Craig Howell ADDRESSING CONCERNS – Members of the Hancock County Board of Education heard from several teachers, Monday, with concerns of a rumored proposal which would special education students, or those in need of individual instruction, would be included more often in general education environments.

NEW CUMBERLAND — Several Hancock County teachers addressed members of the county’s Board of Education and other district officials Monday over concerns of special education students possibly being included in general education environments full time beginning in the next school year.

Among those speaking was Tammy Fields, a fifth-grade English/language arts teacher at Oak Glen Middle with 40 years in education.

“I’m raising a point that a lot of experienced educators quietly agree on, even if policy trends sometimes swing the other way,” Fields said. “We strongly support inclusive practices and believe that many students benefit from access to the general education environment; however, we are concerned that a full-time placement for our separate setting students — without careful consideration of individual needs — may not serve every child effectively.”

She noted, as an example, some current “separate setting” students at the school have reading scores typically seen at preschool or kindergarten levels while in the fifth grade.

“When a student consistently does not master grade-level standards, the effects tend to compound over time — academically, emotionally and even socially. It’s not just about ‘being behind.’ It creates a widening gap that becomes harder to close each year,” she said. “The challenge is balance, not extremes. What many educators find most effective is a hybrid approach. The reality is placement should be driven by student needs, not ideology. A least restrictive environment isn’t always the same as a fully inclusive classroom. It’s the setting where a student can actually learn best.”

Brooke Haynes, an eighth-grade math teacher, also addressed the board.

“I am speaking tonight to express my concern about removing separate setting classrooms at the middle school level,” Haynes said. “One part of being a teacher is standing up and speaking up for all students who are unable to do this for themselves.”

Citing various studies, Haynes and others said the best setting for students with individual learning needs is one in which they can make meaningful progress. Math, for example, is an area where skills learned at earlier stages support later skills, she said.

School officials, though, said not everything has been fully determined.

Superintendent Walter Saunders noted that while there are ongoing movements to reduce staffing as a result of budgetary issues within the district, many of the decisions continue to be made based on the needs of the district’s student population.

That includes determining what services and personnel are needed for special education in the county.

“I don’t drive the special ed; the IEP does,” Saunders said. “We have to look at those student needs and base our resources and our staffing off of that.”

Meetings continue with school administrators as the district plans its staffing for the next school year, he said.

For those with concerns about their child’s future instruction, Saunders recommends parents reach out to the schools.

“They should check with their student’s teacher,” Saunders said, noting it is important to make certain the individual planning is followed.

The district continues its planning for the 2026-2027 school year, including holding personnel hearings for the proposed RIFs and transfers, which must be completed by Friday.