Babies, Brains, and Bridges - The National Association for the

Report
Babies, Brains and Bridges
Nancy A. Hubley, Esq.
Education Law Center
www.elc-pa.org
Nicole Anderson
Educating Children and Youth
Experiencing Homelessness Initiative
November 2013
SESSION OVERVIEW
Babies
*Importance of “relationship – in all of our work
Brains:
* Importance of “now” – brain research
Bridges:
* Importance of rights and responsibilities
across service systems
TRUE / FALSE:
SHARING WHAT WE KNOW
HOMELESSNESS - DEFINED
Same definition child serving federal laws
“lack a fixed, regular, adequate night time residence”
McKinney-Vento (access to preschool)
Head Start (eligible; priority; plan)
IDEA – Parts B and C (find, EI & FAPE)
Your state law:
does it include young children experiencing homeless?
MVA: RIGHT TO ACCESS PRESCHOOL
• Homeless children are entitled to a free appropriate
public education, including a preschool education.
[§ 721(1)]
• Homeless children must have equal access to the
same public preschool programs, administered by the
State agency, as provided to other children in the
State. [§ 722(g)(i)(F)(i)]
• LEAs must provide students in homeless situations
with transportation services comparable to those
provided to other students. [§ 722(g)]
MVA: STATE RESPONSIBILITIES
State Coordinators: must coordinate with social services
agencies, child development, preschool program
personnel and other agencies to provide
comprehensive services to preschoolers [§722(f)(4)
and (5)(A)]
Homeless liaisons: must ensure children expereincing
homelessness, receive educational services for which
they are eligible, including Head Start, Even Start
programs and preschool programs administered by
the LEA. [§722(g)(6)]
EARLY INTERVENTION MANDATES
States Must:
1. Locate, identify and evaluate children experiencing
homelessness
2. Make EI services available
3. Ensure appropriate EI services are based on scientifically based
research.
4. Ensure the meaningful involvement families experiencing
homelessness in planning and implementation of Part C
5. Include a representative of the State’s McKinney Vento
Coordinator in the SIC
BABIES
• Babies are Infants, toddlers and preschool children under age 6
40-55% of all children experiencing homelessness
• Young children come accompanied by an adult – “in
relationship”
Most often with single mother, fleeing domestic violence
• Increasing research focuses on importance of adult-child
relationship
Strength of relationship is critical to all future learning
THROUGH THE EYES OF THE
LITTLEST RESIDENTS
HOMELESS MOTHERS: CHALLENGES
o
o
o
o
o
o
o
o
o
Single, late 20’s
2 young children
Multi-generational poverty
Parental neglect; childhood abuse
Domestic and community violence
Limited education
Barriers to employment
Unhappy relationships
Frequent health problems
David, et. al, 2012
IMPACT OF HOMELESSNESS
More likely to experience health problems
 Now and later (Adverse childhood experiences - ACE)
 Environmental conditions (e.g., 2X more likely EBLLs)
 Higher use of emergency room services
At greater risk for major developmental delays
 4x the rate of physical developmental delays
 3x the rate of emotional/behavioral problems
 2x the rate of learning disabilities
MORE IMPACT - EMOTIONAL
High rates of parent-child separation
22% separated from families
High rates of exposure to trauma, transition, and abuse
More likely to exhibit extreme emotional distress
BRAINS OF BABIES
• Poets and romantics – “the celestial openness of a child’s mind”
• Critical window of opportunity for development – prenatal and
beyond
700 new new neural connections formed every second – first days!
Capacity for change decreases with age (e.g. 2nd language?)
• Babies remember!
• Even before birth - (e.g. recognize mother’s voice; Dr. Seuss)
• Brains remember beyond a “photograph” of an event
• Environment = stable or fragile foundation for healthy
development
• Early childhood experiences – matter for a life time!
BRAINS – WHAT WE KNOW
• Plasticity means it is easier and more effective to influence the
developing brain in early childhood
• Stable, nurturing, responsive relationships in early childhood
can prevent and REVERSE harmful effects of stress and improve
learning, behavior, and health
• Toddlers with secure, trusting relationships with caregivers
experience minimal stress hormone activation when frightened
ADVERSE CHILDHOOD EXPERIENCES (ACE)
o Study: Large investigation into the associations between
childhood maltreatment and later-life health and well-being
o Findings: Certain experiences are major risk factors for the
leading causes of illness and death as well as poor quality of life
in the United States
o Conclusion: Many of the worst health and social problems are
consequences of adverse childhood experiences.
MAJOR FINDINGS
Adults with ACE scores of 4 or higher were:
o 2x as likely to be smokers than those with 0 ACEs
o 7x more likely to be alcoholic
o 10x more likely to hav`e injected street drugs
o 12x more likely to have attempted suicide
o Various increased rates of early death from leading
diseases – less likely to reach age 65
> 4 “ADVERSE CHILDHOOD EXPERIENCES”….
