According to the recently released
Annual Report to Congress on the Implementation of the Individuals with
Disabilities Education Act, 2015, [PDF] "speech or language
impairments" was the second most prevalent disability category in 2013 (at
17.9%) for students ages 6–21 served under IDEA, Part B. The most prevalent
category continues to be "specific learning disabilities" (at 39.5%). Other
highlights of the report include the following facts:
most prevalent disability category of children ages 3–5 served under IDEA, Part
B, was "speech or language impairments" (44.2%). The next most common disability
category was "developmental delay" (37.1%), followed by "autism"
- Hispanic or Latino
students ages 6–21 were 1.34, 1.21, 1.29, and 1.06 times more likely to be
served under IDEA, Part B, for "hearing impairments," "orthopedic impairments," "specific learning disabilities," and "speech and language impairments,"
respectively, than were students ages 6–21 in all other racial/ethnic groups
- "Speech or
language impairments" was the second or third most prevalent category for
students ages 6–21 in every racial/ethnic group.
than 8 in 10 students who reported under the category of "speech or language
impairments" (87.1%) were educated inside the regular class 80% or more of the
to Congress on the Implementation of the IDEA [PDF] contains six major
sections that address the five annual report requirements contained in Section
664(d) of IDEA. The six sections are as follows:
- A summary and analysis of IDEA
Section 618 data at the national level
summary and analysis of IDEA Section 618 data at the state level
- A summary and analysis of the U.S.
Department of Education’s findings and determinations regarding the extent to
which states are meeting the requirements of IDEA, Parts B and C
- A summary of special education research
conducted under Part E of the Education Sciences Reform Act of 2002
- A summary of national special education
studies and evaluations conducted under Sections 664(a) and (c) of
- A summary of the
extent and progress of the assessment of national activities, which focus on
determining the effectiveness of IDEA and improving its
For more information, see the report [PDF]
on the U.S. Department of Education’s website, or contact Catherine D. Clarke,
ASHA’s director of education and regulatory advocacy, at firstname.lastname@example.org
or by phone at 800-498-2071, ext. 5611.