Funding Early Childhood Special Education: What Does It Take?

Preschool Classroom Education and the Sustainable Development Goals (SDGs)

Introduction

“Preschool classroom education is the backbone of Early Childhood Special Education (ECSE) by and large,” says Dr. Hawley. When a three- or four-year-old with a disability has preschool placement on their individualized education plan, their Child Development Center (CDC) has to provide that setting. In order to provide a free and appropriate education, which is required by federal law, the CDC, when possible, aims to provide an inclusive preschool classroom where children with and without disabilities learn side-by-side. Determining whether each CDC had to pay for children’s general education experiences along with their special education services was key to CELFE’s approach.

CELFE, the Committee for Early Learning and Financing Excellence, was established in Wyoming to address the funding challenges in early childhood education and ensure that children with disabilities receive the support they need. This article will explore how CELFE’s work aligns with the Sustainable Development Goals (SDGs) and its impact on early childhood education in Wyoming.

SDG 4: Quality Education

CELFE’s approach aimed to provide predictable, adequate funding for serving kids with disabilities aged birth to five in Wyoming. This aligns with SDG 4, which focuses on ensuring inclusive and equitable quality education for all. By creating a funding formula that takes into account the individual cost drivers of ECSE, CELFE aimed to improve the quality of education for children with disabilities and promote inclusivity in preschool classrooms.

SDG 10: Reduced Inequalities

CELFE recognized the need to address the structural problems in ECSE funding that led to inequalities in early childhood education. By advocating for better tracking of early learning funding and understanding the cost of early childhood education, CELFE aimed to reduce inequalities in access to quality education for children with disabilities. This aligns with SDG 10, which focuses on reducing inequalities within and among countries.

Understanding the Challenge

To address the funding challenges in early childhood education, Wyoming collected and analyzed data to understand the scope of the problem. This involved determining which students received how many minutes of what types of services. By laying the groundwork and identifying the need for change, CELFE aimed to improve the overall system of ECSE in Wyoming.

SDG 17: Partnerships for the Goals

CELFE’s work involved building relationships with state legislators and educating them about the funding challenges in ECSE. By working together with legislators, CDCs were able to advocate for change and highlight the structural problems in the system. This aligns with SDG 17, which emphasizes the importance of partnerships and collaboration to achieve the SDGs.

Conclusion

CELFE’s approach to addressing the funding challenges in early childhood education aligns with the SDGs, particularly SDG 4 and SDG 10. By focusing on quality education and reducing inequalities, CELFE aims to improve the lives of children with disabilities and ensure that they receive the support they need to thrive. Through partnerships with state legislators and data-driven analysis, CELFE is working towards a more equitable and inclusive early childhood education system in Wyoming.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities
• SDG 17: Partnerships for the Goals

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
• SDG 17.17: Encourage and promote effective public, public-private, and civil society partnerships, building on the experience and resourcing strategies of partnerships.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for SDG 4.5: Gender parity index in education
• Indicator for SDG 10.2: Proportion of population with access to basic services, including education, health care, and social protection systems, disaggregated by sex, age, disability status, race, ethnicity, origin, religion, or economic or other status
• Indicator for SDG 17.17: Number of partnerships and collaborative arrangements between different sectors

Table: SDGs, Targets, and Indicators

Source: newamerica.org