In this Issue:
Source: OSEP - Retrieved October 6, 2005
The Office of Special Education Programs (OSEP) has developed a series of topic briefs around several high-interest areas of IDEA. Topic briefs include a summary of all relevant statutory language around that topic, the citations and a cross-reference, when applicable, to other related briefs. The OSEP IDEA 2004 Topic Briefs have officially been released and can now be found at http://www2.ed.gov/policy/speced/guid/idea/idea2004.html (scan down to the section entitled Technical Assistance Tools).
Two of the briefs are specific to Part C. These include:
Links to these papers are also available on the NECTAC Web site at http://www.nectac.org/idea/Idea2004topics.asp.
Source: Federal Register: October 7, 2005 (Volume 70, Number 194)
The Secretary of Education extends the deadline dates for the submission of applications for several programs. In all of the affected competitions the Secretary is making new awards for fiscal year (FY) 2006. The Secretary takes this action to allow more time for the preparation and submission of applications by potential applicants who have been affected by Hurricanes Katrina and/or Rita and are located in Louisiana, Texas, Alabama, Mississippi, and Florida. The reopening and extension of the programs or competitions are intended to help potential applicants compete fairly with other applicants under these programs.
One of the affected programs or competitions is 84.373X: Special Education--Technical Assistance on State Data Collection--IDEA General Supervision Enhancement Grant. For complete information go to http://edocket.access.gpo.gov/2005/05-20263.htm
Source: National Scientific Council on the Developing Child - October 4, 2005
Getting Ahead of the Next Disaster: Unless we act immediately, the children of Katrina and Rita will be permanently damaged by the effects of traumatic stress. Here's what we can do. This commentary by Jack P. Shonkoff, chair of the National Scientific Council on the Developing Child, is available at http://www.developingchild.net/papers/disaster_oped.pdf [Note: Link checked on 2/22/2007 - this document is no longer available online].
Source: Early Childhood Outcomes Center - October 6, 2005
The following new items have recently been made available on the Early Childhood Outcomes Center Web site:
Source: American Educational Research Association - October 3, 2005
For nearly 100 years, educators have debated the benefits of grade retention versus social promotion. A new examination of research on this perennially-controversial issue indicates that retention does not improve achievement among kindergartners in reading or mathematics, nor does it facilitate instruction by making classrooms more homogeneous academically. The report, based on the dissertation of Guanglei Hong, Ontario Institute for Studies in Education of the University of Toronto, appears in the fall issue of Educational Evaluation and Policy Analysis (EEPA), a peer-reviewed, scholarly journal published by the American Educational Research Association. To read a summary of the findings, go to http://www.aera.net/newsmedia/?id=889