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50 Years of ERIC
50 Years of ERIC
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ERIC Number: ED412668
Record Type: RIE
Publication Date: 1997-Jul
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Education of Children with Disabilities.
Kaye, H. Stephen
Disability Statistics Abstract, n19 Jul 1997
This abstract uses graphs and text to summarize recent statistics on the education of children with disabilities based on data from the U.S. Department of Education. It reports that 12.2 percent of students enrolled in American schools in 1993-94 were officially designated as having disabilities. More than two-thirds of students have mental or emotional impairments with 51.2 percent of all students with disabilities identified as having learning disabilities, followed by speech/language impairments (21.2 percent), mental retardation (11.3 percent), and "serious emotional disturbances" (8.7 percent). Much smaller numbers were reported for hearing, orthopedic, visual, multiple, and other disabilities. Analysis indicated that 70.4 percent of students with disabilities spend at least two-fifths of their school day attending classes with non-disabled students; students least likely to be integrated are those with mental retardation, multiple disabilities, or deaf-blindness. Data from 1991-92 indicate that 57.3 percent of students with disabilities graduate from high school with ordinary diplomas. Concerning postsecondary education, statistics from 1992-93 indicate that 6.3 percent of college undergraduates and 4.0 percent of graduate and professional students identify themselves as having a disability. A 1990 survey of former special education students found that 16.5 percent had attended college. (DB)
Publication Type: Collected Works - Serials; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC.
Authoring Institution: California Univ., San Francisco. Inst. for Health and Aging. Statistics Research and Training Center.
Identifiers: N/A