Students With Disabilities

Since the 1978 implementation of what would become the Individuals with Disabilities Education Act (IDEA), states and local districts have continually increased their investment in the quality of education for students with disabilities. The Act’s reauthorization, coupled with No Child Left Behind, added requirements and guidance for states and school districts. Until that point in time, students with intellectual or other disabilities had been steadily improving their achievement, graduation rates, and success in post-high school endeavors. However, significant disparities existed (and persist today) based on race, ethnicity, and also on geography. Beyond the quality of education for students with disabilities, the disparity was often most noticeable in the classification of those students. States varied on which disabilities received services, and how much support was provided.

Many students with dyslexia, ADHD, and other disorders are either not diagnosed, not taken seriously, or not given as much support as they require in order to succeed. This can extend into adulthood. For example, ADHD was for years considered only a children’s disease, something that people “grew out of.” But the disorder can impact people at any age, something that many educators and even some doctors are not aware of.

No Child Left Behind’s focus on standards and standardized testing extended to students with disabilities as well. A core goal was that students with disabilities would work toward the same standards and take the same tests (with accommodations, if needed) as did students without disabilities. The outcomes were mixed. Test performance for students with disabilities increased, but so did drop outs. There was also evidence that some schools were less welcoming to students with disabilities, as a way to increase average scores (National Council on Disabilities 2004).

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