The Greater Essex County District School Board’s recent restructuring of its RISE program has sparked a wave of concern among parents of children with special needs. What was once a dedicated program offering specialized support for students with multiple exceptionalities is now undergoing significant transformation, leaving many families questioning what these changes will mean for their children’s educational future.
“My son has thrived in the RISE program for three years,” says Melissa Caruso, whose 12-year-old son has autism and developmental delays. “The consistency and specialized attention he received there made all the difference in his progress. Now we’re being told everything is changing, but the details remain frustratingly vague.”
The RISE program, which stands for Reaching Individual Success for Everyone, has historically provided targeted support for students who struggle in conventional classroom settings. According to board officials, the restructuring aims to create a more inclusive learning environment while maintaining essential supports. However, this explanation has done little to quell parental anxieties.
Board Superintendent Mike Wilcox defended the changes during last week’s information session. “We’re not eliminating support,” he emphasized. “We’re evolving how we deliver it. Research consistently shows that inclusive education benefits all students when properly implemented.”
The revised model will see some students integrated into mainstream classrooms with support staff, while others will remain in specialized settings based on individual assessments. This hybrid approach has received mixed reactions from both educators and families.
Special education advocate and former teacher Elizabeth Dawson expresses skepticism. “Integration works wonderfully on paper, but the reality is more complicated. Success depends entirely on proper resourcing, staff training, and classroom sizes. My concern is whether the board has adequately prepared for this transition.”
The timing of the announcement—late in the school year—has added to parents’ frustration. Many families report receiving minimal notice about assessments determining their children’s placements for September, creating additional stress during an already challenging time.
Financial considerations appear to be an underlying factor in the restructuring. Board documents indicate a projected cost saving of approximately $780,000 through staff reallocation, though officials maintain that service quality remains the priority.
For teachers, the changes present both opportunities and challenges. “Many of us support inclusion philosophically,” notes veteran special education teacher David Morris. “But we need proper training and resources to make it work. Currently, many of us feel unprepared for what September will bring.”
Parent advocacy groups have organized to voice their concerns, with over 200 families signing a petition requesting a delay in implementation until more comprehensive consultation can occur. Their collective message emphasizes the need for transparency and meaningful involvement in decisions affecting their children’s education.
As the new school year approaches, both the board and families remain at a crossroads. Will this restructuring truly enhance educational experiences for Windsor’s most vulnerable students, or will it dilute the specialized support that has proven effective for so many? The answer may ultimately depend on how well the board balances progressive educational philosophy with the practical realities of diverse learning needs.
