We Can Do blog Research, Reports, Papers and Statistics. Blog maintained by Ms. Andrea Shettle, MSW who defines herself as an American woman, a person with disabilities, and Deaf since birth. In 1998, she established an email discussion group for deaf people in developing countries and other interested people, and built a network of contacts. She started the blog to make it a little easier for grassroots advocates with disabilities in developing countries to locate the materials, resources, and information they need to accomplish their own goals, in accordance to their own priorities. The blog is also intended to help mainstream international development professionals understand the need to pro-actively include people with disabilities in their projects and programs, and to arm them with the information and tools they need to do it.
World Institute on Disability publications page.
World Facts and Statistics on Disabilities and Disability Issues from Disabled World.com
(Includes some statistics collected by US government agencies)
National Center for Education Statistics Fast Facts:
Includes National Longitudinal Transition Study 2, (NLTS2) which "is intended to provide a national picture of the experiences and achievements of students in special education during high school and as they transition from high school to adult life. NLTS2 involves a nationally representative sample of students who were 13 to 16 years old and receiving special education services in December 2000 when the study began. These students will be followed until 2010 in an effort to understand their educational, vocational, social, and personal experiences as they transition from adolescence to early adulthood. Findings from NLTS2 generalize to special education students nationally as a group, to each of the 12 disability categories in use for students in the NLTS2 age range, and to each single-year age group."
Includes Pre-Elementary Education Longitudinal Study (PEELS) which is following almost 3,000 children with disabilities as they progress through preschool and into their early elementary years. The study collects data on the preschool and early elementary school experiences of a nationally representative sample of children with disabilities and the outcomes they achieve. It focuses on children's preschool environments and experiences, their transition to kindergarten, their kindergarten and early elementary education experiences, and their academic and adaptive skills. The children were 3 to 5 years old at the start of the study in 2003 and were followed through to 2008.
Search Tables and Figures
For the inventory of NCES' National Education Data Resource Center (NEDRC) Postsecondary Tables Library; the Condition of Education; the Digest of Education Statistics; Indicators of School Crime and Safety and other NCES publications.
Contains data reported annually by states to the Office of Special Education (OSEP), including state-by-state, rank-ordered, and historic trend data.
Special Education Elementary Longitudinal Study (SEELS)
Special Education Elementary Longitudinal Study (SEELS) was a study of school-age students funded by the Office of Special Education Programs (OSEP) in the U.S. Department of Education and was part of the national assessment of the 1997 Individuals with Disabilities Education Act (IDEA 97). From 2000 to 2006, SEELS documented the school experiences of a national sample of students as they moved from elementary to middle school and from middle to high school. One important feature of SEELS was that it did not look at students' educational, social, vocational, and personal development at a single point in time. Rather, it was designed to assess change in these areas over time.
Statistical Abstract of the U.S. 2011-2012 Education section
"Students Reported Disability Status by Selected Characteristic" and more