To address the impact of privacy regulations on the exchange of information among EHDI, Part C, health providers, and families, NCHAM has gathered information from various states regarding how they facilitate the exchange of information with other EHDI stakeholders.
Between FFY2018 and 2019 there were declines in the percentage of children making gains (Summary Statement 1) and those reaching age expectations (Summary statement 2) in Part C and the percentage of children reaching age expectations (Summary statement 2) in Preschool Part B. The percentage of children making gains (Summary Statement 1) in Part B Preschool held relatively steady from FFY2018 to FFY 2019. Reasons states have provided for declines in state performance include: changes to state data collection methods, data quality issues, and potential impacts of COVID-19. Further analyses are needed to understand this trend.
This infographic summarizes national variations in eligibility policies for infants and toddlers from birth to age 3 enrolling in early intervention programs under Part C of IDEA.
Our early childhood community, including state and local personnel, families, and the larger community, has an interest in supporting our young children with disabilities.
What should you do when a large-scale disruption makes your evaluation impossible to implement as planned? Evaluators across the nation are facing this problem as a result of the extraordinary circumstances associated with the COVID-19 pandemic. However, disruptions can also occur due to hurricanes, earthquakes, wildfires, floods, as well as more localized events like a […]
This six-step inquiry process helps states improve educational results and functional outcomes for children with disabilities while ensuring compliance with Individuals with Disabilities Education Act (IDEA) through state monitoring activities.
The three child outcomes, measured by early intervention and early childhood special education systems, encompass functional skills and behaviors that are meaningful for a child’s participation in everyday routines. They cut across developmental domains to represent the integrated nature of how children develop, learn, and thrive. The breadth of these outcomes provides a framework for […]
Having a robust stakeholder engagement plan is important. As states work to engage a broad range of stakeholders on an ongoing basis, virtual strategies and methods continue to be important – even as face-to-face gatherings start to increase after the pandemic.
Kathy Hebbeler’s presentation from the OSEP Leadership Conference on 7/21/21 on equity and data. It notes the importance of asking equity questions about each aspect of the service delivery process from initial referral through transition.
