Reviews and Reports
State Policies - Support Full Participation of Preschoolers with Disabilities in State-Funded Preschool
NIEER Preschoolers with Disabilities– The National Institute for Early Education Research (NIEER) Data Snapshot, “State Policies that Support Full Participation of Preschoolers with Disabilities in State-Funded Preschool” (2025), analyzes how states’ preschool programs include children with disabilities alongside their typically developing peers. Drawing on data from the 2024 State of Preschool Yearbook, the report examines whether states have policies or guidance supporting inclusive practices—such as teacher qualifications, professional development, mixed-delivery systems, and classroom composition.
Early Childhood Special Education Faculty in Higher Education: A National Survey of Capacity & Needs
Early Childhood Special Education IHE Faculty Survey Report – To obtain information on higher education capacity to adequately prepare the next generation of ECSE teachers, the National Institute for Early Education Research (NIEER) conducted a national survey of faculty in departments with ECSE programs between April 2024 and May 2025. The survey was developed in collaboration with the Early Childhood Intervention Personnel Center (ECIPC).
Early Childhood and Early Childhood Special Education: Workforce Trends, Challenges, and Policies
Early Childhood and ECSE Report – This scan examines trends in educator preparation, special education, and state policies shaping the early childhood and early childhood special education workforce. The report is divided into three sections: general early childhood education trends, early childhood special education developments, and state policies impacting workforce capacity. It provides insights into educator training, certification challenges, and policy initiatives shaping the future of early childhood education.
Part C and Part B/619 Recruitment and Retention Survey Report
Part C and Part B/619 Recruitment and Retention Survey Report - The survey aimed to (a) describe the national landscape of Early Intervention/Early Childhood Special Education (EI/ECSE) personnel and (b) identify effective and innovative strategies used by state programs to recruit and retain EI/ECSE personnel from diverse backgrounds across various disciplines.
Early Childhood Special Education Educator Preparation Programs
Early Childhood Special Education Educator Preparation Programs - The National Inventory was developed as a means of collecting information on the availability of blended Early Intervention/Early Childhood Special Education (EI/ECSE) and Early Childhood Education (ECE) programs, nationally.
Recruitment and Retention of Diverse Personnel
Recruitment and Retention of Diverse Personnel-survey was sent to states asking whether their respective states were using any innovative and/or effective recruitment and retention strategy to increase the background characteristics and diversity of the Early Intervention (EI) or Early Childhood Special Education (ECSE) personnel.
NIEER Early Childhood Intervention Workforce Report
NIEER ECI Workforce Report 2024
The National Institute for Early Education Research (NIEER) conducted a national survey of the early intervention (EI) and early childhood special education (ECSE) workforce between June 2022 and January 2023. In collaboration with the Early Childhood Personnel Center (ECPC), NIEER developed a survey to collect information from the workforce about their backgrounds, training, knowledge, and experiences in the EI and ECSE field. The goal was to obtain a national picture of the EI/ECSE workforce’s education, credentials, pre- and in-service training, and knowledge about EI and ECSE. This report summarizes the main findings from the survey.
Briefs
The purpose of this brief is to share the findings, from the pre-service personnel preparation meta-analysis to early childhood personnel who have an interest, influence, and/or planning responsibilities related to preparing high-quality EC/EI professionals.
The purpose of this brief is to share the findings from the in-service meta-synthesis professional development research: Features Associated with Positive Educator and Student Outcomes.
Contact Us
Hours: Mon-Fri, 8-5 pm (EST)
Phone: 860-679-1500
Email: ecipc@uchc.edu
The Exchange Building #4
270 Farmington Ave., Suite 181
Farmington, CT 06030
Follow Us
Join Our Mailing List
By submitting this form, you are consenting to receive emails from ECIPC: You can revoke your consent to receive emails at any time by using the SafeUnsubscribe® link, found at the bottom of every email. Emails are serviced by Constant Contact
The Early Childhood Intervention Personnel Center (ECIPC) awarded to the University of Connecticut Center for Excellence in Developmental Disabilities, was made possible by Cooperative Agreement # H325C220003 from the U.S. Department of Education, Office of Special Education Programs for the period 2022 to 2025. The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. © All rights reserved.