"The evidence is clear that disabilities do not cause disparate outcomes, but that the system itself perpetuates limitations in expectations and false belief systems about who children with disabilities can be and how much they can achieve in their lifetime."
In 2013, only 54.4% of students with disabilities graduated from high school on time; and only 62.4% within 5 years.
Only 1.5% of districts met the state’s Annual Measurable Objectives under NCLB for students with IEPs.
In several large districts, LIKE SEATTLE students with IEPs are between 2 and 3 times more likely to be suspended or expelled than their peers.1
Graduates with disabilities continue onto higher education at less than half the rate of their peers.2
Over 1/3 of students who had IEPs are “not engaged” in employment, post-secondary education or training one year after graduating from high school.3
The U.S. Department of Education has determined that Washington state is in “need of assistance” to meet new federal results-driven outcome measures for students with disabilities.4
The evidence is clear that disabilities do not cause disparate outcomes, but that the system itself perpetuates limitations in expectations and false belief systems about who children with disabilities can be and how much they can achieve in their lifetime.
There is a need for statewide coordination and leadership to identify best practices and scalable models that will connect education as a whole to other systems that support the welfare of children in our state, and improve educational outcomes for all students with disabilities.
http://www.governor.wa.gov/oeo/reports/SpecialEdTaskForce%20Report_Nov2014.pdf
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