In this Issue:
Source: U.S. Departments of Education and Health and Human Services - September 14, 2015
A new policy statement from the U.S. Departments of Education and Health and Human Services sets the expectation that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations. The statement highlights the legal and research base for inclusion; identifies challenges to adopting inclusive practices; provides recommendations to states, local programs and providers for increasing inclusive early learning opportunities; and links to free resources that have been developed to support inclusion of children with disabilities in high-quality early education programs.
Source: CLASP - September 14, 2015
A new set of fact sheets provide information on children and families served using federal Child Care and Development Block Grant (CCDBG) funds, which help make quality child care affordable for low-income parents. Some of the findings show that in 2013 most of the families served were working, very low-income, and contributing to child care costs. Forty-three percent of the children were white, 42% were black, and 22% were Hispanic or Latino, regardless of race. Twenty-seven percent of children were under age 3, 39% were ages 3-5, and 34% were 6-13.
Source: BUILD Initiative - September 17, 2015
A new chapter in the BUILD Initiative e-book, Rising to the Challenge: Building Effective Systems for Young Children and Families, highlights how states have used coordinated data systems to advance their data collection efforts and increase access to high-quality learning. It was written by Early Childhood Data Collaborative staff.
See also, How to Develop Data-Driven Systems to Support Young Children, a related blog post by senior policy analyst Elizabeth Jordan on why and how states are developing data-driven systems to support young children.
Source: DEC Journal of Early Intervention - June 2015
Abstracts of the following articles are now available online at http://jei.sagepub.com/content/37/2
Tina L. Stanton-Chapman and Tiara S. Brown
Andreia Fernandes Azevedo, Maria Joáo Seabra-Santos, Maria Filomena Gaspar, and Tatiana Carvalho Homem
Melinda D. Swafford, Kim O. Wingate, Lisa Zagumny, and Dean Richey
Erin Schryer, Elizabeth Sloat, and Nicole Letourneau
The Journal of Early Intervention (JEI) is an official publication of the Division for Early Childhood (DEC) of the Council for Exceptional Children and SAGE Publications. It offers articles related to research and practice in early intervention for infants and young children with special needs and their families.
Source: ZERO TO THREE - September 15, 2015
ZERO TO THREE has launched a Parent Portal that provides a variety of resources for parents and caregivers of young children in areas such as: Ages and Stages, Social-Emotional Development, School Readiness and Early Learning, Play, Challenging Behavior, Sleep, and Positive Parenting Approaches.