INCA Education around the world
USA : Organisation/control of education system
2.1.1 Control
2.1.2 Funding
2.1.3 Private sector education
2.1.4 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION
This information is intended to provide the background context of structure and control, within which the curriculum and assessment frameworks are implemented.
2.1 Organisation and control of system/structure
2.1.1 Control
See section 2.1.1 of the mainstream USA Archive.
2.1.2 Funding
See section 2.1.2 of the mainstream USA Archive.
2.1.3 Private sector education
See section 2.1.3 of the mainstream USA Archive.
2.1.4 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION
General/national
Types of provision
Provision for students with disabilities is generally ensured either in: separate special education classes and programmes; or in mainstream settings with supplementary aids and support services.16
Many states (such as Massachusetts) also provide bilingual education programmes for children of Hispanic origin who speak little English.5
See section 3.2.5 in addition.
Size of provisionIn 1996, children with disabilities receiving services in federally supported programmes constituted 12 per cent of all students enrolled in public schools (grades Kindergarten to Year 12, ages 5-18). This figure was eight per cent in 1977.22
The number of students who participated in federal programmes for children with disabilities increased 55 per cent between 1977 and 1996, rising from 3.7 to 5.6 million students.22
In 1995, 73 per cent of public school children with disabilities were provided for in regular/mainstream classrooms or resource rooms in a regular/mainstream school building, while 23 per cent were provided for in separate classes in mainstream school buildings.22
1997 data from the US Department of Education reported that 55 per cent of children with disabilities, aged 6-21, were not fully included in regular, mainstream classes. This despite the fact that more than 71 per cent of the five million students with disabilities, aged 6-21, served through the Individuals with Disabilities Education Act (IDEA) (see section 1.2.1) in the 1995-96 school year, had the least severe impairments (learning disabilities, 51 per cent; speech or language impairments, 20 per cent). 16
In 2004, statistics from the US Department of Education showed that nationally, about nine per cent of the total student population participated in special education, of which about nine per cent had the most significant cognitive difficulties.41 Statistics also showed that 2.62 per cent of compulsory school age students attended special schools. 46
Control and funding
Until 1975, with the passage of the Education of All Handicapped Children Act 2, children with disabilities were not ensured what was a right of their non-disabled siblings and peers, the right to attend public schools. The 1975 law granted a "free and appropriate public education" to all children regardless of the nature or severity of their handicap.16
State governments now provide pre-schools for children aged 3-5, deemed to be at risk of failure due to poverty and for children who have disabilities (including language, learning, intellectual, physical or emotional problems or disabilities). Education remains free for all handicapped students to age 21.23
At national level, the Office of Special Education and Rehabilitative Services (OSERS) provides support to parents and individuals, school districts and states, and funding for programmes serving infants, toddlers, children and adults with disabilities. OSERS also provides funds to programmes offering information and technical assistance to parents of infants, toddlers and children with disabilities, as well as members of the learning community who serve these individuals. The OSERS website is accessible at http://www.ed.gov/about/offices/list/osers/index.html.
Through OSERS, the US Department of Education provides funding for special education regional parent technical assistance centres. There are six regional centres whose role is to improve the information flow to parents of students with disabilities, and to forge stronger relationships between parents and professionals. A seventh national centre coordinates the work of the regional centres. The centres provide information to Special Education Programs' Parent Training and Information Centres, which were reauthorised under the Individuals with Disabilities Education Act (IDEA) (see 1.2.1). At least one of these centres is located in every state.38
