February 17, 2017

In this Issue:

  1. PK-3: What Does It Mean For Instruction?
      Source: Society for Research in Child Development - 2017
  2. Pyramid Equity Project - January 2017 Update
      Source: Pyramid Equity Project - January 2017
  3. ESSA and the Use of Assistive and Instructional technology
      Source: Center on Technology and Disability - February 14, 2017
  4. Journal of Early Intervention Abstracts Available Online
      Source: DEC's Journal of Early Intervention - March 2017

1. PK-3: What Does It Mean For Instruction?

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.

2. Pyramid Equity Project - January 2017 Update

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.

3. ESSA and the Use of Assistive and Instructional technology

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.

4. Journal of Early Intervention Abstracts Available Online

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

Abuse and Young Children With Disabilities

Catherine Corr, Rosa Milagros Santos

Factors That Affect Age of Identification of Children With an Autism Spectrum Disorder

Chana R. Adelman, Thomas Kubiszyn

Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings

Milene Ferreira, Cecilia Aguiar, Nadine Correia, Margarida Fialho, Julia Serpa Pimentel

Promoting Healthy Weight Among Children With Developmental Delays

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.