Author: Kathleen M. Hebbeler
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Data Snapshot 1: Preschoolers with Disabilities in Subsidized Child Care in California: 2015-2019
This infographic summarizes key findings on children ages 3 through 5 years with disabilities in subsidized early learning and care in California.
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Data Snapshot 2: Preschoolers Receiving Special Education: California and National Data (School Years 2011-12 to 2019-20)
This infographic summarizes key findings on where children ages 3 through 5 years with disabilities in California received their received special education services.
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Study Poster: Exploring Inclusion Through Administrative Data: Challenges & Opportunities
This poster presents key findings from the analyses of administrative data about children ages 3 through 5 years with disabilities in subsidized care in California.
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A state system framework for high-quality early intervention and early childhood special education
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.
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Supporting young children with disabilities
The authors review effective ways to support development and learning among young children with disabilities, including language and social skills interventions, preschool curricula, instructional and other practices, and multi-tiered systems of support.
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Validity of the data from the child outcomes summary process: Findings from the ENHANCE Project
This brief describes findings from the ENHANCE study that sought to answer the question of whether the Child Outcomes Summary (COS) process produces valid ratings for measuring the child outcomes achieved through early intervention (EI) and early childhood special education (ECSE) programs.
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School health services for children with special health care needs in California
This study attempted to determine how schools meet the direct service health needs of children and who provides those services.
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ENHANCE Final Report
This report presents the findings from a series of studies conducted to examine the validity of the child outcomes data produced through the Child Outcomes Summary (COS) process.
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Early childhood language interventions: An illustration of the model demonstration process
This project brief summarizes the characteristics, implementation experiences, and outcomes achieved by one of OSEP’s investments in model demonstration activities—a cohort of three grantees that demonstrated various approaches to implementing early childhood language interventions that targeted children with significant language disorders or delays and who were eligible for early intervention services.
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Individuals with Disabilities Education Act’s early childhood programs: Powerful vision and pesky details
The authors examine what has been learned from Individuals With Disabilities Education Act’s two early childhood programs about the power and limitations of policy to improve the lives of young children.
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Quality measurement in early childhood settings
What constitutes quality in early childhood settings, and how can it best be measured with today’s widely used tools and promising new approaches?
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National Early Intervention Longitudinal Study: Sampling and Weighting Procedures: Enrollment Form, Family Interview, Service Records. NEILS Methodology Report No. 1
This reports details how the NEILS sample design balances the requirements for a nationally representative, three-stage sample against a further crucial criterion.