States’ Accountability and Progress in Serving Young Children With Disabilities
Since the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), there has been a growing focus on improving the quality of programs for children with disabilities and measuring the results/outcomes of those programs. Across the country, IDEA Part C Programs for Infants and...
Gespeichert in:
| Veröffentlicht in: | Topics in early childhood special education 2012-11, Vol.32 (3), p.151-163 |
|---|---|
| Hauptverfasser: | , , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 163 |
|---|---|
| container_issue | 3 |
| container_start_page | 151 |
| container_title | Topics in early childhood special education |
| container_volume | 32 |
| creator | Kasprzak, Christina Hurth, Joicey Rooney, Robin Goode, Susan E. Danaher, Joan C. Whaley, Kathy T. Ringwalt, Sharon S. Cate, Debbie |
| description | Since the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), there has been a growing focus on improving the quality of programs for children with disabilities and measuring the results/outcomes of those programs. Across the country, IDEA Part C Programs for Infants and Toddlers and IDEA Part B, Section 619 Preschool Programs have been developing, implementing, and improving their accountability systems, and in spite of significant fiscal limitations, the states have produced meaningful data demonstrating both program improvement and positive outcomes for the children and families being served. This article uses trend data reported by the states over the past 4 years to provide a national picture of the progress they have made, the challenges they have faced, and the improvement strategies they have undertaken. The lessons they have learned are relevant to the broader early childhood community. A discussion about implications for the future is included. |
| doi_str_mv | 10.1177/0271121411408119 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_1081332040</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ980760</ericid><sage_id>10.1177_0271121411408119</sage_id><sourcerecordid>2774689401</sourcerecordid><originalsourceid>FETCH-LOGICAL-c330t-da73dcf5fd7d790e301e08bd94ea74ee8de26c32e362354b6571ad701dd8a5543</originalsourceid><addsrcrecordid>eNp1kE9Lw0AUxBdRsFbvHjwseI6-l91kk2Op_ymoVBFPYZt9SbfUpO6mQm9-Db-en8SEiIjgaQ7zmxkYxg4RThCVOoVQIYYoESUkiOkWG2AkkkAmMtpmg84OOn-X7Xm_AABUUg7Y_bTRDfnP9w8-yvN6XTV6Zpe22XBdGX7n6tKR99xWfEruzVYlf26hko_ndmkcVfzJNnN-Zn0fs-T32U6hl54OvnXIHi_OH8ZXweT28no8mgS5ENAERith8iIqjDIqBRKABMnMpJK0kkSJoTDORUgiDkUkZ3GkUBsFaEyio0iKITvue1eufl2Tb7JFvXZVO5lh-4AQIUhoKeip3NXeOyqylbMv2m1aKOuOy_4e10aO-gg5m__g5zdpAiruGoPe9rqk35v_1H0BN4F2yQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1081332040</pqid></control><display><type>article</type><title>States’ Accountability and Progress in Serving Young Children With Disabilities</title><source>SAGE Complete A-Z List</source><creator>Kasprzak, Christina ; Hurth, Joicey ; Rooney, Robin ; Goode, Susan E. ; Danaher, Joan C. ; Whaley, Kathy T. ; Ringwalt, Sharon S. ; Cate, Debbie</creator><creatorcontrib>Kasprzak, Christina ; Hurth, Joicey ; Rooney, Robin ; Goode, Susan E. ; Danaher, Joan C. ; Whaley, Kathy T. ; Ringwalt, Sharon S. ; Cate, Debbie</creatorcontrib><description>Since the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), there has been a growing focus on improving the quality of programs for children with disabilities and measuring the results/outcomes of those programs. Across the country, IDEA Part C Programs for Infants and Toddlers and IDEA Part B, Section 619 Preschool Programs have been developing, implementing, and improving their accountability systems, and in spite of significant fiscal limitations, the states have produced meaningful data demonstrating both program improvement and positive outcomes for the children and families being served. This article uses trend data reported by the states over the past 4 years to provide a national picture of the progress they have made, the challenges they have faced, and the improvement strategies they have undertaken. The lessons they have learned are relevant to the broader early childhood community. A discussion about implications for the future is included.