Between the 2012–13 and 2023–24 school years, the number of students with disabilities spending some of their school day in general education classrooms increased 25 percent, according to a report published July 2 by the U.S. Government Accountability Office (GAO).
Driven in large part by a rise in students who spend at least 80 percent of their time learning in general education settings, the GAO found that the portion of students with disabilities learning alongside their general education peers increased in 42 states and the District of Columbia. [The District of Columbia and California had the largest increases (7.7 and 6.4 percentage points, respectively).]
“Seven million children received special education services in school year 2023–24. Under the Individuals with Disabilities Education Act (IDEA), these students should be learning alongside their peers in general education classrooms as much as is appropriate,” the report stated. “For school year 2022–23 (the most recent data available), certain factors related to district resources were associated with higher rates of students with disabilities in gen ed for much of their day. Across the districts and schools GAO visited, officials commonly identified resource availability, parental involvement in educational placement decisions, and school environment (i.e. facilities and school culture) as factors that influenced the educational setting of students with disabilities.”
Because students with disabilities are a diverse group with a vast range of abilities and needs, not every subcategory experienced increases at the same rate. For instance, the largest portion who spent at least 40 percent of their school day in general education classrooms in 2023–24 were students with specific learning disabilities, while students with deaf-blindness spent the least amount of time in general education classrooms.
“Officials at most states, districts, and schools we visited cited availability of resources as the most common factor in determining a student’s educational setting,” including staffing, lack of available specialized services and programs, and the costs of specialized and out-of-district placement, according to the report. Parental involvement, particularly during individualized education program (IEP) meetings, was also a commonly cited influence on students with disabilities’ educational setting.
Improving school climate
Studies have repeatedly shown that the school experiences of students with disabilities and relationships with their teachers and peers can affect their sense of belonging, which can have an impact on their achievement. Those interviewed by the GAO outlined challenges and successes creating an inclusive education and a sense of belonging for students with disabilities.
Challenges
School culture, such as student behaviors or staff mindset, was found to create challenges for students with disabilities. Examples included issues with bullying; students with disabilities avoiding asking for help or accepting accommodations included in their IEP for fear of being singled out; or staff not believing that students with disabilities were capable of comprehending the curriculum without one-on-one support from paraeducators.
Resource constraints also present a challenge for local educational agencies. Some officials told the GAO that they simply could not afford to increase educators’ salaries to fill vacancies that would allow them to meaningfully include students with disabilities in general education or extracurricular activities and athletics — especially as the volume of elevated needs continues to grow.
Successes
Some of the LEA leaders interviewed detailed finding success in connecting students with disabilities with the curriculum through varied strategies. In one example, a principal shifted class schedules so that students with disabilities could attend classes better aligned with their IEP goals. “The school developed an overall schedule around students’ interests and availability, making sure classes like career and technical education and physical education were in periods where students with disabilities could participate with their peers without disabilities,” according to the report.
Others relied on pairing students in general education and students with disabilities in non-academic and extracurricular activities, including pumpkin decorating and gingerbread house making, picking up recycling around campus, peer tutoring, “buddy lunches,” and participating in the Special Olympics. These presented opportunities for students to build friendships, improve social skills and create inclusive school communities.
