Indicator 23: Children With Special Education Needs Entering School

 

Why This Is Important

Schools are meant to provide educational opportunities for all children, to enhance their
chances to succeed and learn, regardless of a child's needs for support. For children with
special learning-related needs, being ready to enter school and to succeed in school partly
depends upon having had early intervention and perhaps having ongoing supports in place
at the time of school entry for the child and family.

 

 

 

Where We Stand

The Maine Department of Education monitors the number of children who had received
early intervention services but who no longer require special education upon their entry
into kindergarten. For the 2004-2005 school year, 454 such children exited to regular
education, a distinct rise since the 1996-1997 school year, with a slight decline from
2003-2004. These children are entering school more developmentally ready.

 

Data Sources and Context

The source of this data is the IDEA Child Count, information collected each December 1st
by the Division of Special Services, Maine Department of Education, http://www.maine.gov/education/speced/EFS05/public_reports.htm.