</description><identifier>ISSN: 0271-1214</identifier><identifier>EISSN: 1538-4845</identifier><identifier>DOI: 10.1177/0271121411408119</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Accessibility (for Disabled) ; Accountability ; Articulation (Education) ; Change Strategies ; Children with disabilities ; Disabilities ; Disability Identification ; Early Childhood Education ; Educational Assessment ; Educational Change ; Educational Improvement ; Educational Indicators ; Educational Strategies ; Educational Trends ; Federal legislation ; Improvement Programs ; Preschool Education ; Program Effectiveness ; Program Improvement ; Special Education ; State Policy ; State Programs ; State Surveys ; Transitional Programs ; Trend Analysis ; Young Children</subject><ispartof>Topics in early childhood special education, 2012-11, Vol.32 (3), p.151-163</ispartof><rights>Hammill Institute on Disabilities 2012</rights><rights>Copyright SAGE PUBLICATIONS, INC. Nov 2012</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c330t-da73dcf5fd7d790e301e08bd94ea74ee8de26c32e362354b6571ad701dd8a5543</citedby><cites>FETCH-LOGICAL-c330t-da73dcf5fd7d790e301e08bd94ea74ee8de26c32e362354b6571ad701dd8a5543</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0271121411408119$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0271121411408119$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21818,27923,27924,43620,43621</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ980760$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Kasprzak, Christina</creatorcontrib><creatorcontrib>Hurth, Joicey</creatorcontrib><creatorcontrib>Rooney, Robin</creatorcontrib><creatorcontrib>Goode, Susan E.</creatorcontrib><creatorcontrib>Danaher, Joan C.</creatorcontrib><creatorcontrib>Whaley, Kathy T.</creatorcontrib><creatorcontrib>Ringwalt, Sharon S.</creatorcontrib><creatorcontrib>Cate, Debbie</creatorcontrib><title>States’ Accountability and Progress in Serving Young Children With Disabilities</title><title>Topics in early childhood special education</title><description>Since the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), there has been a growing focus on improving the quality of programs for children with disabilities and measuring the results/outcomes of those programs. Across the country, IDEA Part C Programs for Infants and Toddlers and IDEA Part B, Section 619 Preschool Programs have been developing, implementing, and improving their accountability systems, and in spite of significant fiscal limitations, the states have produced meaningful data demonstrating both program improvement and positive outcomes for the children and families being served. This article uses trend data reported by the states over the past 4 years to provide a national picture of the progress they have made, the challenges they have faced, and the improvement strategies they have undertaken. The lessons they have learned are relevant to the broader early childhood community. A discussion about implications for the future is included.</description><subject>Accessibility (for Disabled)</subject><subject>Accountability</subject><subject>Articulation (Education)</subject><subject>Change Strategies</subject><subject>Children with disabilities</subject><subject>Disabilities</subject><subject>Disability Identification</subject><subject>Early Childhood Education</subject><subject>Educational Assessment</subject><subject>Educational Change</subject><subject>Educational Improvement</subject><subject>Educational Indicators</subject><subject>Educational Strategies</subject><subject>Educational Trends</subject><subject>Federal legislation</subject><subject>Improvement Programs</subject><subject>Preschool Education</subject><subject>Program Effectiveness</subject><subject>Program Improvement</subject><subject>Special Education</subject><subject>State Policy</subject><subject>State Programs</subject><subject>State Surveys</subject><subject>Transitional Programs</subject><subject>Trend Analysis</subject><subject>Young Children</subject><issn>0271-1214</issn><issn>1538-4845</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><recordid>eNp1kE9Lw0AUxBdRsFbvHjwseI6-l91kk2Op_ymoVBFPYZt9SbfUpO6mQm9-Db-en8SEiIjgaQ7zmxkYxg4RThCVOoVQIYYoESUkiOkWG2AkkkAmMtpmg84OOn-X7Xm_AABUUg7Y_bTRDfnP9w8-yvN6XTV6Zpe22XBdGX7n6tKR99xWfEruzVYlf26hko_ndmkcVfzJNnN-Zn0fs-T32U6hl54OvnXIHi_OH8ZXweT28no8mgS5ENAERith8iIqjDIqBRKABMnMpJK0kkSJoTDORUgiDkUkZ3GkUBsFaEyio0iKITvue1eufl2Tb7JFvXZVO5lh-4AQIUhoKeip3NXeOyqylbMv2m1aKOuOy_4e10aO-gg5m__g5zdpAiruGoPe9rqk35v_1H0BN4F2yQ</recordid><startdate>20121101</startdate><enddate>20121101</enddate><creator>Kasprzak, Christina</creator><creator>Hurth, Joicey</creator><creator>Rooney, Robin</creator><creator>Goode, Susan E.</creator><creator>Danaher, Joan C.</creator><creator>Whaley, Kathy T.</creator><creator>Ringwalt, Sharon S.