disability 15 15 12 12 14 10 9 13
Multiple Disabilities 31 27 19 18 17 14 12 8
Maine Autism 133 138 145 145 142 . 179 205
Deaf-Blindness 0 0 0 0 0 . 1 1
Intellectual Disability 13 8 15 10 15 . 16 20
Multiple Disabilities 163 161 150 184 192 . 234 210
Maryland Autism 1,122 1,172 1,242 1,289 1,339 1,369 1,376 1,399
Deaf-Blindness 2 2 2 4 2 2 1 1
Intellectual Disability 292 313 301 310 299 299 314 312
Multiple Disabilities 1,017 1,110 1,169 1,232 1,295 1,391 1,497 1,519
Massachusetts Autism 1,256 1,321 1,425 1,490 1,630 1,697 1,719 1,763
Deaf-Blindness 41 45 37 32 29 32 32 32
Intellectual Disability 326 323 300 326 344 327 299 291
Multiple Disabilities 647 569 552 540 509 489 432 394
Michigan Autism 1,232 1,179 1,122 1,253 1,230 1,246 1,186 1,236
Deaf-Blindness 1 2 1 1 1 2 3 2
Intellectual Disability 1,845 1,682 1,666 1,654 1,526 1,433 1,380 1,254
Multiple Disabilities 1,292 1,241 1,251 1,258 1,209 1,178 1,149 1,093
Minnesota Autism 401 454 493 579 623 681 736 769
Deaf-Blindness 8 13 14 14 14 16 16 19
Intellectual Disability 181 188 180 167 192 197 199 207
Multiple Disabilities 124 122 137 125 135 150 144 162
Mississippi Autism 58 61 61 65 65 62 73 83
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 13 14 17 14 20 15 19 18
Multiple Disabilities 42 39 39 43 34 41 43 42
Missouri Autism 444 486 539 620 641 661 699 728
Deaf-Blindness 3 2 1 2 4 4 4 2
Intellectual Disability 547 572 548 557 560 510 496 505
Multiple Disabilities 387 403 406 408 398 369 367 364
Montana Autism 1 . 0 2 2 2 3 7
Deaf-Blindness 0 1 1 1 0 0 1 1
Intellectual Disability 0 . 1 2 0 0 1 1
Multiple Disabilities 24 45 41 40 38 33 49 62
Nebraska Autism 57 60 62 56 68 82 83 87
Deaf-Blindness 1 2 2 2 2 2 2 3
Intellectual Disability 57 64 57 55 57 64 60 51
Multiple Disabilities 43 48 48 52 51 52 53 43
Nevada Autism 36 47 54 55 69 78 90 92
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 27 30 39 41 36 30 33 35
Multiple Disabilities 178 185 190 210 230 242 235 233
New Hampshire Autism 79 85 98 113 123 130 138 147
Deaf-Blindness 1 0 0 0 1 1 1 3
Intellectual Disability 15 16 16 15 13 15 19 24
Multiple Disabilities 24 23 24 29 35 41 31 30
New Jersey Autism 3,050 3,190 3,247 3,263 3,408 3,450 3,454 3,414
Deaf-Blindness 1 3 3 3 4 6 9 7
Intellectual Disability 523 515 542 512 467 415 402 393
Multiple Disabilities 4,333 4,261 4,189 3,908 3,697 3,481 3,385 3,172
New Mexico Autism 1 4 3 6 5 4 1 2
Deaf-Blindness 1 1 1 4 4 1 0 0
Intellectual Disability 2 2 1 3 3 4 6 1
Multiple Disabilities 21 19 19 22 21 21 11 14
New York Autism 3,928 3,536 4,418 4,208 5,498 5,076 5,320 5,360
Deaf-Blindness 0 4 3 1 4 3 4 4
Intellectual Disability 1,632 1,411 1,647 1,625 1,762 1,675 1,609 1,497
Multiple Disabilities 3,152 2,993 3,074 2,917 3,147 3,040 3,080 2,952
North Carolina Autism 292 302 349 351 336 352 384 403
Deaf-Blindness 2 1 1 1 3 3 2 2
Intellectual Disability 488 505 490 480 439 404 375 370
Multiple Disabilities 338 332 316 320 314 308 312 308
North Dakota Autism 8 7 12 10 12 9 14 10
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 3 4 5 2 1 6 2 3
Multiple Disabilities 0 . 0 . . . . .
Ohio Autism 1,375 1,446 1,059 1,094 1,144 1,238 1,346 1,436
Deaf-Blindness 6 5 5 5 9 10 10 10
Intellectual Disability 167 233 215 229 204 193 237 229
Multiple Disabilities 1,505 1,473 1,423 1,331 1,322 1,212 1,198 1,152
Oklahoma Autism 5 9 13 11 8 7 9 4
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 9 9 5 15 2 2 2 3
Multiple Disabilities 7 8 6 5 1 2 3 6
Oregon Autism 127 93 128 92 102 174 193 234
Deaf-Blindness 0 . 0 0 0 0 0 1
Intellectual Disability 32 23 27 27 31 42 44 59
Multiple Disabilities 0 . 0 . . . . .
Pennsylvania Autism 1,713 1,833 1,936 2,086 2,240 2,287 2,345 2,696
Deaf-Blindness 36 28 22 26 27 29 27 28
Intellectual Disability 1,195 1,130 1,092 1,068 1,038 1,132 1,118 1,195
Multiple Disabilities 609 587 586 633 612 642 601 616
Rhode Island Autism 210 210 164 199 190 222 234 255
Deaf-Blindness 0 . 0 0 0 0 0 1
Intellectual Disability 29 31 25 28 27 30 31 31
Multiple Disabilities 83 81 86 81 75 71 69 68
South Carolina Autism 67 63 41 41 37 35 34 45
Deaf-Blindness 1 1 1 1 1 1 1 1
Intellectual Disability 141 135 77 72 49 46 40 41
Multiple Disabilities 70 93 65 72 87 85 85 96
South Dakota Autism 20 21 25 21 18 17 19 19
Deaf-Blindness 0 . 1 0 0 0 0 0
Intellectual Disability 15 11 11 16 19 17 13 10
Multiple Disabilities 31 27 23 28 28 34 32 36
Tennessee Autism 85 103 94 95 107 117 99 96
Deaf-Blindness 1 . 1 3 3 1 4 5
Intellectual Disability 67 65 100 105 100 100 79 61
Multiple Disabilities 126 130 141 128 122 93 83 81
Texas Autism 178 181 199 219 216 225 229 251
Deaf-Blindness 3 1 2 2 10 9 14 13
Intellectual Disability 161 150 144 125 131 117 95 99
Multiple Disabilities 127 116 67 60 89 83 74 74
Utah Autism 109 127 126 159 165 169 179 226
Deaf-Blindness 2 2 2 1 0 0 3 3
Intellectual Disability 56 50 46 71 67 66 77 67
Multiple Disabilities 334 332 355 308 303 285 291 291
Vermont Autism 30 43 45 52 66 . 78 81
Deaf-Blindness 0 . 1 1 1 . 0 0
Intellectual Disability 16 18 16 18 20 . 24 21
Multiple Disabilities 5 12 11 6 10 . 10 11
Virginia Autism 705 803 873 982 1,072 1,165 1,350 1,438
Deaf-Blindness 0 . 0 0 1 1 0 2
Intellectual Disability 151 182 185 195 212 201 208 222
Multiple Disabilities 275 330 331 332 349 355 342 347
Washington Autism 71 85 109 116 128 136 146 161
Deaf-Blindness 0 . 0 . 0 0 0 0
Intellectual Disability 11 8 5 7 11 9 10 14
Multiple Disabilities 35 36 46 40 46 55 48 44
West Virginia Autism 1 7 8 11 10 12 11 15
Deaf-Blindness 1 1 2 2 2 2 3 3
Intellectual Disability 5 5 5 3 4 5 4 2
Multiple Disabilities 0 . 0 . . . . .
Wisconsin Autism 124 149 163 190 . . . .
Deaf-Blindness 0 . 0 0 . . . .
Intellectual Disability 162 154 175 181 . . . .
Multiple Disabilities 0 . 0 . . . . .
Wyoming Autism 3 6 . 8 11 8 12 13
Deaf-Blindness 0 . . 0 0 0 0 0
Intellectual Disability 2 2 . 3 0 3 2 1
Multiple Disabilities 3 3 . 4 6 4 7 8

Source:Data are from IDEA Section 618 Data Products: State Level Data Filesunder Part B Child Count and Educational Environments from 2012-13 to 2019-20. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Note.“.”: Data were not available.

Table B5. Number of Students with Extensive Support Needs Who were Ages 6-21 by Disability Category and Year by State

