• Maryland is one of the most segregated states in the nation for its education of students with disabilities. Compared to the all other states and the District of Columbia, Maryland ranks 11th worst for its placement of students with disabilities in segregated public schools and 4th worst for its placement of students with disabilities in segregated private schools. (OSEP, 2001)
  
  
• Maryland is the 4th worst state in the nation for its placement of students with mental retardation in segregated public schools and 7th worst for it placement of students with mental retardation in segregated private schools. (OSEP, 2001)
  
  
• Research overwhelmingly shows that students with disabilities make greater academic progress when included in general education classrooms. (McGregor, G. & Vogelsberg, R.T. [1998] Inclusive Schooling Practices: Pedagogical and Research Foundations. Baltimore: Paul H. Brookes Publishing Co.)
  
  
• In 2001, over 92% of Maryland students with mental retardation were not fully participating members of their general education classrooms. Of those students, nearly 55% were educated outside of a regular classroom for more than 60% of the school day. (MSDE, 2002)
  
  
• Research indicates that students who are pulled out of the general education classroom throughout the day to receive specialized services, are not viewed as true members of their classrooms by their peers without disabilities. (Schnorr, R. F. (1990). ""Peter? He comes and goes...": First graders' perspectives on a part-time mainstream student" and Schnorr, R. (1997). "From enrollment to membership: "Belonging" in middle and high school classes." JASH)
  
  
• The U.S. Department of Education has set a standard of 80% for the education of students with disabilities in the least restrictive setting-the general education classroom. (OSEP, 2000)
  
  
• From 1997 through 2001, the number of Maryland students with mental retardation who are educated in a general education classroom for more than 80% of the school day has only increased by 0.28%. (MSDE, 2002)
  
  
• By fifth grade, only 13% of students receiving special education services are scoring satisfactorily on the Maryland School Performance Assessment Program (MSPAP) reading and math tests compared to 47% of their typical peers. (MSDE, 2001)
  
  
• "Over 20 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by…providing appropriate special education and related services and aids and supports in the regular classroom to such children…." (Preamble to IDEA, 105th Congress, 1997)
  
  

Developed by the Maryland Developmental Disabilities Council
217 E. Redwood Street, Suite 1300
Baltimore, MD 21202
410-767-3670
Fax: (410) 333-3686