</creator><creator>Cate, Debbie</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>NAPCQ</scope><scope>U9A</scope></search><sort><creationdate>20121101</creationdate><title>States’ Accountability and Progress in Serving Young Children With Disabilities</title><author>Kasprzak, Christina ; Hurth, Joicey ; Rooney, Robin ; Goode, Susan E. ; Danaher, Joan C. ; Whaley, Kathy T. ; Ringwalt, Sharon S. ; Cate, Debbie</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c330t-da73dcf5fd7d790e301e08bd94ea74ee8de26c32e362354b6571ad701dd8a5543</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Accessibility (for Disabled)</topic><topic>Accountability</topic><topic>Articulation (Education)</topic><topic>Change Strategies</topic><topic>Children with disabilities</topic><topic>Disabilities</topic><topic>Disability Identification</topic><topic>Early Childhood Education</topic><topic>Educational Assessment</topic><topic>Educational Change</topic><topic>Educational Improvement</topic><topic>Educational Indicators</topic><topic>Educational Strategies</topic><topic>Educational Trends</topic><topic>Federal legislation</topic><topic>Improvement Programs</topic><topic>Preschool Education</topic><topic>Program Effectiveness</topic><topic>Program Improvement</topic><topic>Special Education</topic><topic>State Policy</topic><topic>State Programs</topic><topic>State Surveys</topic><topic>Transitional Programs</topic><topic>Trend Analysis</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kasprzak, Christina</creatorcontrib><creatorcontrib>Hurth, Joicey</creatorcontrib><creatorcontrib>Rooney, Robin</creatorcontrib><creatorcontrib>Goode, Susan E.</creatorcontrib><creatorcontrib>Danaher, Joan C.</creatorcontrib><creatorcontrib>Whaley, Kathy T.</creatorcontrib><creatorcontrib>Ringwalt, Sharon S.</creatorcontrib><creatorcontrib>Cate, Debbie</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Topics in early childhood special education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kasprzak, Christina</au><au>Hurth, Joicey</au><au>Rooney, Robin</au><au>Goode, Susan E.</au><au>Danaher, Joan C.</au><au>Whaley, Kathy T.</au><au>Ringwalt, Sharon S.</au><au>Cate, Debbie</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ980760</ericid><atitle>States’ Accountability and Progress in Serving Young Children With Disabilities</atitle><jtitle>Topics in early childhood special education</jtitle><date>2012-11-01</date><risdate>2012</risdate><volume>32</volume><issue>3</issue><spage>151</spage><epage>163</epage><pages>151-163</pages><issn>0271-1214</issn><eissn>1538-4845</eissn><abstract>Since the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), there has been a growing focus on improving the quality of programs for children with disabilities and measuring the results/outcomes of those programs. Across the country, IDEA Part C Programs for Infants and Toddlers and IDEA Part B, Section 619 Preschool Programs have been developing, implementing, and improving their accountability systems, and in spite of significant fiscal limitations, the states have produced meaningful data demonstrating both program improvement and positive outcomes for the children and families being served. This article uses trend data reported by the states over the past 4 years to provide a national picture of the progress they have made, the challenges they have faced, and the improvement strategies they have undertaken. The lessons they have learned are relevant to the broader early childhood community. A discussion about implications for the future is included.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/0271121411408119</doi><tpages>13</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0271-1214 |
| ispartof | Topics in early childhood special education, 2012-11, Vol.32 (3), p.151-163 |
| issn | 0271-1214 1538-4845 |
| language | eng |
| recordid | cdi_proquest_journals_1081332040 |
| source | SAGE Complete A-Z List |
| subjects | Accessibility (for Disabled) Accountability Articulation (Education) Change Strategies Children with disabilities Disabilities Disability Identification Early Childhood Education Educational Assessment Educational Change Educational Improvement Educational Indicators Educational Strategies Educational Trends Federal legislation Improvement Programs Preschool Education Program Effectiveness Program Improvement Special Education State Policy State Programs State Surveys Transitional Programs Trend Analysis Young Children |
| title | States’ Accountability and Progress in Serving Young Children With Disabilities |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-13T01%3A29%3A57IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=States%E2%80%99%20Accountability%20and%20Progress%20in%20Serving%20Young%20Children%20With%20Disabilities&rft.jtitle=Topics%20in%20early%20childhood%20special%20education&rft.au=Kasprzak,%20Christina&rft.date=2012-11-01&rft.volume=32&rft.issue=3&rft.spage=151&rft.epage=163&rft.pages=151-163&rft.issn=0271-1214&rft.eissn=1538-4845&rft_id=info:doi/10.1177/0271121411408119&rft_dat=%3Cproquest_cross%3E2774689401%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1081332040&rft_id=info:pmid/&rft_ericid=EJ980760&rft_sage_id=10.1177_0271121411408119&rfr_iscdi=true |