Union Parents Express Concerns Over Special Needs Program Move from Miller to Union School

The RSU 40 School Board meeting held on June 18, 2025, addressed significant concerns regarding the relocation of the deposit program from Miller School to Union School. The meeting featured public comments from parents, highlighting the potential impact of this decision on students with special needs.

Corinne Shorten, a parent of a child in the composite room at Miller School, expressed her apprehension about the move, emphasizing that it could disrupt the lives of vulnerable children who struggle with changes in their environment. She argued that the decision was made based on inaccurate information, particularly regarding the nature of the composite classroom, which she clarified is not self-contained. Shorten noted that her son spends a majority of his day interacting with peers in a regular classroom setting, which fosters a positive school culture. She raised concerns about the lack of experienced staff at Union School, specifically mentioning that the teacher assigned to her son has limited experience with special needs children.

Jesse Thompson, another parent, voiced his dissatisfaction with comments made during a previous meeting, which he felt undermined the inclusivity of the school environment for special needs students. He criticized the board for not addressing the issue promptly and called for higher accountability among board members to ensure all children feel welcome in the district.

Rick Butler, a prospective school board member, echoed the concerns raised by parents regarding the transition of the deposit program. He highlighted the importance of continuity for students and the potential emotional toll of losing established friendships. Butler also pointed out the need for better communication regarding the appointment of new staff, specifically Dr. Ambrose, to ensure parents are informed and reassured about leadership changes.

The meeting underscored the critical need for the school board to consider the implications of their decisions on students with special needs and to maintain open lines of communication with parents. As the board moves forward, addressing these concerns will be essential to fostering a supportive educational environment for all students.