The COVID-19 pandemic exacerbated pre-existing inequities that changed how individuals engage with pre-K programs, schools, colleges, employers, and the world at large. Early evidence suggests the pandemic took a toll on student learning, educational attainment, employment, and physical and mental well-being, especially in communities of color and communities experiencing poverty. In recognition of the fact that better data infrastructure will be needed to shift the systems that currently produce inequitable outcomes, a growing number of states are working to modernize statewide longitudinal data systems to understand the experiences and outcomes of individuals seamlessly across pre-K, K–12, postsecondary, and workforce systems.

这篇综述审查了当前关于在幼儿教育和护理（ECEC）中使用数字技术支持有特殊需求的幼儿的文献。它确定了四个重点领域，涉及理解和阐明将辅助技术整合到欧共体的目的和重点；激活和整合欧共体的专业知识；发展一个参与的经验和实践社区；以及促进和支持高质量的AT设计。在研究文献中，进一步发展的基础是显而易见的，该综述提出了一些建议，为欧共体的政策制定者和工作人员、教育机构和相关支持网络提供指导，以实现在欧共体为有特殊需求的儿童提供AT的承诺。

Children from disadvantaged groups are particularly prone to developing nutrient deficiencies and growth problems.

本报告中的表格描述了2020年春季参加XI地区领先计划的儿童；他们的家庭背景和家庭环境；他们的教室、中心和项目的特点；以及他们的项目和中心对新冠肺炎大流行的反应。它也。。。

这份关于2019年美国印第安人和阿拉斯加原住民领先家庭和儿童经历调查的报告讨论了研究方法、样本和分析方法。本报告中的表格描述了2019年秋季XI地区领先项目的儿童、他们的家庭背景和家庭环境。