Financing Early Childhood Options for Families: How to Cover Costs
Numerous early childhood program options generally exist for families who want their children to participate in community programs. However, one factor that may limit the options families choose for their child is cost. Cost can also be a factor families of children with disabilities consider when reviewing placement options. It is important for programs to assure a variety of community options are available so that every family, regardless of income, has an opportunity to choose a setting appropriate for their child. In Kansas, because state education dollars cannot be spent for tuition or expenses in community (non public education) preschools or child care agencies many families have felt a financial barrier to community programs. Enrolling eligible children in public school programs is free. Thus financing community options becomes a critical component of inclusive preschool programs.

In most states, different options exist for financing early childhood community placements for families. "Formal" options may include access of state social service agency assistance for children with disabilities child care grants to low income families. Families may also choose to cover the tuition costs from personal funds or to use the child's Social Security Insurance (SSI) benefits. Many community programs provide scholarships for children to attend their programs. "Informal" financing may be arranged through the exchange of materials and supplies between the educational cooperative or local school district needing spaces for children with disabilities and a child care center or preschool with limited resources.

An example of "bartering" is for the education unit to provide inservice training opportunities to the staff of the community program in exchange for a child's tuition. This may be appealing to some private centers who have limited funding or coverage to attend training sessions. Child care centers and preschool programs may receive additional assistance by using paraprofessional support provided by the educational cooperative or local school district. Other options including scholarships, donations from private individuals or community service organizations, disability related organization support, state social service agency funds, child care assistance, (Thompson, Wickham, Wegner, Ault, Shanks, & Reinertson, 1993) and contractual agreements are discussed in the following paragraphs.

One key option in financing services for income eligible children and families is state social service agency child care supplements. Families may complete applications for child care assistance at their local state social service agency office. Each familyõs eligibility is determined on an individual basis and based on current income. The social service agency will determine the number of hours each family can access child care services. Once the child is determined to be eligible for assistance and families have chosen a placement for their child, the payment of child care is provided to the center. Unfortunately, rules change frequently regarding who is eligible for these child care funds. Maintaining close contact with the local agency is key to assuring a child's placement is protected and the program's costs are covered.

Many child care and preschool settings offer children in their local community scholarships to increase children's participation. Often, it is possible to obtain these scholarships for children with disabilities as many programs are interested in serving children with diverse needs. They can usually be obtained by calling the preschool or child care center and discussing with the director or their designee the possibility of serving a particular child in their program. Churches, particularly those which house preschool or child care programs, are also excellent sources for scholarships. Congregations as a whole may support local children's participation or individual members may "sponsor" a child contact can often be made through specific church related groups or through a notice in the church bulletin.

Organizations and civic clubs such as the Jaycees, Kiwanis, Rotary, Business and Professional Women (BPW), Seratoma, Association for Retarded Citizens (ARC), United Cerebral Palsy (UCP) may offer assistance with a childõs tuition at a local preschool. National organizations often have "priorities" for community service and children knowing an agency or organization's particular focus can assist in making effective contacts and developing long term sponsorships.

Because in Kansas, it is not possible for the local school district or the educational cooperative to pay for preschool or day care center tuition. It is up to individual members of both the early childhood setting and the early childhood special education staff to work creatively to meet the needs of the child and family. Interagency agreements can be developed that facilitate the enrollment of children into community settings. Sometimes preschools or day care centers will hold slots for children if the local school district or education cooperative offers to compensate them with materials and supplies, paraprofessional support, or specific special education services. The school district or educational cooperative may also offer to rent space or pay utilities as compensation.

Some community centers that have limited resources and have reduced access to consumable items may be able to obtain these materials through the local school district or educational cooperatives. These materials are provided to the centers based upon the number of children with identified disabilities enrolled in a given program. Items that large agencies access at a lower cost than small private providers can include such materials and supplies as construction paper, glue, markers, newsprint, and laminating paper. Other options include assisting with instructional materials, toys, playground equipment, or even snacks and meals.

School districts and educational cooperatives also offer paraprofessional support in early childhood classrooms depending upon the needs of individual children and families in the programs. Paraprofessional support may be offered in exchange for space for children with disabilities. The paraprofessional supports children with disabilities in community programs, as well as offering classroom assistance for all the children in the classroom. Program administrators often work out the details of the paraprofessional support within their interagency agreements.

Inservice training is yet another way to barter with community sites to find placements for children with special needs. Child care facilities generally need to obtain a certain number of inservice training points for each staff member annually to retain their licensure. When school districts and educational cooperatives offer to provide this training to child care staff at no charge, it eliminates the community program's need to use dollars to obtain training elsewhere. This also provides opportunities that and supports the key concept of joint inservice training.

Some school districts or educational cooperatives elect to pay a portion of an early childhood special education (ECSE) teacher's salary when she is employed by an early childhood center within the community. Usually, this arrangement is completed through contractual agreements with the school district or educational cooperative and the early childhood center and is in a center large enough to serve several children. This system assures placements are available on an ongoing basis for children. In addition, the special education staff are truly "included" in the center as well as the children.

Child care centers may want a mechanism available to them in their settings to insure that all children who have special needs are identified and served. They may negotiate with the educational cooperative or the school district to have developmental screening by an early childhood specialist available on an as needed basis. In addition, related service expertise in physical therapy, occupational therapy and speech language therapy can be accessed through the local school district or educational cooperative for the children. Open communication among the agencies involved and a discussion of all the available options available to sites is the key to effective financing strategies in early childhood settings.

Finally it is important to remember that not all children and families are going to need assistance with funding. Many families choose to send their child with a disability to a community program and pay the tuition, just as they would for their child without a disability.