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Disproportionality and inequity exist in the special education services that U.S. children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation. [ABSTRACT FROM AUTHOR]

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities in the United States. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs' early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Early interventionists may frequently encounter ethical dilemmas due to the complex nature of early intervention (EI) service delivery (e.g., EI system infrastructure and building and sustaining collaborative relationships within the system). Therefore, the purpose of this research study was to explore the experiences of EI professionals related to ethical dilemmas. We used a sequential mixed methods design to first survey professionals about their experiences with ethical dilemmas (n = 427). Then, we interviewed a smaller sample (n = 45) to learn about early interventionists (EIs) experiences with ethics, including their constructed meanings of ethical dilemmas, the types of ethical dilemmas they have experienced, and their experiences and processes navigating ethical dilemmas. Results show that EI professionals define ethical dilemmas differently, which influences what they view as a dilemma and how they problem solve. Additionally, professionals identified the need for support and guidelines related to ethical dilemmas. [ABSTRACT FROM AUTHOR]

A family-centered early intervention (EI) approach mandated by the Individuals with Disabilities Education Act (IDEA) Part C, means involving parents fully in EI and ensuring they know their legal rights and responsibilities for participating. However, many parents report difficulty accessing information and decision-making in EI. IDEA mandates all jurisdictions provide parents with a procedural safeguard notice (PSN) outlining parents’ rights and advocacy processes. Yet, it is unclear to what extent PSNs are accessible, particularly to parents with marginalized identities. This study analyzed PSNs from 56 Part C jurisdictions for the components required by law, understandability to the general public, and availability in multiple languages. The PSNs generally did not include all required information, necessitated grade-levels above high school, minimally attended to plain language, and were infrequently available in non-English languages, suggesting that many parents are prevented from information about EI. PSNs, therefore, are a source of bias in Part C. [ABSTRACT FROM AUTHOR]

Collaboration with caregivers and between disciplines and agencies is a recommended practice in the field of early intervention and early childhood special education (EI/ECSE) as well as required by federal legislation for young children with disabilities. Review of relevant literature suggests that collaboration entails a complex set of principles and practices that are essential for teams and programs to employ if they are to ensure effective and sustained change. Despite the recognized complexity of collaboration in EI/ECSE, few systems frameworks have been proposed that organize the essential components of effective collaboration. We offer a framework that defines the core components of collaboration in EI/ECSE. The proposed system further identifies and operationalizes the infrastructure and practices associated with the components and the levels of action at which these practices operate. [ABSTRACT FROM AUTHOR]

The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each component. This new conceptual framework addresses the critical need to articulate what constitutes quality in state EI and ECSE systems. The framework and companion self-assessment are designed for state leaders to use in their efforts to evaluate and improve state systems to implement more effective services for infants and young children with disabilities and their families. This article describes the contents of the framework and the processes used to ensure that the framework incorporated current research, was relevant to all states, and was useful for systems improvement. [ABSTRACT FROM AUTHOR]

Since the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), there has been a growing focus on improving the quality of programs for children with disabilities and measuring the results/outcomes of those programs. Across the country, IDEA Part C Programs for Infants and Toddlers and IDEA Part B, Section 619 Preschool Programs have been developing, implementing, and improving their accountability systems, and in spite of significant fiscal limitations, the states have produced meaningful data demonstrating both program improvement and positive outcomes for the children and families being served. This article uses trend data reported by the states over the past 4 years to provide a national picture of the progress they have made, the challenges they have faced, and the improvement strategies they have undertaken. The lessons they have learned are relevant to the broader early childhood community. A discussion about implications for the future is included. [ABSTRACT FROM AUTHOR]

National policy affects local practice in a variety of ways and through a variety of mechanisms. In this article, the authors examine what has been learned from Individuals With Disabilities Education Act’s (IDEA) two early childhood (EC) programs about the power and limitations of policy as a lever to improve the lives of young children. Ecological theory provides a useful framework for understanding how IDEA directly and indirectly influences the provision of services to young children with disabilities and their families. Experience implementing Part C and Part B Preschool for 25 years not only confirms the power of the law’s vision but also reveals some barriers to effective nationwide implementation. Implementation issues in four areas are discussed: access to services, the quality of services, cost and funding, and outcomes. The current move to build coordinated and integrated EC systems in states presents new opportunities and new challenges in these areas for IDEA’s early childhood programs. [ABSTRACT FROM PUBLISHER]

This review traces the evolution from 1971 to the present of a national technical assistance (TA) program to support the creation, expansion, and improvement of services for infants, toddlers, and preschoolers with special needs. From its beginning as a TA resource for demonstration projects, to linking outreach projects' expertise with state efforts to expand services, to supporting national constituencies across the research, development, and policy communities, to promoting program improvement and accountability for results, the OSEP-funded national early childhood TA center has been an important piece of a comprehensive infrastructure for early childhood special education. Through its collaboration with other agencies' early childhood TA programs, the National Early Childhood Technical Assistance Center is committed to influencing the development of an infrastructure for early childhood to better serve all of our children. [ABSTRACT FROM AUTHOR]

Each year nearly 900,000 cases of child abuse and neglect are substantiated in the United States, with the highest rates of maltreatment occurring among infants and toddlers. Children exposed to maltreatment are at increased risk of developmental delay. The Child Abuse Prevention and Treatment Act specifies that children under age 3 with substantiated cases of abuse or neglect must have access to early intervention under Part C of the Individuals with Disabilities Education Act. This research examines state practices developed by Part C agencies in response to new regulations. Part C agency representatives provided input on referrals, screening, evaluation, services, and tracking methods through a semistructured survey. Results indicate a need for standardized referral processes, increased agency understanding of consent procedures for children in foster care, coordination of routine screenings between child welfare and Part C, cross-agency training, and the development of tracking databases. Specific recommendations are provided. [ABSTRACT FROM AUTHOR]

New federal legislation requires states to develop policies to refer children younger than age 3 with substantiated cases of abuse or neglect to state Early Intervention (El) systems. This article presents state-by-state estimates of potential referral and enrollment increases for El. Many states could experience a significant increase in referrals (average 44%) and enrollment (average 22%). For effective implementation, states' El systems will need to (a) increase El system capacity, (b) iden- tify additional funding, (c) find ways to successfully engage potentially resistant families, and (d) forge new interagency linkages. The state-by-state estimates provide both an indication of the potential impact in each state as well as goals that would reflect effective implementation of the referral mandate. [ABSTRACT FROM AUTHOR]