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The theory behind the act is that the years before a child reaches kindergarten are the most critical to influence learning. Many children do not have access to early education before entering kindergarten. [2] The goal of the act is to provide a comprehensive set of services for children from birth until they enter kindergarten. [1]
IDEA is composed of four parts, the main two being part A and part B. [2] Part A covers the general provisions of the law; Part B covers assistance for education of all children with disabilities; Part C covers infants and toddlers with disabilities, including children from birth to age three; and Part D consists of the national support ...
Early childhood intervention came about as a natural progression from special education for children with disabilities (Guralnick, 1997). Many early childhood intervention support services began as research units in universities (for example, Syracuse University in the United States and Macquarie University in Australia) while others were developed out of organizations helping older children.
Public Law 99-457 is the result of amendments by the United States Congress, in 1986, to the Education of the Handicapped Act. Public Law 99-457 added preschool children to the Public Law 91-230 provisions. Public Law 99-457 necessitates states to make available appropriate and free public education to children ages 3 through 5 who are disabled.
Young children's lives consistent with visual and performing arts that hold as much importance as language and play (Child Development Division, & California Department of Education. 2011, p. 40). "The arts build skills such as problem-solving and critical thinking; they bring parallel opportunities for the development of language/communication ...
In 1965, the Elementary and Secondary Education Act (PL 89–10) and the State Schools Act (PL 89-313) granted funds to states to help educate children with disabilities. In 1968, the Handicapped Children's Early Education Assistance Act of 1968 (PL 90-538) funded early childhood intervention for children with disabilities.
In the 1930s and 1940s we see more government intervention: the implementation of the New Deal and the Lanham Act led to financial investment in early childhood education programs. This is also when we see the implementation of the Head Start program, which is focused on providing low-income children with early childhood education services. [2]
Especially since the first wave of results from the Perry Preschool Project were published, there has been widespread consensus that the quality of early childhood education programs correlate with gains in low-income children's IQs and test scores, decreased grade retention, and lower special education rates.
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