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.
TIES Center University of Minnesota Institute on Community Integration 2025 East River Parkway, Room 1-330 Minneapolis, MN 55414 Phone 612-626-1530 http://tiescenter.org Email: tiescenter@umn.edu |
The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. This document is available in alternative formats upon request. |
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).
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 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.
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.
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).
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.
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.
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:
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).
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.
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
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
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.
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
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
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
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.
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
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
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
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
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
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
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.
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.
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.
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.
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.
Agran, M., Jackson, L. B., Kurth, J. A., Ryndak, D. L., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H., & Wehmeyer, M. L. (2020). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities, 45(1), 4-13. https://doi.org/10.1177/1540796919878134
Anderson, E. J., & Brock, M. E. (2020). Being in the right place at the right time: Educational placement of students with intellectual disability by state and year. Inclusion, 8(3), 210-221. https://doi.org/10.1352/2326-6988-8.3.210
Anderson, M. A. (2019). Calculating and interpreting percentage changes for economic analysis. Applied Economics Teaching Resources, 1(1), 25-31. https://www.doi.org/10.22004/ag.econ.294012
Bansilal, S. (2017). The application of the percentage change calculation in the context of inflation in mathematical literacy. Pythagoras, 38(1), a314. https://doi.org/10.4102/pythagoras.v38i1.314
Blustein, C. L., Carter, E., & McMillan, E. D. (2016). The voices of parents: Post-high school expectations, priorities, and concerns for children with intellectual and developmental disabilities. The Journal of Special Education, 50(3), 164-177. https://doi.org/10.1177/0022466916641381
Brock, M. E. (2018). Trends in the educational placement of students with intellectual disability in the United States over the past 40 years. American Journal on Intellectual and Developmental Disabilities, 123(4), 305-314. https://doi.org/10.1352/1944-7558-123.4.305
Carter, E. W., & Hughes, C. (2005). Increasing social interaction among adolescents with intellectual disabilities and their general education peers: Effective interventions. Research and Practice for Persons with Severe Disabilities, 30(4), 179-193. https://doi.org/10.2511/rpsd.30.4.179
Carter, E. W., Asmus, J. M., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., Brock, M. E., Cattey, G. N., Chen, R., Cooney, M., Fesperman, E. S., Hochman, J. M., Huber, H. B., Lequia, J. L., Lyons, G. L., Moyseenko, K. A., Riesch, L. M., Shalev, R. A., Vincent, L.B., & Weir, K. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82(2), 209-233. https://doi.org/10.1177/0014402915598780
Curran-Everett, D., & Williams, C. L. (2015). Explorations in statistics: The analysis of change. Advanced Physiology Education, 39(2), 349-354. https://doi.org/10.1152/advan.00018.2015
Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons with Severe Disabilities, 27(3), 165-174. https://doi.org/10.2511/rpsd.27.3.165
Gee, K., Gonzalez, M., & Cooper, C. (2020). Outcomes of inclusive versus separate placements: A matched pairs comparison study. Research and Practice for Persons with Severe Disabilities, 45(4), 223-240. https://doi.org/10.1177/1540796920943469
Grigal, M., Hart, D., & Migliore, A. (2011). Comparing transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Learners, 34(1), 4-17. https://doi.org/10.1177/0885728811399091
Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. ABT Associates. https://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf
Howard, J., Copeland, J. N., Gifford, E. J., Lawson, J., Bai, Y., Heilbron, N., & Maslow, G. (2021). Brief report: Classifying rates of students with autism and intellectual disability in North Carolina: Roles of race and economic disadvantage. Journal of Autism and Developmental Disorders, 51(1), 307-314.
Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea/statute-chapter-33
Johnson, D. R., Thurlow, M. L., Wu, Y., LaVelle, J. M., & Davenport, E. C. (2020). IEP/transition planning participation among students with the most significant cognitive disabilities: Findings from NLTS 2012. Career Development and Transition for Exceptional Individuals, 43(4), 226-239. https://doi.org/10.1177/2165143420952050
Kleinert, H. L., Towles-Reeves, E., Quenemoen, R., Thurlow, M. L., Fluegge, L., Weseman, L., & Kerbel, A. (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children, 81(3), 312-328. https://doi.org/10.1177/0014402914563697
Kurth, J. A., Morningstar, M. E., & Kozleski, E. B. (2014). The persistence of highly restrictive special education placements for students with low-incidence disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 227-239. https://doi.org/10.1177/1540796914555580
Kurth, J. A., Ruppar, A. L., Toews, S. G., McCabe, K. M., McQueston, J. A., & Johnston, R. (2019). Considerations in placement decisions for students with extensive support needs: An analysis of LRE statements. Research and Practice for Persons with Severe Disabilities, 44(1), 3-19. https://doi.org/10.1177/1540796918825479
Lehr, D. H. (2020). Placement of students with severe disabilities who have complex health care needs in general education classes. Research and Practice for Persons with Severe Disabilities, 45(1), 39–44. https://doi.org/10.1177/1540796919895971
MacFarlane, J. R., & Kanaya, T. (2009). What does it mean to be autistic? Inter-state variation in special education criteria for autism services. Journal of Child and Family Studies, 18, 662-669. https://doi.org/10.1007/s10826-009-9268-8
McConnell, A., Sanford, C., Martin, J., Cameto, R., & Hodge, L. (2021). Skills, behaviors, expectations, and experiences associated with improved postsecondary outcomes for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities. Advance online publication. https://doi.org/10.1177/15407969211053810
McDonnell, J., Thorson, N., Disher, S., Mathot-Buckner, C., Mendel, J., & Ray, L. (2003). The achievement of students with developmental disabilities and their peers without disabilities in inclusive settings: An exploratory study. Education and Treatment of Children, 26(3), 224-236. https://www.jstor.org/stable/42899751