State Disability 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
Alabama Autism 118 136 151 146 150 156 169 174
Deaf-Blindness 1 1 2 4 3 3 2 2
Intellectual Disability 189 204 208 196 196 204 220 210
Multiple Disabilities 158 198 208 218 223 232 247 250
Alaska Autism 60 54 65 76 78 67 75 86
Deaf-Blindness 1 1 0 0 0 0 0 0
Intellectual Disability 50 54 64 64 64 58 58 57
Multiple Disabilities 48 45 40 47 47 65 69 58
Arizona Autism 449 511 552 568 551 696 807 831
Deaf-Blindness 26 14 16 10 10 11 11 12
Intellectual Disability 194 205 197 192 169 201 216 223
Multiple Disabilities 198 116 112 119 121 145 126 120
Arkansas Autism 49 48 53 57 62 59 59 44
Deaf-Blindness 1 . 0 0 0 0 0 0
Intellectual Disability 51 66 68 64 75 55 41 45
Multiple Disabilities 74 71 93 75 71 68 66 66
California Autism 4,954 5,179 5,306 5,736 6,129 6,340 6,041 6,113
Deaf-Blindness 19 14 15 14 15 17 21 19
Intellectual Disability 3,703 3,559 3,374 3,475 3,585 3,472 3,085 3,083
Multiple Disabilities 790 849 952 965 1,046 1,054 909 936
Colorado Autism 174 160 176 213 261 267 332 351
Deaf-Blindness 4 5 5 3 5 8 6 7
Intellectual Disability 89 78 63 42 45 47 70 82
Multiple Disabilities 283 227 244 240 269 253 283 308
Connecticut Autism 919 968 1,092 1,087 1,165 1,186 1,189 1,233
Deaf-Blindness 3 3 3 5 4 3 2 3
Intellectual Disability 163 168 195 225 196 206 210 210
Multiple Disabilities 513 546 616 621 588 611 570 561
Delaware Autism 185 173 191 218 200 226 230 249
Deaf-Blindness 26 24 23 20 23 23 24 24
Intellectual Disability 194 161 187 148 163 167 154 143
Multiple Disabilities 0 . . . . . . .
District of
Columbia
Autism 146 140 141 142 150 165 186 205
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 311 213 172 176 155 160 162 150
Multiple Disabilities 557 381 400 340 356 318 310 309
Florida Autism 1,860 2,158 2,318 2,514 2,726 2,410 2,729 2,885
Deaf-Blindness 6 5 11 13 13 11 9 12
Intellectual Disability 3,398 3,367 3,362 3,219 3,199 2,840 2,961 2,785
Multiple Disabilities 0 . . . . . . .
Georgia Autism 357 378 438 484 483 516 399 476
Deaf-Blindness 5 5 5 5 6 2 1 3
Intellectual Disability 207 208 254 240 248 246 226 237
Multiple Disabilities 0 . . . . . . .
Hawaii Autism 9 8 12 13 15 20 16 15
Deaf-Blindness 1 1 2 2 1 1 0 1
Intellectual Disability 5 2 2 1 3 5 3 0
Multiple Disabilities 10 9 8 11 7 5 6 7
Idaho Autism 21 24 31 59 71 75 82 68
Deaf-Blindness 0 . 0 3 0 0 0 1
Intellectual Disability 10 13 16 27 35 34 29 24
Multiple Disabilities 9 10 20 35 41 32 38 42
Illinois Autism 2,348 2,615 2,849 2,992 3,235 3,515 3,787 4,016
Deaf-Blindness 5 3 2 2 1 1 1 1
Intellectual Disability 2,179 2,809 2,704 2,591 2,474 2,393 2,347 2,353
Multiple Disabilities 718 754 773 781 792 805 831 830
Indiana Autism 201 215 247 252 275 284 275 346
Deaf-Blindness 3 5 5 6 6 7 7 5
Intellectual Disability 139 139 122 111 99 104 99 90
Multiple Disabilities 127 113 106 108 73 71 99 56
Iowa Autism 9 6 5 5 7 6 8 .
Deaf-Blindness 0 . 0 0 0 0 0 .
Intellectual Disability 134 131 106 97 108 104 107 .
Multiple Disabilities 0 . 1 0 0 0 0 .
Kansas Autism 86 113 129 124 168 214 206 203
Deaf-Blindness 3 2 2 1 1 3 4 3
Intellectual Disability 138 141 149 126 146 146 144 136
Multiple Disabilities 181 176 183 191 218 241 237 241
Kentucky Autism 60 61 61 58 67 65 56 68
Deaf-Blindness 3 . 1 0 1 1 2 2
Intellectual Disability 87 73 64 63 66 69 74 83
Multiple Disabilities 88 83 78 80 78 82 74 80
Louisiana Autism 6 8 14 11 14 12 19 24
Deaf-Blindness 0 1 1 1 0 0 0 0
Intellectual Disability 19 17 15 15 18 12 12 26
Multiple Disabilities 32 31 26 27 25 21 19 15
Maine Autism 146 161 163 159 166 . 206 235
Deaf-Blindness 0 1 0 0 0 . 2 1
Intellectual Disability 15 12 20 11 17 . 20 24
Multiple Disabilities 190 188 174 203 212 . 259 237
Maryland Autism 1,443 1,461 1,531 1,573 1,643 1,682 1,713 1,751
Deaf-Blindness 2 3 3 5 2 2 2 2
Intellectual Disability 442 441 421 432 423 418 426 421
Multiple Disabilities 1,260 1,364 1,423 1,539 1,602 1,705 1,825 1,853
Massachusetts Autism 1,589 1,672 1,815 1,919 2,084 2,184 2,227 2,340
Deaf-Blindness 47 50 46 42 34 35 39 39
Intellectual Disability 588 594 576 572 603 601 566 560
Multiple Disabilities 889 779 764 743 702 672 615 566
Michigan Autism 1,773 1,757 1,750 1,901 1,833 1,851 1,882 2,002
Deaf-Blindness 3 4 2 1 1 2 3 2
Intellectual Disability 3,405 3,115 3,057 3,060 2,893 2,742 2,625 2,439
Multiple Disabilities 1,760 1,715 1,682 1,649 1,603 1,564 1,520 1,500
Minnesota Autism 806 870 918 1,011 1,112 1,186 1,272 1,391
Deaf-Blindness 13 14 15 17 15 16 17 25
Intellectual Disability 669 691 661 629 641 642 652 658
Multiple Disabilities 194 209 237 231 248 262 243 295
Mississippi Autism 65 65 68 72 77 71 79 88
Deaf-Blindness 2 . 0 0 0 0 0 0
Intellectual Disability 22 18 22 17 21 21 22 19
Multiple Disabilities 50 49 47 49 41 55 49 46
Missouri Autism 562 606 659 741 784 832 858 893
Deaf-Blindness 3 2 1 2 4 4 4 3
Intellectual Disability 775 778 751 736 730 699 681 689
Multiple Disabilities 498 506 501 492 499 469 466 467
Montana Autism 1 . 0 2 2 2 3 8
Deaf-Blindness 1 2 1 1 0 0 1 1
Intellectual Disability 0 . 1 2 0 0 1 1
Multiple Disabilities 27 46 44 40 38 34 52 64
Nebraska Autism 69 85 93 89 103 135 142 150
Deaf-Blindness 2 2 2 2 2 2 2 4
Intellectual Disability 94 104 119 99 102 181 153 157
Multiple Disabilities 71 75 68 66 61 72 78 69
Nevada Autism 46 59 67 68 82 92 107 109
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 47 49 58 54 43 41 44 46
Multiple Disabilities 249 253 265 300 321 314 312 312
New Hampshire Autism 95 104 119 140 156 157 163 180
Deaf-Blindness 1 1 1 1 1 1 1 3
Intellectual Disability 24 21 23 22 23 22 29 36
Multiple Disabilities 30 27 29 36 41 50 41 43
New Jersey Autism 3,819 3,986 4,051 4,105 4,286 4,386 4,466 4,557
Deaf-Blindness 1 3 3 3 4 6 9 8
Intellectual Disability 843 820 799 757 663 612 574 587
Multiple Disabilities 5,675 5,592 5,550 5,197 4,891 4,622 4,495 4,309
New Mexico Autism 1 4 3 6 5 4 4 2
Deaf-Blindness 3 4 3 5 5 2 0 0
Intellectual Disability 3 2 1 3 4 5 15 1
Multiple Disabilities 25 22 21 26 25 25 20 18
New York Autism 4,752 4,343 5,333 5,042 6,540 6,136 6,504 6,562
Deaf-Blindness 2 5 4 1 7 3 4 4
Intellectual Disability 2,487 2,221 2,580 2,498 2,656 2,598 2,572 2,359
Multiple Disabilities 4,314 4,065 4,125 3,874 4,160 3,969 4,058 3,803
North Carolina Autism 374 392 439 433 428 436 481 516
Deaf-Blindness 3 3 2 1 3 3 2 2
Intellectual Disability 691 692 659 643 598 560 529 540
Multiple Disabilities 413 413 394 404 417 406 410 415
North Dakota Autism 9 9 12 12 12 12 17 12
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 6 7 6 4 3 8 2 3
Multiple Disabilities 0 . . . . . . .
Ohio Autism 1,620 1,713 1,303 1,350 1,388 1,524 1,641 1,758
Deaf-Blindness 9 8 8 6 9 12 13 12
Intellectual Disability 235 281 272 270 249 250 292 270
Multiple Disabilities 2,006 1,964 1,879 1,780 1,762 1,677 1,657 1,581
Oklahoma Autism 6 10 13 14 8 8 9 4
Deaf-Blindness 0 . 0 0 0 0 0 0
Intellectual Disability 10 10 5 17 2 3 2 3
Multiple Disabilities 9 10 8 5 2 2 4 6
Oregon Autism 163 126 180 126 125 200 229 271
Deaf-Blindness 0 . 0 0 0 0 0 1
Intellectual Disability 64 46 48 46 46 66 65 76
Multiple Disabilities 0 . . . . . . .
Pennsylvania Autism 2,137 2,257 2,371 2,552 2,778 2,823 2,897 3,289
Deaf-Blindness 39 38 27 30 31 34 29 31
Intellectual Disability 1,844 1,698 1,689 1,627 1,583 1,718 1,638 1,761
Multiple Disabilities 793 742 771 810 782 806 773 778
Rhode Island Autism 239 243 195 240 222 253 276 308
Deaf-Blindness 0 . 0 0 0 0 0 1
Intellectual Disability 45 47 41 43 41 45 46 52
Multiple Disabilities 102 105 101 99 98 91 88 93
South Carolina Autism 79 90 62 67 63 61 65 79
Deaf-Blindness 1 1 1 1 1 1 1 1
Intellectual Disability 199 193 113 108 90 97 87 75
Multiple Disabilities 75 100 71 83 99 95 98 124
South Dakota Autism 42 43 44 42 41 32 37 40
Deaf-Blindness 0 . 1 0 0 0 0 0
Intellectual Disability 47 44 34 46 54 52 64 71
Multiple Disabilities 43 39 39 40 46 51 54 63
Tennessee Autism 110 122 122 123 138 155 142 143
Deaf-Blindness 1 . 1 4 3 1 4 5
Intellectual Disability 124 142 201 186 200 209 185 159
Multiple Disabilities 183 193 211 208 184 152 125 106
Texas Autism 427 483 519 570 604 667 493 569
Deaf-Blindness 4 3 2 3 17 12 19 20
Intellectual Disability 591 629 673 644 645 700 408 462
Multiple Disabilities 224 194 137 136 189 187 119 147
Utah Autism 287 256 264 290 355 398 425 509
Deaf-Blindness 8 6 5 4 3 3 4 4
Intellectual Disability 343 283 280 322 366 404 430 452
Multiple Disabilities 558 523 528 488 506 481 492 486
Vermont Autism 50 63 74 77 90 . 95 98
Deaf-Blindness 0 . 1 1 1 . 1 1
Intellectual Disability 36 32 26 29 33 . 33 27
Multiple Disabilities 10 18 19 14 15 . 15 13
Virginia Autism 865 1,037 1,113 1,232 1,360 1,511 1,723 1,867
Deaf-Blindness 0 . 0 0 1 1 0 2
Intellectual Disability 241 390 373 379 388 382 379 426
Multiple Disabilities 367 459 453 469 494 507 503 497
Washington Autism 104 104 125 130 165 178 190 212
Deaf-Blindness 1 . 0 . 0 1 1 0
Intellectual Disability 42 24 17 21 32 15 27 39
Multiple Disabilities 56 49 57 54 60 70 60 63
West Virginia Autism 2 8 9 11 10 13 13 18
Deaf-Blindness 1 1 2 2 2 2 3 3
Intellectual Disability 5 5 5 3 4 6 4 2
Multiple Disabilities 0 . . . . . . .
Wisconsin Autism 157 184 205 236 . . . .
Deaf-Blindness 0 . 0 0 . . . .
Intellectual Disability 226 236 248 244 . . . .
Multiple Disabilities 0 . . . . . . .
Wyoming Autism 4 6 . 12 13 12 19 23
Deaf-Blindness 0 . . 0 0 0 0 0
Intellectual Disability 7 5 . 7 4 7 7 6
Multiple Disabilities 3 4 . 5 6 5 9 10

Source: Data are from IDEA Section 618 Data Products: State Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Note.“.”: Data were not available.

Table B6. Number and Percentage of Students with Extensive Support Needs Ages 6-17 in Separate Schools by State by Year

