Development During Middle Childhood: The Years from Six to Twelve (1984)
Panel to Review the Status of Basic Research on School-Age Children, Committee on Child Development Research and Public Policy
This report reviews the research and examines the physical health and cognitive development of 6- to 12-year-old children as well as their surroundings, including school and home environment, ecocultural setting, and family and peer relationships. In addition, it makes recommendations for expanding and improving research aimed at understanding the nature and processes of development in the early school years.
Disability in America: Toward a National Agenda for Prevention (1991)
Committee on a National Agenda for the Prevention of Disabilities
Disability in America presents a five-prong strategy for reducing the incidence and prevalence of disability as well as its personal, social, and economic consequences. Although the preferred goal is to avoid potentially disabling conditions, the report focuses on the need to prevent or reverse the progression that leads to disability and reduced quality of life in persons with potentially disabling conditions.
Eager to Learn: Educating Our Preschoolers (2000)
Committee on Early Childhood Pedagogy
This report focuses on educational programs provided outside of the home for children aged 2-5 (e.g., Head Start, preschool, child care centers). It emphasizes that care and education of children go hand in hand, and cannot, and should not, be thought of as two separate entities. The committee makes recommendations for the professional development of teachers, the development of teaching materials that reflect research-based understandings of children's learning, the development of public policies that support the provision of quality preschool experiences, efforts to make more recent understanding of development in the preschool years common public knowledge, and future research needs in these areas.
Educating One and All: Students with Disabilities and Standards-Based Reform (1997)
Committee on Goals 2000 and the Inclusion of Students with Disabilities
Educating One and All addresses how to reconcile common learning for all students with education for the 10 percent of school-age children who have disabilities and qualify for special education. The report discusses the history of special education, the recent reform movement, curricula, and assessment systems and makes recommendations concerning standards-based reform and policies and practices to make reform consistent with the requirements of special education.