MAINE
For Each Educational Environment, What Is the Disability Distribution of
Students (Ages 6-21) in that Environment? How Does the Distribution Compare Across
Environment Categories? How does the Distribution Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	28.5	44.8	7.8	5.9	30.5
Speech/Language Impairments	51.1	21.2	9.5	8.5	37.9
Mental Retardation	0.3	2.0	8.9	1.8	1.6
Emotional Disturbance	4.3	6.7	19.8	37.6	7.1
Multiple Disabilities	3.4	10.1	30.2	24.7	8.3
Hearing Impairments	0.8	0.5	0.2	3.0	0.7
Orthopedic Impairments	0.2	0.2	0.3	0.0	0.2
Other Health Impairments	9.3	12.0	11.2	8.1	10.2
Visual Impairments	0.3	0.2	0.1	0.0	0.3
Autism	1.7	2.1	11.1	10.0	2.9
Deaf-Blindness	0.0	<0.1	0.0	0.0	<0.1
Traumatic Brain Injury	<0.1	0.2	0.9	0.4	0.2
Developmental Delay	.	.	.	.	.
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	9,029	4,102	1,483	271	14,885

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	55.4	51.8	13.5	14.6	46.3
Speech/Language Impairments	14.5	10.7	5.5	3.4	11.4
Mental Retardation	0.5	2.9	16.3	3.2	3.7
Emotional Disturbance	9.3	11.8	20.1	41.4	13.3
Multiple Disabilities	4.0	8.5	30.7	21.8	10.2
Hearing Impairments	1.0	0.4	0.5	2.3	0.8
Orthopedic Impairments	0.2	0.1	<0.1	0.0	0.1
Other Health Impairments	13.8	12.2	8.5	10.2	12.3
Visual Impairments	0.3	0.2	0.1	0.5	0.3
Autism	0.7	1.0	3.8	2.3	1.3
Deaf-Blindness	<0.1	0.0	0.0	0.1	<0.1
Traumatic Brain Injury	0.2	0.3	0.8	0.2	0.3
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	7,545	5,632	2,238	843	16,258

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments
Specific Learning Disabilities	60.0	48.6	11.7	13.3	44.3
Speech/Language Impairments	9.5	8.3	2.4	3.8	7.4
Mental Retardation	0.7	9.7	27.6	5.7	8.7
Emotional Disturbance	9.1	9.9	9.7	27.6	10.7
Multiple Disabilities	5.8	11.8	39.0	30.5	15.5
Hearing Impairments	1.6	0.2	0.0	6.7	1.3
Orthopedic Impairments	0.1	0.2	0.0	0.0	0.1
Other Health Impairments	11.4	9.2	3.1	4.8	8.7
Visual Impairments	0.4	0.2	0.0	1.0	0.3
Autism	0.7	1.7	4.8	2.9	1.9
Deaf-Blindness	0.0	0.0	0.0	1.0	<0.1
Traumatic Brain Injury	0.7	0.2	1.7	2.9	0.9
All Disabilities	100.0	100.0	100.0	100.0	100.0
Total N (in 2002)	695	424	290	105	1,514
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MAINE (continued)
For Each Disability, What Percent of Students (Age 6-21) are Served in Each
Educational Environment? How Does this Percentage Compare Across
Disability Categories? How does this Percentage Compare Across Age Groups?
Ages 6-11
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	56.7	40.4	2.5	0.4	100.0	4,542
Speech/Language Impairments	81.7	15.4	2.5	0.4	100.0	5,648
Mental Retardation	10.2	33.9	53.9	2.0	100.0	245
Emotional Disturbance	36.7	25.9	27.8	9.7	100.0	1,055
Multiple Disabilities	24.9	33.5	36.2	5.4	100.0	1,238
Hearing Impairments	70.0	19.0	3.0	8.0	100.0	100
Orthopedic Impairments	55.9	29.4	14.7	0.0	100.0	34
Other Health Impairments	55.3	32.4	10.9	1.4	100.0	1,523
Visual Impairments	68.4	26.3	5.3	0.0	100.0	38
Autism	36.1	19.7	38.0	6.3	100.0	432
Deaf-Blindness	0.0	100.0	0.0	0.0	100.0	1
Traumatic Brain Injury	20.7	27.6	48.3	3.4	100.0	29
Developmental Delay	.	.	.	.	.	.
All Disabilities	60.7	27.6	10.0	1.8	100.0	14,885

