Early childhood special‑education staff describe full‑day expansion, class‑size and staffing strains; occupational therapist shares accessibility case
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Summary
MECP teachers and specialists told the David Douglas board that the shift to full‑day inclusive preschool expanded access but has created classroom size and staffing challenges, and an occupational therapist shared a case demonstrating the staff work required to include a child with a disability.
Teachers and specialists who work in the Multnomah Early Childhood Program (MECP) told the board Thursday that the transition from half‑day to full‑day preschool has improved access for families but also created capacity and staffing challenges.
Amanda Hill, an early childhood special education classroom teacher, said full‑day preschool nearly doubled the number of classrooms countywide and made programs accessible to working families who could not attend half‑day. But Hill said many rooms now have 17 children and staffing routines—breaks taken during the single session—sometimes leave only two adults in the classroom for extended periods. “With the full day, staff have to take their breaks during the session, which leaves only 2 staff in the room with all of those children, for about a third of the day,” Hill said, adding that high substitute rates and inconsistent substitutes make the situation harder for children who thrive on routine.
Teachers and instructional assistants also urged the board to consider the impact of proposed cuts in IA staffing. Heidi Perman, an instructional assistant at Gilbert Park, listed her duties—small‑group instruction, supervising recess, social‑emotional support and technology troubleshooting—and warned that removing IAs would widen the gap for English learners and students requiring additional supports. “Without us, these kids are gonna fall through the cracks,” Perman said.
Olivia Bass, occupational therapist with MECP, described an inclusion case in which a child with dwarfism could not access a standard table. She documented building a seating solution with step stools and trialing multiple options in collaboration with a physical therapist and an inclusion specialist so the child could sit independently at the shared table with peers. “You should have seen his face when I got him in this chair,” Bass said. Bass used the example to highlight the intensive, behind‑the‑scenes work that supports successful inclusion.
MECP staff described positive classroom outcomes from the inclusive model—friendships between students of varying abilities and increased learning time—but urged the board to address safety and staffing levels as the program continues its full‑day rollout.
Board members and district staff acknowledged the MECP presenters and said they would continue to monitor staffing and safety concerns as budget decisions are finalized.