State 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
n % n % n % n % n % n % n % n %
50 states
+ D.C.
59,015 6.9 59,532 6.7 61,159 6.6 61,650 6.4 64,114 6.5 63,376 6.2 63,990 6.0 64,526 5.9
Alabama 341 3.2 407 3.6 428 3.6 443 3.6 445 3.5 469 3.5 486 3.4 486 3.3
Alaska 39 2.4 34 1.9 49 2.6 71 3.5 59 2.8 50 2.3 51 2.3 45 1.9
Arizona 727 4.4 703 4.1 724 4.1 757 4.2 731 3.8 898 4.5 993 4.7 1,026 4.6
Arkansas 165 1.8 174 1.8 206 2.0 182 1.7 198 1.7 174 1.4 153 1.2 145 1.1
California 6,396 6.9 6,581 6.7 6,590 6.4 6,696 6.2 7,148 6.2 7,243 6.0 6,350 5.0 6,325 4.9
Colorado 278 3.0 291 3.0 311 3.0 343 3.2 389 3.4 389 3.2 439 3.5 479 3.5
Connecticut 1,243 12.4 1,297 12.5 1,443 13.3 1,439 12.8 1,448 12.5 1,529 12.8 1,542 12.5 1,578 12.3
Delaware 339 15.0 298 12.9 314 12.8 280 10.8 286 10.7 311 10.5 311 10.1 323 9.9
District of
Columbia
723 31.5 520 23.9 508 21.8 478 20.4 482 19.5 459 17.2 482 16.5 483 15.7
Florida 3,542 8.7 3,773 8.8 3,875 8.5 3,954 8.2 4,136 8.2 3,687 6.9 3,992 7.0 4,025 6.7
Georgia 434 1.7 425 1.6 506 1.8 574 2.0 570 1.9 596 1.9 482 1.5 558 1.6
Hawaii 17 0.7 14 0.5 19 0.7 16 0.6 20 0.7 25 0.8 19 0.6 15 0.5
Idaho 35 0.8 33 0.8 57 1.3 106 2.2 118 2.4 115 2.2 122 2.2 107 1.9
Illinois 3,596 11.3 4,077 12.4 4,137 12.3 4,159 12.1 4,284 12.4 4,454 12.7 4,605 12.9 4,684 12.9
Indiana 356 1.3 362 1.3 382 1.4 379 1.4 360 1.3 379 1.4 371 1.3 417 1.5
Iowa 117 1.1 116 1.1 93 0.9 85 0.8 95 0.9 90 0.8 92 0.8 - -
Kansas 228 2.9 241 3.0 259 3.1 251 2.9 301 3.3 355 3.8 355 3.7 332 3.3
Kentucky 177 1.0 168 0.9 159 0.9 157 0.8 170 0.9 169 0.8 154 0.8 179 0.9
Louisiana 52 0.5 51 0.5 45 0.4 41 0.4 43 0.4 34 0.3 35 0.3 35 0.3
Maine 309 5.5 307 5.3 310 5.3 339 5.6 349 5.4 - - 430 6.3 436 6.5
Maryland 2,433 15.9 2,597 15.9 2,714 15.8 2,835 15.7 2,935 15.4 3,061 15.1 3,188 14.8 3,231 14.3
Massachusetts 2,270 10.0 2,258 9.6 2,314 9.6 2,388 10.0 2,512 10.3 2,545 10.1 2,482 9.7 2,480 9.5
Michigan 4,370 14.2 4,104 13.3 4,040 13.1 4,166 13.5 3,966 12.7 3,859 12.1 3,718 11.6 3,585 11.1
Minnesota 714 3.4 777 3.7 824 3.8 885 4.0 964 4.2 1,044 4.5 1,095 4.5 1,157 4.6
Mississippi 113 1.7 114 1.6 117 1.6 122 1.5 119 1.4 118 1.3 135 1.4 143 1.5
Missouri 1,381 7.8 1,463 8.1 1,494 8.1 1,587 8.3 1,603 8.2 1,544 7.6 1,566 7.5 1,599 7.4
Montana 25 0.6 46 1.1 43 1.0 45 1.0 40 0.8 35 0.7 54 1.0 71 1.3
Nebraska 158 3.0 174 3.2 169 3.1 165 2.9 178 3.1 200 3.3 198 3.2 184 2.8
Nevada 241 4.0 262 4.1 283 3.9 306 4.0 335 4.1 350 4.0 358 3.9 360 3.6
New Hampshire 119 4.5 124 4.4 138 4.6 157 5.1 172 5.3 187 5.5 189 5.4 204 5.7
New Jersey 7,907 23.6 7,969 23.9 7,981 23.7 7,686 22.8 7,576 22.2 7,352 21.3 7,250 20.6 6,986 19.7
New Mexico 25 0.6 26 0.6 24 0.5 35 0.7 33 0.7 30 0.6 18 0.3 17 0.3
New York 8,712 19.2 7,944 16.6 9,142 18.5 8,751 17.1 10,411 19.2 9,794 17.2 10,013 16.8 9,813 15.8
North Carolina 1,120 3.9 1,140 3.9 1,156 3.8 1,152 3.7 1,092 3.4 1,067 3.2 1,073 3.1 1,083 3.1
North Dakota 11 0.9 11 0.8 17 1.2 12 0.8 13 0.8 15 0.9 16 0.9 13 0.7
Ohio 3,053 6.6 3,157 6.8 2,702 5.8 2,659 5.7 2,679 5.6 2,653 5.4 2,791 5.6 2,827 5.6
Oklahoma 21 0.2 26 0.3 24 0.2 31 0.3 11 0.1 11 0.1 14 0.1 13 0.1
Oregon 159 1.5 116 1.1 155 1.4 119 1.1 133 1.2 216 1.8 237 1.9 294 2.3
Pennsylvania 3,553 9.2 3,578 9.0 3,636 8.8 3,813 8.9 3,917 8.8 4,090 8.8 4,091 8.5 4,535 9.0
Rhode Island 322 12.3 322 12.0 275 10.0 308 10.9 292 10.0 323 10.7 334 10.8 355 11.2
South Carolina 279 2.6 292 2.6 184 1.5 186 1.5 174 1.3 167 1.2 160 1.1 183 1.2
South Dakota 66 2.8 59 2.4 60 2.3 65 2.3 65 2.1 68 2.1 64 1.9 65 1.9
Tennessee 279 2.0 298 2.1 336 2.2 331 2.0 332 1.9 311 1.7 265 1.4 243 1.2
Texas 469 0.7 448 0.6 412 0.5 406 0.5 446 0.5 434 0.4 412 0.4 437 0.4
Utah 501 6.4 511 6.4 529 6.4 539 6.3 535 6.0 520 5.7 550 5.7 587 5.9
Vermont 51 3.2 73 4.5 73 4.5 77 4.7 97 5.9 - - 112 6.8 113 6.7
Virginia 1,131 5.0 1,315 5.6 1,389 5.7 1,509 5.9 1,634 6.2 1,722 6.3 1,900 6.6 2,009 6.7
Washington 117 0.8 129 0.9 160 1.0 163 1.0 185 1.1 200 1.1 204 1.0 219 1.1
West Virginia 7 0.1 13 0.2 15 0.2 16 0.2 16 0.2 19 0.2 18 0.2 20 0.2
Wisconsin 286 1.9 303 1.9 338 2.1 371 2.3 - - - - - - - -
Wyoming 8 0.6 11 0.8 - - 15 1.0 17 1.2 15 1.0 21 1.3 22 1.4

Source: Data were from IDEA Section 618 Data Products: State Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Note.“-”: Data were not available.

Table B7. Number and Percentage of Students with Deaf-Blindness Ages 6-17 in Separate Schools in Each State by Year

State 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
n % n % n % n % n % n % n % n %
50 states + D.C. 196 18.2 180 17.3 171 17.0 172 16.0 188 17.1 195 17.3 210 17.3 214 16.6
Alabama 1 12.5 1 11.1 2 22.2 4 36.4 2 16.7 2 22.2 1 10.0 1 9.1
Alaska 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Arizona 24 20.7 13 11.3 14 13.1 8 9.8 9 8.9 10 9.7 11 9.4 10 8.4
Arkansas 1 14.3 - - 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
California 13 14.0 7 9.6 6 9.0 8 12.1 9 12.9 13 18.8 15 21.4 11 19.6
Colorado 4 21.1 5 31.3 5 25.0 3 14.3 5 22.7 7 36.8 6 25.0 7 26.9
Connecticut 2 16.7 2 28.6 2 25.0 3 37.5 3 37.5 2 25.0 2 28.6 3 42.9
Delaware 21 41.2 22 44.9 18 41.9 15 40.5 16 42.1 18 46.2 20 51.3 18 51.4
District of Columbia 0 - - - 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 -
Florida 5 10.6 5 10.9 8 16.3 9 15.0 10 15.6 10 13.9 8 11.6 12 16.4
Georgia 2 11.1 4 21.1 5 23.8 5 16.1 6 19.4 1 4.5 1 4.5 1 3.7
Hawaii 0 0.0 0 0.0 1 20.0 1 25.0 1 33.3 1 25.0 0 0.0 0 0.0
Idaho 0 0.0 - - 0 0.0 3 6.1 0 0.0 0 0.0 0 0.0 1 20.0
Illinois 4 21.1 1 7.1 1 4.8 1 6.3 0 0.0 0 0.0 1 4.2 1 4.2
Indiana 3 12.0 4 18.2 4 17.4 6 26.1 4 16.0 4 20.0 3 13.6 2 9.5
Iowa 0 - - - 0 - 0 - 0 - 0 - 0 - - -
Kansas 2 18.2 1 7.7 1 8.3 0 0.0 0 0.0 1 7.7 3 20.0 3 16.7
Kentucky 3 21.4 - - 1 11.1 0 0.0 1 11.1 1 10.0 1 14.3 0 0.0
Louisiana 0 0.0 1 50.0 0 0.0 - - 0 0.0 0 0.0 0 0.0 0 0.0
Maine 0 0.0 0 0.0 0 0.0 0 - 0 0.0 - - 1 7.7 1 6.3
Maryland 2 18.2 2 18.2 2 16.7 4 36.4 2 28.6 2 22.2 1 14.3 1 12.5
Massachusetts 41 31.1 45 32.1 37 28.7 32 24.6 29 23.8 32 27.1 32 23.9 32 22.5
Michigan 1 10.0 2 15.4 1 14.3 1 11.1 1 7.1 2 9.5 3 11.5 2 6.7
Minnesota 8 20.0 13 25.0 14 32.6 14 21.2 14 18.7 16 18.8 16 16.8 19 20.0
Mississippi 0 0.0 - - 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Missouri 3 11.5 2 10.5 1 5.3 2 10.0 4 19.0 4 17.4 4 16.7 2 11.8
Montana 0 0.0 1 20.0 1 20.0 1 14.3 0 0.0 0 0.0 1 16.7 1 16.7
Nebraska 1 20.0 2 33.3 2 25.0 2 16.7 2 18.2 2 20.0 2 22.2 3 30.0
Nevada 0 0.0 - - 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
New Hampshire 1 14.3 0 0.0 0 0.0 0 0.0 1 20.0 1 20.0 1 20.0 3 37.5
New Jersey 1 7.1 3 16.7 3 15.8 3 14.3 4 28.6 6 28.6 9 39.1 7 41.2
New Mexico 1 50.0 1 14.3 1 10.0 4 40.0 4 40.0 1 16.7 0 0.0 0 0.0
New York 0 0.0 4 25.0 3 18.8 1 12.5 4 30.8 3 25.0 4 30.8 4 26.7
North Carolina 2 7.7 1 5.3 1 5.6 1 5.3 3 13.0 3 14.3 2 8.7 2 8.7
North Dakota 0 0.0 - - 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Ohio 6 15.4 5 13.9 5 14.3 5 15.2 9 20.5 10 18.5 10 18.9 10 16.4
Oklahoma 0 0.0 - - 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Oregon 0 0.0 - - 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 1 5.3
Pennsylvania 36 46.2 28 50.0 22 40.0 26 54.2 27 61.4 29 59.2 27 57.4 28 52.8
Rhode Island 0 0.0 - - 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 1 33.3
South Carolina 1 33.3 1 16.7 1 14.3 1 8.3 1 8.3 1 8.3 1 7.1 1 5.3
South Dakota 0 0.0 - - 1 100.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Tennessee 1 14.3 - - 1 9.1 3 21.4 3 25.0 1 7.7 4 30.8 5 50.0
Texas 3 3.4 1 1.1 2 2.2 2 1.9 10 8.8 9 7.3 14 10.2 13 7.8
Utah 2 9.5 2 11.1 2 13.3 1 5.0 0 0.0 0 0.0 3 13.0 3 18.8
Vermont 0 0.0 - - 1 25.0 1 50.0 1 50.0 - - 0 0.0 0 0.0
Virginia 0 0.0 - - 0 0.0 0 0.0 1 5.9 1 5.6 0 0.0 2 9.1
Washington 0 0.0 - 0 0.0 - - 0 0.0 0 0.0 0 0.0 0 0.0
West Virginia 1 10.0 1 12.5 2 20.0 2 15.4 2 12.5 2 11.1 3 16.7 3 16.7
Wisconsin 0 0.0 - - 0 0.0 0 0.0 - - - - - - - -
Wyoming 0 - - - - - 0 - 0 - 0 - 0 - 0 -

Source: Data were from IDEA Section ٦١٨ Data Products: State Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Note: A dash ( - ) means that data were not available.

