Finding access and belonging: Gia's journey to coordinated support at Sunrise School
BY EMILY WILEY
When Gia Pinto walks into a room, people pay attention. Whether she’s waving enthusiastically to a classmate, greeting a teacher with a hug, or inviting everyone to sing and dance, Gia has a way of drawing others in. Her curiosity and desire to connect shape every part of her day.
Gia is a 16-year-old student at Sunrise School, where a dedicated team of teachers, therapists, and staff supports her learning using a comprehensive, coordinated approach. Through the Allegheny Intermediate Unit (AIU), Gia receives hearing support, educational interpretation, occupational and physical therapy, speech therapy, communication support, and nursing services to manage medications. Together, these services allow Gia to access instruction and participate fully in the school day.
Born with bilaterial, moderate to severe hearing loss, Gia has additional disabilities that affect her communication and motor skills. Her mother, Daria Mochan, described a long journey through multiple states, schools, and service models before arriving at Sunrise School.
"I wanted her to be somewhere where she could communicate with her peers," Mochan said. "That was always the goal."
Gia previously attended a school for the deaf, which provided critical early language access. However, her needs became more complex as she got older, and opportunities for inclusion and peer connection became more limited. Those challenges intensified during the COVID-19 pandemic.
Homeschooling, intended as a short-term solution, lasted far longer than expected. “It wasn’t supposed to happen that way,” Mochan said. “But that’s what a lot of families went through.”
In 2024, Principal David Campos of Sunrise School facilitated many months of conversations involving Gia’s family, Franklin Regional School District, the AIU, and Sunrise staff. The process, he explained, required ongoing collaboration to ensure Gia’s needs could be met across academic, social, and functional areas. Once those supports were in place, the focus shifted from planning to implementation. For Gia, that began with communication access.
Her educational interpreter, Mary Ann Dank, is with her all day, every day — in classrooms, hallways, and extracurriculars. Their relationship provides continuity and trust, allowing Gia to focus on learning rather than navigating barriers.
Gia communicates using American Sign Language, though her signing is uniquely her own. Because of motor challenges, her signs are not always produced in a textbook way. Instead, she has developed what Dank describes as “Gia signs” — meaningful movements understood by those who know her. “Sometimes the signs aren’t produced the way you’d expect,” Dank explained. “But she assigns meaning to them, and we know exactly what she’s saying.”
In addition to sign language, Gia uses an augmentative and alternative communication (AAC) device, particularly when interacting with people who do not sign. Her classroom teacher, Katie Aguglia, said the device was challenging at the beginning of the school year. “Now she’s able to use it very effectively,” she said.
Staff described similar progress with Gia’s hearing assistive technology. “She went from about five minutes of tolerance to wearing her hearing aids for the entire school day,” said Meghan Cakmur, teacher of the Deaf and hard of hearing. “That was a huge success.” Educational audiologist Natalie Panaia emphasized that this kind of progress requires ongoing monitoring and collaboration to ensure access is maintained throughout the day.
With these tools in place, Gia is better equipped to engage with people and participate in functional learning opportunities like pushing the snack cart through the building. Using her AAC device, she initiates interactions with classmates and staff, asks if they would like to purchase an item, and completes exchanges.
This type of engagement requires intentional support to help Gia maintain focus. She is deeply curious about the world, and at times, that curiosity can pull her attention in many directions. What helps her refocus is structure, skilled support, and Dank’s consistent cue — “It’s true work time, Gia” — which gently brings her back.
Music and movement are also important to how Gia experiences the world. “She loves music and anything with a beat,” Mochan said. “She’s a dancer.” At Sunrise School, those interests are integrated into Gia’s instruction and therapy. This is evident during an occupational therapy session when Gia taps together magnetic tiles to create a steady rhythm.
“If she’s regulated through movement, we build from there,” said Amanda Andreuk, occupational therapist. This responsive, embedded practice reflects the AIU’s service model, in which therapeutic supports are incorporated into daily routine.
Perhaps the most significant change since Gia started at Sunrise School has been the opportunity to make friends.
Before arriving at Sunrise, Gia was closest to adults, not because she preferred it, but because they were the ones who understood her. “She really wanted to have friends,” Mochan said. “Seeing her make friends — friends she can talk to — is heartwarming.”
Gia formed an immediate bond with Bianca, a classmate who communicates in similar ways. Together, they dance. They sign. They laugh. They are two teenage girls enjoying their time together. Gia joined cheerleading with Bianca, plays in bocce tournaments, and attended prom last year — experiences that were not available to her just a short time ago.
When asked what she likes most about school, Gia signed, “My friends … Bianca … We dance … Cheerleading … Miss Amanda.” Even with limited responses, Gia clearly identifies friendship and movement as central to her school experience.
As Gia approaches the later years of her education, the focus increasingly shifts toward transition. Aguglia explained an intentional emphasis on daily functional communication and independence designed to prepare students for what comes next.
“It’s hard to imagine her working,” Mochan said. “But I know that’s where we’re headed.” What gives her confidence is the consistency of support Gia receives every day. “She’s surrounded by people who want her to succeed,” she added. “That matters.”
Many of Gia’s teachers described how her presence positively impacts the energy in a room. She draws people to her through music, movement, and curiosity. That balance — honoring who Gia is while providing structure and support — demonstrates the AIU’s approach to designing systems that serve every learner.
Gia’s story is ultimately about belonging and what happens when coordinated supports make meaningful connection possible.
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