In The Politics of Autism, I write about social services, special education, and the Individuals with Disabilities Education Act.
Brett Guinan and Iwunze Ugo at PPIC:
A growing share of California students need specialized support.
California schools serve over 880,000 students with disabilities—about 15% of total enrollment. This share has risen 4 percentage points over the last decade, even as total enrollment declined.
In education, a disability is something that affects a student’s ability to learn or participate in school. Identification is typically initiated by parents or school staff and involves a formal evaluation. If a student qualifies, the school develops an individualized education plan (IEP).
Special education covers a wide range of disabilities, from speech and language delays to learning, developmental, and physical disabilities. About three-quarters of students with an IEP have a learning disability (31%), autism (23%), or speech/language impairment (21%). Autism is the fastest-growing category, with its share rising 5 percentage points since 2022–23.
Most students with disabilities learn alongside their peers, but setting varies by disability type.
Special education services must be provided at no cost and in the least restrictive environment, allowing students to learn alongside their peers without disabilities whenever appropriate.
About 60% of students with disabilities spend 80% or more of their day in a regular classroom setting—but this varies significantly by disability type. Students with speech or language impairments and specific learning disabilities (e.g., dyslexia) are the most likely to spend most of their day in a regular classroom, while students with intellectual disabilities and autism are the most likely to spend time outside their regular classroom or to be in a separate school.
