The annual National Deafblind Child Count is the world's first and longest-running count of children who are deafblind. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deafblindness (NCDB) and state deafblind projects throughout the country, including those in the…

The annual National Deaf-Blind Child Count is the world's first and longest-running count of children who are deaf-blind. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deaf-Blindness (NCDB) and state deaf-blind projects throughout the country, including those in the…

Recognizing the effects of trauma besetting many of their students, many states, districts, and schools are revamping approaches to making schools physically and psychologically safer. Many of the steps to establish safer, more supportive schools are aligned with those needed to create trauma-responsive schools. State boards of education are…

Case management services under NYS PROMISE are provided by a robust and diverse network of case managers and family coaches. Case managers work predominantly with youth in the research demonstration sites, while family coaches work exclusively with the families of intervention group youth enrolled in NYS PROMISE through regional Parent Training…

Research has shown that early intervention can greatly improve the development of a child with autism. Children with disabilities--including children with autism--can receive intervention services through the Individuals with Disabilities Education Act. Low income children may also receive intervention services through Medicaid or the State…

The goal of Individuals with Disabilities Education Act (IDEA) is no longer simply to make services available to young children with disabilities and their families, but also to ensure that those services lead to enhanced outcomes for participating children and families. To that end, IDEA 2004 requires states to submit State Performance Plans…

This latest brief updates education leaders on the key policies the 13 (Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee and Virginia) Southern Regional Education Board (SREB) states plan to implement under federal waivers to No Child Left Behind. It details,…

The U.S. Department of Education's Office of Special Education Programs (OSEP) recognizes the current challenges faced by states and schools relative to the provision of high-quality intervener services for children who are deaf-blind. To respond to these challenges, OSEP asked the National Consortium on Deaf-Blindness (NCDB) to conduct an…

The purpose of this study was to determine if differences in elementary reading comprehension achievement existed as a result of statewide implementation of the Alabama Reading Initiative post No Child Left Behind (NCLB). Research supports the premise that targeted instruction in reading comprehension yields increases in reading achievement for…

Explore successful models of intervention. No Child Left Behind has set the high expectation that every child meet grade level expectations. This publication synthesizes the research on intervention programs and best practices related to mathematical instructional pedagogy and differentiation to assist teachers, schools, and school districts in…

Across the country, high school graduation rates are bemoaned with regularity. Many states and districts aren't even tracking the rate for the fastest-growing population of students, or if they are, they aren't telling the public how many English-language learners (ELLs) are leaving school with a diploma. The No Child Left Behind (NCLB) Act was…

This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of GraduateFIRST, a Georgia program targeting issues impacting school completion for students with disabilities. Georgia's GraduateFIRST program has redefined the state's approach to raising graduation…

This report, part of the "Challenge to Lead" education goals series, documents the continued progress of SREB [Southern Regional Education Board] states in preparing early grades students for success in the middle grades--and beyond. It analyzes scores on state assessments and the National Assessment of Education Progress (NAEP) and…

Many states are developing regulations for serving handicapped infants based on P.L. 94-142, the Education for All Handicapped Children Act, which was written to cover ages 3-21. As a result, confusing and discrepant practices are occurring that do not necessarily address the unique nature and needs of infants. (Author/VW)

The report describes Year 1 activities under Part H, the Infant and Toddler Program, of Public Law 99-457, the Education of the Handicapped Amendments of 1986. State contacts for the Part H Program were asked to respond to questions in several major areas including: Interagency Coordinating Council, the use of Part H funds, the status of states'…