Several types of professionals support families of young children with disabilities as they navigate the early intervention and early childhood special education systems (EI/ECSE). Medical professionals are often the first to discuss service provision with families, while EI/ECSE providers are responsible for evaluating, determining eligibility,…

Both early intervention (EI) programs for infants and toddlers with disabilities and newborn screening (NBS) programs to identify specific disorders shortly after birth rest on the assumption that the best way to prevent or lessen the impact of a disorder is to provide treatment as early as possible. Despite this shared vision, the two programs…

This report examines the characteristics of state special education voucher programs along with the evidence base on their impact, effectiveness, and quality. The report, which finds that the program characteristics differ considerably across states and that the research is small, dated, and often funded by voucher proponents, identifies major…

What is a high-quality statewide data system? One characteristic is that it provides the information needed to address important questions about early intervention and early childhood special education. But what are those questions? What questions should data users, such as program directors, advocates, and policymakers, be asking? The Center for…

The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) approved schools' use of alternative methods for determining student eligibility for special education services. IDEA encourages schools to intervene as soon as there is a valid indication that a student might experience academic difficulties, rather than after…

This study examined parent reports of 2 assessment approaches used for eligibility determination: conventional and authentic. Parents of children with and without disabilities completed a satisfaction survey following each of 2 assessments. Differences in how parents perceived the utility of developmental assessments based on the type of…

Early intervention services to young children with developmental delays in China have experienced significant growth since 1978, the beginning of the period of Reform and Opening. This article described the present situation of early intervention practices in mainland China, framed around the key components and guiding principles of Guralnick's…

The Sacramento City Unified School District (SCUSD), asked the Council of the Great City Schools to review the district's services for students with disabilities and provide recommendations to improve performance and narrow the achievement gap between these students and their nondisabled peers. This report was designed to help SCUSD achieve its…

In August and September 2005, Hurricanes Katrina and Rita devastated large portions of the U.S. Gulf Coast, resulting in nearly 2,000 deaths and severe damage to 305,000 houses and apartments. Thousands of families relocated to communities throughout the United States and enrolled their children in local public or private schools. Some families…

Many federal programs--within the Departments of Education, Labor, and Veterans Affairs; the Social Security Administration; and other agencies--help people with disabilities overcome barriers to employment. Section 21 of Pub. L. No. 111-139 requires GAO to identify and report annually on programs, agencies, offices, and initiatives that have…

Education is important for all children, but even more so for children with disabilities, whose social and economic opportunities may be limited. In this article, Laudan Aron and Pamela Loprest assess how well the nation's education system is serving students with disabilities. Aron and Loprest trace the evolution of the special education system…

This study is examining student eligibility for and participation in alternate assessments, the technical quality of the alternate assessment instruments and implementation procedures, the alignment of assessments with content and achievement standards, and the use and effectiveness of alternate assessments in measuring student outcomes. The…

All students, including students with disabilities, participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the alternate assessment based on alternate achievement standards (AA-AAS). A…

All students, including students with disabilities, participate in state accountability systems. Many students participate in the regular assessment, with or without accommodations, but some students may require participation in an alternate assessment to demonstrate their knowledge and skills. Students with more significant cognitive disabilities…

To ensure the best possible outcomes for young children with and without disabilities, early childhood educators must enter the classroom ready to conduct all types of early childhood assessment--including determining if children need additional services, planning and monitoring instruction, and determining program effectiveness. They'll get the…