During a recent government meeting, educators and parents voiced significant concerns regarding proposed changes to the special education program at Eisley Elementary School. The discussions highlighted the emotional and logistical challenges faced by students with disabilities as the district considers relocating the mixed abilities program to different schools.

Katie, an educator, emphasized the need for a supportive approach during this challenging transition, advocating for a unified message to reassure staff and students that their needs will be prioritized. She stressed the importance of retaining experienced teachers to ensure a stable learning environment amid these changes.

Courtney Vanek, a parent, passionately argued against the potential separation of children with disabilities across various schools, expressing that such a move would disrupt established relationships and community ties. She pointed out that while the district claims a lack of space, it plans to enroll new out-of-boundary students, raising questions about the fairness of the decision. Vanek called for equal treatment for all students, urging the district to reconsider its approach to special education placements.

Jana Price, another concerned parent, shared her son Matthew's experiences in the mixed abilities program, highlighting the importance of routine and familiarity for children with disabilities. She criticized the district's plan to move students during a critical transition period, arguing that it would be detrimental to their social and emotional well-being.

Rodney Price echoed his wife's sentiments, advocating for the preservation of the mixed abilities program at Eisley, which he described as a \"gold standard\" for inclusion. He emphasized the mutual benefits of inclusion for both special needs and general education students, urging the district to rethink its strategy to ensure all students are adequately supported.

David Eddleston, a parent of a child receiving special needs services, also expressed concern over the timeline for implementing these changes. He suggested that the district has time to develop a more thoughtful transition plan that would allow for the continued success of Eisley's special education program.

The meeting underscored a collective call from parents and educators for the district to prioritize the needs of students with disabilities and to ensure that any changes made do not compromise their educational experience or emotional well-being.