This volume in The SAGE Reference Series on Disability explores education issues for people with disabilities and is one of eight volumes in the cross-disciplinary and issues-based series, which examines topics central to the lives of individuals with disabilities and their families. With a balance of history, theory, research, and application, specialists set out the findings and implications of research and practice for others whose current or future work involves the care and/or study of those with disabilities, as well as for the disabled themselves. The concise, engaging presentational style emphasizes accessibility. Taken individually, each volume sets out the fundamentals of the topic it addresses, accompanied by compiled data and statistics, recommended further readings, a guide to organizations and associations, and other annotated resources, thus providing the ideal introductory platform and gateway for further study. Taken together, the series represents both a survey of major disability issues and a guide to new directions and trends and contemporary resources in the field as a whole.

Annotated Data, Statistics, Tables, and Graphs

Annotated data, statistics, tables, and graphs
Amy C.Stevens Griffith and CherylHanley-Maxwell

Chapters 1 and 2 discuss trends in disability diagnosis for special education eligibility and the services provided to eligible students under the Individuals with Disabilities Education Act (IDEA). In this chapter we will present and consider data relevant to those trends across four areas: (1) eligibility, (2) proportionality by race, (3) placement, and (4) discipline. We also present data on in-school student outcomes related to high-stakes testing, as well as student perceptions, school completion, and post-secondary school outcomes.


Table 1 illustrates patterns in the numbers of students identified in each disability category by school year. The data begin with 1976–1977, the first school year after P.L. 94–142 (the Individuals with Disabilities ...

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