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Policy/Trends

Associations, organizations promoting knowledge, information and best practices, research based organizations and newsletters on topics related to early education, child care and disability topics for children birth to age 21 are found here.

2018 California Children’s Report Card
This report from Children Now uses statistics to evaluate how children fare in California in the areas of education, health and child welfare. As the 2018 California Children's Report Card shows, the vast majority of our state's children face extraordinary challenges to reaching their full potential. Yet, the success of California's economy and civil society ultimately depends on policies that tear down these barriers and give all kids access to the quality support they need to succeed- from quality, affordable child care to a rigorous education to health coverage to safety. Public policy change is the fastest and most efficient way to scale innovative, high-impact programs, and secure the needed resources and reforms.
A Critical Assessment of the Adverse Childhood Experiences Study at 20 Years
June 2019 This year marks the 20th anniversary of publication in this journal of the first of many articles on the adverse childhood experiences (ACEs) research by Drs. Felitti, Anda, and colleagues.1 As we celebrate the impact of this seminal research, it is also imperative to assess critically its serious limitations: an unrepresentative study population and narrow operationalization of childhood adversity lead to undercounting adverse experiences and misrepresenting their social distribution. Placing ACEs research—and the movement it has generated—in the wider contexts provided by the social determinants of health framework,2 and by the rapidly growing biology and neuroscience of early childhood adversity,3, 4, 5 can enrich ACEs research and extend its impact to shaping primary prevention policies that address social and economic conditions producing adversity.
A Day Without Child Care
This 10 minute video produced by the Humboldt County Local Child Care Planning Council uses a humorous approach to show the impact of budget cuts to child care on the entire community.
A Nation At Hope: Recommendations from the National Commission on Social, Emotional and Academic Development
The Aspen Institute National Commission on Social, Emotional, and Academic Development was created to engage and energize communities in re-envisioning learning to encompass its social, emotional, and cognitive dimensions so that all children can succeed in school, careers, and life. The Commission’s work has drawn on research and promising practices to recommend how to make all these dimensions of learning part of the fabric of every school and community. The Commission’s members are leaders from education, research, policy, business, and the military. The full Commission team includes a Council of Distinguished Scientists, a Council of Distinguished Educators, a Youth Commission, a Parent Advisory Panel, a Partners Collaborative, and a Funders Collaborative.
Alliance for Early Success
The Alliance for Early Success (formerly the Birth to Five Policy Alliance) is a catalyst for putting vulnerable young children on a path to success. As an alliance of state, national, and funding partners, our goal is to advance state policies that lead to improved health, learning, and economic outcomes for young children, starting at birth and continuing through age eight.
  • Multimedia: Waves for Change (in Early Childhood)
    The Alliance for Early Success is a catalyst for bringing state, national, and funding partners together to improve state policies for children, starting at birth and continuing through age eight.
American Association of People with Disabilities (AAPD)
AAPD is the largest national nonprofit cross-disability member organization in the United States, dedicated to ensuring economic self-sufficiency and political empowerment for the more than 56 million Americans with disabilities. AAPD works in coalition with other disability organizations for the full implementation and enforcement of disability nondiscrimination laws, particularly the Americans with Disabilities Act (ADA) of 1990 and the Rehabilitation Act of 1973.
Association of University Centers on Disabilities (AUCD)
The Association of University Centers on Disabilities (formerly the American Association of University Affiliated Programs for Persons with Developmental Disabilities) is a nonprofit organization that promotes and supports the national network of university centers on disabilities, which includes University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD), Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Programs, and Developmental Disabilities Research Centers (DDRC). There are currently three UCEDDs in California: Tarjan Center for Developmental Disabilities, University of California, Los Angeles Neuropsychiatric Institute and Hospital, Los Angeles, and the USC University Center for Excellence in Developmental Disabilities, Childrens Hospital, Los Angeles and the Center for Excellence in Developmental Disabilities at the University of California, Davis, MIND Institute in Sacramento, California.
  • Tuesday's with Liz: Sara Luterman
    Published on Mar 14, 2016 This week Liz Weintraub, AUCD's advocacy specialist and host of Tuesdays with Liz: Disability Policy for All, interviews Sara Luterman, AUCD program assistant, on how to include people with autism in the workforce.
  • AUCD Diversity and Inclusion Toolkit
    The Developmental Disabilities Assistance and Bill of Rights Act of 2000 (administered by the Administration on Intellectual and Developmental Disabilities or AIDD), the Division of Maternal and Child Health (MCH) Workforce Development Strategic Plan for 2012-2020, and the 2015-2016 Strategic Map for the Association of University Centers on Disabilities (AUCD) all address elements of diversity, equity, inclusion, and cultural competence. This Diversity and Inclusion Toolkit provides concrete objectives, strategies, and resources to help these audiences realize their goals in this area. It also provides a foundation for future efforts, including developing a blueprint for AUCD's network to collectively make progress in diversity, inclusion, and cultural and linguistic competence.
Build Initiative
Helping States Help Children Thrive. The BUILD Initiative works with early childhood leaders within states and nationally to better prepare young children to thrive and succeed. We support state leaders from both the private and public sectors as they work to set policy, offer services and advocate for children from birth to age five. Specifically, the BUILD Initiative helps state leaders develop an early childhood system – programs, services and policies tailored to the needs of the state’s unique young child population. This work focuses on connecting programs and services that may have functioned in isolation, been redundant, lacked resources to meet critical needs and/or operated at cross-purposes.
California Childcare Resource and Referral Network
The Network is proud to be celebrating our 30th year helping all families in California to have access to information that enables them to make the best child care choices from an array of high quality, affordable options.
