In this Issue:
Source: Budget News, U.S. Dept of Education - Retrieved January 6, 2006
On December 30, 2005, the President signed Public Law 109-149, providing FY 2006 appropriations for the Education Department. A table (last updated 01/04/2006) showing the amounts provided in the Act for the programs and activities of the Education Department is available at http://www2.ed.gov/about/overview/budget/budget06/06action.pdf (to see funding for the Office of Special Education and Rehabilitative Services scan down to page 9). The full text and legislative history of FY 2006 appropriations are available on the Library of Congress "Thomas" Web site at http://thomas.loc.gov/cgi-bin/bdquery/z?d109:h.r.03010:
This table also shows the emergency supplemental appropriations provided in P.L. 109-148 for Hurricane Education Recovery. (A January 5, 2006 press release on immediate funding for hurricane-affected schools is available at http://www2.ed.gov/news/pressreleases/2006/01/01052006a.html.)
Source: Center for Evidenced Based Practice - January 5, 2006
Addressing Challenging Behavior - National Training Institute on Effective Practices
Supporting Young Children's Social/Emotional Development
Sheraton Sand Key Resort, Clearwater Beach, Florida
March 29-April 1, 2006
This National Training Institute will explore the latest information on addressing challenging behavior and implementing evidence-based practices. Visit http://www.www.addressingchallengingbehavior.org/ for registration, program, and travel information. If you have questions, please call (406) 543-0872 or email email@example.com.
Sponsored by: Center for Evidence-Based Practice: Young Children with Challenging Behavior. In partnership with: DEC, NABE, CSEFEL, NACCRRA, NBCDI, NAEYC, and NHSA.
Source: NECTC - Retrieved January 6, 2006
One of the goals of the National Early Childhood Transition Center (NECTC) is to develop a conceptual framework for the transition process for young children with disabilities and their families. To this end, the Center has developed a multi-dimensional and comprehensive conceptual framework that addresses major ecological factors that influence transitions, as well as the complex interactions among those factors (Rous, Hallam, Harbin, McCormick & Jung, in press). A new NECTC transition alert briefly describing this conceptual framework is available at http://www.ihdi.uky.edu/NECTC/DOCUMENTS/TRANSITIONALERTS/ConceptualFramework.pdf
Source: NCES - Retrieved January 6, 2005
This report is the latest in a set of reports from the National Center for Education Statistics (NCES) on young children's nonparental care arrangements and educational program participation. It presents the most recent data available for children under the age of six, taken from the 2001 administration of the Early Childhood Program Participation Survey, National Household Education Surveys Program (NHES). Variation in participation rates by characteristics of children (age and race/ethnicity) and their families (household income and mother's education and employment status), as well as by poverty status and geographic region or residence, are examined. Additionally, the report looks at how the child, family, and community characteristics are related to the time children spend in nonparental care each week and to the amount their families pay for care. It provides an in-depth examination of differences among children of different age groups and in different types of care. Available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006039