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.
Disability
Ongoing Change
State updates to New America’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
If Money Talks, What Does the Subminimum Wage Say?
October is National Disability Employment Awareness Month and Disabled workers can’t have equitable access to the workforce until we elimina<…
Unlocking Inclusive Education: Lessons from Educators and Learners with Disabilities for Edtech Companies and School Leaders
New America and the U.S. Department of Education share lessons learned from a roundtable on learners with disabilities.
Navigating Disability in Schools: Stories Across the System
People with disabilities and their families navigate a number of systems throughout their lifetime. For many, the first is the education sys