2015 National Deaf-Blind Child Count Part B Information
The percentage of young children ages 3 to 5 educated in a regular early childhood education setting some portion of the day has more than doubled in the past decade from less than 15% to 34%.
Over 61% of school-age children and youth in special education are being served at least a portion of their day in a regular classroom in their local school. This is consistent across the age span.
Nearly one quarter (23.1%) of children and youth on the 2015 National Deaf-Blind Child Count participate in the regular curriculum as indicated by participating in statewide assessments tied to regular grade level standards. This is down slightly from 2014. This percentage increases to 41.5% when only those who are at the age and/or grade level for which state assessments are administered are considered.
While educational placement does not determine access to the regular curriculum, nearly 69% of those students taking state assessments tied to regular grade level standards were in the regular classroom some portion of their day. Again, this was down slightly from 2014.
The continued trend toward educational placement in inclusive settings, especially at the pre-school level, is significant and positive for children and families. The trend does, however, have profound implications on the need for information, resources, and access to expertise in deaf-blindness being available at a local level. Concurrently, as schools and Part C agencies continue to appropriately place and serve children locally, there are increased needs for more interventionists and teachers with a knowledge of deaf-blind intervention and instruction, as well as individualized supports, including the provision of intervener services.
While access to the general curriculum and graduation from high school has improved for the population of children and youth who are deaf-blind, significant efforts are needed to expand these opportunities.