Child Care & Early Education Research Connections
Child Care and Early Education Research Connections, a free comprehensive collection of online resources, promotes high-quality research in child care and early education. Launched in 2004, Research Connections is a partnership of the National Center for Children in Poverty at Columbia University and the Inter-university Consortium for Political and Social Research at the University of Michigan, and is funded by the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Preschool Inclusion: Key Findings from Research and Implications for Policy (April 2016), highlights research on preschool inclusion relevant to the following three questions:
    1. What are the effects of inclusive preschool on children's early learning and development?
    2. What is known about the quality of inclusive preschool programs?
    3. What is known about how to improve the quality of inclusive preschool?
Children’s Collabrium
The Children’s Collabrium, formerly the Child Development Policy Institute Education Fund,works to transform research and information on early learning and development into sound policy and excellent practice. The organization sponsors child care policy institutes and workshops on Preschool for All.
CLASP’s Child Care and Early Education
CLASP's Child Care and Early Education work is dedicated to promoting policies that support both child development and the needs of low-income working parents. CLASP conducts policy analysis, research, and technical assistance to expand access to and resources for highquality, comprehensive child care and early education; build effective child care and early education systems including child care, Head, pre- and other early education initiatives; and ensure these systems can be responsive to the developmental needs of all children, in particular infants and and children in immigrant families. CLASP’s child care and early education work highlights state-by-state data where available.
Consortium for Citizens with Disabilities
The consortium is a coalition of approximately 100 national disability organizations working together to advocate for national public policy that ensures the self-determination, independence, empowerment, integration and inclusion of children and adults with disabilities in all aspects of society.
Council for Exceptional Children (CEC)
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, advocates for individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.
Delivering on the Promise of Effective Early Childhood Education for Black Children: Eliminating Exclusionary Discipline and Concentrating on Inclusion
Dec 2018 One of the five priorities identified in the National Black Child Development Institute’s (NBCDI) Action Agenda is to ensure Black children are no longer excluded from learning environments due to suspensions and expulsions that are all too common place in early childhood education settings. As 2019 approaches and we equip Communities of Practice across the country to drive and implement policy changes that promote positive outcomes for Black children, the “Delivering on the Promise of Effective Early Childhood Education” White Paper includes a comprehensive review of best practices and policy opportunities at the state and local level.
Disability Scoop
Disability Scoop is an on-line resource that provides reliable, recent and relevant information concerning individuals with disabilities. Topics covered include disability policy, heath, lifestyles, funding and education.
Division for Early Childhood (DEC)
The Division for Early Childhood (DEC) is an organization designed for individuals who work with—or on behalf of—children with special needs, birth through age eight, and their families. DEC, a subdivision of the Council for Exceptional Children (CEC), is dedicated to promoting policies and practices that support families and enhance the optimal development of children. Children with special needs include those who have disabilities or developmental delays, are gifted/talented, or are at risk of future developmental problems.
  • Resources within Reason Resources Within Reason is a bi-monthly, one-way listserv. Each issue focuses on a topic of interest to individuals who support young children and their families, with emphasis on children with or at risk for disabilities. All featured resources are free. The content of Resources within Reason is coordinated by Camille Catlett. The listserv is supported by DEC. All or part of Resources within Reason may be freely shared or copied.
  • Recommended Practices: A Comprehensive Guide for Practical Application in Early Intervention/Early Childhood Special Education A DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.
Evaluating California’s System for Serving Infants and Toddlers with Special Needs
Published: Jan 4, 2018 | Legislative Analyst's Office In 2015-16, California provided early intervention services to about 41,000 infants and toddlers with special needs. These infants and toddlers either have a disability (such as a visual or hearing impairment) or a significant developmental delay (such as not beginning to speak or walk when expected). California's early intervention system consists of three programs administered by two types of local agencies-schools and regional centers for persons with developmental disabilities. This report provides the first comprehensive analysis of this system since it was established in 1993. The report has three main sections. We first provide background on California's early intervention system, then assess this system, and conclude by recommending several ways to improve the system.
For Our Babies
For Our Babies is a national movement promoting healthy development in U.S. children from conception to age 3. They advocate for the types of environments, experiences, and relationships that infants and toddlers need in order to thrive. Visit the website to see how you can get involved.
Future of Children
The Future of Children is a collaboration of the Woodrow Wilson School of Public and International Affairs at Princeton University and the Brookings Institution. The mission of the Future of Children is to translate the best social science research about children and youth into information that is useful to policymakers, practitioners, grant-makers, advocates, the media, and students of public policy.  The project publishes two journals and policy briefs each year, and provides various short summaries of our work. Topics range widely – from income policy to family issues to education and health – with children’s policy as the unifying element. The senior editorial team is diverse, representing two institutions and multiple disciplines. 
  • Starting Early: Education from Prekindergarten to Third Grade Journal Vol 26 Number 2 | Fall 2016 The latest issue of the journal, conveniently available for free download at the link above, addresses the importance issues around education for children from pre-kindergarten to third grade. You may be interested in the entire journal. Two of the eleven articles that specifically address special needs are:
    • Supporting Young Children with Disabilities by Kathleen Hebbeler and Donna Spiker
    • Supporting Young English Learners in the United States by Lisa Barrow and Lisa Markman-Pithers
How to Choose a Preschool
US News and World Report | May 27, 2022

