In this Issue:
Source: National Professional Development Center on Inclusion - March 27, 2013
The National Professional Development Center on Inclusion (NPDCI) has published two new online modules related to the Inclusive Classroom Profile (ICP), an observational tool for assessing the quality of inclusive classroom practices across twelve dimensions of quality. Module 1 provides a general overview of the ICP and Module 2 offers a step-by-step guide for administering the ICP measure in the classroom. The ICP has been piloted in the United Kingdom (UK) and in the USA.
Source: Data Resource Center - March 22, 2013
New 2011-2012 data from the National Survey of Children's Health (NSCH) are now accessible on the Data Resource Center for Child and Adolescent Health (DRC) Web site. Browse the data here (to view state specific data, select a state in the far right column). See also, fast facts about the survey. Some nationwide highlights include:
Source: Education Commission of the States - March 28, 2013
The Education Commission of the States (ECS) recently reviewed kindergarten policies across all 50 states and published a new report, Inequalities at the Starting Line: State Kindergarten Policies (March 2013). The report shows that children are not receiving equitable early education opportunities across the states and highlights the significant diversity that exists in state kindergarten policies across and within states. The report raises questions about the implications of having such diverse policies and the potential impact on children's future educational success.
Source: National Center for Special Education Research - March 26, 2013
The National Center for Special Education Research (NCSER), one of four centers within the Institute of Education Sciences, has published a new report entitled Summary of Research Findings 2006-2012 (March 2013). The report highlights findings from NCSER’s program of research that targets infants, toddlers, children, and youth with disabilities or who are at risk for developing disabilities. Findings include the identification of efficacious interventions, validation of assessments to identify children for earlier intervention, and the development of technological innovation to provide support and instruction for children with disabilities and their families.