Maine Schools Expand Special Ed to Preschoolers Amid Rising Demand

A New Approach to Special Education for Preschoolers

The shift in how special education services are provided to preschoolers with disabilities in Maine has been a significant change for school districts across the state. St. George Municipal School District superintendent Mike Felton was one of the first to embrace this transition, and as the first year of the program comes to a close, he reflects on the challenges and benefits of the initiative.

Felton emphasizes the importance of early intervention, stating that the earlier children receive support, the better their chances of success. “Every year you wait, it becomes harder and more expensive,” he explains. This sentiment is echoed by many educators who believe that investing in young children can lead to long-term positive outcomes.

The program, which began as a four-year plan, aims to transfer the responsibility of providing special education services—from speech, physical, and occupational therapy to preschoolers with disabilities—from the Maine Department of Education’s Child Development Services (CDS) to public schools. As 17 districts participated in the first year, and another 34 prepare to join next year, there is a sense of cautious optimism among educators.

However, the transition was not without its hurdles. One major challenge was the unexpected number of students seeking services. The state had estimated 189 students, but districts ended up serving over 400. This surge placed additional pressure on already strained resources, especially in rural areas where finding qualified staff and managing transportation proved difficult.

Challenges Faced by School Districts

School leaders from York to Penobscot County reported that while the overall transition went smoothly, they faced several growing pains. For example, the Guilford School District struggled with service delivery across its large area, leading to delays. In some cases, districts had to implement online services or hire additional staff to meet the demand.

Teachers also found themselves taking on new responsibilities, such as potty-training and diaper-changing, which were not typically part of their job descriptions. Despite these challenges, most districts managed to provide services within the legally required timeframe, a stark contrast to CDS, which had long waitlists for critical services like speech and occupational therapy.

Concerns About the Future

While many school districts were prepared for the transition, others lacked the infrastructure, such as full-day pre-K programs or even pre-K at all. Additionally, some superintendents expressed skepticism about whether the state would continue to cover all costs. Funding remains a key concern, as the 2024 legislation mandates that the state pay for 100% of “reasonable and necessary” costs. However, some worry that increasing costs and shifting federal priorities could jeopardize this commitment.

The Maine Department of Education has committed $39 million for preschool special education this fiscal year. Part of this funding comes from MaineCare, which covers around 74% of costs for low- and moderate-income children. However, only a few districts have taken advantage of this opportunity, and potential federal Medicaid cuts could affect eligibility.

Despite these concerns, many educators see the transition as essential. Felton notes the incredible growth he has seen in preschoolers and believes the investment is worth the effort. “Resource-wise, it’s going to be a heavy lift,” he says, “but I get why we want to do it.”

Looking Ahead

The Department of Education is working closely with school districts to ensure continued support. Deputy Director Sandy Flacke highlights the importance of community relationships, lessons learned from the pilot year, and resources like teletherapy. She also mentions regular check-ins with new districts and informational sessions to help them navigate the process.

As the program moves forward, the focus remains on ensuring that every child receives the support they need. While challenges remain, the commitment to early intervention and the belief in the value of investing in young children’s futures continues to drive progress.