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Early childhood special‑education staff describe full‑day expansion, class‑size and staffing strains; occupational therapist shares accessibility case
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…
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