In December, ECTA and DaSy centers co-hosted a webinar on Bridges to Preschool: EHDI Foundations Leading to Success. This webinar explored foundations for seamless transition for young children with deafness or hearing loss and their families from Part C to Preschool, the role of EHDI and the issues and strategies to support successful transition. State examples from Colorado and Ohio were also shared.
Earlier this month, ECTA and DaSy centers co-hosted a webinar for state Part C and 619 Coordinators and staff to discuss information shared by OSEP on December 16, 2019 on the identification and correction of noncompliance and the reporting of these data in the APR. The TA call provided an opportunity for states to discuss the clarifications provided by OSEP and share strategies used in applying these requirements to their states' general supervision and APR reporting activities.
The Preschool Inclusion Finance Toolkit is intended to help better understand the financial requirements and responsibilities necessary to create inclusive placement options as part of the continuum of service options available for consideration by the IEP teams gathered for each preschool aged child with a disability. Strategies and guidance on collaborative funding mechanisms, including braided funding, are addressed. The use of federal funds is outlined specific to supporting young children with disabilities in regular early childhood programs with their peers. This toolkit may be used at the state, regional and/or local levels to support administrators in making finance decisions to promote preschool inclusion, to provide technical assistance and to guide community collaboration.
This flyer, developed by OSEP, describes ways Early Head Start and the Individuals with Disabilities Education Act (IDEA) Part C early intervention programs can best collaborate to identify, screen, refer, and serve infants and toddlers suspected of having a delay or disability and their families. Federal, local and technical assistance resources are also provided.
This brief by Child Trends provides a framework for understanding readiness (defined as willingness and capacity) for systems change within the early care and education field. The brief includes examples of how researchers are currently attempting to capture the dimensions of readiness- and factors that support readiness- using different data collection methods and standardized measurement tools. The brief includes measurement options to consider when preparing to implement new quality assurance initiatives or developing future studies of them.
This report from the American Academy of Pediatrics includes updated clinical recommendations on autism spectrum disorder (ASD) for the first time in 12 years. It includes updates on the increasing number of children with ASD, as well as expanded knowledge on risk factors, co-occurring medical and behavioral conditions, genetic contributions, and the body of research on evidence-based interventions. This comprehensive document is also searchable by topic.