Annual Report to Congress on the Evaluation of the Comprehensive Community Mental Health Services Program for Children and Their Families

Educational Status

Parental reports of children’s educational placement, school attendance, and school performance included the following:

The Majority of Children Had an Individualized Education Plan (IEP)

More than half of the children (60 percent) had an IEP, and 29 percent of the children had IEPs related to emotional disturbance designation. Children in grades one through three were less likely to have an IEP than children in higher grade levels (see Figure ES-19).

Approximately One-Half of the Children Were Placed in Regular Education Classrooms

Slightly less than half (47 percent) of the children were in regular classrooms, 39 percent were in special education classes, and 2 percent were suspended or formally dropped out (see Figure ES-20). Thirty-four percent of the children were assisted with resource rooms and classroom aides; and 66 percent had no classroom aides (see Figure ES-21).

In 1997, just over 11 percent of all children enrolled in public schools were receiving services under the Individuals with Disabilities Education Act (IDEA). Only 8.6 percent of children served through IDEA were classified with emotional disturbance (OSEP, 1998).

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