Summary
California is failing to identify and serve infants, toddlers, and preschoolers with developmental disabilities compared to national averages. The transition from infant/toddler services to preschool services is hindered by various factors such as the lack of a systematic screening and child tracking system, interagency coordination, and family/staff preparation for transitions. Significant investments are required to improve the state of early education for children with disabilities in California.
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Summary
Summary
Summary
California's Local Control Funding Formula highlights low performance of special education students. Many districts allocate more base funding for all students into special education. A study found state funding growth has not kept pace with district costs, and the current formula inadequately funds preschool programs for infants and toddlers with disabilities. The study suggests better alignment between special education and the LCFF, and improved governance and accountability structures.