Powerful Perspectives is the title of this month's Resources within Reason. This edition brings into the spotlight the policy statements that support and  guide our daily work. This resource provides links to these powerful tools in one easy to use and easy to share resource. 
The past two years have seen the emergence of several joint policy statements from the US Departments of Education, and Health and Human Services. Unlike policy statements of the past, each of these is a robust resource that synthesizes available evidence, delineates both challenges and opportunities, and provides recommendations. As a result, each document is useful to diverse audiences, including grant-writers, practitioners, administrators, and families. 
Inclusion  
 The Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs advanced work begun in the April 2009 joint position statement crafted by DEC and the National Association for the Education of Young Children by underscoring that inclusion “applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities” (page 3). In addition to an overview of the scientific and legal basis for inclusion, the document acknowledges challenges, then lays out eight recommendations for states.
http://www2.ed.gov/about/inits/ed/earlylearning/inclusion/index.html

An April 2017 annotated list of free resources on inclusion is available here. 
http://fpg.unc.edu/presentations/vermont-resource-collections
Expulsion and Suspension
The November 2016 Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings highlights “disturbing trends [that] warrant immediate attention from the early childhood and education fields” (page 1). It then offers recommendations for early childhood programs and states, examples of effective interventions, and resources for families and professionals.
https://www2.ed.gov/policy/gen/guid/school-discipline/policy-statement-ece-expulsions-suspensions.pdf

An April 2017 annotated list of free resources on expulsion and suspension is available here.
http://fpg.unc.edu/presentations/vermont-resource-collections
Dual Language Learners 
January 2017 saw the issuance of the Policy Statement on Supporting the Development of Children Who Are Dual Language Learners in Early Childhood Programs, a document that provides a definition of dual language learner and a summary from demographic, developmental, legal, and educational perspectives. Challenges in policy and practice are followed by recommendations for states and early childhood programs. A final section addresses considerations for language revitalization, maintenance, and preservation efforts in tribal communities.
https://www.acf.hhs.gov/sites/default/files/ecd/dll_policy_statement_final.pdf

An April 2017 annotated list of free resources on young children who are dual language learners and their families is available here.
http://fpg.unc.edu/presentations/vermont-resource-collections
Family Engagement 
The Policy Statement on Family Engagement from the Early Years to the Early Grades reflects the national trend efforts to build a continuum across programs for young children. It offers a thoughtful definition of family, highlights related research and best practices, reviews relevant statutes and policies, and documents both challenges and opportunities. In additions to recommendations for systems and programs, the statement offers a concise list of principles of effective family engagement. 
Resources within Reason is a free, bi-monthly, one-way listserv provided by the Division for Early Childhood of the Council for Exceptional Children (DEC). All resources are evidence-based, readily available and free. Resources within Reason may be freely shared or reproduced. Past issues are available here.

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To suggest resources or request topics for the listserv, please contact Camille Catlett at 919.966.6635 or camille.catlett@unc.edu.

Visit the DEC website to learn more about resources, practices, products and professional development opportunities that can help support young children with or at risk for disabilities and their families. 
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