May 25, 2018

In this Issue:

1. 2018 Benefits for Children with Disabilities

Source: Social Security Administration

The Social Security Administration released this new Publication No. 05-10026 (January 2018) that provides families and caregivers guidance on the different federal, state, and local benefits available to assist children with disabilities. Useful links and contact information are included throughout the guide.

2. Opportunities for Improving Programs and Services for Children with Disabilities

Source: National Academies Press

The National Academies Press just released a report (May 2018) that analyzes the intricate coordinating and navigational challenges families must endure to find and ensure appropriate care for their children with disabilities. See the "care map" illustration in chapter 2, page 43 as an example of the complexity of care and support across various service sectors. With thorough research, the report conceptualizes the meaning of childhood disability and what successful health and functioning outcomes look like in the lifespan of a child with disabilities. Case studies and a list of references are also included.

3. Grant Notice - Education Research and Special Education Research

Source: U.S. Department of Education

A recent notice in the Federal Register (May 21, 2018) invites applications for new awards for fiscal year (FY) 2019 for the Education Research and Special Education Research Grant Programs, Catalog of Federal Domestic Assistance (CFDA) numbers 84.305A, 84.305C, 84.305D, 84.305H, 84.305L, 84.324A, 84.324B, 84.324L, and 84.324N. The Institute of Education Sciences is awarding these grants to provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all students from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant. A chart displaying application availability dates and deadlines is included at the end of the notice.

4. Reading Aloud, Play, and Social-Emotional Development

Source: American Academy of Pediatrics (AAP)

In the latest issue of Pediatrics from the AAP (May 2018, Volume 141, Issue 5), a study explains the impacts of the Video Interaction Project (VIP) on social-emotional development at school entry when facilitated as a pediatric primary care intervention during two phases of the child's life, i.e., age 0 to 3 (VIP 0-3), and again at age 3 to 5 years (VIP 3-5). The parent-report Behavior Assessment System for Children was used to measure the impacts of the child's social emotional development. Findings revealed that by promoting reading aloud and play sessions between parent and child, hyperactive behavior was reduced at school entry, with sustained effects observed 1.5 years after completing the intervention. Positive impacts were found with continued intervention.

Visit the VIP website to learn more about the project.

5. Does Growing Up Poor Harm Brain Development?

Source: Economist

According to a recent article in the Economist (May 2018), a three-year experiment is underway that will be the first study to determine causal connections between a parent's income level and a child's early development. The study called "Baby's First Years" has begun recruiting the first thousand low-income mothers this month. Once interviewed, the mothers will be randomly selected to one of two groups. One group will receive a monthly $333 payment and the other a monthly $20 payment. Payments are unconditional and will be issued for 40 months on the child's birthday. It is predicted that the children in the group receiving the steady stream of income will have positive impacts in cognitive and emotional development over the control group that did not.

6. How Low-income Hispanic Families Search for Early Care

Source: National Research Center on Hispanic Children & Families

This new brief (May 2018) highlights data from the 2012 National Survey of Early Care and Education (NSECE) to explain how Hispanic families search for early care for their children, and why they have historically underutilized government assistance programs designed for serving low-income families. The guide aims to help researchers and policymakers make informed decisions for better serving diverse populations. Data tables, charts, and a list of references are also provided.

7. Sensitive Locations Policy for Immigrant Families' Safety in Early Childhood Programs

Source: CLASP

CLASP has issued this fact sheet (May 2018) to help immigrant families of young children and early care providers understand the "sensitive locations" deemed by the Department of Homeland Security (DHS) where immigration enforcement should be avoided. Early childhood programs that include licensed child care facilities, Head Start, preschools and other early learning programs are all sensitive locations and fall under the category "schools". Other sensitive locations include school bus stops, hospitals, places of worship, funerals, weddings and areas for public demonstration. Contact information and recommendations for what to do if this policy is violated are provided. The fact sheet is also available in Spanish.