October 26, 2018

In this Issue:

  1. The Individuals with Disabilities Education Act (IDEA) Funding: A Primer
      Source: Library of Congress, Congressional Research Service (CRS)
  2. Screen Sense: Impact of Media Use on Children Under 3
      Source: ZERO TO THREE
  3. State Prekindergarten Effects on Early Learning at Kindergarten Entry
      Source: AERA Open, April-June 2018, Vol. 4, No. 2
  4. Parenting and Emotion (Video)
      Source: Child Trends
  5. Child Care and Development Block Grant (CCDBG) Resources: Advancing Equity
      Source: Build Initiative
  6. Children with Heart Conditions Have Special Healthcare Needs
      Source: Centers for Disease Control and Prevention (CDC)
  7. CEC's Policy on the Prevention of and Response to Maltreatment
      Source: Council for Exceptional Children (CEC)

1. The Individuals with Disabilities Education Act (IDEA) Funding: A Primer

Source: Library of Congress, Congressional Research Service (CRS)

The Library of Congress has posted an updated CRS report, IDEA Funding: A Primer (October 2018) that provides a historical review and summary of the structure and funding of the IDEA. The report also includes national and state IDEA funding data for FY2018, current funding trends, allocation formulas for Part B and Part C state grants, as well as, funding procedures and issues.

Additional CRS reports on IDEA's Part B & Part C are below:

2. Screen Sense: Impact of Media Use on Children Under 3

Source: ZERO TO THREE

ZERO TO THREE just released several evidence-based screen sense resources (October 2018) to assist caregivers of children under 3 years old to assess safe media content and usage for young children. Parents will learn the 3 C's, the E-AIMS tool for choosing content, how to develop a family media plan, and how to role model their own screen use in the company of their children.

3. State Prekindergarten Effects on Early Learning at Kindergarten Entry

Source: AERA Open, April-June 2018, Vol. 4, No. 2

An article published in the April-June 2018 issue of, AERA Open reveals results from a study of eight state-funded prekindergarten (preK) programs and their effects on early learning (i.e., language, literacy, and mathematics) in preschoolers. By kindergarten it was found that estimated effects for simple literacy skills was significantly larger than language and math outcomes. This suggests that preK programs need to increase their curriculum and professional development supports in language and math, and that the effectiveness of the program must be evaluated regularly.

4. Parenting and Emotion (Video)

Source: Child Trends

Child Trends released a new video (September 2018) highlighting how children learn to express their emotions. Studies reveal that three main factors observed in parents help determine how children will express their emotions. These are: 1) how parents display their own emotions, 2) how parents respond to the child's emotions, 3) and the family's overall emotional demeanor.

5. Child Care and Development Block Grant (CCDBG) Resources: Advancing Equity

Source: Build Initiative

Build Initiative has compiled this list of equity resources to support the work of policymakers considering the necessary data and methods to advance equity with CCDBG resources in early learning settings. Visit Build Initiative's Maximizing CCDBG for Infants and Toddlers webpage for additional resources.

6. Children with Heart Conditions Have Special Healthcare Needs

Source: Centers for Disease Control and Prevention (CDC)

According to a recent study by the CDC (September 2018), children with a heart condition are more likely to have special healthcare needs than those without a heart condition. These include medication needs, physical or speech therapy, and/or treatment for developmental or behavioral challenges. The study also encourages developmental screening, so that children with heart conditions can acquire the necessary services and support.

7. CEC's Policy on the Prevention of and Response to Maltreatment

Source: Council for Exceptional Children (CEC)

The CEC recently published its maltreatment policy statement (September 2018) that highlights how special education professionals must be prepared to play an active, unbiased role in preventing and responding to cases of maltreatment. The statement further explains the importance for educators to have the ability to understand family stressors, recognize indications of maltreatment, and have guidelines for acceptable information sharing with child protective service personnel.