Table B8. Number and Percentage of Students with Multiple Disabilities Ages 6-17 in Separate Schools in Each State by Year

State 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
n % n % n % n % n % n % n % n %
50 states + D.C. 17,790 17.0 17,489 16.7 17,595 16.8 17,187 16.4 17,328 16.5 16,794 16.5 16,745 15.8 16,276 15.5
Alabama 124 11.9 152 14.6 162 15.8 181 18.1 183 18.6 190 19.4 183 18.8 186 18.8
Alaska 17 5.3 17 4.8 20 5.3 27 6.8 21 5.0 28 6.3 24 5.2 20 4.3
Arizona 163 8.8 98 5.3 89 4.7 100 5.3 102 5.4 119 6.3 97 5.3 96 5.4
Arkansas 71 5.8 65 5.2 87 7.1 68 5.4 67 5.3 67 5.4 62 5.1 60 4.8
California 561 14.5 619 15.4 695 16.6 710 16.1 815 17.7 831 17.2 662 13.4 676 12.9
Colorado 138 5.1 137 4.8 147 4.8 147 4.6 169 5.0 161 4.7 173 4.9 179 4.8
Connecticut 382 17.3 403 17.9 437 19.3 434 18.9 409 17.9 448 19.9 448 19.9 447 20.2
Delaware 0 - - - 0 - - - - - - - - - - -
District of
Columbia
441 37.8 307 28.9 315 27.8 275 25.0 284 24.7 249 20.4 252 18.8 247 17.9
Florida 0 - - - 0 - - - - - - - - - - -
Georgia 0 - - - 0 - - - - - - - - - - -
Hawaii 9 2.0 7 1.5 6 1.3 6 1.3 6 1.3 5 1.0 4 0.8 4 0.8
Idaho 8 1.8 5 1.1 16 3.3 29 5.6 28 5.4 27 5.1 36 6.3 39 6.3
Illinois 555 31.7 587 31.3 585 29.4 585 28.7 601 28.5 589 28.3 617 29.4 603 27.9
Indiana 97 5.8 90 5.3 86 5.1 84 5.0 51 3.1 59 3.6 70 4.4 45 2.9
Iowa 0 0.0 - - 1 0.3 0 0.0 0 0.0 0 0.0 0 0.0 - -
Kansas 127 5.7 129 5.6 123 5.1 143 5.8 156 6.0 184 6.5 181 6.1 176 5.7
Kentucky 71 3.7 67 3.7 62 3.6 64 3.8 64 3.9 66 4.0 59 3.6 62 3.9
Louisiana 31 4.0 27 3.5 19 2.4 18 2.2 17 2.1 14 1.8 12 1.6 8 1.0
Maine 163 6.3 161 6.0 150 5.6 184 6.5 192 6.4 - - 234 7.5 210 7.5
Maryland 1,017 32.0 1,110 30.8 1,169 29.3 1,232 28.2 1,295 27.1 1,391 26.1 1,497 25.6 1,519 24.2
Massachusetts 647 17.8 569 15.5 552 15.5 540 18.0 509 18.7 489 19.7 432 19.9 394 20.6
Michigan 1,292 61.0 1,241 60.4 1,251 61.4 1,258 62.7 1,209 61.2 1,178 61.9 1,149 62.3 1,093 61.4
Minnesota 124 11.5 122 10.9 137 11.8 125 10.9 135 11.6 150 12.9 144 11.8 162 13.0
Mississippi 42 4.8 39 4.1 39 3.8 43 4.0 34 3.0 41 3.6 43 3.6 42 3.4
Missouri 387 32.1 403 33.6 406 34.2 408 34.7 398 33.6 369 31.9 367 32.2 364 31.9
Montana 24 0.8 45 1.4 41 1.2 40 1.2 38 1.1 33 0.9 49 1.3 62 1.6
Nebraska 43 14.3 48 15.5 48 15.3 52 15.6 51 14.7 52 15.4 53 16.8 43 13.1
Nevada 178 20.8 185 20.3 190 19.8 210 20.8 230 23.0 242 23.8 235 25.2 233 24.8
New Hampshire 24 8.3 23 7.7 24 7.9 29 9.9 35 11.4 41 13.3 31 10.5 30 10.2
New Jersey 4,333 27.4 4,261 28.5 4,189 29.4 3,908 29.0 3,697 28.5 3,481 28.0 3,385 28.4 3,172 27.8
New Mexico 21 3.1 19 2.8 19 2.8 22 3.4 21 3.2 21 3.3 11 1.8 14 2.5
New York 3,152 22.7 2,993 22.1 3,074 23.6 2,917 23.3 3,147 25.4 3,040 25.3 3,080 26.4 2,952 26.4
North Carolina 338 17.0 332 16.2 316 15.0 320 14.5 314 14.1 308 13.7 312 13.9 308 14.0
North Dakota 0 - - - 0 - - - - - - - - - - -
Ohio 1,505 13.8 1,473 13.7 1,423 13.2 1,331 12.6 1,322 12.5 1,212 11.7 1,198 11.7 1,152 11.5
Oklahoma 7 0.5 8 0.6 6 0.4 5 0.4 1 0.1 2 0.1 3 0.2 6 0.4
Oregon 0 - - - 0 - - - - - - - - - - -
Pennsylvania 609 25.7 587 24.3 586 24.7 633 25.7 612 24.5 642 24.8 601 24.0 616 24.4
Rhode Island 83 30.9 81 28.9 86 29.9 81 26.1 75 24.0 71 22.8 69 22.8 68 20.7
South Carolina 70 9.2 93 10.7 65 6.7 72 6.7 87 8.0 85 7.4 85 7.0 96 7.5
South Dakota 31 7.6 27 6.9 23 6.1 28 7.0 28 6.7 34 7.8 32 7.2 36 7.7
Tennessee 126 7.7 130 7.8 141 8.4 128 7.9 122 7.5 93 5.8 83 5.2 81 5.1
Texas 127 2.5 116 2.1 67 1.3 60 1.1 89 1.6 83 1.5 74 1.1 74 1.1
Utah 334 27.6 332 27.8 355 29.3 308 27.6 303 27.7 285 26.5 291 26.1 291 26.7
Vermont 5 3.0 12 6.7 11 5.8 6 3.3 10 5.1 - - 10 5.6 11 5.9
Virginia 275 10.4 330 12.6 331 12.7 332 13.4 349 14.2 355 14.6 342 14.5 347 14.9
Washington 35 1.7 36 1.7 46 2.1 40 1.8 46 2.1 55 2.5 48 2.1 44 1.9
West Virginia 0 - - - 0 - - - - - - - - - - -
Wisconsin 0 - - - 0 - - - - - - - - - - -
Wyoming 3 1.6 3 1.4 - - 4 1.6 6 2.6 4 1.6 7 2.5 8 2.5

Source: Data were from IDEA Section 618 Data Products: State Level Data Files under Part B Child count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee.

Note: A dash ( - ) means that data were not available.

Table B9. Number and Percentage of Students with Intellectual Disability Ages 6-17 in Separate Schools in Each State by Year

State 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
n % n % n % n % n % n % n % n %
50 states + D.C. 14,929 4.3 14,710 4.3 14,546 4.2 14,236 4.1 13,933 4.0 13,422 3.8 13,027 3.7 12,675 3.6
Alabama 124 2.4 143 2.7 140 2.6 139 2.5 133 2.3 147 2.4 160 2.6 153 2.4
Alaska 2 0.4 3 0.6 1 0.2 5 1.0 3 0.7 1 0.2 3 0.7 3 0.7
Arizona 149 2.4 158 2.6 154 2.5 154 2.5 138 2.2 165 2.5 176 2.7 186 2.8
Arkansas 46 0.9 64 1.2 67 1.3 60 1.1 70 1.2 51 0.8 37 0.5 41 0.6
California 2,149 7.2 2,093 7.0 1,923 6.3 1,809 5.8 1,863 5.9 1,807 5.7 1,499 4.7 1,464 4.7
Colorado 26 1.1 28 1.2 24 1.1 25 1.2 24 1.1 22 1.0 26 1.3 32 1.6
Connecticut 110 6.2 109 6.2 121 6.8 127 7.0 121 6.3 138 7.0 148 7.4 154 7.5
Delaware 156 12.0 128 10.1 137 10.8 100 8.0 114 9.2 108 8.4 102 8.0 100 7.8
District of
Columbia
176 28.6 115 21.2 96 16.5 101 18.5 86 15.8 82 14.2 81 13.8 70 11.6
Florida 2,067 10.1 2,067 10.2 2,074 10.4 1,996 10.1 1,982 10.1 1,808 9.2 1,890 9.5 1,815 9.0
Georgia 154 1.1 131 0.9 160 1.2 178 1.3 175 1.3 175 1.3 162 1.2 174 1.3
Hawaii 3 0.3 1 0.1 2 0.2 0 0.0 2 0.2 3 0.3 2 0.2 0 0.0
Indiana 9 0.5 9 0.5 13 0.8 19 1.1 27 1.5 23 1.2 18 0.9 17 0.8
Illinois 1,258 8.7 1,501 10.7 1,409 10.4 1,331 10.1 1,272 10.1 1,273 10.5 1,252 10.6 1,249 10.8
Indiana 87 0.6 90 0.7 79 0.6 81 0.7 75 0.6 78 0.7 72 0.6 72 0.6
Iowa 110 1.1 110 1.2 87 0.9 80 0.8 89 0.9 84 0.9 85 0.9 - -
Kansas 46 1.6 41 1.4 47 1.6 34 1.2 44 1.5 41 1.4 41 1.4 33 1.2
Kentucky 59 0.5 51 0.4 47 0.4 49 0.4 52 0.4 49 0.4 50 0.4 62 0.5
Louisiana 15 0.2 15 0.2 12 0.2 12 0.2 14 0.2 10 0.2 9 0.1 13 0.2
Maine 13 2.2 8 1.3 15 2.4 10 1.5 15 2.1 - - 16 2.1 20 2.5
Maryland 292 7.3 313 7.5 301 6.9 310 6.8 299 6.2 299 6.0 314 6.1 312 6.0
Massachusetts 326 4.2 323 4.3 300 4.3 326 4.9 344 5.4 327 5.1 299 5.1 291 5.0
Michigan 1,845 12.1 1,682 11.3 1,666 11.6 1,654 11.7 1,526 10.9 1,433 10.4 1,380 10.1 1,254 9.5
Minnesota 181 2.8 188 3.0 180 3.0 167 2.8 192 3.1 197 3.3 199 3.4 207 3.5
Mississippi 13 0.4 14 0.5 17 0.6 14 0.5 20 0.6 15 0.4 19 0.5 18 0.5
Missouri 547 6.3 572 6.6 548 6.5 557 6.7 560 6.7 510 6.2 496 6.1 505 6.3
Montana 0 0.0 - - 1 0.2 2 0.4 0 0.0 0 0.0 1 0.2 1 0.2
Nebraska 57 2.1 64 2.4 57 2.3 55 2.2 57 2.4 64 2.7 60 2.6 51 2.2
Nevada 27 1.8 30 1.9 39 2.4 41 2.5 36 2.2 30 1.7 33 1.9 35 1.9
New Hampshire 15 2.6 16 2.8 16 2.7 15 2.5 13 2.1 15 2.3 19 2.9 24 3.7
New Jersey 523 12.2 515 12.2 542 12.6 512 12.0 467 10.9 415 9.5 402 8.9 393 8.6
New Mexico 2 0.1 2 0.1 1 0.1 3 0.2 3 0.2 4 0.2 6 0.3 1 0.1
New York 1,632 17.7 1,411 14.5 1,647 16.7 1,625 15.9 1,762 17.1 1,675 16.1 1,609 15.4 1,497 14.5
North Carolina 488 3.2 505 3.5 490 3.4 480 3.4 439 3.1 404 2.9 375 2.7 370 2.6
North Dakota 3 0.5 4 0.6 5 0.8 2 0.3 1 0.2 6 1.0 2 0.3 3 0.5
Ohio 167 0.8 233 1.2 215 1.2 229 1.3 204 1.1 193 1.1 237 1.4 229 1.3
Oklahoma 9 0.2 9 0.2 5 0.1 15 0.3 2 <0.1 2 <0.1 2 <0.1 3 0.1
Oregon 32 1.1 23 0.8 27 0.9 27 0.8 31 0.9 42 1.3 44 1.3 59 1.7
Pennsylvania 1,195 7.8 1,130 7.7 1,092 7.4 1,068 7.2 1,038 6.9 1,132 7.3 1,118 7.2 1,195 7.5
Rhode Island 29 4.8 31 5.2 25 4.3 28 4.7 27 4.3 30 4.5 31 4.6 31 4.6
South Carolina 141 2.4 135 2.3 77 1.4 72 1.3 49 0.9 46 0.9 40 0.8 41 0.8
South Dakota 15 1.2 11 0.8 11 0.8 16 1.1 19 1.2 17 1.1 13 0.8 10 0.6
Tennessee 67 1.1 65 1.0 100 1.6 105 1.6 100 1.4 100 1.4 79 1.1 61 0.8
Texas 161 0.5 150 0.5 144 0.4 125 0.3 131 0.3 117 0.3 95 0.2 99 0.2
Utah 56 2.1 50 1.9 46 1.8 71 2.7 67 2.5 66 2.5 77 3.0 67 2.5
Vermont 16 2.6 18 3.1 16 2.9 18 3.2 20 3.6 - - 24 4.5 21 3.9
Virginia 151 2.0 182 2.5 185 2.5 195 2.6 212 2.9 201 2.7 208 2.8 222 3.0
Washington 11 0.3 8 0.2 5 0.1 7 0.2 11 0.3 9 0.2 10 0.2 14 0.3
West Virginia 5 0.1 5 0.1 5 0.1 3 <0.1 4 0.1 5 0.1 4 0.1 2 <0.1
Wisconsin 162 2.3 154 2.2 175 2.6 181 2.7 - - - - - - - -
Wyoming 2 0.5 2 0.5 - - 3 0.7 0 0.0 3 0.7 2 0.5 1 0.2

