The Impact of COVID-19 on Early Intervention: Survey of States. Our Youngest Learners

Autor/in	Gillispie, Carrie
Institution	Education Trust; National Center for Learning Disabilities (NCLD); ZERO TO THREE
Titel	The Impact of COVID-19 on Early Intervention: Survey of States. Our Youngest Learners
Quelle	(2021), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Hispanic Americans; African Americans; Limited English Speaking; Low Income Groups; Access to Education; Referral; Services; Racial Differences; Ethnicity; Family Income; COVID-19; Pandemics; At Risk Persons; Child Development; Barriers; Geographic Location; State Programs; Outreach Programs; Infants; Toddlers; Access to Computers; Delivery Systems; Data Collection; Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Afroamerikaner; Education; Access; Bildung; Zugang; Bildungszugang; Dienstleistung; Rassenunterschied; Ethnizität; Familieneinkommen; Risikogruppe; Kindesentwicklung; Regierungsprogramm; Jobcoaching; Infant; Toddler; Toddlers; Kleinkind; Infants; Auslieferung; Data capture; Datensammlung; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht
Abstract	Just as schools are working to appropriately address K-12 students' unfinished learning caused by the pandemic, early intervention systems are focusing on addressing the missed opportunities the pandemic created for young children and their families. Young children missing these opportunities for early intervention services are potentially at greater risk of significant developmental and learning delays. By centering equity, states can identify ways in which they can better serve families of young children of color now and after the pandemic. Researchers sent a survey to all state coordinators of early intervention services in fall 2020, and 29 responded throughout September and October. The survey focused on Black and Latino families, families with limited English proficiency and families with low incomes, and asked questions about referral rates, wait times from referral to evaluation, service rates, and state guidance since the beginning of the pandemic. Coordinators reported that very few states had data on referral rates, wait times between referral and evaluation, and service rates disaggregated by race/ethnicity, language status, and income level, indicating an urgent need for better state data collection and reporting. They also noted that state guidance on delivering early intervention services during the pandemic varied widely. This report provides the key findings and recommendations based on the results from the 29 states that participated in this survey. [For the accompanying report, "The Impact of COVID-19 on Early Intervention: How States Can Support Our Youngest Learners," see ED617573.] (ERIC).
Anmerkungen	Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01