Ages 12-17
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	55.6	38.8	4.0	1.6	100.0	7,527
Speech/Language Impairments	59.2	32.6	6.7	1.6	100.0	1,851
Mental Retardation	6.7	27.4	61.3	4.5	100.0	594
Emotional Disturbance	32.3	30.7	20.8	16.2	100.0	2,160
Multiple Disabilities	18.2	29.1	41.6	11.1	100.0	1,654
Hearing Impairments	57.7	19.2	8.5	14.6	100.0	130
Orthopedic Impairments	65.2	26.1	8.7	0.0	100.0	23
Other Health Impairments	52.0	34.2	9.5	4.3	100.0	2,005
Visual Impairments	55.8	27.9	7.0	9.3	100.0	43
Autism	25.2	26.2	39.7	8.9	100.0	214
Deaf-Blindness	50.0	0.0	0.0	50.0	100.0	2
Traumatic Brain Injury	30.9	30.9	34.5	3.6	100.0	55
All Disabilities	46.4	34.6	13.8	5.2	100.0	16,258

Ages 18-21
	Percent of Time Outside Regular Class
Disability	<21%	21-60%	>60%	Separate Facilities	All Environments	Total N (in 2002)
Specific Learning Disabilities	62.1	30.7	5.1	2.1	100.0	671
Speech/Language Impairments	58.9	31.3	6.3	3.6	100.0	112
Mental Retardation	3.8	31.1	60.6	4.5	100.0	132
Emotional Disturbance	38.9	25.9	17.3	17.9	100.0	162
Multiple Disabilities	17.0	21.3	48.1	13.6	100.0	235
Hearing Impairments	57.9	5.3	0.0	36.8	100.0	19
Orthopedic Impairments	50.0	50.0	0.0	0.0	100.0	2
Other Health Impairments	59.8	29.5	6.8	3.8	100.0	132
Visual Impairments	60.0	20.0	0.0	20.0	100.0	5
Autism	17.2	24.1	48.3	10.3	100.0	29
Deaf-Blindness	0.0	0.0	0.0	100.0	100.0	1
Traumatic Brain Injury	35.7	7.1	35.7	21.4	100.0	14
All Disabilities	45.9	28.0	19.2	6.9	100.0	1,514
Separate Facilities includes public and private separate schools, public and private residential facilities, and homebound/hospital environments.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MAINE (continued)
For Each Preschool Environment, What Is the Disability Distribution of Children (Ages 3-5) in that Environment?
How Does the Distribution Compare Across Environment Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments
Specific Learning Disabilities	0.6	0.2	0.4	0.3	5.8	.	.	0.6
Speech/Language Impairments	57.9	32.4	38.0	35.3	18.2	.	.	47.6
Mental Retardation	0.2	0.9	0.0	0.0	0.0	.	.	0.3
Emotional Disturbance	2.2	3.9	1.8	1.0	5.0	.	.	2.6
Multiple Disabilities	1.4	3.0	0.7	0.7	0.0	.	.	1.7
Hearing Impairments	1.2	0.8	0.4	1.0	1.7	.	.	1.0
Orthopedic Impairments	0.2	0.3	1.1	0.0	0.8	.	.	0.3
Other Health Impairments	2.8	3.1	1.8	0.3	3.3	.	.	2.7
Visual Impairments	0.1	0.3	0.4	0.0	0.0	.	.	0.2
Autism	1.9	6.8	4.1	5.5	52.9	.	.	4.9
Deaf-Blindness	<0.1	0.0	0.0	0.0	12.4	.	.	0.4
Traumatic Brain Injury	0.0	0.0	0.4	0.3	0.0	.	.	<0.1
Developmental Delay	31.4	48.3	50.9	55.5	0.0	.	.	37.7
All Disabilities	100.0	100.0	100.0	100.0	100.0	.	.	100.0
Total N (in 2002)	2,643	1,155	271	292	121	0	0	4,482
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each column, the percentages were calculated by dividing the number of students in the disability category by the number in all disability categories combined and then multiplying by 100.  The columns sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MAINE (continued)
For Each Disability, What Percent of Children (Ages 3-5) are Served in Each Preschool Environment?
How Does this Percentage Compare Across Disability Categories?
Disability	Early Childhood	Early Childhood Special Education	Home	Part-time Early Childhood Special Education	Separate Facility	Itinerant Services Outside Home	Reverse Mainstream	All Environments	Total N (in 2002)
Specific Learning Disabilities	60.7	7.1	3.6	3.6	25.0	0.0	0.0	100.0	28
Speech/Language Impairments	71.8	17.5	4.8	4.8	1.0	0.0	0.0	100.0	2,133
Mental Retardation	28.6	71.4	0.0	0.0	0.0	0.0	0.0	100.0	14
Emotional Disturbance	50.0	38.1	4.2	2.5	5.1	0.0	0.0	100.0	118
Multiple Disabilities	48.7	46.1	2.6	2.6	0.0	0.0	0.0	100.0	76
Hearing Impairments	67.4	19.6	2.2	6.5	4.3	0.0	0.0	100.0	46
Orthopedic Impairments	42.9	28.6	21.4	0.0	7.1	0.0	0.0	100.0	14
Other Health Impairments	61.7	30.0	4.2	0.8	3.3	0.0	0.0	100.0	120
Visual Impairments	42.9	42.9	14.3	0.0	0.0	0.0	0.0	100.0	7
Autism	22.4	36.1	5.0	7.3	29.2	0.0	0.0	100.0	219
Deaf-Blindness	11.8	0.0	0.0	0.0	88.2	0.0	0.0	100.0	17
Traumatic Brain Injury	0.0	0.0	50.0	50.0	0.0	0.0	0.0	100.0	2
Developmental Delay	49.2	33.1	8.2	9.6	0.0	0.0	0.0	100.0	1,688
All Disabilities	59.0	25.8	6.0	6.5	2.7	0.0	0.0	100.0	4,482
Separate Facility includes residential facilities and separate schools.   The "Itinerant Services Outside Home" and "Reverse Mainstream" environments are optional categories that states can use when reporting data.   For each row, the percentages were calculated by dividing the number of students in the environment by the number in all environments combined and then multiplying by 100.  The rows sum to 100%.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2002 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MAINE (continued)
How Will the OSEP Graduation Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Diplomas	2001-02 Graduation Rate (current)	2001-02 Graduation Rate (new)	Difference in Graduation Rate
Specific Learning Disabilities	984	103	1,087	728	74	67	-7
Speech/Language Impairments	127	26	153	84	66	55	-11
Mental Retardation	94	10	104	57	61	55	-6
Emotional Disturbance	297	83	380	118	40	31	-9
Multiple Disabilities	151	23	174	98	65	56	-9
Hearing Impairments	18	1	19	18	100	95	-5
Orthopedic Impairments	7	1	8	6	86	75	-11
Other Health Impairments	127	22	149	78	61	52	-9
Visual Impairments	9	1	10	7	78	70	-8
Autism	12	0	12	9	75	75	0
Deaf-Blindness	0	0	0	0	.	.	.
Traumatic Brain Injury	15	0	15	10	67	67	0
All Disabilities	1,841	270	2,111	1,213	66	57	-8
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Graduation Rate = [Diploma Recipients ÷ Number Leaving School (current)] * 100.   New Graduation Rate = [Diploma Recipients ÷ Number Leaving School (new)] * 100.   Difference in Graduation Rate = New Graduation Rate - Current Graduation Rate. Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).

