In this new Fordham Institute paper,
analysts examine public data and find that the national proportion of
students with disabilities peaked in 2004-05 and has been declining
since. This overall trend masks interesting variations; for example,
proportions of students with specific learning disabilities, mental
retardation, and emotional disturbances have declined, while the
proportions of students with autism, developmental delays, and other
health impairments have increased notably. Meanwhile, at the state
level, Rhode Island, New York, and Massachusetts have the highest rates of disability identification, while Texas, Idaho, and Colorado have the lowest.
The ratio of special-education teachers and paraprofessionals
to special-education students also varies widely from state to state—so
much so that our analysts question the accuracy of the data reported by
states to the federal government.