Project 2025 Would End Head Start and Hurt Children with Disabilities
Eliminating Head Start would drastically reduce the number of children identified and given supports.
Disability
New Survey Highlights Need for More Funding and Diversity in EI/ECSE Workforce
The report summarizes the findings from the survey of more than 4,000 members of the EI/ECSE workforce.
Family-Centered Practices in EI/ECSE Are Important but Uneven
A recent study found that many parents do not experience family-centered best practices in EI/ECSE.
Well-Being Is Key to a Strong Early Intervention and Early Childhood Special Education Workforce
EI/ECSE practitioners are inadequately paid, which is a major factor tied to practitioner well-being, but not the only factor.
Ongoing Change
State updates to ¹ú²úÊÓƵ’s published report ranking states on their use or elimination of subminimum wage, as well as state programs ai
Young Children with Disabilities Deserve a Strong Early Intervention and Early Childhood Special Education Workforce
Who makes up the workforce? What are current workforce challenges and what strategies exist to address such challenges?
How Are Multilingual Children Referred for Special Education Evaluation?
A new WestEd report examines current pre-referral processes in California State Preschool Programs
Better Data Could Improve Early Intervention Access
A new GAO report suggests that disaggregated data on each of the stages prior to enrollment could identify and address disparities of access
A Nationwide Culture of Inclusion Promotes Happiness
Children with and without disabilities learning together have the opportunity to strengthen their social emotional skills.
Supporting A Strong Start for Children with Disabilities
Announcing a blog series on early development and disability that examines early intervention and early childhood special education