Improving Systems, Practices and Outcomes for Young Children with Disabilities and their Families

1/2015

Purpose and Audience: Building and sustaining high-quality early intervention and preschool special education systems is a complex and ongoing process for state agencies. To support states, the Early Childhood Technical Assistance Center (ECTA Center), funded by The Office of Special Education Programs (OSEP), has developed a framework that addresses the question, “What does a state need to put into place in order to encourage/support/require local implementation of evidence-based practices that result in positive outcomes for young children with disabilities and their families?”

The purpose of the ECTA System Framework is to guide state Part C and Section 619 Coordinators and their staff in:

  • evaluating their current systems;
  • identifying potential areas for improvement, and;
  • developing more effective, efficient systems that support implementation of evidence-based practices.

States vary significantly in their Part C and Section 619 service delivery systems and the framework was developed to accommodate this variation. It is intended to enhance the capacity of Part C and Section 619 state staff to:

  • Understand the characteristics of an effective service system;
  • Lead or actively participate in system improvement efforts, including cross-agency work; and
  • Build more effective systems of services and programs that will improve outcomes for young children with disabilities and families served under Part C and Section 619 of the Individuals with Disabilities Education Act (IDEA).

Source: ECTACenter.org : The Early Childhood Technical Assistance Center

Available at: http://ectacenter.org/sysframe/

DEC Recommended Practices Commission

3/2014

The DEC Recommended Practices Commission has drafted a set of revised practices which will continue to be available until the practices are disseminated in final form.

View and share the video of Parents and Practitioners speaking about this important resource. We have begun planning products for applying the Practices.

Source: DEC Recommended Practices Commission

Available at: http://www.decrecpractices.org/input.asp

Foundations of Inclusion Curriculum | CONNECT Modules

7/22/2013

This 2-hour training curriculum is designed to be used by professional development / technical assistance providers in a face to face facilitated workshop for early childhood professionals. The curriculum includes a facilitation guide, the Foundations of Inclusion-Birth to Five video and PDF documents of all the handouts. All the documents can be printed or saved for your use and there is also a link to the video that you can download. You may also download all the handouts as one entire package.

Source: CONNECT: The Center to Mobilize Early Childhood Knowledge

Available at: http://community.fpg.unc.edu/connect-modules/instructor-community/module-1/Training-Module-on-Early-Childhood-Inclusion

Synthesis of IES Research on Early Intervention and Early Childhood Education

7/2013

The report describes what has been learned from research grants on early intervention and early childhood education funded by the Institute’s National Center for Education Research and National Center for Special Education Research, and published in peer-reviewed outlets through June 2010. This synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:

  • Early childhood classroom environments and general instructional practices;
  • Educational practices designed to impact children’s academic and social outcomes;
  • Measuring young children’s skills and learning; and
  • Professional development for early educators.

Research supported by IES has made significant contributions to the evidence base in these areas. The authors also raise important questions for education research in the future, including:

  • What are the crucial features of high-quality early childhood education?
  • Which instruction is most effective for which children and under what circumstances?
  • How do we effectively and efficiently support teachers in improving their instruction?

Source: National Center for Special Education Research

Available at: http://ies.ed.gov/ncser/pubs/20133001/

Early Intervention and Preschool Special Education Services for Children Who Live on Reservations with BIE Funded Programs: Q&A Guidance Document with sample Memorandum of Understanding (MOU) Agreement

4/2013

This document seeks to provide clarity and guidance related to provision of early intervention and special education services for infants, toddlers, and preschoolers aged birth through 5 who reside on reservations in accordance with the Individuals with Disabilities Education Act (IDEA). It is intended for Part C Lead Agencies (LAs), Early Intervention Service Providers (EISPs), Local Education Agencies (LEAs), State Education Agencies (SEAs), Tribes, schools operated or funded by the Bureau of Indian Education (BIE), Family and Child Education (FACE) programs, Head Start Programs, and other agencies that work with this population of children.

This document is based on a similar document developed through the collaborative efforts of New Mexico Local Education Agencies, the Bureau of Indian Education (FACE Program), the New Mexico Public Education Department, the Office of Special Education Programs (OSEP), and Mountain Plains Regional Resource Center (MPRRC). State or LEA specific information has been edited to ensure broader applicability. Additionally, information specific to the Individuals with Disabilities Education Act (IDEA) Part C services has been added. The document is the result of a combined effort of the Regional Resource Center Program (RRCP), the Early Childhood Technical Assistance Center (ECTA Center), and the Bureau of Indian Education (BIE). The information presented in this document is for general informational and educational purposes only. It is not intended as legal advice and should not be relied upon as, or substituted for, an informed opinion by an attorney based on a specific set of facts. This document does not offer formal policy guidance from the Office of Special Education Programs (OSEP) at the United Stated Department of Education. OSEP endorsement is neither intended nor implied.

Source: Regional Resource Center Program (RRCP), the Early Childhood Technical Assistance Center (ECTA Center), and the Bureau of Indian Education (BIE)

Available at: http://www.rrcprogram.org/cms2/images/_rrcpdata/documents/EC_services_children_on_reservations_2-28-13-aml-v9.pdf

The Council for Exceptional Children’s Division of Early Childhood Recommended Practices… we know you have a lot to say!

4/10/12

Take part in revising and updating the DEC Recommended Practices!   That’s right, DEC has launched a major initiative to update the Practices and we are asking you to complete a short survey.  Let us know how you use (or hope to use) the practices, tell us what you think are the most important things to consider, and find out how you can get involved.

Click here to start the survey now!

Bookmark this page to follow our progress!

Source: Council for Exceptional Children’s Division of Early Childhood