MAINE (continued)
How Will the OSEP Drop Out Rate Change When the
"Moved, Not Known to Be Continuing" Category is Eliminated?
Disability	Number Leaving School (Current)	Number Moved, Not Known to Continue	Number Leaving School (new)	Number of Dropouts (current)	Number of Dropouts (new)	2001-02 Dropout Rate (current)	2001-02 Dropout Rate (new)	Difference in Dropout Rate
Specific Learning Disabilities	984	103	1,087	235	338	24	31	7
Speech/Language Impairments	127	26	153	41	67	32	44	12
Mental Retardation	94	10	104	21	31	22	30	7
Emotional Disturbance	297	83	380	163	246	55	65	10
Multiple Disabilities	151	23	174	31	54	21	31	11
Hearing Impairments	18	1	19	0	1	0	5	5
Orthopedic Impairments	7	1	8	0	1	0	13	13
Other Health Impairments	127	22	149	42	64	33	43	10
Visual Impairments	9	1	10	1	2	11	20	9
Autism	12	0	12	3	3	25	25	0
Deaf-Blindness	0	0	0	0	0	.	.	.
Traumatic Brain Injury	15	0	15	3	3	20	20	0
All Disabilities	1,841	270	2,111	540	810	29	38	9
As described in the September 12, 2003 memo from Stephanie Lee, OSEP will modify its GRPA calculations for the graduation and dropout rates.  Beginning with the exiting data for 2003-04, students reported in the "Moved, Not Known to Be Continuing" category will be treated as dropouts.  When calculating the graduation rate, students in this category will be included in the denominator. When calculating the dropout rate, students in this category will be included in both the numerator and the denominator.   Current Number Leaving School includes diploma recipients, dropouts, certificate recipients, reached maximum age, and died.   New Number Leaving School includes diploma recipients, dropouts (including moved, not known to continue), certificate recipients, reached maximum age, and died.   Current Number of Dropouts includes only the "Dropped Out" exiting category.   New Number of Dropouts includes the "Dropped Out" and "Moved, Not Known to Be Continuing" exiting categories.   Current Dropout Rate = [Number of Dropouts (current) ÷ Number Leaving School (current)] * 100.   New Dropout Rate = [Number of Dropouts (new) ÷ Number Leaving School (new)] * 100.   Difference in Dropout Rate = New Dropout Rate - Current Dropout Rate.  Difference calculated prior to rounding.   Please see Data Notes for an explanation of individual state differences on how data are reported. Data based on December 2001-02 counts, updated as of July 2003. U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS).