In 2025, public schools across North Carolina continue to serve a growing number of students with autism spectrum disorder (ASD).
As prevalence rates rise, understanding how these students are identified, supported, and educated within the state’s public school system is critical for families, educators, and policymakers alike.
This snapshot highlights the latest trends in autism and special education within North Carolina public schools, including eligibility, educational environments, inclusion practices, and equity challenges.
Autism Prevalence & Its Impact on Public School Enrollment
North Carolina has seen a notable rise in autism prevalence over recent years, mirroring national trends.
According to data extrapolated from national CDC reports and state trends, approximately 1 in 31 eight‑year‑old children were identified with ASD as of 2025, and local estimates place North Carolina’s autism prevalence near 1 in 39 children (~2.5%).
This increase in diagnosed cases directly shapes public school populations: as more children are identified early, more enter the public school system with Individualized Education Programs (IEPs) under the Individuals with Disabilities Education Act (IDEA).
Special Education Framework in North Carolina
North Carolina’s public schools deliver special education services through the NC Department of Public Instruction (NC DPI) Office of Exceptional Children.
This office oversees implementation of IDEA services, ensures compliance, and supports data‑driven monitoring of special education programs statewide.
Eligibility & Identification
Students with autism who qualify for IDEA services are documented in the Child Count each December, a federally mandated snapshot of children (ages 3–21) receiving special education and related services under an IEP.
Over time, this data can reveal trends in the number of students identified under autism as a primary disability category.
While specific 2025 counts by disability category (e.g., autism) are not publicly published in a centralized summary for this period, state reporting structures are designed to capture these figures annually and track them by age, race/ethnicity, and environment through NC’s Every Child Accountability & Tracking System (ECATS).
Inclusion & Classroom Settings
North Carolina strives to educate students with disabilities — including students with autism — in the least restrictive environment (LRE) appropriate for their needs. According to broader statewide inclusion data:
- About 70% of students with disabilities spend 80% or more of the school day in general education classrooms.
- Roughly 26% spend between 40%–79% of their day in general education.
- A smaller proportion (~4%) are served in separate settings.
These figures reflect state priorities in inclusivity and help illustrate where students with autism are most often supported during the school day.
Early Identification & School Services
North Carolina’s approach to autism in schools emphasizes early identification and coordinated services between families, educators, and healthcare providers. While early diagnosis of ASD often occurs before school age, schools play a key role in ongoing developmental monitoring and educational planning.
School systems use IEPs tailored for students with autism to outline educational goals, accommodations, and specific supports — from speech‑language services to behavioral interventions and social skills instruction.
Equity & Disproportionality Concerns
National research — and state monitoring frameworks — recognize that students from diverse racial, ethnic, or socioeconomic backgrounds may experience disproportionate identification or placement within disability categories.
North Carolina’s special education performance indicators explicitly monitor these disparities, including whether students of certain groups are over‑ or under‑represented in categories like autism or placed more frequently in restrictive environments.
This ongoing analysis helps districts and the state refine policies to ensure equitable access to services and appropriate educational placements for all students with autism.
Transition Outcomes & Graduation
Beyond identification and service delivery, North Carolina also tracks transition outcomes for students with IEPs as they age out of the K‑12 system. In the most recent federally reported data (FFY 2023 / school year 2022–23):
- Over 9,300 students with IEPs exited special education by earning a regular high school diploma.
- Others exited with alternate credentials, certificates, or by reaching maximum age.
While these figures include all disability categories, they reflect statewide efforts to support students with disabilities — including those with autism — toward meaningful post‑secondary outcomes.
Public School Special Education Programs Ahead of 2025–26
As of the 2025–26 school year, North Carolina’s public school system continues expanding capacity to serve students with autism through:
- Comprehensive IEP planning tailored to individual strengths and challenges.
- Inclusive classroom practices and educational environments that support students alongside peers.
- Professional development for educators, promoted through NC DPI’s Office of Exceptional Children.
State and local initiatives continue to evolve, with emphasis on early referral, timely evaluation under IDEA, and equitable outcomes for students with autism across districts.
Conclusion
In 2025, North Carolina’s public schools educate a growing number of children diagnosed with autism — reflecting both rising prevalence and stronger identification practices.
While specific autism category counts within special education remain part of annual state reporting, the broader trend shows that schools are increasingly tasked with meeting diverse learning and developmental needs through individualized planning, inclusive environments, and data‑driven improvement efforts.
As parents, educators, and policymakers look toward the future, continued focus on early identification, culturally responsive practices, and equitable access to supports will be essential to ensuring every student with autism can thrive in North Carolina’s public schools.
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FAQs
1. How are public schools in North Carolina supporting students with autism in 2025?
North Carolina public schools provide a range of services to support students with autism, including Individualized Education Programs (IEPs), speech and occupational therapy, social skills training, and behavioral interventions. Schools focus on educating students in the least restrictive environment (LRE) to promote inclusivity.
2. What role does early diagnosis play in autism services in NC schools?
Early diagnosis is critical to providing timely and effective interventions for children with autism. North Carolina schools emphasize early screening and identification, ensuring that children receive necessary support from the outset, improving long-term outcomes.
3. How do NC public schools measure success for students with autism?
Public schools in North Carolina measure success through annual assessments of students’ progress on IEP goals, including academic performance and social/behavioral development. Additionally, outcomes are tracked through graduation rates, transition services, and post‑secondary education opportunities.
Sources:
https://www.dpi.nc.gov/documents/ec/ffy-2023-sppapr-part-b-report-final
https://www.dpi.nc.gov/districts-schools/classroom-resources/exceptional-children
https://www.dpi.nc.gov/districts-schools/classroom-resources/exceptional-children
