In this Issue:
Source: The National Professional Development Center on Autism Spectrum Disorders - Retrieved January 9, 2013
The National Professional Development Center on Autism Spectrum Disorders (NPDC on ASD) has released a new coaching manual, which was developed to support practitioners' implementation of evidence-based practices in programs that serve children with autism spectrum disorders. The coaching manual and related coaching resources from NPDC are available online.
Suggested citation for the manual: Kucharczyk, S., Shaw. E., Smith Myles, B., Sullivan, L., Szidon, K., & Tuchman-Ginsberg, L. (2012). Guidance & coaching on evidence-based practices for learners with autism spectrum disorders. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, National Professional Development Center on Autism Spectrum Disorders. .
Source: Campaign for Grade-Level Reading, New America Foundation, Joan Ganz Cooney Center - Retrieved January 11. 2013
The Campaign for Grade-Level Reading, the New America Foundation, and the Joan Ganz Cooney Center have published a new report that looks at a variety of technology-based products and technology-assisted programs designed to improve the early literacy skills of children from birth through age 8. The report provides information about what is currently available to parents, educators and children, as well as what may be missing in current uses of technology by children. See Pioneering Literacy in the Digital Wild West: Empowering Parents and Educators (December 2012) by Lisa Guernsey, Michael H. Levine, Cynthia Chiong & Maggie Stevens.
Source: National Women's Law Center - Retrieved January 11, 2013
The National Women's Law Center has developed a new fact sheet entitled, On the Edges: Child Care Assistance Policies that Affect Parents, Providers, and Children (December 2012). The fact sheet discusses child care assistance policies that can have a significant impact on parents' access to affordable, high-quality care and child care providers' ability to provide high-quality care. It provides information on what families must do to qualify for child care assistance, what they must do to remain eligible for assistance, and how child care providers are reimbursed for serving families receiving assistance.
Source: Foundation for Child Development - Retrieved January 11, 2013
The Foundation for Child Development (FCD) has released its 2012 Child Well-Being Index, which finds that the percentage of children in poverty has significantly increased in the past decade, from 15.6 percent in 2001 to 21.4 percent in 2011. Additionally, pre-K enrollment progress has stalled in the past decade and there have been declines in secure parental employment and median family income.
Source: Pediatrics - January 1, 2013
An article recently published in Pediatrics compares estimates of the percentage of children younger than age 3 who are likely to be eligible for Part C early intervention services in each state and Washington, DC, based on the eligibility definitions currently in use across the country, with the proportion of children enrolled in Part C in each of those jurisdictions. Results show that states' eligibility criteria vary widely and many children who would qualify for services are not receiving them. See the article abstract for a more complete summary of findings.
Full citation: Rosenberg, S. A., Robinson, C. C., Shaw, E. F., & Ellison, M. C. (2013). Part C early intervention for infants and toddlers: Percentage eligible versus served. Pediatrics, 131(1). doi: 10.1542/peds.2012-1662
Source: Educational Researcher - Retrieved January 11, 2013
Study findings recently published in the Educational Researcher examine whether children who are racial-ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EI/ECSE). The researchers analyzed 7,950 48-month-olds participating in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative data set of children born in the United States in 2001. Findings indicated that by 48 months of age, minority children are disproportionately underrepresented in EI/ECSE. See the article abstract for a more complete summary of findings.
Full citation: Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2012, December). Are minority children disproportionately represented in early intervention and early childhood special education?, Educational Researcher, 41(9). doi: 10.3102/0013189X12459678