This infographic summarizes key findings on children ages 3 through 5 years with disabilities in subsidized early learning and care in California.
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. The data are from the California Longitudinal Pupil Achievement Data System (CALPADS) from school years 2011–12 to 2019–20.
Study Poster: Exploring Inclusion Through Administrative Data: Challenges & Opportunities
SRI has partnered with the California Department of Education in a study funded through a CCPRP grant to identify strategies for increasing facilitators and decreasing barriers to the inclusion of preschoolers with disabilities in subsidized child care.
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.
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.
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.
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.
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.
Early childhood language interventions: An illustration of the model demonstration process
In administering the Individuals with Disabilities Education Act (IDEA), the U.S. Department of Education’s Office of Special Education Programs (OSEP) pursues a mission of
“improving results for infants, toddlers, children and youth with disabilities ages birth through 21, by providing leadership and financial support to assist states and local districts” (U.S. Department of Education, 2007, p. 13485). An important part of that pursuit is the Research to Practice Division’s technical assistance, model demonstration, and dissemination activities. 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.