Disability Rights Florida is watching recent changes in Osceola County schools with concern. This summer the district announced a restructuring of special education that moves many specialized classrooms into a smaller number of hub schools and shifts other students into general education settings with support staff. Families and educators have raised questions about whether the district’s changes will meet students’ individual needs and legal protections under federal special education law.
Disability Rights Florida is collecting first-person stories from Osceola County students, families, and school staff about recent special education changes in the district. If your child, student, or someone you support has experienced changes to class placement, supports, transportation, or school assignment this year, please consider sharing your experience so we can document how these changes are affecting students’ access to education.
Who we’re looking for
We want to hear from people in Osceola County whose experiences are similar to the situations below:
- An ESE student with an Individualized Education Plan (IEP) who previously received instruction in a self-contained ESE classroom and is working toward a standard diploma has been moved to a general education classroom due to the district-wide changes and full inclusion model implemented this year. Due to this placement change, the student is no longer receiving small-group and/or individualized instructional support. The district has indicated that the only available option for continued small-group or individualized instruction is placement at a center school.
- A student identified with a Specific Learning Disability (SLD) in reading and math currently receives pull-out services from an Exceptional Student Education (ESE) teacher for specially designed instruction on a weekly basis. Due to the district-wide changes and full inclusion model implemented this year, the school changed the delivery to a support facilitation model, while maintaining the same amount of instructional time. Due to this change, the student began to struggle academically in both reading and math.
- A student working toward a standard diploma and identified with an Emotional Behavioral Disorder (EBD) was previously placed in a small, self-contained classroom that provided continuous behavioral support. The student participates in science and social studies in general education setting. Due to the district-wide changes and full inclusion model implemented this year, the student was moved into all general education classes with support facilitation for English Language Arts (ELA) and math twice per week. Due to this change, the student began exhibiting increased behavioral issues, leading the IEP team to recommend placement at a full-time alternative school.
- A student on the Access curriculum was previously attending their home-zone school. Due to the district-wide changes and full inclusion model implemented this year, the student was reassigned to a cluster site, resulting in a significantly longer bus ride. While the student had only mild behavioral concerns at their home school, they are now demonstrating more significant behavioral challenges, particularly while on the bus and throughout the school day. These behaviors appear to be linked to the earlier bus schedule, reduced sleep, and adjustment to a new school environment. In response, the IEP team is now recommending a placement at an alternative school that provides more intensive behavioral supports.
If one of these sounds like your situation or if your experience is similar but not listed above, we want to hear from you.
Why your story matters
When districts change placements or consolidate classrooms, schools must still provide a Free Appropriate Public Education (FAPE) tailored to each student’s unique needs. Personal stories help show the real-life impact of policy decisions and guide our advocacy for clear monitoring, timely supports, and legal protections.
How to share
- Submit your story using our Online Intake Form
- Prefer to call? Contact: (800) 342-0823
Please include: child’s grade and placement, a short description of what changed and when, any school or district communications you received, and how the change may affect learning, behavior, transportation, or wellbeing. Attach any documents you think are helpful (IEP notes, emails, bus schedules, evaluation reports).
Confidentiality and support
You may ask to remain anonymous, or to redact names and identifying details. Sharing your story does not create any obligation to share publicly. We will follow up only if you grant permission.