Early childhood education experts say that the type of program you choose is less important than key factors like how teachers interact with students, whether the space is specifically designed for young children and whether learning is play-based and culturally responsive.

IDEA Infant Toddlers Coordinators Association
The Individuals with Disabilities Education Act (IDEA) Infant and Toddler Coordinators Association is organized as a not-for-profit corporation to promote mutual assistance, cooperation, and exchange of information and ideas in the administration of Part C and to provide support to state and territory Part C coordinators. They provide an online link to the resources that are helping to improve the lives of infants and toddlers with special needs.
IDEA: Building the Legacy of IDEA 2004
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.
Indispensable Policies & Practices for High-Quality Pre-K (PDF)
This September 2017 report examines recent research and studies regarding preschool programs and quality standards, and summarizes those policies and practices essential for sustaining high-quality pre-K education. There are six core themes covered in the report: Curriculum, Instruction, & Assessment, Family Engagement, Funding, P-3 Alignment, Program Improvement and Workforce Support.
Infant Development Association of California (IDA)

The Infant Development Association of California (IDA) is a multidisciplinary organization of parents and professionals committed to optimal developmental and positive social and emotional outcomes for infants, birth to three, with a broad range of special needs and their families. IDA advocates improved, effective prevention and early intervention services while providing information, education, and training to parents, professionals, decision makers, and others.