Source: Data were from IDEA Section 618 Data Products: State Level Data Files under Part B Child count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee.

Note: A dash ( - ) means that data were not available.

Table B10. Number and Percentage of Students with Autism Age 6-17 in Separate Schools in Each State for 2012-13 to 2019-20

State 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
n % n % n % n % n % n % n % n %
50 states + D.C. 26,100 6.4 27,153 6.2 28,847 6.1 30,055 5.9 32,665 6.2 32,965 5.8 34,008 5.6 35,361 5.5
Alabama 92 2.0 111 2.2 124 2.3 119 2.1 127 2.1 130 2.0 142 2.0 146 2.0
Alaska 20 2.4 14 1.5 28 2.8 39 3.5 35 2.9 21 1.7 24 1.8 22 1.6
Arizona 391 4.8 434 4.9 467 4.9 495 4.9 482 4.5 604 5.2 709 5.6 734 5.4
Arkansas 47 1.5 45 1.3 52 1.4 54 1.4 61 1.5 56 1.2 54 1.1 44 0.8
California 3,673 6.2 3,862 6.1 3,966 5.8 4,169 5.7 4,461 5.7 4,592 5.4 4,174 4.6 4,174 4.6
Colorado 110 2.7 121 2.7 135 2.7 168 3.1 191 3.2 199 3.1 234 3.3 261 3.4
Connecticut 749 12.4 783 12.3 883 13.1 875 12.3 915 12.4 941 12.2 944 11.7 974 11.4
Delaware 162 17.8 148 15.1 159 13.9 165 12.6 156 11.3 185 11.4 189 10.7 205 10.5
District of
Columbia
106 20.7 98 17.0 97 15.7 102 14.7 112 14.4 128 14.7 149 15.2 166 15.0
Florida 1,470 7.3 1,701 7.5 1,793 7.0 1,949 6.9 2,144 6.9 1,869 5.5 2,094 5.7 2,198 5.5
Georgia 278 2.4 290 2.3 341 2.5 391 2.6 389 2.4 420 2.4 319 1.7 383 1.9
Hawaii 5 0.4 6 0.5 10 0.8 9 0.7 11 0.8 16 1.1 13 0.9 11 0.7
Idaho 18 0.9 19 0.9 28 1.2 55 2.3 63 2.4 65 2.3 68 2.3 50 1.6
Illinois 1,779 11.4 1,988 11.7 2,142 11.9 2,242 11.8 2,411 12.1 2,592 12.5 2,735 12.6 2,831 12.5
Indiana 169 1.4 178 1.5 213 1.7 208 1.6 230 1.7 238 1.7 226 1.6 298 2.1
Iowa 7 1.1 6 1.0 5 0.8 5 0.8 6 1.0 6 1.0 7 1.1 - -
Kansas 53 2.0 70 2.3 88 2.8 74 2.2 101 2.8 129 3.4 130 3.3 120 2.9
Kentucky 44 1.1 50 1.1 49 1.0 44 0.8 53 0.9 53 0.9 44 0.7 55 0.8
Louisiana 6 0.2 8 0.2 14 0.4 11 0.3 12 0.3 10 0.2 14 0.3 14 0.3
Maine 133 5.5 138 5.6 145 5.8 145 5.6 142 5.2 - - 179 6.0 205 6.6
Maryland 1,122 13.9 1,172 13.8 1,242 14.1 1,289 14.1 1,339 14.2 1,369 13.7 1,376 13.1 1,399 12.7
Massachusetts 1,256 11.2 1,321 10.7 1,425 10.7 1,490 10.6 1,630 10.8 1,697 10.4 1,719 9.9 1,763 9.6
Michigan 1,232 9.2 1,179 8.5 1,122 7.9 1,253 8.5 1,230 8.0 1,246 7.8 1,186 7.1 1,236 7.2
Minnesota 401 3.0 454 3.3 493 3.5 579 3.9 623 4.0 681 4.2 736 4.3 769 4.3
Mississippi 58 2.1 61 1.9 61 1.8 65 1.7 65 1.6 62 1.4 73 1.5 83 1.7
Missouri 444 5.7 486 5.9 539 6.1 620 6.5 641 6.3 661 6.1 699 6.1 728 5.9
Montana 1 0.2 - - 0 - 2 0.3 2 0.3 2 0.2 3 0.3 7 0.7
Nebraska 57 2.6 60 2.5 62 2.4 56 2.0 68 2.2 82 2.5 83 2.3 87 2.3
Nevada 36 1.0 47 1.2 54 1.2 55 1.1 69 1.3 78 1.3 90 1.4 92 1.3
New Hampshire 79 4.4 85 4.4 98 4.7 113 5.1 123 5.3 130 5.4 138 5.4 147 5.6
New Jersey 3,050 22.9 3,190 22.4 3,247 21.4 3,263 20.4 3,408 20.1 3,450 19.5 3,454 18.5 3,414 17.5
New Mexico 1 0.1 4 0.2 3 0.1 6 0.3 5 0.2 4 0.1 1 <0.1 2 0.1
New York 3,928 17.7 3,536 14.4 4,418 16.6 4,208 14.8 5,498 17.4 5,076 14.7 5,320 14.2 5,360 13.1
North Carolina 292 2.5 302 2.3 349 2.5 351 2.3 336 2.1 352 2.1 384 2.1 403 2.1
North Dakota 8 1.2 7 1.0 12 1.5 10 1.2 12 1.3 9 0.8 14 1.2 10 0.8
Ohio 1,375 8.8 1,446 8.7 1,059 6.0 1,094 6.0 1,144 5.9 1,238 6.0 1,346 6.2 1,436 6.2
Oklahoma 5 0.1 9 0.2 13 0.3 11 0.2 8 0.1 7 0.1 9 0.1 4 0.1
Oregon 127 1.8 93 1.3 128 1.7 92 1.2 102 1.3 174 2.1 193 2.2 234 2.5
Pennsylvania 1,713 8.3 1,833 8.1 1,936 8.1 2,086 8.2 2,240 8.3 2,287 8.0 2,345 7.8 2,696 8.5
Rhode Island 210 12.0 210 11.6 164 8.8 199 10.4 190 9.6 222 10.9 234 11.0 255 11.8
South Carolina 67 1.6 63 1.3 41 0.8 41 0.7 37 0.6 35 0.5 34 0.4 45 0.5
South Dakota 20 3.0 21 3.0 25 3.2 21 2.2 18 1.7 17 1.4 19 1.5 19 1.4
Tennessee 85 1.4 103 1.5 94 1.3 95 1.2 107 1.3 117 1.3 99 1.0 96 0.9
Texas 178 0.5 181 0.5 199 0.5 219 0.5 216 0.4 225 0.4 229 0.4 251 0.4
Utah 109 2.7 127 3.0 126 2.8 159 3.3 165 3.2 169 3.1 179 3.0 226 3.7
Vermont 30 3.8 43 5.1 45 5.3 52 5.8 66 7.4 - - 78 8.3 81 8.3
Virginia 705 5.7 803 6.0 873 6.0 982 6.3 1,072 6.5 1,165 6.6 1,350 7.1 1,438 7.1
Washington 71 0.8 85 0.9 109 1.1 116 1.1 128 1.1 136 1.1 146 1.1 161 1.1
West Virginia 1 0.1 7 0.5 8 0.5 11 0.6 10 0.5 12 0.5 11 0.5 15 0.6
Wisconsin 124 1.5 149 1.7 163 1.8 190 2.0 - - - - - - - -
Wyoming 3 0.5 6 0.8 - - 8 1.0 11 1.4 8 1.0 12 1.4 13 1.5

Source: Data were from IDEA Section 618 Data Products: State Level Data Files under Part B Child count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee.

Note: A dash ( - ) means that data were not available.

Table B11. Number and Percentage of Students with Extensive Support Needs Ages 6-17 in Separate Schools in Each State by Disability Category by Year

