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Child Care and Early Education for Children with Conditions That Affect Their Care: Findings from the 2012 and 2019 National Surveys of Early Care and Education. Snapshots from the NSECE. OPRE Report #2025-095

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Title: Child Care and Early Education for Children with Conditions That Affect Their Care: Findings from the 2012 and 2019 National Surveys of Early Care and Education. Snapshots from the NSECE. OPRE Report #2025-095
Language: English
Authors: Meghan McDoniel, Katie Richards, Rebecca Madill, Administration for Children and Families (ACF) (DHHS), Office of Planning, Research and Evaluation (OPRE), Child Trends
Source: Office of Planning, Research and Evaluation. 2025.
Availability: Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre
Peer Reviewed: N
Page Count: 16
Publication Date: 2025
Document Type: Reports - Research
Education Level: Early Childhood Education
Descriptors: Child Care, Early Childhood Education, Disabilities, Preschool Children, Child Caregivers, Child Care Centers, Professional Development, Public Schools, Federal Aid
Laws, Policies and Program Identifiers: Head Start, Child Care and Development Block Grants
Abstract: Obtaining high-quality child care and early education (CCEE) is difficult for many families. However, families with children who have an identified or suspected disability are particularly likely to face challenges in obtaining care. Many children require specialized services that are not available in every CCEE program, such as a one-on-one aide, speech therapy, occupational therapy, or accommodations for physical limitations or sensory challenges, among many other potential services. To understand the experiences of children who need additional supports or accommodations for their care, the findings in this Snapshot use data from surveys of parents, CCEE providers, and CCEE classroom staff collected through the 2012 and 2019 National Surveys of Early Care and Education (NSECE). This Snapshot examines the landscape of child care in 2019 for children with one or more conditions that affect their care, exploring both where children received care and how prepared the CCEE workforce was to care for them. As the number of young children served under the Individuals with Disabilities Act increased from 2012 to 2021, the authors also examine whether there have been changes in the landscape of child care for children with one or more conditions that affect care over that time. [This report was produced through the Child Care and Early Education Research and Policy Analysis (CCEEPRA) project.]
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED678139
Database: ERIC
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  Data: Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre
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  Data: Obtaining high-quality child care and early education (CCEE) is difficult for many families. However, families with children who have an identified or suspected disability are particularly likely to face challenges in obtaining care. Many children require specialized services that are not available in every CCEE program, such as a one-on-one aide, speech therapy, occupational therapy, or accommodations for physical limitations or sensory challenges, among many other potential services. To understand the experiences of children who need additional supports or accommodations for their care, the findings in this Snapshot use data from surveys of parents, CCEE providers, and CCEE classroom staff collected through the 2012 and 2019 National Surveys of Early Care and Education (NSECE). This Snapshot examines the landscape of child care in 2019 for children with one or more conditions that affect their care, exploring both where children received care and how prepared the CCEE workforce was to care for them. As the number of young children served under the Individuals with Disabilities Act increased from 2012 to 2021, the authors also examine whether there have been changes in the landscape of child care for children with one or more conditions that affect care over that time. [This report was produced through the Child Care and Early Education Research and Policy Analysis (CCEEPRA) project.]
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