September 22, 2006

In this Issue:

1. Reports Related to Part C of the Individuals with Disabilities Education Act - Request for Comments

Source: Federal Register: September 21, 2006 (Volume 71, Number 183)

The Department of Education, Office of Special Education and Rehabilitative Services, invites comments on the following:

Interested persons are invited to submit comments on or before October 23, 2006.

2. New Topic Briefs Related to Changes in the IDEA Regulations

Source: OSEP - September 22, 2006

The Office of Special Education Programs (OSEP) is publishing a series of Topic Briefs related to changes in the IDEA regulations, based on the release of the final regulations on August 14, 2006. Some of these are still in the process of being developed. To view the ones that are now complete go to and select a topic under the list entitled "Browse Major Topics." Related sections of the regulations and statute are also available on each topical page.

3. New PEELS Report - Preschoolers with Disabilities: Characteristics, Services, and Results

Source: NCSER - Retrieved September 21, 2006

The National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES) has released the first major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, Preschoolers with Disabilities: Characteristics, Services, and Results. PEELS includes a nationally representative sample of more than 2900 children who were ages 3 through 5 and receiving preschool special education services in 2003-2004. This report describes characteristics of the participating children and their families, children's school-related readiness and behavior, and characteristics of educational services and providers. Some of the major findings of this report suggest that:

  • Nearly half (46%) of preschoolers with disabilities were identified as having a speech or language impairment as their primary disability, and 28 percent were identified as having a developmental delay as their primary disability.
  • On average, preschoolers with disabilities were nearly 3 years old when they started receiving special education or therapy services from a professional.
  • Of the children with disabilities who had an individualized family service plan (IFSP) before age 3, nearly one-third (31%) had on average a 4.6 month gap between the end of services received through the Individuals with Disabilities Education Act (IDEA), Part C and the beginning of preschool services.
  • In the areas of emerging literacy, early math proficiency, social behavior, and motor performance, preschoolers with disabilities typically performed within one standard deviation of the population mean. Some variations in performance were evident based on age cohort, disability classification, race/ethnicity, and household income.
This report, as well as a two-pager entitled Preschoolers with Disabilities: A Look at School Readiness Skills, can be accessed at

4. New GAO Report on Child Care and Early Childhood Education

Source: GAO - September 19, 2006

The Government Accountability Office (GAO) recently released a new report entitled Child Care and Early Childhood Education: More Information Sharing and Program Review by HHS Could Enhance Access for Families with Limited English Proficiency (GAO-06-807).

Executive summaries of the above report are available in Spanish (GAO-06-949), Chinese (GAO-06-950), Korean (GAO-06-951), and Vietnamese (GAO-06-952) at

5. DEC Seeks Comments from the Field

Source: DEC - September 21, 2006

The Division for Early Childhood (DEC) is seeking comments from the field on the following three DEC Position Statements and one DEC Concept Paper. They would appreciate your feedback on by October 30, 2006. You can e-mail your comments and suggestions to

  • Challenging Behavior Position Statement
  • Challenging Behavior Concept Paper
  • Developmental Delay Position Statement
  • Prevention of Disabilities and Promotion of Health Position Statement
For complete information go to

6. New NECTC Research Brief - A Child Outcome Framework for the Early Childhood Transition Process

Source: NECTC - September 19, 2006

Researchers at the National Early Childhood Transition Center (NECTC) have proposed a transition outcome model to guide both research and practice related to successful transitions for young children with disabilities. This model is based on two assumptions; 1) there are specific inter-related outcomes that can be measured to indicate the degree of success of the transition process for children, and 2) these important child outcomes are most highly influenced by the child's adjustment to the program within a critical period of time. A new Research Brief describing the proposed model is available via this page: See A Child Outcome Framework for the Early Childhood Transition Process.

7. Developing Fiscal Analyses and Children's Budgets to Support ECCS

Source: NCCP - September 22, 1006

Project THRIVE is a public policy analysis and education initiative for infants and young children at the National Center for Children in Poverty (NCCP). A new Project THRIVE publication, entitled Developing Fiscal Analyses and Children's Budgets to Support ECCS, describes how states can carry out strategic fiscal analyses and create children's budgets. Both are essential for building a state or community fiscal infrastructure to support and sustain early childhood comprehensive system plans. It is available at

8. Helping Infant-Toddler Professionals Communicate Successfully with Policymakers

Source: ZERO TO THREE - September 18, 2006

The ZERO TO THREE Policy Network recently published the third article in a series of articles focused on effective communication about the early years. These articles are meant to help infant-toddler professionals successfully communicate with policymakers and the public about early childhood development. The latest article, entitled The Elements of the Frame: Visuals, Tone, Metaphors & Simplifying Models, is available at

All articles in the series can be found at