eNotes
October 21, 2026Updates from the ECTA Center
Using and Implementing the Indicators of High-Quality Inclusion
Two new interactive modules offer guidance on using and implementing the Indicators of High-Quality Inclusion:
- Inclusion Indicator Decision Tree guides cross sector teams to use the Indicators of High-Quality Inclusion across all levels of a system. It also provides resources for addressing supports and barriers to implementation.
- What Matters Most in the First Three Years offers guidance for using the Early Care and Education Environment Indicators of High-Quality Inclusion to promote inclusive environments for children ages birth-3 and their families.
IDEA Child Outcomes Data Highlights for 2024-25 (FFY 2024)
This tool summarizes data that states report annually to the Office of Special Education Programs (OSEP) on three child outcomes for IDEA Part C Early Intervention and Part B Preschool programs: social relationships, use of knowledge and skills, and taking action to meet needs. The ECTA Center and the Center for IDEA Early Childhood Data Systems (DaSy) produce this resource annually to illustrate national trends in child outcomes data for the two programs over time. It provides a comparison of national averages from FFY 2024.
Analysis Steps Used to Generate National Estimates for Progress Categories, Summary Statements, and Results 2024-25 (FFY 2024)
This tool outlines the three methods used to compute national estimates for IDEA childhood outcomes progress categories, summary statements, and results for FFY 2024. These include computing the average of all states included, weighted by child count; the average of all states included, unweighted; and computing the average of only states that met all data quality criteria, weighted by child count.
State Approaches to Child Outcomes Measurement
States use several different approaches to measure child outcomes for Part C and Part B, Section 619 Preschool. These resources provide maps, a summary of each approach and the states that use them based on their FFY 2024 State Performance Plans and Annual Performance Reports. The approach most often used for Part C and Part B, Section 619 Preschool is the Child Outcomes Summary (COS). It summarizes information on a child's functioning in each of three child outcome areas and uses a 7-point scale.
News from the Field
This State Has a Plan to Improve Early Childhood Special Education. Here's How.
In Texas, a new four-year plan hopes to overcome barriers for young children with disabilities who need specialized support through IDEA Part B, Section 619 Preschool.
The initiative sets three goals developed collaboratively with input from the state education department and other state agencies, the Texas Institute for Child and Family Wellbeing, and survey responses from families, educators, and childcare providers on the state of special education.
The three goals are:
- Make it easier for families to navigate the early childhood learning system when trying to access inclusive support.
- Build a well-supported and trained early childhood workforce.
- Improve the transition process when a child is moving from early intervention to public school services.
The plan calls for the Texas Education Agency to host at least two webinars for families about early childhood special education supports, inclusion for children with disabilities, and the transition process. The Agency will also release three free virtual trainings for educators on early intervention evidence-based practices for children who are deaf or hard of hearing, blind or visually impaired, and deafblind.
Research
Kindergarten Transition for Children with Disabilities: A Systematic Review and Thematic Analysis of Parents' Perspectives, Early Intervention Practices, and Implementation Gaps
Transition to kindergarten is a critical milestone in the world of early intervention and early childhood special education, where children with disabilities and their families navigate service changes and new social environments and instructional expectations. In The Kindergarten Transition for Children with Disabilities: A Systematic Review and Thematic Analysis of Parents' Perspectives, Early Intervention Practices, and Implementation Gaps, a study systematically reviewed 12 studies to learn more about parents' perspectives on the transition process and whether evidence-based transition practices are reflected in research and practice.
The systematic review revealed seven themes capturing parents' perspectives on the transition process for children with disabilities:
- Communication and collaboration
- Transition practices
- Parental concerns
- Classroom inclusion priorities
- Formal and informal supports
- Transition programs
- Implementation gaps
Findings also indicate that many transition practices values by families align with evidence-based and recommended practices. However, implementation of those practices is not consistent across schools.