Individuals with Disabilities Education Act's Early Childhood Programs: Powerful Vision and Pesky Details

Autor/inn/en	Hebbeler, Kathleen; Spiker, Donna; Kahn, Lynne
Titel	Individuals with Disabilities Education Act's Early Childhood Programs: Powerful Vision and Pesky Details
Quelle	In: Topics in Early Childhood Special Education, 31 (2012) 4, S.199-207 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121411429077
Schlagwörter	Early Childhood Education; Disabilities; Educational Policy; Policy Analysis; Federal Programs; Politics of Education; Accessibility (for Disabled); Barriers; Political Power; Program Implementation; Access to Education; Educational Quality; Cost Effectiveness; Educational Finance; Outcomes of Education; Educational Opportunities; Early Intervention; Change Strategies; Educational Change; Special Education; Educational Legislation + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Handicap; Behinderung; Politics of education; Bildungspolitik; Politikfeldanalyse; Educational policy; Accessibility; Zugänglichkeit; Politische Macht; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsfonds; Lernleistung; Schulerfolg; Bildungsangebot; Bildungschance; Lösungsstrategie; Bildungsreform; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz
Abstract	National policy affects local practice in a variety of ways and through a variety of mechanisms. In this article, the authors examine what has been learned from Individuals With Disabilities Education Act's (IDEA) two early childhood (EC) programs about the power and limitations of policy as a lever to improve the lives of young children. Ecological theory provides a useful framework for understanding how IDEA directly and indirectly influences the provision of services to young children with disabilities and their families. Experience implementing Part C and Part B Preschool for 25 years not only confirms the power of the law's vision but also reveals some barriers to effective nationwide implementation. Implementation issues in four areas are discussed: access to services, the quality of services, cost and funding, and outcomes. The current move to build coordinated and integrated EC systems in states presents new opportunities and new challenges in these areas for IDEA's early childhood programs. (Contains 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10