CEC's Policy Insider
Learn about the special and gifted education issues Congress and the administration are considering by reading CEC's Policy Insider. Sign up today to receive weekly e-mail updates!
CEC is also pleased to offer up-to-date news about federal special and gifted education policy through the Policy Insider Blog. A complement to the weekly e-mail service, CEC’s Policy Insider Blog features regular posts throughout the week, providing you with real-time special ed policy news.
Questions or comments? Send an e-mail to CEC's Policy and Advocacy Services team.
CEC Policy Insider
CEC's source for special education policy news
House Committee Takes Steps to Improve Higher Education
Tue, 28 Jun 2016 13:52:18 -0400
The following bills were introduced by the House last week. Simplifying the Application for Student Aid Act(H.R. 5528) is aimed to reform federal student aid. The measures proposed help students to make more informed financial decisions. Read more here. Accessing Higher Education Opportunities Act (H.R. 5529) will assist Hispanic-Serving Institutions pursuing a career as a physician, dentist, or other health care professional. Read more here. HBCU Capital Financing Improvement Act(H.R. 5530) will improve access, oversight, and strengthen financial counseling to Historically Black Colleges and Universities. Read more here.
Equity for Students with Disabilities: ESSA Subgroup Accountability
Tue, 28 Jun 2016 13:50:35 -0400
The Every Student Succeed Act (ESSA) requires data to be collected on the academic advancements and supports of subgroups. A subgroup refers to groups based on racial/ethnic status, socio-economic status, English-language ability, and disability status. In a report, Ensuring Equity in ESSA: The Role of N-Size in Subgroup Accountability, initiated by the Alliance for Excellent Education, n-size is defined as state-set minimum number of students required in a subgroup at the school, district, and state-levels. When states have n-sizes too large, many problems can result including subgroups may not be counted in the data. Lower n-sizes allows states to effectively...
Large Scale Assessments for Children with Disabilities
Tue, 28 Jun 2016 13:48:33 -0400
The National Center on Educational Outcomes has two new publications on large-scale assessments: 1) Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape (NCEO Report #400) This revision includes updated principles which reflect a broader perspective on inclusive assessment for students with disabilities and English language learners. 2) 2013-2014 Publicly Reported Assessment Results for Students with Disabilities and ELLs with Disabilities (NCEO Report #401) The National Center on Educational Outcomes has published their seventeenth report to describe how states publicly report online assessment data for students with disabilities. Read more here.
Policy on Dual Language Learners in Early Childhood Education
Wed, 22 Jun 2016 13:16:31 -0400
The U.S. Department of Education and the Department of Health and Human Services have created a joint policy to support Dual Language Learners (DLL). The purpose of this policy statement is to promote the learning of DLLs by providing States with recommendations to optimize early education experiences and promote bilingualism or multilingualism. Read more here.
Mental Health and Wellness in Head Start
Wed, 22 Jun 2016 13:15:09 -0400
The National Head Start Association (NHSA) has released a brief examining the mental health of Head Start staff, children, and families and lists the three most important factors in developing positive mental health in children as healthy, stable relationships with adults, an environment free of toxins and fear, and good nutrition. Resources and research are included. Read more here.
Student Discipline Practices for Children with Disabilities in Charter Schools
Wed, 22 Jun 2016 13:14:02 -0400
The National Center for Special Education in Charter Schools Equity Coalition, with more than 20 organizations, including the Council for Exceptional Children, recently released a statement on student discipline practices for children with disabilities in charter schools. The statement calls for charter schools to create an atmosphere of learning for all students, including evidence-based approaches to improve student behavior and reduce disciplinary referrals. Read more here.
New Grant Opportunity: Comprehensive Centers Program—National Comprehensive Center on Improving Literacy for Students with Disabilities
Tue, 14 Jun 2016 12:50:00 -0400
The Office of Special Education and Rehabilitative Services (OSERS) along with the Office of Elementary and Secondary Education (OESE) announce a new grant opportunity for the Comprehensive Centers Program: National Comprehensive Center on Improving Literacy for Students with Disabilities. The notice can be viewed at the Federal Register. You can apply for the grant at Grants.gov. Dates: Application Available: June 8, 2016 Application Deadline: July 25, 2016
Your Advocacy Means Everything!
Tue, 14 Jun 2016 12:47:59 -0400
You advocate for children and youth with exceptionalities every day, and that makes you an expert at telling the powers-that-be what children need to succeed. Bring your expert advocacy skills to the offices of your elected officials in Congress this summer as a member of your state's national advocacy team during the 2016 Special Education Legislative Summit, July 10-13. It's your once-a-year opportunity to stand alongside special education teachers, administrators, teacher educators, early interventionists, researchers, teacher candidates, and other related service providers—as we take CEC’s messages to Capitol Hill. Click here to register. Book your room now! Hilton Old Town...
Supporting Children with Intellectual and Developmental Disabilities Who Have Experienced Trauma
Tue, 14 Jun 2016 12:44:10 -0400
The National Child Traumatic Stress Network has published The Road to Recovery: Supporting Children with Intellectual and Developmental Disabilities Who Have Experienced Trauma. The toolkit consists of a Facilitator Guide and a Participant Manual. Together, they are designed to teach basic knowledge, skills, and values about working with children with intellectual and developmental disabilities (I/DD) who have had traumatic experiences, and how to use this knowledge to support children's safety, well-being, happiness, and recovery through trauma-informed practice.
Is Neighborhood Still Destiny?
Tue, 14 Jun 2016 12:43:04 -0400
A decade after New York City adopted a universal school choice policy for high school students, Measure of America — whose mission is to capture and publicize metrics of the nation’s well-being — reveals that school choice is unable to disturb the connection between home environments and academic success. Researchers found that a child’s likelihood of graduating on time remains tightly linked to the poverty rate, household income and adult educational attainment in that child’s neighborhood.