Kids Included Together (KIT): Top 5 Trends in Disability Inclusion
Kids Included Together (KIT) is leading the field in disability inclusion and behavior support through work with over 450 organizations in the United States, Europe, Asia, and Australia. Using research, media, and recent KIT data from 625 training sessions, 100 online courses, 325 onsite visits, and 1,752 support center calls, we have identified the top 5 trends in childhood disability inclusion. In 2018, we can exploit these trends to help increase meaningful inclusion of children with disabilities in schools and communities.
National Academies for Science, Engineering and Medicine
  • Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation
    The Institute of Medicine (IOM) and National Research Council (NRC) were commissioned to explore the implications of the science of child development for the professionals who work with children birth through age 8. In the resulting report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, the committee finds that much is known about what professionals who pro¬vide care and education for children need to know and be able to do and what professional learning supports they need. However, that knowledge is not fully reflected in the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government and other funders who support and oversee these systems. The report offers recommendations to build a workforce that is unified by the foundation of the science of child development and early learning and the shared knowledge and competencies that are needed to provide consistent, high-quality support for the development and early learning of children from birth through age 8.
  • Parenting Matters: Supporting Parents of Children Ages 0-8
    Parenting Matters: Supporting Parents of Children Ages 0-8 reviews research on parenting practices and identifies effective practices. The report, sponsored by a collaborative of federal agencies and highly respected private foundations, also recommends ways agencies and others can support interventions that help more parents learn about effective parenting practices.
    This 386 page publication is free to download in its entirety or by chapter. You may be interested in Chapter 5, Targeted Interventions Supporting Parents of Children with Special Needs, Parents Facing Special Adversities and Parents Involved with Child Welfare Services.
National Association for the Education of Young Children (NAEYC)
The National Association for the Education of Young Children (NAEYC) is the nation’s largest organization of early childhood professionals and others dedicated to improving the quality of early childhood education programs for children birth through age eight. NAEYC’s primary goals are to improve professional practice and working conditions in early childhood education and to build public understanding and support for high-quality early childhood programs.
National Head Start Association (NHSA)
The National Head Start Association is a private not-for-profit membership organization dedicated exclusively to meeting the needs of Head Start children and their families. It represents more than 1 million children, 200,000 staff and 2,700 Head Start programs in the United States. The Association provides support for the entire Head Start community by advocating for policies that strengthen services to Head Start children and their families; by providing extensive training and professional development to Head Start staff; and by developing and disseminating research, information, and resources that enrich Head Start program delivery.
National Public Radio (NPR): Why Preschool Can Save The World
On this episode, we meet a self-described robber baron who decided to spend his billions on finger paint and changing tables. We revisit decades-long studies that found preschool made a huge difference in the lives of poor children. And we talk to a Nobel prize-winning economist who says that spending public money on preschool produces a huge return on investment.
Ounce of Prevention
Children born into poverty begin life with the odds stacked against them. That's not just unfortunate for them. It's a problem for all of us – one that can and must be solved. The Ounce is demonstrating effective solutions every day. Our work is anchored in a growing body of scientific evidence about early brain development. We use private dollars to apply that science in developing innovative programs, and then leverage public funding to support their implementation and replication.
Robert Wood Johnson Foundation
These two briefs are part of a series of issue briefs commissioned by the Robert Wood Johnson Foundation's Forward Promise Initiative.
The Pandemic May Have Lowered Baby IQ Study Says

A new study by researchers at five universities found that babies born during the pandemic may have lower IQ scores than those born before it. Babies who came into the world before the coronavirus had a cognitive score hovering around 100, according to this study. But the test scores of babies born during the pandemic fell sharply, to around 78. That’s 22 points lower than what’s considered normal.

The trouble is that babies may not be getting enough of the crucial “serve and return” interactions that help shape brain architecture, experts say. When an infant babbles, gestures or cries, and an attentive adult responds with words, or touch, neural connections are built and reinforced in the child’s brain. This back-and-forth exchange helps build foundational neural connections that drive child development.

“We can’t be cavalier about this,” Deoni said. “What this means is that we really have to redouble our efforts at ensuring kiddos are able to get out and play as well as spend time with their parents.”

Briggs, for one, believes one of the best ways to help children may be to help their parents. She hopes to raise awareness that stress management is more a necessity than a luxury as the public health crisis drags on.

The Research on Life Changing Teaching
Edutopia | March 22, 20

Being an effective teacher is about more than just improving test scores—it’s also about making a difference in students’ lives. When we asked our readers to describe the traits of a life-changing teacher, they said that great teachers make their students feel safe and loved, possess a contagious passion for learning, believe their students can succeed—and always know when to be tough to help students reach their full potential.

This article presents 8 recommendations based on current research for how to be an exceptional teacher who truly makes a difference in the lives of their students.

Transforming the Early Education Workforce: A Multi-Media Guidebook
Published: Jan 2018 In 2015, the national Transforming the Workforce for Children from Birth through Age 8: A Unifying Foundation report laid out principles for effective preparation, ongoing professional learning and practice for the early education field. New America recently published Transforming the Early Education Workforce: A Multimedia Guidebook, an interactive resource designed to make key takeaways from that 2015 report more digestible and actionable.
Understanding California’s Early Care and Education System
Published: Jun 2017 Early care and education (ECE) can have a positive effect on many aspects of children's development, including the language, literacy, mathematics, executive functioning, and social emotional competencies needed for a smooth transition into kindergarten and later life success. But for many families, high-quality ECE is out of reach. For a family of three earning $40,000 a year, child care costs roughly 20% of household income; for a single parent earning the minimum wage, that number is 50%. California has established a range of programs to support the development of children from birth to age 5, but these programs are uncoordinated, insufficient in scope, and of variable quality. This report from the Learning Policy Institute provides California policymakers with a comprehensive overview of the state's ECE system, describing its administration and funding, access to care, program quality, and data limitations.