January 6, 2006

In this Issue:

  1. President Signs into Law FY 2006 Appropriations for ED
      Source: Budget News, U.S. Dept of Education - Retrieved January 6, 2006
  2. Addressing Challenging Behavior - National Training Institute on Effective Practices
      Source: Center for Evidenced Based Practice - January 5, 2006
  3. A Conceptual Framework for The Transition Process for Young Children with Disabilities
      Source: NECTC - Retrieved January 6, 2006
  4. Child Care and Early Education Arrangements of Infants, Toddlers, and Preschoolers: 2001
      Source: NCES - Retrieved January 6, 2005

1. President Signs into Law FY 2006 Appropriations for ED

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.)

2. Addressing Challenging Behavior - National Training Institute on Effective Practices

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 nti@dec-sped.org.

Sponsored by: Center for Evidence-Based Practice: Young Children with Challenging Behavior. In partnership with: DEC, NABE, CSEFEL, NACCRRA, NBCDI, NAEYC, and NHSA.

3. A Conceptual Framework for The Transition Process for Young Children with Disabilities

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

4. Child Care and Early Education Arrangements of Infants, Toddlers, and Preschoolers: 2001

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