January 15, 2016

In this Issue:

  1. Inclusion by Design Impact Awards
      Source: Global Partnership on Children with Disabilities, Physical Activity and Sport Task Force - January 12, 2016
  2. 37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2015
      Source: U.S. Department of Education - January 13, 2016
  3. Aspects of Eligibility for Children Who are Deaf or Hard of Hearing under IDEA Part B Section 619 Preschool
      Source: National Center for Hearing Assessment and Management - January 11, 2016
  4. Using Coordinated Data Systems to Guide Early Childhood Education Policies
      Source: Early Childhood Data Collaborative - January 15, 2016
  5. New IRIS Module: Early Childhood Environments
      Source: IRIS Center - January 11, 2016
  6. Adverse Experiences in Early Childhood and Kindergarten Outcomes
      Source: American Academy of Pediatrics - January 14, 2016

1. Inclusion by Design Impact Awards

Source: Global Partnership on Children with Disabilities, Physical Activity and Sport Task Force - January 12, 2016

Participation in physical activities and sports impacts overall growth and development and enhances quality of life in childhood. However, children with disabilities are 4.5 times less likely to engage in physical activities and have higher rates of obesity than children without disabilities, increasing their risk of long-term secondary conditions. The recently launched Inclusion by Design Impact Awards are designed to encourage and identify innovative approaches to including children with disabilities in all forms of physical education, sport, recreation, and play. The deadline for applying is January 31, 2016, 12:00 PM GMT. See the launch announcement here. An application form is available online.

2. 37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2015

Source: U.S. Department of Education - January 13, 2016

The 37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2015 is now available online. The report includes national and state-level information about infants and toddlers, children, and students with disabilities served under Part C and Part B of the Individuals with Disabilities Education Act (IDEA). The most recent data presented are from the 2012-2013. Previous editions of the annual report are available at http://www2.ed.gov/about/reports/annual/osep/index.html

3. Aspects of Eligibility for Children Who are Deaf or Hard of Hearing under IDEA Part B Section 619 Preschool

Source: National Center for Hearing Assessment and Management - January 11, 2016

Aspects of Eligibility for Children Who are Deaf or Hard of Hearing under IDEA Part B Section 619 Preschool: A Survey Report, 2015 (January 2016) shares information provided by 32 state and 2 territory Part B Section 619 Preschool programs, highlighting state differences in eligibility requirements and eligibility determination process for children who are deaf or hard of hearing. Findings indicate that most states have commonly established written guidelines for the way in which hearing level is defined for eligibility purposes. However, far fewer states have guidelines for the determination of adverse effects on educational performance due to a child's hearing loss.

4. Using Coordinated Data Systems to Guide Early Childhood Education Policies

Source: Early Childhood Data Collaborative - January 15, 2016

A new issue brief, Using Coordinated Data Systems to Guide Early Childhood Education Policies (January 2016), explores the value of coordinated early childhood data systems. It can be used as a tool to highlight how data can be used to improve early learning and educational experiences of young children.

5. New IRIS Module: Early Childhood Environments

Source: IRIS Center - January 11, 2016

The IRIS Center recently released a learning module on Early Childhood Environments: Designing Effective Classrooms, which offers information on setting up effective inclusive early childhood classroom environments for young children. It also discusses the interrelated physical, social, and temporal components of those environments and adaptations that teachers might use to better meet the needs of children with disabilities.

6. Adverse Experiences in Early Childhood and Kindergarten Outcomes

Source: American Academy of Pediatrics - January 14, 2016

A recent study looking at data on over 1000 children found that going through traumatic experiences before age 5 was strongly associated with below-average language, literacy and math skills, as well as aggression and social problems in kindergarten. The authors point out that these problems, in turn, are associated with poor adult health and well-being. They conclude that the findings of this study underscore the importance of integrated cross-sector approaches to support the development of vulnerable young children. See the press release here. The findings are published in the February 2016 issue of Pediatrics (published online January 14, 2016).

Citation: Jimenez M. E., Wade R., Lin Y., Morrow, L. M., & Reichman, N. E. (2016). Adverse experiences in early childhood and kindergarten outcomes. Pediatrics, 137(2).