More likely to experience health problems
Higher use of emergency room services
Sick 4 x’s more often (respiratory, ear infections,
gastrointestinal)
At greater risk for major developmental delays
4x the rate of physical developmental delays
3x the rate of emotional/behavioral problems
2x the rate of learning disabilities
MORE INFORMATION:
The Adverse Childhood Experiences Study:
http://www.acestudy.org/home
“The Lifelong Effects of Early Childhood Adversity and
Toxic Stress” - Pediatrics – The Official Journal of the
American Academy of Pediatrics (2012)
RIGHT TO EARLY LEARNING EXPERIENCES WHY DOES IT MATTER?
Research shows early learning experiences:
• Make a difference in a child’s brain and life outcomes
• Offer positive experiences with peers
• Offer positive, stable, nurturing adults
• Support positive parenting and parent/child relationships
• Connect families with schools, agencies, and services
• Screen and address developmental delays and disabilities
“An environment of stable,
stimulating, and protective
relationships builds a strong
foundation for a lifetime of
effective learning.”
Dr. Jack Shonkoff,
Protecting Brains, not Simply Stimulating Minds
RELATIONSHIPS MATTER
Improved adult–child interaction can produce:
• Improved physical growth
• Enhanced mental development
• Improved health
• Better behavioral development
USING WHAT WE KNOW TO CREATE CHANGE
Young children without homes are at high risk.
Quality early education programs and stable
relationships can be protective and enriching.
We need to connect more children experiencing
homelessness to stable, stimulating and
protective relationships at home and in early ed
programs
CROSS-SYSTEM SOLUTIONS
MULTI-SYSTEM CHILDREN AND FAMILIES WITH
COMPLEX NEEDS
o
Head Start & Early Head Start
o
Child Care
o
IDEA
o
Early Intervention Services
o
State Pre-Kindergarten Programs
o
Other Early Care and Education Partners
BRIDGES COLLABORATIVE: MISSION
“We think broadly and deeply about meeting the needs of children birth to
five who reside in shelters, doubled up situations, or who lack housing that
is fixed, regular, or adequate
We aspire to be a catalyst for change and alignment among systems to
improve developmental outcomes and resilience of these vulnerable young
children and their families
We share responsibility and work collaboratively to create a culture that
supports and nurtures cross-system and innovative state and local policies,
practices, and resources that promote resiliency and school success for
young children experiencing homelessness.”
BRIDGES – IMPACT ON STATE POLICY
State Task Force: (Act 123)
Education of Children and Youth Experiencing
Homelessness (July 5, 2012)
http://www.legis.state.pa.us/WU01/LI/LI/US/HTM2012/0/0123.htm
(First) State Policy: (OCDEL 13-#01)
Young Children Experiencing Homelessness (May
9, 2013) [email protected]
WHAT’S GOING ON IN YOUR STATE?
• Does your state have an early education policy for
young children exp. Homelessness?
• Does your state include preschool children 3-5 in
education initiatives regarding homelessness?
• How are your state and local homeless liaisons doing
to reach out to early education providers? Early
Intervention? Head Start? To work with Child care
subsidy programs?
STRATEGIES FOR EARLY CHILDHOOD
PROVIDERS
o Keep slots open for homeless students
o Provide awareness training and collaborate with early care and
community preschools
o Coordinate with IDEA EI Providers for Child Find
o Know your district’s identified Homeless Liaisons. Provide
enrollment forms and informational brochures, send flyers home
in backpacks of school-aged students
o Invite McKinney-Vento Coordinators and/or District Liaisons to
serve on Advisory Councils, Boards, Community Assessments
o Pool resources to provide cross-training
STRATEGIES FOR IDENTIFYING PRE-K HOMELESS
CHILDREN
Partner with family shelters to identify young children
Partner with faith-based groups and other who serve
children in poverty and do outreach
Develop community awareness of McKinney-Vento
eligibility and rights to access preschool programs,
including early intervention.
CONTACT US:
Nancy A. Hubley, Esq.
Pittsburgh Director
Education Law Center
429 Fourth Avenue
Suite 702
Pittsburgh, PA 15219
Nicole Anderson
Region 4 Coordinator
Education for Children and
Youth Experiencing
Homelessness Program
Pittsburgh, PA 15120
www.elc-pa.org
[email protected]
[email protected]
A NOTE OF APPRECIATION
The creation of this presentation is a
culmination of the collaborative efforts of the
following:
Education Law Center
University of Pittsburgh’s Office of Child
Development
PA Education for Children and Youth
Experiencing Homelessness Program (Region 4)

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