State Disability 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 2019-20
n (%) n (%) n (%) n (%) n (%) n (%) n (%) n (%)
50 states + D.C. Autism 26,100 (6.4) 27,153 (6.2) 28,847 (6.1) 30,055 (5.9) 32,665 (6.2) 32,965 (5.8) 34,008 (5.6) 35,361 (5.5)
DB 196 (18.2) 180 (17.3) 171 (17.0) 172 (16.0) 188 (17.1) 195 (17.3) 210 (17.3) 214 (16.6)
ID 14,929 (4.3) 14,710 (4.3) 14,546 (4.2) 14,236 (4.1) 13,933 (4.0) 13,422 (3.8) 13,027 (3.7) 12,675 (3.6)
MD 1,779 (17.0) 17,48 (16.7) 17,59 (16.8) 17,18 (16.4) 17,32 (16.5) 16,79 (16.5) 16,74 (15.8) 16,27 (15.5)
Alabama Autism 92 (2.0) 111 (2.2) 124 (2.3) 119 (2.1) 127 (2.1) 130 (2.0) 142 (2.0) 146 (2.0)
DB 1 (12.5) 1 (11.1) 2 (22.2) 4 (36.4) 2 (16.7) 2 (22.2) 1 (10.0) 1 (9.1)
ID 124 (2.4) 143 (2.7) 140 (2.6) 139 (2.5) 133 (2.3) 147 (2.4) 160 (2.6) 153 (2.4)
MD 124 (11.9) 152 (14.6) 162 (15.8) 181 (18.1) 183 (18.6) 190 (19.4) 183 (18.8) 186 (18.8)
Alaska Autism 20 (2.4) 14 (1.5) 28 (2.8) 39 (3.5) 35 (2.9) 21 (1.7) 24 (1.8) 22 (1.6)
DB 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (-) 0 (0.0) 0 (0.0) 0 (0.0)
ID 2 (0.4) 3 (0.6) 1 (0.2) 5 (1.0) 3 (0.7) 1 (0.2) 3 (0.7) 3 (0.7)
MD 17 (5.3) 17 (4.8) 20 (5.3) 27 (6.8) 21 (5.0) 28 (6.3) 24 (5.2) 20 (4.3)
Arizona Autism 391 (4.8) 434 (4.9) 467 (4.9) 495 (4.9) 482 (4.5) 604 (5.2) 709 (5.6) 734 (5.4)
DB 24 (20.7) 13 (11.3) 14 (13.1) 8 (9.8) 9 (8.9) 10 (9.7) 11 (9.4) 10 (8.4)
ID 149 (2.4) 158 (2.6) 154 (2.5) 154 (2.5) 138 (2.2) 165 (2.5) 176 (2.7) 186 (2.8)
MD 163 (8.8) 98 (5.3) 89 (4.7) 100 (5.3) 102 (5.4) 119 (6.3) 97 (5.3) 96 (5.4)
Arkansas Autism 47 (1.5) 45 (1.3) 52 (1.4) 54 (1.4) 61 (1.5) 56 (1.2) 54 (1.1) 44 (0.8)
DB 1 (14.3) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0)
ID 46 (0.9) 64 (1.2) 67 (1.3) 60 (1.1) 70 (1.2) 51 (0.8) 37 (0.5) 41 (0.6)
MD 71 (5.8) 65 (5.2) 87 (7.1) 68 (5.4) 67 (5.3) 67 (5.4) 62 (5.1) 60 (4.8)
California Autism 3,673 (6.2) 3,862 (6.1) 3,966 (5.8) 4,169 (5.7) 4,461 (5.7) 4,592 (5.4) 4,174 (4.6) 4,174 (4.6)
DB 13 (14.0) 7 (9.6) 6 (9.0) 8 (12.1) 9 (12.9) 13 (18.8) 15 (21.4) 11 (19.6)
ID 2,149 (7.2) 2,093 (7.0) 1,923 (6.3) 1,809 (5.8) 1,863 (5.9) 1,807 (5.7) 1,499 (4.7) 1,464 (4.7)
MD 561 (14.5) 619 (15.4) 695 (16.6) 710 (16.1) 815 (17.7) 831 (17.2) 662 (13.4) 676 (12.9)
Colorado Autism 110 (2.7) 121 (2.7) 135 (2.7) 168 (3.1) 191 (3.2) 199 (3.1) 234 (3.3) 261 (3.4)
DB 4 (21.1) 5 (31.3) 5 (25) 3 (14.3) 5 (22.7) 7 (36.8) 6 (25.0) 7 (26.9)
ID 26 (1.1) 28 (1.2) 24 (1.1) 25 (1.2) 24 (1.1) 22 (1.0) 26 (1.3) 32 (1.6)
MD 138 (5.1) 137 (4.8) 147 (4.8) 147 (4.6) 169 (5.0) 161 (4.7) 173 (4.9) 179 (4.8)
Connecticut Autism 749 (12.4) 783 (12.3) 883 (13.1) 875 (12.3) 915 (12.4) 941 (12.2) 944 (11.7) 974 (11.4)
DB 2 (16.7) 2 (28.6) 2 (25.0) 3 (37.5) 3 (37.5) 2 (25.0) 2 (28.6) 3 (42.9)
ID 110 (6.2) 109 (6.2) 121 (6.8) 127 (7.0) 121 (6.3) 138 (7.0) 148 (7.4) 154 (7.5)
MD 382 (17.3) 403 (17.9) 437 (19.3) 434 (18.9) 409 (17.9) 448 (19.9) 448 (19.9) 447 (20.2)
Delaware Autism 162 (17.8) 148 (15.1) 159 (13.9) 165 (12.6) 156 (11.3) 185 (11.4) 189 (10.7) 205 (10.5)
DB 21 (41.2) 22 (44.9) 18 (41.9) 15 (40.5) 16 (42.1) 18 (46.2) 20 (51.3) 18 (51.4)
ID 156 (12.0) 128 (10.1) 137 (10.8) 100 (8.0) 114 (9.2) 108 (8.4) 102 (8.0) 100 (7.8)
MD 0 (-) - 0 (-) - - - - -
District of
Columbia
Autism 106 (20.7) 98 (17.0) 97 (15.7) 102 (14.7) 112 (14.4) 128 (14.7) 149 (15.2) 166 (15.0)
DB 0 (0.0) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0)
ID 176 (28.6) 115 (21.2) 96 (16.5) 101 (18.5) 86 (15.8) 82 (14.2) 81 (13.8) 70 (11.6)
MD 441 (37.8) 307 (28.9) 315 (27.8) 275 (25.0) 284 (24.7) 249 (20.4) 252 (18.8) 247 (17.9)
Florida Autism 1,470 (7.3) 1,701 (7.5) 1,793 (7.0) ,1949 (6.9) 2,144 (6.9) 1,869 (5.5) 2,094 (5.7) 2,198 (5.5)
DB 5 (10.6) 5 (10.9) 8 (16.3) 9 (15.0) 10 (15.6) 10 (13.9) 8 (11.6) 12 (16.4)
ID 2,067 (10.1) 2,067 (10.2) 2,074 (10.4) 1,996 (10.1) 1,982 (10.1) 1,808 (9.2) 1,890 (9.5) 1,815 (9.0)
MD 0 (-) - 0 (-) - - - - -
Georgia Autism 278 (2.4) 290 (2.3) 341 (2.5) 391 (2.6) 389 (2.4) 420 (2.4) 319 (1.7) 383 (1.9)
DB 2 (11.1) 4 (21.1) 5 (23.8) 5 (16.1) 6 (19.4) 1 (4.5) 1 (4.5) 1 (3.7)
ID 154 (1.1) 131 (0.9) 160 (1.2) 178 (1.3) 175 (1.3) 175 (1.3) 162 (1.2) 174 (1.3)
MD 0 (-) - 0 (-) - - - - -
Hawaii Autism 5 (0.4) 6 (0.5) 10 (0.8) 9 (0.7) 11 (0.8) 16 (1.1) 13 (0.9) 11 (0.7)
DB 0 (0.0) 0 (0.0) 1 (20.0) 1 (25.0) 1 (33.3) 1 (25.0) 0 (0.0) 0 (0.0)
ID 3 (0.3) 1 (0.1) 2 (0.2) 0 (0.0) 2 (0.2) 3 (0.3) 2 (0.2) 0 (0.0)
MD 9 (2.0) 7 (1.5) 6 (1.3) 6 (1.3) 6 (1.3) 5 (1.0) 4 (0.8) 4 (0.8)
Idaho Autism 18 (0.9) 19 (0.9) 28 (1.2) 55 (2.3) 63 (2.4) 65 (2.3) 68 (2.3) 50 (1.6)
DB 0 (0.0) - 0 (0.0) 3 (6.1) 0 (0.0) 0 (0.0) 0 (0.0) 1 (20.0)
ID 9 (0.5) 9 (0.5) 13 (0.8) 19 (1.1) 27 (1.5) 23 (1.2) 18 (0.9) 17 (0.8)
MD 8 (1.8) 5 (1.1) 16 (3.3) 29 (5.6) 28 (5.4) 27 (5.1) 36 (6.3) 39 (6.3)
Illinois Autism 1,779 (11.4) 1,988 (11.7) 2,142 (11.9) 2,242 (11.8) 2,411 (12.1) 2,592 (12.5) 2,735 (12.6) 2,831 (12.5)
DB 4 (21.1) 1 (7.1) 1 (4.8) 1 (6.3) 0 (0.0) 0 (0.0) 1 (4.2) 1 (4.2)
ID 1,258 (8.7) 1,501 (10.7) 1,409 (10.4) 1,331 (10.1) 1,272 (10.1) 1,273 (10.5) 1,252 (10.6) 1,249 (10.8)
MD 555 (31.7) 587 (31.3) 585 (29.4) 585 (28.7) 601 (28.5) 589 (28.3) 617 (29.4) 603 (27.9)
Indiana Autism 169 (1.4) 178 (1.5) 213 (1.7) 208 (1.6) 230 (1.7) 238 (1.7) 226 (1.6) 298 (2.1)
DB 3 (12.0) 4 (18.2) 4 (17.4) 6 (26.1) 4 (16.0) 4 (20.0) 3 (13.6) 2 (9.5)
ID 87 (0.6) 90 (0.7) 79 (0.6) 81 (0.7) 75 (0.6) 78 (0.7) 72 (0.6) 72 (0.6)
MD 97 (5.8) 90 (5.3) 86 (5.1) 84 (5.0) 51 (3.1) 59 (3.6) 70 (4.4) 45 (2.9)
Iowa Autism 7 (1.1) 6 (1.0) 5 (0.8) 5 (0.8) 6 (1.0) 6 (1.0) 7 (1.1) -
DB 0 (-) - 0 (-) 0 (-) 0 (-) 0 (-) 0 (-) -
ID 110 (1.1) 110 (1.2) 87 (0.9) 80 (0.8) 89 (0.9) 84 (0.9) 85 (0.9) -
MD 0 (0.0) - 1 (0.3) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) -
Kansas Autism 53 (2.0) 70 (2.3) 88 (2.8) 74 (2.2) 101 (2.8) 129 (3.4) 130 (3.3) 120 (2.9)
DB 2 (18.2) 1 (7.7) 1 (8.3) 0 (0.0) 0 (0.0) 1 (7.7) 3 (20.0) 3 (16.7)
ID 46 (1.6) 41 (1.4) 47 (1.6) 34 (1.2) 44 (1.5) 41 (1.4) 41 (1.4) 33 (1.2)
MD 127 (5.7) 129 (5.6) 123 (5.1) 143 (5.8) 156 (6.0) 184 (6.5) 181 (6.1) 176 (5.7)
Kentucky Autism 44 (1.1) 50 (1.1) 49 (1.0) 44 (0.8) 53 (0.9) 53 (0.9) 44 (0.7) 55 (0.8)
DB 3 (21.4) - 1 (11.1) 0 (0.0) 1 (11.1) 1 (10.0) 1 (14.3) 0 (0.0)
ID 59 (0.5) 51 (0.4) 47 (0.4) 49 (0.4) 52 (0.4) 49 (0.4.0) 50 (0.4) 62 (0.5)
MD 71 (3.7) 67 (3.7) 62 (3.6) 64 (3.8) 64 (3.9) 66 (4.0) 59 (3.6) 62 (3.9)
Louisiana Autism 6 (0.2) 8 (0.2) 14 (0.4) 11 (0.3) 12 (0.3) 10 (0.2) 14 (0.3) 14 (0.3)
DB 0 (0.0) 1 (50.0) 0 (0.0) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0)
ID 15 (0.2) 15 (0.2) 12 (0.2) 12 (0.2) 14 (0.2) 10 (0.2) 9 (0.1) 13 (0.2)
MD 31 (4.0) 27 (3.5) 19 (2.4) 18 (2.2) 17 (2.1) 14 (1.8) 12 (1.6) 8 (1.0)
Maine Autism 133 (5.5) 138 (5.6) 145 (5.8) 145 (5.6) 142 (5.2) - 179 (6) 205 (6.6)
DB 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) - 1 (7.7) 1 (6.3)
ID 13 (2.2) 8 (1.3) 15 (2.4) 10 (1.5) 15 (2.1) - 16 (2.1) 20 (2.5)
MD 163 (6.3) 161 (6.0) 150 (5.6) 184 (6.5) 192 (6.4) - 234 (7.5) 210 (7.5)
Maryland Autism 1,122 (13.9) 1,172 (13.8) 1,242 (14.1) 1,289 (14.1) 1,339 (14.2) 1,369 (13.7) 1,376 (13.1) 1,399 (12.7)
DB 2 (18.2) 2 (18.2) 2 (16.7) 4 (36.4) 2 (28.6) 2 (22.2) 1 (14.3) 1 (12.5)
ID 292 (7.3) 313 (7.5) 301 (6.9) 310 (6.8) 299 (6.2) 299 (6.0) 314 (6.1) 312 (6.0)
MD 1,017 (32.0) 1,110 (30.8) 1,169 (29.3) 1,232 (28.2) 1,295 (27.1) 1,391 (26.1) 1,497 (25.6) 1,519 (24.2)
Massachusetts Autism 1,256 (11.2) 1,321 (10.7) 1,425 (10.7) 1,490 (10.6) 1,630 (10.8) 1,697 (10.4) 1,719 (9.9) 1,763 (9.6)
DB 41 (31.1) 45 (32.1) 37 (28.7) 32 (24.6) 29 (23.8) 32 (27.1) 32 (23.9) 32 (22.5)
ID 326 (4.2) 323 (4.3) 300 (4.3) 326 (4.9) 344 (5.4) 327 (5.1) 299 (5.1) 291 (5.0)
MD 647 (17.8) 569 (15.5) 552 (15.5) 540 (18) 509 (18.7) 4,89 (19.7) 432 (19.9) 394 (20.6)
Michigan Autism 1,232 (9.2) 1,179 (8.5) 1,122 (7.9) 1,253 (8.5) 1,230 (8.0) 1,246 (7.8) 1,186 (7.1) 1,236 (7.2)
DB 1 (10.0) 2 (15.4) 1 (14.3) 1 (11.1) 1 (7.1) 2 (9.5) 3 (11.5) 2 (6.7)
ID 1,845 (12.1) 1,682 (11.3) 1,666 (11.6) 1,654 (11.7) 1,526 (10.9) 1,433 (10.4) 1,380 (10.1) 1,254 (9.5)
MD 1,292 (61) 1,241 (60.4) 1,251 (61.4) 1,258 (62.7) 1,209 (61.2) 1,178 (61.9) 1,149 (62.3) 1,093 (61.4)
Minnesota Autism 401 (3.0) 454 (3.3) 493 (3.5) 579 (3.9) 623 (4) 681 (4.2) 736 (4.3) 769 (4.3)
DB 8 (20.0) 13 (25.0) 14 (32.6) 14 (21.2) 14 (18.7) 16 (18.8) 16 (16.8) 19 (20.0)
ID 181 (2.8) 188 (3.0) 180 (3.0) 167 (2.8) 192 (3.1) 197 (3.3) 199 (3.4) 207 (3.5)
MD 124 (11.5) 122 (10.9) 137 (11.8) 125 (10.9) 135 (11.6) 150 (12.9) 144 (11.8) 162 (13.0)
