eNotes
April 5, 2023Updates from the ECTA Center
Autism Focused Intervention Resources and Modules (AFIRM)
The fifth module in the Autism Focused Intervention Resources and Modules (AFIRM) for Toddlers is available. Developed in collaboration with the Early Childhood Technical Assistance Center (ECTA), Prompting Procedures for Toddlers, provides the verbal, gestural, and/or physical assistance given to learners to help them in acquiring or engaging in a targeted behavior or skill. Adults give prompts before or as a toddler attempts a skill. AFIRM for Toddlers modules were developed for early interventionists working with toddlers, families, and early care providers. This module takes two to three hours to complete.
News from the Field
Transition Policy Clarification Letter Issued
In a March 17, 2023 Policy Letter to Jennifer Nix, the Office of Special Education Programs (OSEP) clarifies the requirements and responsibilities related to children with disabilities transitioning from IDEA Part C to Part B. State lead agencies, local educational agencies (LEAs), and state educational agencies (SEAs) must ensure eligible children with disabilities experience a smooth and effective transition. The policy letter addresses transition requirements related to:
- Transition plan
- Transition notification
- Transition conference
- Referral and late referrals
- Reporting responsibilities
OSEP Fast Facts on Students with Traumatic Brain Injury Served Under IDEA, Part B
The latest OSEP Fast Facts: Students Identified With Traumatic Brain Injury compares:
- Occurrences of traumatic brain injury to other disabilities
- Incidences of disciplinary removal
- Race and ethnicity
Data came from child count, educational environments and settings, discipline and exiting data collections. OSEP Fast Facts is an ongoing effort to display data from the 12 data collections authorized under IDEA Section 618 into graphic, visual representations that present 618 data quickly and clearly.
Research
Early Childhood Administrator Perspectives About Preschool Inclusion
In Early Childhood Administrator Perspectives About Preschool Inclusion: A Qualitative Interview Study, a recent study illuminates administrators' mostly positive views on preschool inclusion and recommendations on needed resources to provide high-quality inclusion. Caveats noted by the administrators include family preferences for segregated settings that pose challenges for promoting full inclusion. To achieve high-quality inclusion, administrators noted the need for funding, space, and training for personnel. The qualitative phenomenological study used structured interviews with 23 preschool administrators to explore their beliefs about preschool inclusion and needed resources for high-quality preschool inclusion.
Most Black Children Live in Neighborhoods That Lack Amenities Associated with Child Well-being
According to a data analysis from the 2020-2021 National Survey of Children’s Health (NSCH) by Child Trends, most Black children in the United States live in neighborhoods that lack amenities associated with children’s healthy development and well-being. This is a legacy of residential segregation and other racial and environmental inequities. Black children’s access to these neighborhood amenities (sidewalks/walking paths, recreational centers, parks/playgrounds, and libraries/bookmobiles) differs by geographic location and family income. Black children with the lowest reported access to all four neighborhood amenities live in the South, the region with the highest concentration of Black children and families.