The following articles provide information on the long-term impacts of Early Intervention/Early Childhood Special Education (EI/ECSE) and the experiences of families in Oregon with these services.
The Hechinger Report: Almost All Students With Disabilities are Capable of Graduating On Time. Here’s Why They’re Not
The New York Times: At 12, He Reads at a First-Grade Level: How New York Failed T.J.
The Hechinger Report: Special Education’s Hidden Racial Gap
New America: Early Childhood Special Education and ESSA: A Great Opportunity for All
While Oregon has prioritized developmental screenings for young children, the state does not invest enough in the Early Intervention (EI) and Early Childhood Special Education (ECSE) children need once they are diagnosed with disabilities and delays. As a result, more children are referred for EI/ECSE, but most receive less than the recommended levels of service.
We know that these services help children prepare for and succeed in school. Download and share any of the graphics on this page to help spread the word about the importance of these programs to our state.
