Population Data for Students with Visual Impairments in the United States

Abstract

Introduction: The purpose of this study was to determine how many young children and students (birth to 22 years old) were identified with visual impairments and receiving special education services in the United States. Professionals estimate at least 50% of students with visual impairments have additional disabilities and are not identified as having a visual impairments for the purposes of the federal Child Count census; therefore, the differences between Child Count and states’ total population counts were explored. Methods: A mixed-methods survey was sent to each U.S. state to determine the total population of students with visual impairments (birth to 22 years old) during the 2016–2017 school year. Results: The 49 responding states reported an average total population four times greater than the number of students with visual impairments than were documented in Child Count data. Many states had limited or no data on their total population of students with visual impairments. Discussion: The findings demonstrate many states are making policy and administrative decisions based on Child Count data not their total population data of students with visual impairments (e.g., planning for 100 students with a primary disability of visual impairments rather than a total population of 405 students with visual impairments). Misuse of Child Count data contributes to underfunding and under-hiring of teachers of students with visual impairments and orientation and mobility instructors. How to address these issues at a systemic level so all students with visual impairments receive appropriate access to resources and quality instruction is also discussed. Implications for practitioners: Practitioners can use available population data across states to educate decision makers at local and state levels regarding the differences between Child Count and total population data for students with visual impairments. Statewide vision programs can also circumvent limited data collection programs at the state level by developing their own systems for total population counts of students with visual impairments.