Changes in the Characteristics and Experiences of Special Education Students in High School

A large-scale study finds that over the past decade (2003-2012) high school youth participating in special education have become more engaged in school and increased their use of school supports. Both are outcomes encouraged by the most recent federal legislation supporting students with disabilities, known as the Individuals with Disabilities Education Act (IDEA 2004). At the same time, these youth, required under IDEA to have an individualized education program (IEP), are less likely than in the past to take some key steps to prepare for their transition to adult life. Among students with an IEP, youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability groups. The report released by the Institute of Education Sciences presents new information on trends in the characteristics and experiences of youth in special education across the country. Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education, Volume 3: Comparisons Over Time is the third report volume from the National Longitudinal Transition Study 2012 (NLTS 2012). NLTS 2012 is being conducted by the National Center for Education Evaluation and Regional Assistance (NCEE) as part of the congressionally-mandated National Assessment of IDEA 2004 and is the third study in the NLTS series commissioned by the U.S. Department of Education over several decades This report volume compares survey data in 1987, 2003, and 2012 from the three NLTS (NLTS 2012, NLTS2, NLTS), focusing on 15- to 18-year olds with an IEP overall and in 12 federal disability groups. Key findings from the third report volume suggest: • In the past decade, youth with an IEP have become more engaged in school and extracurricular activities, but there was little change in grade retention, suspensions, and expulsions. The proportion of youth with an IEP who felt a part of their school grew from 2003 to 2012 by more than 20 percentage points (from 31 to 52 percent), and their reported participation in school clubs or sports teams also increased by 14 percentage points (from 48 to 62 percent). Nevertheless, similar proportions in both years were reported to have ever repeated a grade (35 and 37 percent), been suspended (34 and 32 percent), or been expelled from school (7 and 9 percent). • Youth with an IEP are more likely than in the past to receive supports at school but less likely to get them at home. According to parents, receipt of any school-based special education services grew by 21 percentage points from 2003 to 2012 (44 versus 65 percent), with the largest growth in services from a tutor, reader, or interpreter (from 18 to 33 percent) and psychological counseling (from 13 to 28 percent). However, the proportion of parents who said they helped their children with homework at least weekly declined by 7 percentage points (from 62 percent to 55 percent). • Participation in some key transition activities declined, though not in IEP meetings. In both 2003 and 2012 most older youth and their parents reported having gone to an IEP meeting in the past two years (74 percent and 81 percent for youth; 89 percent and 91 percent for parents, respectively). However, the proportion who reported ever meeting with school staff to discuss post-high school transition plans decreased (from 79 to 70 percent of youth; from 79 percent to 60 percent of parents). In addition, fewer students were working for pay while in high school in 2012 than in 2003 (20 percent versus 27 percent). • Youth with an IEP are more likely than a decade ago to live in households that face economic challenges.