NEW Advancing Racial Equity in Early Intervention and Preschool Special Education Fact Sheet
The science is clear that the first years of children's lives set the foundation for their healthy development. A young child's race, gender, location, language, and ability should not determine their access to needed services, experiences, and outcomes.
This fact sheet provides key information and supporting evidence about racial disparities and inequities for young children with a disability, and questions for state and local leaders seeking to advance equity for all children with disabilities and their families. What we know about equity, or lack thereof, for early intervention (Part C) and early childhood special education (Part B, Section 619) authorized under the Individuals with Disabilities Education Act (IDEA) needs further research. We have intentionally included research on school-age children with disabilities and on school-age workforce knowing there are insights and lessons for the early years.
This fact sheet is a collaborative effort across researchers, TA providers, and state early intervention and early childhood special education leaders.
The effort is a partnership between The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC), The UNC Equity Research Action Coalition, and the Early Childhood Technical Assistance (ECTA) Center at Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill.