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    Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs

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    Author
    Bohjanen, Sharon Lynn
    Issue Date
    2016
    Keywords
    early intervention
    IDEIA
    Part C Programs
    quality early intervention
    Social justice model for early intervention
    Special Education
    Access to early intervention
    Advisor
    Umbreit, John
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top-Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for developmental delays due to poverty or disability. Although IDEA, Part C programs were not specifically targeted by this initiative, policies associated with RTT-ELC may have an indirect impact on state EI programs. The purpose of this study was to examine the effects of RTT-ELC on Part C programs by comparing states that received federal grants to states that did not. This study used a social justice framework to identify variables that inform equitable access to high quality Part C programs. Data were extracted from Part C state profiles and compared across states. Awarded states were more likely to increase enrollment of infants and toddlers in Part C Programs and were more likely to use broad eligibility criteria. These findings indicated that although differences were small they could become more pronounced over time. The need for policy change in Part C programs and federal early learning initiatives to directly target infants, toddlers and families in poverty are highlighted through the results of this study.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Special Education
    Degree Grantor
    University of Arizona
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