National Center for Technology Innovation

State of Learning Disabilities: Facts, Trends and Indicators

The State of Learning Disabilities: Facts, Trends and Indicators provides a national and state-by-state snapshot of learning disabilities (LD) in the United States, and their impact on the ability of students and adults to achieve educational success and employment. The report introduces readers to what a learning disability is and what it is not. Data are presented showing that the number of school-age children with LD who receive federally-authorized special education services has declined by 14 percent over the past decade.

State-by-state information about the number of students with LD is also presented.  The data here show that while students with LD are spending the majority of their school day in the general education classroom, they continue to struggle to make adequate gains toward grade level standards. Significant academic deficits put them at great risk for not completing high school with a regular diploma, threatening their ability to pursue career training, go to college and do meaningful work. High dropout rates continue to threaten the success of these students, particularly those from minority groups. This report highlights that the outcomes, while better than two years ago, still lag behind the general population.

Access the full report here.

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One response to “State of Learning Disabilities: Facts, Trends and Indicators”

7 09 2011
cwimsatt (18:52:42) :

Here’s some encouraging recent research in the domain of social competence. In a peer reviewed paper in the Journal of Autism and Developmental Disorders, in a randomized controlled study of FaceSay Social Skills games, FaceSay participants – both students with classic autism and HFA or Aspergers – improved relative to controls on standardized Emotion Recognition tests and in social interactions with their peers on the playground.

Here’s the link to the paper.

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