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 Pub Number  Title  Date
NCEE 20114026 National Assessment of IDEA Overview IDEA National Assessment Implementation Study Executive Summary and Report

The Individuals with Disabilities Education Act (IDEA), reauthorized in 2004, supports states in the provision of early intervention and special education and related services for 7 million children and youth with disabilities. In fiscal year 2010, federal funding for IDEA was $12.6 billion.

The congressionally mandated study provides a national picture of state agency implementation of early intervention programs for infants and toddlers (IDEA Part C) and both state and school district implementation of special education programs for preschool- and school-age children (IDEA Part B). The study is based on surveys of state agency directors and a nationally representative sample of district special education directors conducted in 2009. The key findings include:

  • State Part C agencies support the transition of toddlers with disabilities to Part B preschool-age special education programs, but Part C has not expanded to serve children until kindergarten. At age 3, toddlers receiving Part C services transition to Part B services (if eligible), typically involving a change in lead agency (in 46 states) and often a change in support staff, service settings, and services.
  • Most school districts (85 percent) do not use IDEA Part B funds to provide Coordinated Early Intervening Services (CEIS). IDEA 2004 permits, and in some cases requires, school districts to use some of their Part B funds to provide CEIS, services for students not yet identified as needing special education. These services are meant to address the overrepresentation of racial/ethnic minority students in special education.
  • Most school districts implement Response to Intervention (RtI), use RtI data when determining specific learning disability (SLD) eligibility, and support RtI with district general funds. RtI, a range of practices for monitoring student academic and behavioral progress and providing targeted interventions, was added to IDEA in 2004 as a way to inform the determination of SLD and implement CEIS.
7/26/2011
NCSER 20113000 Access to Educational and Community Activities for Young Children with Disabilities
This report describes access for young children with disabilities in two specific domains: community activities, including extracurricular activities and family recreation, and kindergarten classroom experiences. It also examines how access and participation in these activities may vary by child, family, and school district characteristics.
10/27/2010
WWC IRECELE10 Literacy Express
Literacy Express is a comprehensive preschool curriculum designed for three- to five-year-old children. The program is structured around thematic units on oral language, emergent literacy, basic math, science, general knowledge, and socio-emotional development. It can be used in half- or full-day programs with typically developing children and children with special needs. The program provides professional development opportunities for staff, teaching materials, suggested activities, and recommendations for room arrangement, daily schedules, and classroom management.
7/27/2010
WWC QRHS0713 WWC Quick Review of the Report "Head Start Impact Study: Final Report"
The WWC Quick Review on the "Head Start Impact Study: Final Report" examines the effects of offering the federal program Head Start to preschoolers. Head Start aims to improve the school readiness of low-income children by providing preschool education and health and nutrition services.
7/13/2010
WWC QRSE0615 WWC Quick Review of the Report on Summative Evaluation of the Ready to Learn Initiative
This WWC quick review looks at the report, "Summative Evaluation of the Ready to Learn Initiative." Quick reviews give timely guidance about whether education research in the news meets WWC standards. This study examines whether preschoolers who were exposed to a media-rich literacy curriculum had better early reading skills than preschoolers who were exposed to a media-rich science curriculum. Using a randomized controlled trial, the study included 398 4- and 5-year-olds from low-income households in 47 early childhood centers in New York City and San Francisco.
6/15/2010
NCEE 20104005 Patterns in the Identification of and Outcomes for Children and Youth With Disabilities
This study utilizes existing data collected by the U.S. Department of Education and other federal agencies to provide a national description of identification patterns across time and comparisons of the outcomes for children and youth with disabilities with outcomes of samples including their nondisabled peers. The study found that, across age groups, there was an increase from 1997 to 2005 in the percentages of children either newly identified or continuing to receive early intervention and special education services. Children identified for services under IDEA, while demonstrating growth in their performance, had lower skill levels than their same-age peers not identified for IDEA services or in the general population across outcomes, including developmental skills appropriate for young children, NAEP reading and math scores, and school completion for older school-age youth.
1/19/2010
NCES 2010011 Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Longitudinal 9-Month-Kindergarten 2007 Restricted-Use Data File and Electronic Codebook DVD
This DVD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for all rounds of data collection (9 months, 2 years, preschool, kindergarten 2006 and kindergarten 2007) for the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). The technical documentation available on the DVD includes user's manuals and sampling reports.
12/31/2009
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