Special Education Day
49th Anniversary of the Individuals with Disabilities Education Act
Publication date: December 2, 2024
Governor Whitmer proclaimed December 2 Special Education in Michigan (2022)
In 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), now known as the Individuals with Disabilities Education Act (IDEA).
The IDEA is a federal law that guarantees access to a free appropriate public education (FAPE) in the least restrictive environment (LRE) for every eligible student with a disability.
While November 29th marked the 49th anniversary of the IDEA, December 2nd is recognized as ‘Special Education Day’ both nationally and in Michigan.
The IDEA serves as landmark civil rights legislation that was catapulted by the Civil Rights Movement of the 1950-60’s as children with disabilities were excluded almost entirely from the public school system at that time.
Forty-nine years ago this federal statute effectively opened the school doors for children with disabilities.
The passage of IDEA meant that no more children with disabilities could be turned away from school and guaranteed disabled students the right to an education which emphasizes special education and related services designed to meet their unique needs.
Over the past 49 years, the IDEA has experienced numerous changes in an effort to better support infants, toddlers, children and youth with disabilities. Find out more about the history of IDEA.
IDEA 1975 to present: Individuals with Disabilities Education Act
National Data – currently:
- 7.35 million children served by IDEA Part B (ages 3-21)
- 770,000 children served under IDEA Part C (ages 0-2)
- 1.38 million children served under Section 504 of the Rehabilitation Act of 1973
- 82% of K-12 children attend a public school (15% currently found eligible under IDEA)
- 15% of K-12 children attend a non-public school*
Data source: National Center for Education Statistics, U.S. Department of Education
*The percent of IDEA-eligible children served in non-public schools is not publicly reported.
As we stand on the shoulders of the prior generations who fought for these rights, recognition of these anniversaries and milestones allow us to reflect on the importance of special education in ensuring students with disabilities have equitable access to opportunity and achieve meaningful outcomes in public schools.
The IDEA has transformed the education system for students with disabilities. Prior to 1975, most were denied access to public schools. Now, nearly 70% of students with disabilities nationally spend 80%+ of their day learning alongside peers in general ed classrooms.
View the U.S. Department of Education Office of Special Education Programs (OSEP) ‘Fast Facts’ on educational environments here:
- OSEP Fast Facts__Educational Environments_School Aged Children with Disabilities
- OSEP Fast Facts__IDEA
The percentage of students with disabilities, ages 5 through 21, who received services inside the regular class for 80% or more of the day has increased nationally from 61.53% in 2012 to 67.08% in 2022.
To further explore this data visualization, please see 2024 September Dose of Data
However, over the past (nearly) five decades, we’ve learned that simply opening the school door to students with disabilities is not enough.
Disability activists, family members, advocates, and allies continue to demand full civil and human rights after decades of experiencing continued bias and barriers that have been threaded throughout society.
We must continue to take a critical look at how our education system is serving students with disabilities.
Further questions must be asked:
- Are students with disabilities being offered meaningful, supportive, safe, and inclusive experiences?
- Do we hold high expectations for students with disabilities?
- Are students with disabilities’ needs being appropriately met?
We continue to see troubling trends in the experiences and outcomes of children with disabilities.
AAoM released findings of the Special Education Experience Survey: Report to the Community this year which was the first survey since the Michigan Special Education Reform Task Force issued recommendations for changes and improvements to the special education system in 2015.
The SEE Survey shows there has been no improvement in key areas over the past nine years.
The report identified the top concerns for students with disabilities and their families, which include:
- School funding and resources are not adequate and equitable.
- The special education workforce shortage is affecting students.
- Students with disabilities are not spending enough time with nondisabled peers in the least restrictive environment.
- Schools are not identifying disabilities early enough, preventing students from becoming eligible for special education services as early as possible.
- Schools are not engaging sufficiently with parents and their students.
Stark inequalities persist in our education system, and we see concerning trends when it comes to graduation rates, drop out rates, the use of alternate assessments, as well as the use of harmful discipline tactics including restraint and seclusion.
Michigan Chronicle: Report Reveals Michigan’s Special Education System Fails to Meet Students and Family’s Needs
Data on outcomes show that while children with disabilities may be included in general education at higher rates than ever, they’re not always being offered equitable opportunities or reaching their full potential, which impacts their trajectory for further education, employment, and independent living.
Currently, students with disabilities graduate from college and secure full-time employment at lower rates than their peers.
We must commit to ensuring education is a pathway to prosperity for ALL students in Michigan.
The Office of Special Education and Rehabilitative Services (OSERS) under the U.S. Department of Education – which is the government agency that administers the IDEA to improve outcomes for children with disabilities, birth through 21, and their families – launched its Successful Transitions for All initiative to rethink transition services, ensuring students and families have the tools and resources necessary for successful secondary transition experiences. https://sites.ed.gov/osers/tag/successful-transitions-for-all/
As another IDEA anniversary has passed, how can we transform the education system in Michigan to expand meaningful opportunities and outcomes for all children with disabilities?
The Autism Alliance of Michigan (AAoM) is a trusted ally and partner for thousands of families across the state. AAoM’s Education pillar drives initiatives that address systemic barriers to education, focuses on student-centered advocacy, and educates families on related topics – working towards its goal to make Michigan a top 10 state for special education outcomes. AAoM serves as a resource hub for families, partner organizations and state leaders in understanding the impact of intersectionality while identifying core barriers related to access and outcomes in the education system. AAoM continues to advance our Whole Child vision for Michigan by catalyzing advocacy and engagement activities to move an equitable education agenda for children and youth with special education needs focused on funding reform, appropriate identification, access to interventions, system accountability, and decreasing disparities.
Taking a stand for student and family rights.
AAoM will further collective impact by aligning a shared agenda that mobilizes stakeholders to drive transparency and advocacy toward system-level transformation through our statewide grassroots effort under the Michigan Parent, Advocate & Attorney Coalition (MIPAAC). https://mipaac.org/
This work is hard, but necessary.
Let’s uphold a commitment to catalyzing the kind of change children with disabilities deserve.