Find the latest information about ED's work in supporting our nation's youngest learners. Join our Early Learning Newsletter mailing list to receive regular ED early learning updates and the monthly early learning newsletter.
High Quality Early Learning is Essential
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Topic Briefs to Improve Coordination and Collaboration to Support Infants and Toddlers with Disabilities and Their Families
The U.S Department of Education (ED), in collaboration with the U.S. Department of Health and Human Services (HHS), developed three briefs with strategies aimed at improving developmental outcomes for infants and toddlers with disabilities and their families.
12/10/2024
Webinar: Interagency Partnerships So All Infants & Toddlers with Disabilities Get Services They Need To Thrive
This webinar, recorded on Wednesday, September 11, 2024, highlighted how federal, state and local agencies work together to support infants and toddlers with disabilities’ growth and development. Representatives from federal agencies will highlight the importance of interagency collaboration between the Individuals with Disabilities Education Act Part C early intervention program and other federal programs serving infants and toddlers and their families. State and local agencies shared how they have developed partnerships and collaborated to support equitable and comprehensive systems that identify, locate, evaluate, and serve infants and toddlers with delays and disabilities and their families.
09/21/2024
Non-Regulatory Guidance on Serving Preschool Children Through Title I, Part A (Title I) of the Elementary and Secondary Education Act
Given the clear link between high-quality preschool and student achievement, the Department, in February 2024, has revised its Non-Regulatory Guidance on Serving Preschool Children Through Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA) to help states, local educational agencies, and schools leverage Title I funds to expand access to preschool and enhance program quality. The guidance provides information about how state and local education agencies can partner with preschool programs, Head Start, and other community-based organizations to expand access to preschool opportunities and support successful transitions to kindergarten. It highlights ways to meet the developmental and linguistic needs of preschool students, especially children with disabilities and English learners, which is essential to achieving educational equity, by layering and braiding Individual with Disabilities Education Act Part B and Title III funds. The guidance also describes how Title I funds can be used to support the professional development and training of teachers including early educators and elementary grade teachers.
02/26/2024
Early School Success Dear Colleague Letter
In February 2024, the Department released the Early School Success Dear Colleague Letter, which provides details about how states and local leaders can ensure opportunities for all young learners to support early school success for all learners. The letter includes information about Title I, Title III, Individuals with Disabilities Education Act Part B, Head Start, and other federal resources available to provide equitable access to high-quality preschool and early elementary experiences particularly for children with disabilities and English learners.
02/26/2024
Dear Colleague Letters on Working Together to Improve Access to Preschool Through a Mixed Delivery Approach.
The ED and the U.S. Department of Health and Human Services released a joint letter in February 2024 to state school and early childhood leaders that highlights how federal funds available across both agencies can be coordinated to expand high-quality preschool services through a mixed delivery approach. Mixed delivery refers to an approach to preschool that maximizes all early childhood settings in a community and meets families’ needs by offering programs in child care centers, family child care homes, Head Start, and public schools.
02/26/2024
New Guidance: Dispelling Myths Associated with Assistive Technology
In January 2024, ED’s Office of Educational Technology and the Office of Special Education Programs released a comprehensive guidance package to increase understanding of the Individuals with Disabilities Education Act’s (IDEA’s) assistive technology requirements, as well as highlight requirements under Part C and Part B of IDEA. A joint Dear Colleague Letter and a guidance document dispelling common misconceptions titled, “Myths and Facts Surrounding Assistive Technology Devices and Services” are included as part of the package.
01/22/2024
Policy Statement on Inclusion of Children With Disabilities in Early Childhood Settings
This policy statement, released jointly by the Departments of Education and Health and Human Services in November 2023, reaffirms that all young children with disabilities should have access to high-quality inclusive early childhood programs that provide individualized and appropriate support so they can fully participate alongside their peers without disabilities and achieve their full potential.
11/28/2023
Guidance on Supporting the Transition of Toddlers with Disabilities to Preschool Special Education Services
In November 2023, the Office of Special Education Programs released a question-and-answer document on early childhood transition, to assist state lead agencies, early intervention services programs and providers, state educational agencies and local educational agencies in ensuring a seamless transition for children with disabilities who received early intervention services under the Individuals with Disabilities Education Act Part C (IDEA) to transition to preschool services under IDEA Part B if found eligible for IDEA Part B services.
11/28/2023
ED, HHS Issue Recommendations to Improve Young Children’s Social-Emotional Development, Mental Health
The Departments of Education and Health and Human Services issued a Dear Colleague Letter on June 14 with four recommendations to equitably support the social-emotional development and mental health of young children.
These recommendations and action steps are intended for State, territorial, tribal, local administrators and policymakers to encourage early childhood systems to work collaboratively to ensure that young children and their caregivers have access to high-quality resources and services to support young children’s health and well-being, social-emotional development, and early learning.
The letter includes links to resources to support the four recommendations, which are:
- Implement evidence-based practices that support positive social-emotional development and mental health for all children and wellness for every caregiver.
- Prioritize workforce wellness and enhance workforce capacity to identify and respond to children’s and families’ social-emotional and mental health needs.
- Leverage policy and funding to increase access to social-emotional and mental health support and reduce barriers to access.
- Use data to promote equitable implementation and outcomes.
The letter, recommendations, and resources are part of ongoing work across the federal government to address mental health needs of children and their families.
Related Resources
06/14/2022
Safer Schools and Campuses Best Practices Clearinghouse
The Department launched the Safer Schools and Campuses Best Practices Clearinghouse (the Clearinghouse), a website that highlights the innovative work underway nationwide in continuing to reopen early childhood programs, K-12 schools, and postsecondary institutions. Through the Clearinghouse, the Department is providing examples of how early childhood programs, schools and other educational institutions can safely resume in-person services and reopen as communities continue recovering from the COVID-19 pandemic.
05/19/2021
Newsletter
ED's Early Learning newsletter provides monthly updates to subscribers on early learning initiatives led by the Department and our partners across agencies and in the field.