In this Issue:
Source: Society for Research in Child Development - 2017
Many districts and schools across the country are working to create a coherent, educational experience for children from pre-kindergarten through 3rd grade (PK-3). However, there has been very little guidance on how to create PK-3 alignment. A new Social Policy Report Brief, PK-3: What Does It Mean For Instruction? (2017, Vol. 30, No. 2) considers ways in which schools might work to achieve PK-3 continuity in academic instruction and parents' and children's experiences. It also looks at social climate and classroom management practices that might affect children's social-emotional development. Finally, the report provides guidance on what kinds of policies and practices might help to support instructional PK–3 continuity.
Source: Pyramid Equity Project - January 2017
The Pyramid Equity Project (PEP) is working in partnership with two Preschool Development Grant programs to address inequities in early childhood discipline practices. The project will implement the Pyramid Model to promote the social and emotional skills of all children, prevent challenging behavior of children at risk of challenging behavior, and provide individualized interventions for children with persistent challenging behavior. The goal is to demonstrate how programs, children and families all thrive in an environment where no suspensions and expulsions occur. See the Pyramid Equity Project - January 2017 Update for more information.
Source: Center on Technology and Disability - February 14, 2017
The Center on Technology and Disability has published the following resources showing how the Every Student Succeeds Act (ESSA) supports the effective use of assistive and instructional technology to enhance teaching and learning.
Source: DEC's Journal of Early Intervention - March 2017
Abstracts of the following articles are now available online at http://jei.sagepub.com/content/39/1
Catherine Corr, Rosa Milagros Santos
Chana R. Adelman, Thomas Kubiszyn
Milene Ferreira, Cecilia Aguiar, Nadine Correia, Margarida Fialho, Julia Serpa Pimentel
Ruby R. Natale, Stephanie T. Camejo, Lila Asfour, Susan B. Uhlhorn, Alan Delamater, Sarah E. Messiah
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. Freely available Podcasts of interviews with JEI authors can be accessed online.