Morningstar, M. E., Allcock, H. C., White, J. M., Taub, D., Kurth, J. A., Gonsier-Gerden, J., Ryndak, D. L., Sauer, J., & Jorgensen, C. M. (2016). Inclusive education national research advocacy agenda: A call to action. Research and Practice for Persons with Severe Disabilities, 41(3), 209-215. https://doi.org/10.1177/1540796916650975
Morningstar, M. E., Kurth, J. A., & Johnson, P. E. (2017). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38(1), 3-12. https://doi.org/10.1177/0741932516678327
National Council on Disability (2018, February 7). IDEA series: The segregation of students with disabilities. https://ncd.gov/sites/default/files/NCD_Segregation-SWD_508.pdf
Office of Special Education Programs (OSEP). (2014a). 2012 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/bchildcountandedenvironments2012.csv
Office of Special Education Programs. (2014b). 2013 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/bchildcountandedenvironments2013.csv
Office of Special Education Programs. (2015). 2014 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/bchildcountandedenvironments2014.csv
Office of Special Education Programs. (2016). 2015 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/bchildcountandedenvironments2015.csv
Office of Special Education Programs. (2017). 2016 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/bchildcountandedenvironments2016.csv
Office of Special Education Programs. (2018). 2017 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/bchildcountandedenvironments2017-18.csv
Office of Special Education Programs. (2019a). 2018 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/bchildcountandedenvironments2018-19.csv
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
Polloway, E. A., Bouck, E. C., & Yang, L. (2019). Educational programs for students with intellectual disability: Demographic patterns. Education and Training in Autism and Developmental Disabilities, 54(1), 30-40.
Quirk, C., Ryndak, D. L., & Taub, D. (2017). Research and evidence-based practices to promote membership and learning in general education for students with extensive support needs. Inclusion, 5(2), 94-109. https://doi.org/10.1352/2326-6988-5.2.94
Soukup, J. H., & Wehmeyer, M. L., Bashinski, S. M., & Bovaird, J. A. (2007). Classroom variables and access to the general curriculum for students with disabilities. Exceptional Children, 74(1), 101-120. https://doi.org/10.1177/001440290707400106
U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2021). 42nd annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2020. Washington, D.C. https://sites.ed.gov/idea/files/42nd-arc-for-idea.pdf
Vickers, A. J. (2001). The use of percentage change from baseline as an outcome in a controlled trial is statistically inefficient: A simulation study. BMC Medical Research Methodology, 1(6). https://doi.org/10.1186/1471-2288-1-6
Wehmeyer, M. L., Lattin, D. L., Lapp-Rincker, G., & Agran, M. (2003). Access to the general curriculum of middle school students with mental retardation: An observational study. Remedial and Special Education, 24(5), 262-272. https://doi.org/10.1177/07419325030240050201
Wehmeyer, M. L., Shogren, K. A., & Kurth, J. A. (2020). The state of inclusion with students with intellectual and developmental disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 36-43. https://doi.org/10.1111/jppi.12332
Williamson, P., McLeskey, J., Hoppey, D., & Rentz, T. (2006). Educating students with mental retardation in general education classrooms. Exceptional Children, 72(3), 347-361. https://doi.org/10.1177/001440290607200306
Williamson, P., Hoppey, D., McLeskey, J., Bergmann, E., & Moore, H. (2020). Trends in LRE placement rates over the past 25 years. The Journal of Special Education, 53(4), 236-244. https://doi.org/10.1177/0022466919855052
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
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.
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 C2. Percentage Change for Students with Extensive Support Needs, Age 6-17 in Separate Schools in Alaska
Figure C3. Percentage Change for Students with Extensive Support Needs, Age 6-17 in Separate Schools in Arizona
Figure C4. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Arkansas
Figure C5. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in California
Figure C6. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Colorado
Figure C7. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Connecticut
Figure C8. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Delaware
Figure C9. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in the District of Columbia
Figure C10. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Florida
Figure C11. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Georgia
Figure C12. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Hawaii
Figure C13. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Idaho
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 C15. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Indiana
Figure C16. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Iowa
Figure C17. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Kansas
Figure C18. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Kentucky
Figure C19. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Louisiana
Figure C20. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Maine
Figure C21. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Maryland
Figure C22. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Massachusetts
Figure C23. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Michigan
Figure C24. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Minnesota
Figure C25. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Mississippi
Figure C26. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Missouri
Figure C27. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Montana
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 C29. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Nevada
Figure C30. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in New Hampshire
Figure C31. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in New Jersey
Figure C32. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in New Mexico
Figure C33. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in New York
Figure C34. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in North Carolina
Figure C35. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in North Dakota
Figure C36. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Ohio
Figure C37. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Oklahoma
Figure C38. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Oregon
Figure C39. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Pennsylvania
Figure C40. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Rhode Island
Figure C41. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in South Carolina
Figure C42. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in South Dakota
Figure C43. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Tennessee
Figure C44. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Texas
Figure C45. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Utah
Figure C46. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Vermont
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 C48. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Washington
Figure C49. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in West Virginia
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 C51. Percentage Change for Students with Extensive Support Needs, Age 6-17, in Separate Schools in Wyoming