eNotes
February 17, 2017In this Issue:
- PK-3: What Does It Mean For Instruction? Source: Society for Research in Child Development - 2017
- Pyramid Equity Project - January 2017 Update Source: Pyramid Equity Project - January 2017
- ESSA and the Use of Assistive and Instructional technology Source: Center on Technology and Disability - February 14, 2017
- 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?
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
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
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.
- Education Technology in the Every Student Succeeds Act - This guide highlights opportunities within the ESSA to foster the use of assistive and learning technology to advance equal educational opportunities for all students, including students with disabilities.
- Breakdown of Technology Funding: ESSA, Title IV, Part A - This infographic shows how ESSA funds may be allocated to support state and district technology initiatives.
- Every Student Succeeds Act: Students with Disabilities Front and Center - This infographic provides a quick comparison of key terms related to supporting students with disabilities used in ESSA and No Child Left Behind (NCLB) to show how they differ.
4. Journal of Early Intervention Abstracts Available Online
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.