Biden-Harris Administration Announces Updated Resource to Support the Inclusion of Children With Disabilities in Early Childhood Programs
The U.S. Department of Education and U.S. Department of Health and Human Services announced the release of an updated joint-policy statement on supporting the inclusion of children with disabilities in early childhood programs. The joint statement sets the expectation that inclusion continues as a child transitions into elementary school, emphasizes the need to increase public awareness and understanding of the science that supports inclusion of children with disabilities in early childhood programs, and reinforces the legal foundations that support inclusion.
The HHS-ED Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs includes a renewed commitment and urgency, as children with disabilities continue to face barriers accessing and fully participating in inclusive early childhood programs.
Message From OSEP Director,
Ms. Valerie C. Williams
Dose of Data focuses on how youth are exiting out of special education based on disability category. The data warrants additional discussion. I’m very concerned that 15% of all children with IEPs age 14-21 are dropping out of school. I’m also concerned that for youth with certain disabilities, there is a strong likelihood that they may be exiting school with a certificate of some sort, prior to reaching the maximum age. IDEA’s regulations are very clear that a certificate does not end a school district's obligation to provide FAPE—only a regular high school diploma or the aging out of special education ends a state and school district’s obligation to ensure and provide a free appropriate public education. I believe it is time for us to have critical conversations about the instruction our students are receiving and connect those dots to outcomes. I look forward to these ongoing discussions next year.
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