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Resource Name Description Resource Type
A Better Start: Why Classroom Diversity Matters in Early Education The results of this study show racial/ethnic and economic disparities in preschool enrollment and in the quality of preschool that children experience. Among families who do enroll in preschool, the study finds that most children attend classrooms that are homogenous in family income, and often in race/ethnicity as well. The result is a segregated system in which low-income and minority children often attend low-quality and non-diverse early-childhood programs. The authors discuss researching findings on why the socioeconomic and racial/ethnic composition of early childhood classrooms is important and provide a number of suggestions for steps that can be taken to increase diversity. Document
A Glimpse into the World of Selective Mutism This info module provides an overview and strategies for supporting children with selective mutism. Info Module
A Guide for Parents’ Questions When Seeking Child Care for Children with Special Needs All parents seeking child care want to know that their child will be safe, make friends and be happy while away from them. For parents of children with special needs, other considerations may also be present that involve their child’s unique developmental needs. Tipsheet
A Guide to Developmental Milestones, Red Flags, Early Intervention and Inclusion This video, produced for the Somali community, addresses developmental milestones for children and red flags for developmental delays as well as covering the topics of early identification and early intervention. This video also contains interviews with Somali parents of children who have special needs and an interview with a Somali physician. Website
Access to Pre-K Education Under the McKinney-Vento Homeless Assistance Act This policy brief is an overview of the McKinney-Vento Homeless Assistance Act and discusses policies that can help to increase the number of homeless children in pre-k programs. Document
ADA Questions and Answers for Child Care Questions & Answers about the Americans with Disabilities Act and Child Care. Document
Adapting Activities for Youth Practical strategies to include children with special needs in activities for youth Tipsheet
Addressing Educational Concerns: IDEA Processes available to address concerns about educational needs of a child receiving early intervention or special education services. Tipsheet
Administration for Children and Families The Administration for Children and Families (ACF), within the Department of Health and Human Services (HHS) is responsible for federal programs that promote the economic and social well-being of families, children, individuals, and communities. ACF programs aim to achieve the following: families and individuals empowered to increase their own economic independence and productivity; strong, healthy, supportive communities that have a positive impact on the quality of life and the development of children; partnerships with individuals, front-line service providers, communities, American Indian tribes, Native communities, states, and Congress that enable solutions which transcend traditional agency boundaries; services planned, reformed, and integrated to improve needed access; and a strong commitment to working with people with developmental disabilities, refugees, and migrants to address their needs, strengths, and abilities. Website
Administration on Disabilities (AoD) The Administration on Disabilities works with states, communities, and partners in the disability networks to increase the independence, productivity, and community integration of individuals with disabilities. AoD includes the Administration on Intellectual and Developmental Disabilities (AIDD) and the Independent Living Administration (ILA). AIDD is dedicated to ensuring that people with disabilities have opportunities to make their own choices, contribute to society, have supports to live independently, and live free of abuse, neglect, and exploitation. Website