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
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.
Racial Bias in Gifted and Talented Placement: What to do about it
Tue, 14 Jun 2016 12:40:37 -0400
A recent report, Aiming Higher Together: Strategizing Better Educational Outcomes for Boys and Young Men of Color, from Urban Institute, proposes strategies to improve the educational outcomes of boys and men of color including those who may be gifted by altering conditions in homes, schools and communities to create "person-environment fits" that better foster academic achievement.
Critical Findings Revealed in Civil Rights Data for Students with Exceptionalities
Wed, 08 Jun 2016 17:10:32 -0400
The U.S. Department of Education’s Civil Rights Data Collection (CRDC), which is released every two years, was released on June 7. This year’s report includes new categories of information such as: Educational programs in juvenile justice, availability of distance education including online courses, law enforcement on school campuses, availability of partially- or fully-funded preschool programs, student absenteeism, and districts with civil rights officers. The CRDC collected data from the 2013-2014 school year. Selected data reveals inequities for children and youth with disabilities, gifts, and talents, including: Students with disabilities were 1.3 times more likely to be chronically absent than those...
Teacher Turnover Costs Billions, As Interest in Teaching Falls
Wed, 08 Jun 2016 15:58:33 -0400
Nearly half of all new teachers will leave their classrooms within five years – a move that will cost districts some $2.2 billion per year to replace them. Among the top reasons are a lack of autonomy, poor student discipline and low salaries. Additionally, a nationwide survey of college freshmen revealed that the number who intend to major in teaching has reached its lowest point in 45 years. Report results seem to confirm the need for the implementation of ED’s proposed Best Job Grants.