ERIC Number: ED481850
Record Type: RIE
Publication Date: 2003-Jul
Who Are the Children in Special Education? Research Brief.
This paper describes a current national study funded by the Office of Special Education Programs, the Special Education Elementary Longitudinal Study (SEELS). SEELS is a 6-year study (1999-2005) that will document the school experiences of a national sample of school-age students with disabilities by following students as they move from elementary to middle school and high school. The study is following 14,000 students from 300 school districts and 40 state-operated schools for deaf and/or blind students. Data are being collected from parent interviews, student assessments, and school questionnaires (a school characteristics survey, a language arts teacher survey, and a school program survey). Preliminary findings include the following: youth receiving special education services comprise 11% of all students between the ages of 6 and 13; 75% of special education students are classified as having either learning disabilities or speech/language impairments; two-thirds of the special education students are boys, a preponderance that appears in all racial/ethnic groups; younger children are more likely to be identified as having a speech/language impairment; children with disabilities are generally less healthy than their non-disabled peers; and about 20% of children with disabilities are living in households with annual incomes of less than $15,000. (DB)
Descriptors: Age Differences, Demography, Disabilities, Disability Identification, Elementary Secondary Education, Family Income, Health, Longitudinal Studies, National Surveys, Sex Differences, Student Experience
National Information Center for Children and Youth with Disabilities, P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Voice/TTY) (Toll Free); e-mail: firstname.lastname@example.org. For full text: http://www.nichcy.org/.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Information Center for Children and Youth with Disabilities, Washington, DC.