Osceola district outlines hub-based plan for special education; parents and teachers raise safety, staffing and access concerns

The Osceola County School District presented a broad redesign of special education services — moving toward districtwide inclusive opportunities and four-zone “hub” models for separate-class placements — during a school board meeting on March 10, 2025. The presentation, delivered by Hillary D’Oyca, director of Exceptional Student Education (ESE), did not require board action; the board took public comment afterward.

The plan seeks to reduce the district’s reliance on separate-class placements and expand inclusion, D’Oyca said, noting the work began with a board advisory committee in March 2023 and that the district’s rate of students in separate classes is higher than comparable districts. The presentation described a continuum of service models — from blended preschool and inclusive general-education options to several types of self-contained classrooms and transition programs — and proposed locating some separate-class programs in centralized “hubs” to concentrate resources.

District officials said the goal is to increase time students spend with non-disabled peers while preserving separate-class programs for students who need intensive instruction or health supports. The presentation named specific models: blended pre-K at every elementary/K–8 school, inclusive general-education placements where students spend 40–79% of the day with non-disabled peers, developmental K–2 access-point classrooms, behavior-support classrooms with crisis plans, and three tiers of access-point classrooms (independent/supported/participatory). Project SEARCH and on- and off-campus transition programs for older students were also described. Officials said they will monitor least-restrictive-environment (LRE) trends, support transitions between sending and receiving schools, and provide district-level resources to hub sites.

"As a former teacher and principal of a center school for autism and intellectual disabilities, I know what inclusion means. I know what inclusion does, and I know how that can be transformational for so many students," Superintendent Dr. Shanoff said during the discussion, urging the board to view the plan as student-first.

The presentation noted the district convened more representative advisory committees this school year, completed an external resource audit and used Florida Department of Education data to benchmark Osceola against similar-size districts. Officials reported the district ranked roughly "70th out of 80" in percentage of students assigned to separate-class settings in a DOE snapshot described in the presentation, and said the work is intended to increase inclusive opportunities while keeping dedicated supports where needed.

Parents, teachers and the Osceola County Education Association raised questions and objections during an extended public-comment period. Common themes: - Safety and supervision: several parents and ESE teachers described students who elope, who require one-on-one care, or who need medical supports; they asked who would handle elopement, bathroom care, feeding and medical responses if students were moved into general-education classrooms without dedicated staff. One parent told the board her son was body-slammed at school and said video evidence had been critical in that case; she urged the district to permit school staff to review cameras for disciplinary and safety matters. - Staffing and certification: teachers and the union asked how many additional paraprofessionals or trained staff would be assigned to inclusive classrooms, and whether general-education teachers would receive training and a-plan/b-plan protocols for crisis events. OCEA President Jaya Budde specifically urged clear ratios and protections for teachers who will be responsible for students with complex needs. - Choice and stability: multiple parents described children who have thrived in current self-contained or small-ratio classrooms and said moving them to larger, mixed-age settings risks regression. One parent, Michelle Chapman, a former district employee and parent, summarized that her child "does not belong in a self contained class or in a regular educational classroom," arguing that neither extreme fits her child's needs.

District staff repeatedly described the item as informational only; the board did not vote on the ESE plan at the meeting. Board members asked for continued transparency and promised more communication with families, school administrators and staff. The presentation team said next steps include school-level transition planning, site visits to proposed hub locations, inclusive scheduling support, and ongoing communication with families and principals.

Board members and ESE staff invited further public dialogue and said families would have opportunities to comment at future meetings and through district contacts. Hillary D’Oyca and the ESE team were identified as primary contacts for follow-up questions during the meeting.

No formal action was taken on the ESE presentation during the meeting; the item was presented as information and will return for further discussion at future dates.