Mississippi Autism 58 (2.1) 61 (1.9) 61 (1.8) 65 (1.7) 65 (1.6) 62 (1.4) 73 (1.5) 83 (1.7)
DB 0 (0.0) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0)
ID 13 (0.4) 14 (0.5) 17 (0.6) 14 (0.5) 20 (0.6) 15 (0.4) 19 (0.5) 18 (0.5)
MD 42 (4.8) 39 (4.1) 39 (3.8) 43 (4.0) 34 (3.0) 41 (3.6) 43 (3.6) 42 (3.4)
Missouri Autism 444 (5.7) 486 (5.9) 539 (6.1) 620 (6.5) 641 (6.3) 661 (6.1) 699 (6.1) 728 (5.9)
DB 3 (11.5) 2 (10.5) 1 (5.3) 2 (10.0) 4 (19.0) 4 (17.4) 4 (16.7) 2 (11.8)
ID 547 (6.3) 572 (6.6) 548 (6.5) 557 (6.7) 560 (6.7) 510 (6.2) 496 (6.1) 505 (6.3)
MD 387 (32.1) 403 (33.6) 406 (34.2) 408 (34.7) 398 (33.6) 369 (31.9) 367 (32.2) 364 (31.9)
Montana Autism 1 (0.2) - 0 (0.0) 2 (0.3) 2 (0.3) 2 (0.2) 3 (0.3) 7 (0.7)
DB 0 (0.0) 1 (20.0) 1 (20.0) 1 (14.3) 0 (0.0) 0 (0.0) 1 (16.7) 1 (16.7)
ID 0 (0.0) - 1 (0.2) 2 (0.4) 0 (0.0) 0 (0.0) 1 (0.2) 1 (0.2)
MD 24 (0.8) 45 (1.4) 41 (1.2) 40 (1.2) 38 (1.1) 33 (0.9) 49 (1.3) 62 (1.6)
Nebraska Autism 57 (2.6) 60 (2.5) 62 (2.4) 56 (2.0) 68 (2.2) 82 (2.5) 83 (2.3) 87 (2.3)
DB 1 (20.0) 2 (33.3) 2 (25.0) 2 (16.7) 2 (18.2) 2 (20.0) 2 (22.2) 3 (30.0)
ID 57 (2.1) 64 (2.4) 57 (2.3) 55 (2.2) 57 (2.4) 64 (2.7) 60 (2.6) 51 (2.2)
MD 43 (14.3) 48 (15.5) 48 (15.3) 52 (15.6) 51 (14.7) 52 (15.4) 53 (16.8) 43 (13.1)
Nevada Autism 36 (1.0) 47 (1.2) 54 (1.2) 55 (1.1) 69 (1.3) 78 (1.3) 90 (1.4) 92 (1.3)
DB 0 (0.0) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0)
ID 27 (1.8) 30 (1.9) 39 (2.4) 41 (2.5) 36 (2.2) 30 (1.7) 33 (1.9) 35 (1.9)
MD 178 (20.8) 185 (20.3) 190 (19.8) 210 (20.8) 230 (23.0) 242 (23.8) 235 (25.2) 233 (24.8)
New Hampshire Autism 79 (4.4) 85 (4.4) 98 (4.7) 113 (5.1) 123 (5.3) 130 (5.4) 138 (5.4) 147 (5.6)
DB 1 (14.3) 0 (0.0) 0 (0.0) 0 (0.0) 1 (20.0) 1 (20.0) 1 (20.0) 3 (37.5)
ID 15 (2.6) 16 (2.8) 16 (2.7) 15 (2.5) 13 (2.1) 15 (2.3) 19 (2.9) 24 (3.7)
MD 24 (8.3) 23 (7.7) 24 (7.9) 29 (9.9) 35 (11.4) 41 (13.3) 31 (10.5) 30 (10.2)
New Jersey Autism 3,050 (22.9) 3,190 (22.4) 3,247 (21.4) 3,263 (20.4) 3,408 (20.1) 34,50 (19.5) 3,454 (18.5) 3,414 (17.5)
DB 1 (7.1) 3 (16.7) 3 (15.8) 3 (14.3) 4 (28.6) 6 (28.6) 9 (39.1) 7 (41.2)
ID 523 (12.2) 515 (12.2) 542 (12.6) 512 (12) 467 (10.9) 415 (9.5) 402 (8.9) 393 (8.6)
MD 4,333 (27.4) 4,261 (28.5) 4,189 (29.4) 3,908 (29) 3,697 (28.5) 3,481 (28) 3,385 (28.4) 3,172 (27.8)
New Mexico Autism 1 (0.1) 4 (0.2) 3 (0.1) 6 (0.3) 5 (0.2) 4 (0.1) 1 (< 0.1) 2 (0.1)
DB 1 (50.0) 1 (14.3) 1 (10.0) 4 (40.0) 4 (40.0) 1 (16.7) 0 (0.0) 0 (0.0)
ID 2 (0.1) 2 (0.1) 1 (0.1) 3 (0.2) 3 (0.2) 4 (0.2) 6 (0.3) 1 (0.1)
MD 21 (3.1) 19 (2.8) 19 (2.8) 22 (3.4) 21 (3.2) 21 (3.3) 11 (1.8) 14 (2.5)
New York Autism 3,928 (17.7) 3,536 (14.4) 4,418 (16.6) 4,208 (14.8) 5,498 (17.4) 5,076 (14.7) 5,320 (14.2) 5,360 (13.1)
DB 0 (0.0) 4 (25.0) 3 (18.8) 1 (12.5) 4 (30.8) 3 (25.0) 4 (30.8) 4 (26.7)
ID 1,632 (17.7) 1,411 (14.5) 1,647 (16.7) 1,625 (15.9) 1,762 (17.1) 1,675 (16.1) 1,609 (15.4) 1,497 (14.5)
MD 3,152 (22.7) 2,993 (22.1) 3,074 (23.6) 2,917 (23.3) 3,147 (25.4) 3,040 (25.3) 3,080 (26.4) 2,952 (26.4)
North Carolina Autism 292 (2.5) 302 (2.3) 349 (2.5) 351 (2.3) 336 (2.1) 352 (2.1) 384 (2.1) 403 (2.1)
DB 2 (7.7) 1 (5.3) 1 (5.6) 1 (5.3) 3 (13.0) 3 (14.3) 2 (8.7) 2 (8.7)
ID 488 (3.2) 505 (3.5) 490 (3.4) 480 (3.4) 439 (3.1) 404 (2.9) 375 (2.7) 370 (2.6)
MD 338 (17) 332 (16.2) 316 (15) 320 (14.5) 314 (14.1) 308 (13.7) 312 (13.9) 308 (14)
North Dakota Autism 8 (1.2) 7 (1) 12 (1.5) 10 (1.2) 12 (1.3) 9 (0.8) 14 (1.2) 10 (0.8)
DB 0 (0.0) - 0 (0.0) 0 (0.0) 0 (-) 0 (0.0) 0 (0.0) 0 (0.0)
ID 3 (0.5) 4 (0.6) 5 (0.8) 2 (0.3) 1 (0.2) 6 (1.0) 2 (0.3) 3 (0.5)
MD 0 (-) - 0 (-) - - - - -
Ohio Autism 1,375 (8.8) 1,446 (8.7) 1,059 (6.0) 1,094 (6.0) 1,144 (5.9) 1,238 (6) 1,346 (6.2) 1,436 (6.2)
DB 6 (15.4) 5 (13.9) 5 (14.3) 5 (15.2) 9 (20.5) 10 (18.5) 10 (18.9) 10 (16.4)
ID 167 (0.8) 233 (1.2) 215 (1.2) 229 (1.3) 204 (1.1) 193 (1.1) 237 (1.4) 229 (1.3)
MD 1,505 (13.8) 1,473 (13.7) 1,423 (13.2) 1,331 (12.6) 1,322 (12.5) 1,212 (11.7) 1,198 (11.7) 1,152 (11.5)
Oklahoma Autism 5 (0.1) 9 (0.2) 13 (0.3) 11 (0.2) 8 (0.1) 7 (0.1) 9 (0.1) 4 (0.1)
DB 0 (0.0) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0)
ID 9 (0.2) 9 (0.2) 5 (0.1) 15 (0.3) 2 (< 0.1) 2 (< 0.1) 2 (0) 3 (0.1)
MD 7 (0.5) 8 (0.6) 6 (0.4) 5 (0.4) 1 (0.1) 2 (0.1) 3 (0.2) 6 (0.4)
Oregon Autism 127 (1.8) 93 (1.3) 128 (1.7) 92 (1.2) 102 (1.3) 174 (2.1) 193 (2.2) 234 (2.5)
DB 0 (0.0) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 1 (5.3)
ID 32 (1.1) 23 (0.8) 27 (0.9) 27 (0.8) 31 (0.9) 42 (1.3) 44 (1.3) 59 (1.7)
MD 0 (0.0) - 0 (0.0) - - - - -
Pennsylvania Autism 1,713 (8.3) 1,833 (8.1) 1,936 (8.1) 2,086 (8.2) 2,240 (8.3) 2,287 (8.0) 2,345 (7.8) 2,696 (8.5)
DB 36 (46.2) 28 (50.0) 22 (40.0) 26 (54.2) 27 (61.4) 29 (59.2) 27 (57.4) 28 (52.8)
ID 1,195 (7.8) 1130 (7.7) 1,092 (7.4) 1,068 (7.2) 1,038 (6.9) 1,132 (7.3) 1,118 (7.2) 1,195 (7.5)
MD 609 (25.7) 587 (24.3) 586 (24.7) 633 (25.7) 612 (24.5) 642 (24.8) 601 (24.0) 616 (24.4)
Rhode Island Autism 210 (12.0) 210 (11.6) 164 (8.8) 199 (10.4) 190 (9.6) 222 (10.9) 234 (11.0) 255 (11.8)
DB 0 (0.0) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 1 (33.3)
ID 29 (4.8) 31 (5.2) 25 (4.3) 28 (4.7) 27 (4.3) 30 (4.5) 31 (4.6) 31 (4.6)
MD 83 (30.9) 81 (28.9) 86 (29.9) 81 (26.1) 75 (24.0) 71 (22.8) 69 (22.8) 68 (20.7)
South Carolina Autism 67 (1.6) 63 (1.3) 41 (0.8) 41 (0.7) 37 (0.6) 35 (0.5) 34 (0.4) 45 (0.5)
DB 1 (33.3) 1 (16.7) 1 (14.3) 1 (8.3) 1 (8.3) 1 (8.3) 1 (7.1) 1 (5.3)
ID 141 (2.4) 135 (2.3) 77 (1.4) 72 (1.3) 49 (0.9) 46 (0.9) 40 (0.8) 41 (0.8)
MD 70 (9.2) 93 (10.7) 65 (6.7) 72 (6.7) 87 (8.0) 85 (7.4) 85 (7.0) 96 (7.5)
South Dakota Autism 20 (3.0) 21 (3.0) 25 (3.2) 21 (2.2) 18 (1.7) 17 (1.4) 19 (1.5) 19 (1.4)
DB 0 (0.0) - 1 (100) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0)
ID 15 (1.2) 11 (0.8) 11 (0.8) 16 (1.1) 19 (1.2) 17 (1.1) 13 (0.8) 10 (0.6)
MD 31 (7.6) 27 (6.9) 23 (6.1) 28 (7.0) 28 (6.7) 34 (7.8) 32 (7.2) 36 (7.7)
Tennessee Autism 85 (1.4) 103 (1.5) 94 (1.3) 95 (1.2) 107 (1.3) 117 (1.3) 99 (1) 96 (0.9)
DB 1 (14.3) - 1 (9.1) 3 (21.4) 3 (25) 1 (7.7) 4 (30.8) 5 (50.0)
ID 67 (1.1) 65 (1.0) 100 (1.6) 105 (1.6) 100 (1.4) 100 (1.4) 79 (1.1) 61 (0.8)
MD 126 (7.7) 130 (7.8) 141 (8.4) 128 (7.9) 122 (7.5) 93 (5.8) 83 (5.2) 81 (5.1)
Texas Autism 178 (0.5) 181 (0.5) 199 (0.5) 219 (0.5) 216 (0.4) 225 (0.4) 229 (0.4) 251 (0.4)
DB 3 (3.4) 1 (1.1) 2 (2.2) 2 (1.9) 10 (8.8) 9 (7.3) 14 (10.2) 13 (7.8)
ID 161 (0.5) 150 (0.5) 144 (0.4) 125 (0.3) 131 (0.3) 117 (0.3) 95 (0.2) 99 (0.2)
MD 127 (2.5) 116 (2.1) 67 (1.3) 60 (1.1) 89 (1.6) 83 (1.5) 74 (1.1) 74 (1.1)
Utah Autism 109 (2.7) 127 (3) 126 (2.8) 159 (3.3) 165 (3.2) 169 (3.1) 179 (3.0) 226 (3.7)
DB 2 (9.5) 2 (11.1) 2 (13.3) 1 (5.0) 0 (0.0) 0 (0.0) 3 (13) 3 (18.8)
ID 56 (2.1) 50 (1.9) 46 (1.8) 71 (2.7) 67 (2.5) 66 (2.5) 77 (3.0) 67 (2.5)
MD 334 (27.6) 332 (27.8) 355 (29.3) 308 (27.6) 303 (27.7) 285 (26.5) 291 (26.1) 291 (26.7)
Vermont Autism 30 (3.8) 43 (5.1) 45 (5.3) 52 (5.8) 66 (7.4) - 78 (8.3) 81 (8.3)
DB 0 (0.0) - 1 (25.0) 1 (50.0) 1 (50.0) - 0 (0.0) 0 (0.0)
ID 16 (2.6) 18 (3.1) 16 (2.9) 18 (3.2) 20 (3.6) - 24 (4.5) 21 (3.9)
MD 5 (3.0) 12 (6.7) 11 (5.8) 6 (3.3) 10 (5.1) - 10 (5.6) 11 (5.9)
Virginia Autism 705 (5.7) 803 (6) 873 (6) 982 (6.3) 1,072 (6.5) 1,165 (6.6) 1,350 (7.1) 1,438 (7.1)
DB 0 (0.0) - 0 (0.0) 0 (0.0) 1 (5.9) 1 (5.6) 0 (0.0) 2 (9.1)
ID 151 (2.0) 182 (2.5) 185 (2.5) 195 (2.6) 212 (2.9) 201 (2.7) 208 (2.8) 222 (3.0)
MD 275 (10.4) 330 (12.6) 331 (12.7) 332 (13.4) 349 (14.2) 355 (14.6) 342 (14.5) 347 (14.9)
Washington Autism 71 (0.8) 85 (0.9) 109 (1.1) 116 (1.1) 128 (1.1) 136 (1.1) 146 (1.1) 161 (1.1)
DB 0 (0.0) - 0 (0.0) - 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0)
ID 11 (0.3) 8 (0.2) 5 (0.1) 7 (0.2) 11 (0.3) 9 (0.2) 10 (0.2) 14 (0.3)
MD 35 (1.7) 36 (1.7) 46 (2.1) 40 (1.8) 46 (2.1) 55 (2.5) 48 (2.1) 44 (1.9)
West Virginia Autism 1 (0.1) 7 (0.5) 8 (0.5) 11 (0.6) 10 (0.5) 12 (0.5) 11 (0.5) 15 (0.6)
DB 1 (10.0) 1 (12.5) 2 (20) 2 (15.4) 2 (12.5) 2 (11.1) 3 (16.7) 3 (16.7)
ID 5 (0.1) 5 (0.1) 5 (0.1) 3 (< 0.1) 4 (0.1) 5 (0.1) 4 (0.1) 2 (< 0.1)
MD 0 (-) - 0 (-) - - - - -
Wisconsin Autism 124 (1.5) 149 (1.7) 163 (1.8) 190 (2) - - - -
DB 0 (0.0) - 0 (0.0) 0 (0.0) - - - -
ID 162 (2.3) 154 (2.2) 175 (2.6) 181 (2.7) - - - -
MD 0 (-) - 0 (-) - - - - -
Wyoming Autism 3 (0.5) 6 (0.8) - 8 (1) 11 (1.4) 8 (1.0) 12 (1.4) 13 (1.5)
DB 0 (-) - - 0 (-) 0 (-) 0 (-) 0 (-) 0 (-)
ID 2 (0.5) 2 (0.5) - 3 (0.7) 0 (-) 3 (0.7) 2 (0.5) 1 (0.2)
MD 3 (1.6) 3 (1.4) - 4 (1.6) 6 (2.6) 4 (1.6) 7 (2.5) 8 (2.5)

