ERIC Number: ED028564
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
Special Education in the United States: Statistics 1948-1966.
Mackie, Romaine P.; And Others
Based on public and residential schools, the report includes Office of Education statistics for 1963 and estimates for 1966. Results indicate the following: advances in enrollment, with about 1,666,000 children enrolled in 1963 and 2,100,000 in 1966, more than 90% of whom were in local public schools; a narrowing of the gap between children needing and receiving special education, with about 10 or 12%, or 6,000,000 of the school age population who would benefit from special education; a rapid development in nursery school and kindergarten programs, with about 33,000 children in such programs in public day schools in 1963; a continued rise in enrollment in special programs for youth age handicapped; an increase in public school system programs, with more than one-half of the schools providing programs either by themselves or cooperatively; and an increase in teachers and speech and hearing specialists, with over 71,000 in 1963 and 82,000 in 1966. Additional information is provided concerning the above areas and trends; implications are considered. Specific data concern trends by the following areas of exceptionality: visually handicapped, hearing impaired, speech handicapped, crippled and health impaired, emotionally disturbed and socially maladjusted, mentally retarded, and gifted. Enrollment by states is also treated. Eleven tables present statistics. (JD)
Descriptors: Administrative Policy, Educational Programs, Emotional Disturbances, Enrollment Rate, Exceptional Child Education, Gifted, Handicapped Children, Hearing Impairments, Incidence, Mental Retardation, Physical Disabilities, Special Classes, Special Health Problems, Speech Handicaps, State Programs, Statistical Data, Teacher Supply and Demand, Visual Impairments
Teachers College Press, Teachers College, Columbia University, 525 West 120th Street, New York, New York 10027 ($2.95).
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A