Convincing facts about the need for more higher quality early childhood education programs began emerging from different research studies before President Barack Obama took the lead and shined a national spotlight on the problem. Statistics from the Organisation for Economic Co-operation and Development (OECD)1, updated in 2017 shows that the U.S. ranks 29th out of 36 countries regarding its share of 4-year-olds enrolled in early childhood education programs.
It began with President Barack Obama’s 2013 State of the Union address when he challenged Congress to expand access to high-quality preschools for every child in America. The following year, the challenge, known as the Preschool for All Initiative,2 was extended to elected officials, business leaders, philanthropists, and the public. The initiative gained momentum when more federal funding was allocated to reforming and expanding Head Start programs. States also competed for early childhood federal grants in the Race to the Top—Early Learning Challenge. Since then, the demand for early childhood educators continued to grow and with it, the need for early childhood special education professionals and researchers3.
Decades of research shows that the young brain develops rapidly and is shaped by early experiences and interactions. These research-based findings directly inform the techniques and methods early childhood educators utilize to assess, intervene, and teach developmentally delayed preschoolers. Numerous studies indicate that early intervention is extremely important for children’s developmental progress in many areas.
Specifically, 2015 data from the Duke Center for Child and Family Policy revealed that high-quality early childhood education initiatives like North Carolina’s Smart Start and More at Four programs “significantly reduced the likelihood of special education placement in the third grade—by 39%—resulting in considerable cost savings to the state.”4 Early childhood special education professionals are in a position to implement the latest evidence-based research findings and improve their effectiveness teaching preschoolers with special needs.
There is a strong emphasis on implementing evidence-based practices in order to optimize the developmental growth of all preschool children, including those with special education needs and others with behavioral, emotional, and cultural learning needs. To be considered an evidence-based practice, an intervention strategy must have yielded consistent positive results when experimentally tested.4
Graduates of early childhood education degree programs like a PhD in Education with a specialization in Early Childhood Special Education gain scholarly research experience by designing, implementing, and assessing the findings of an original research project related to early childhood special education. With this intensive training, doctoral students can apply research-based strategies on the job to improve data, decision-making, support, and services for children with exceptionalities.
Early intervention with high-quality services can change a child’s developmental trajectory and result in later success in school, work, and the community. When children who have developmental disabilities—or are at risk for them—receive early intervention, they show positive changes in health, language and communication, cognitive development, and social and emotional development.5 All childcare providers and early childhood educators need to be aware of developmental delays so that each child and family can receive the support they need as early as possible.
Quality preschool programs that include early childhood special education (ECSE) services for children who have certain developmental disabilities are necessary to help all children be prepared and ready for kindergarten.6 These federally mandated services include early childhood intervention programs designed to assess children with special needs and lessen the factors that place children at risk of poor outcomes when they go to school. ECSE services also provide support for parents, children, and the family as a whole.
For these key reasons, it is an exciting time for early childhood special educators who can play an important role in society as positive change-makers and advocates for young children in preschool settings with special education needs.
Explore Walden University's online early childhood education degree programs for graduates and undergraduates. Walden's BS in Early Childhood Studies and MS in Early Childhood Studies are offered in competency-based formats for those who prefer learning at their own pace. Get the help you need to continue your education and advance your career goals. Earn your degree using a convenient online platform that allows you to pursue your education without disrupting your career.
1 Source: http://www.oecd.org/education/school/SS%20V%20Enrolment%20rates%20by%20age.png
2 Source: https://obamawhitehouse.archives.gov/the-press-office/2013/02/13/fact-sheet-president-obama-s-plan-early-education-all-americans
3 Source: www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm
4 Source: www.thejournal.com/articles/2015/02/09/early-childhood-programs-reduce-need-for-special-ed.aspx
5 Source: http://archive.education.jhu.edu/PD/newhorizons/Journals/specialedjournal/MarderandFraser
6 Source: www.nectac.org/~pdfs/pubs/importanceofearlyintervention.pdf
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