Source: Data were from IDEA Section 618 Data Products: State Level Data Files under Part B Child Count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Notes:DB= Deaf-Blindness; ID= Intellectual disability; MD= Multiple Disabilities. Percentages of students who were ages 6-17 in separate schools were listed in the parentheses (). A dash ( - ) means that data were not available.

Appendix C

Research Question (RQ) 2

The base year for these tables is Year 2012-13.

The scale range of the percentage changes was from -0.6 to +0.6, except for the four states (ID, MT, VT, and WY) with larger percentages changes with a scale range from -0.6 to +1.8.

Data were taken from IDEA Section 618 Data Products: State Level Data Files under Part B Child count and Educational Environments from 2012-13 to 2019-20 for ages 6-17. https://www2.ed.gov/programs/osepidea/618-data/state-level-data-files/index.html#bccee

Figure C1. Percentage change for Students with Extensive Support Needs, Age 6-17 in Separate Schools in Alabama

Figure C1 Bar Chart

Figure C2. Percentage Change for Students with Extensive Support Needs, Age 6-17 in Separate Schools in Alaska

Figure C2 Bar Chart

Figure C3. Percentage Change for Students with Extensive Support Needs, Age 6-17 in Separate Schools in Arizona

Figure C3 Bar Chart

Figure C4. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Arkansas

Figure C4 Bar Chart

Figure C5. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in California

Figure C5 Bar Chart

Figure C6. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Colorado

Figure C6 Bar Chart

Figure C7. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Connecticut

Figure C7 Bar Chart

Figure C8. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Delaware

Figure C8 Bar Chart

Figure C9. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in the District of Columbia

Figure C9 Bar Chart

Figure C10. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Florida

Figure C10 Bar Chart

Figure C11. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Georgia

Figure C11 Bar Chart

Figure C12. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Hawaii

Figure C12 Bar Chart

Figure C13. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Idaho

Figure C13 Bar Chart

Note.The scale range of the percentage changes was from -0.6 to +0.6, except for the four states (ID, MT, VT, and WY) with larger percentage changes with a scale range from -0.2 to +1.8.

Figure C14. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Illinois

Figure C14 Bar Chart

Figure C15. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Indiana

Figure C15 Bar Chart

Figure C16. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Iowa

Figure C16 Bar Chart

Figure C17. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Kansas

Figure C17 Bar Chart

Figure C18. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Kentucky

Figure C18 Bar Chart

Figure C19. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Louisiana

Figure C19 Bar Chart

Figure C20. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Maine

Figure C20 Bar Chart

Figure C21. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Maryland

Figure C21 Bar Chart

Figure C22. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Massachusetts

Figure C22 Bar Chart

Figure C23. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Michigan

Figure C23 Bar Chart

Figure C24. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Minnesota

Figure C24 Bar Chart

Figure C25. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Mississippi

Figure C25 Bar Chart

Figure C26. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Missouri

Figure C26 Bar Chart

Figure C27. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Montana

Figure C27 Bar Chart

Note.The scale range of the percentage changes was from -0.6 to +0.6, except for the four states (ID, MT, VT, and WY) with larger percentage changes with a scale range from -0.2 to +1.8.

Figure C28. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Nebraska

Figure C28 Bar Chart

Figure C29. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Nevada

Figure C29 Bar Chart

Figure C30. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in New Hampshire

Figure C30 Bar Chart

Figure C31. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in New Jersey

Figure C31 Bar Chart

Figure C32. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in New Mexico

Figure C32 Bar Chart

Figure C33. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in New York

Figure C33 Bar Chart

Figure C34. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in North Carolina

Figure C34 Bar Chart

Figure C35. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in North Dakota

Figure C35 Bar Chart

Figure C36. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Ohio

Figure C36 Bar Chart

Figure C37. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Oklahoma

Figure 37 Bar Chart

Figure C38. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Oregon

Figure C38 Bar Chart

Figure C39. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Pennsylvania

Figure C39 Bar Chart

Figure C40. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Rhode Island

Figure C40 Bar Chart

Figure C41. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in South Carolina

Figure C41 Bar Chart

Figure C42. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in South Dakota

Figure C42 Bar Chart

Figure C43. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Tennessee

Figure C43 Bar Chart

Figure C44. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Texas

Figure C44 Bar Chart

Figure C45. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Utah

Figure C45 Bar Chart

Figure C46. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Vermont

Figure C46 Bar Chart

Note.The scale range of the percentage changes was from -0.6 to +0.6, except for the four states (ID, MT, VT, and WY) with larger percentage changes with a scale range from -0.2 to +1.8.

Figure C47. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Virginia

Figure C47 Bar Chart

Figure C48. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Washington

Figure C48 Bar Chart

Figure C49. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in West Virginia

Figure C49 Bar Chart

Note.The scale range of the percentage changes was from -0.6 to +0.6, except for the four states (ID, MT, VT, and WY) with larger percentage changes with a scale range from -0.2 to +1.8.

Figure C50. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Wisconsin

Figure C50 Bar Chart

Figure C51. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Wyoming

Figure C51 Bar Chart