Supported from the start: Donovan's path to inclusion at Pine-Richland Middle School
BY EMILY WILEY
During a rehearsal for “Beetlejuice Jr.,” Donovan DeHart was supposed to exit the stage with the rest of the ensemble. Instead, he stayed front and center and nailed the end of the musical number. When it was over, he ran straight to his mom in the front row and wrapped her in a hug.
“Give that boy a stage and music,” Kelly DeHart said, laughing, “and he will perform.”
This moment captures who Donovan is — joyful, spirited, authentic — and reflects a journey built through years of coordinated support that prioritize inclusion and independence.
Donovan is an eighth-grade student at Pine-Richland Middle School. Diagnosed at birth with Down syndrome, he began receiving multiple therapies in infancy. “We were immersed in it and learning right out of the gate,” DeHart reflected. By age three, Donovan was receiving special education–related services through the Allegheny Intermediate Unit (AIU), starting in Preschool Early Intervention (PEI) and transitioning seamlessly into the Pine-Richland School District.
“The early intervention services really helped Donovan make the big leap to kindergarten,” DeHart said. “He learned to advocate for himself, strengthened his motor skills, and improved sensory regulation.”
Today, Donovan participates in the life skills program at the middle school, where he receives specialized replacement curricula in reading, math, science, and social studies. He is also supported through speech and language therapy, occupational therapy, and physical therapy provided by the AIU.
Although the district contracts with the AIU, the services are embedded into Donovan’s school day. Therapists work alongside teachers and staff as part of the school community. “They are thought partners, problem solvers, and key members of our students’ teams,” acknowledged Greta Kuzilla, assistant director of student services and special education at Pine-Richland.
From early intervention through elementary school and into middle school, the AIU’s team of speech-language pathologists has supported Donovan’s growth.
“I’ve had the pleasure of knowing Donovan since he was a little guy in kindergarten,” said Kris Scheller, a speech-language pathologist. “Seeing him go from one- and two-word phrases to communicating in full sentences is amazing.”
In his early years, speech therapy focused on building the foundations of communication. Donovan’s family understood the importance of peer-to-peer interaction and encouraged it. “The IEP team was on board,” said DeHart. “I’ve pushed for it ever since.”
Therapists incorporated a model known as “reverse inclusion,” which allowed him to practice communication skills in natural, social settings without disrupting classroom instruction. “Sometimes Donovan's peers would come into therapy sessions with him,” Scheller explained. “That helped him learn to interact with them.”
Now in middle school, Donovan’s speech goals look toward the future. He is building higher-level communication skills that will support him beyond the school day — in the community and, eventually, in the workplace. The focus is to not only be understood, but to understand others and navigate real-world interactions.
Megan Klingensmith, Donovan’s current speech-language pathologist, works with him on explaining his ideas, repairing communication breakdowns, and making inferences. “Our goals start to reflect transition skills more as he gets older,” she said.
Those skills show up throughout Donovan’s day. He picks up on social cues, uses teen slang he hears in the hallways, and enjoys conversations with classmates and staff. Each interaction reflects years of consistent, collaborative support.
That continuity extends beyond speech and language services, shaping how Donovan is supported across disciplines.
In occupational therapy, Donovan practices skills that promote independence. Early goals focused on tasks like tying his shoes and typing his name. Over time, those goals have evolved into functional, job-related tasks such as sorting and bundling papers, organizing materials, and completing fine-motor activities that require coordination and focus.
Physical therapy also plays a key role in preparing Donovan for daily life and future work. Julie Domorski, physical therapy assistant, described the Practical Assessment Exploration System (PAES) Lab at Pine-Richland High School, where Donovan gains hands-on experience exploring vocational tasks. “The PAES Lab gives students the opportunity to see what they’re good at and what they enjoy,” she said.
Beyond vocational readiness, therapy incorporates Donovan’s interests, including basketball, badminton, and playing drums beside his eighth-grade classmates. Rather than pulling him out of his day, AIU therapists push into physical education and music classes, supporting him alongside his peers. Their work also extends into the cafeteria, hallways, and outdoor spaces, helping Donovan navigate these environments with independence and confidence.
While school provides structure and support, the middle school years bring a new set of challenges beyond the classroom. Middle school has been a particularly complex season for Donovan, marked by puberty and changing social dynamics.
Amid the changes, consistency has mattered most, supported by a team that understands Donovan as a whole person.
“Everybody has not just helped Donovan,” DeHart said. “They’ve helped me as a mom.”
From early intervention through middle school, she described the support her family has received as steady, responsive, and compassionate.
Looking ahead, DeHart imagines her son in a lively work environment where he can interact with others: a movie theater, a sporting event, a place filled with energy and people. “We want Donovan to be independent and contribute to society,” she said.
As Donovan prepares for the next stage of his education, the focus remains on growth, belonging, and possibility. His team continues to plan intentionally, building on strengths and expanding opportunities. Pine-Richland administrators point to collaboration with the AIU as a key factor in his success.
“The AIU supports our work by training paraprofessionals, assisting with data tracking, attending IEP meetings, and helping design classroom environments that reduce distractions and support learning,” Kuzilla said. “The AIU enhances what we do by ensuring each student receives the support they need every day.”
Whether he’s performing on stage, playing drums with his classmates, shooting baskets in gym class, or mastering a new skill in the PAES Lab, Donovan’s story is a reminder of what’s possible when a school district and the AIU work together with consistency and purpose.
Preschool Early Intervention (PEI) provides free special education services for eligible children ages 3–5 in Allegheny County with developmental delays or disabilities. Services support early skill development and help children transition successfully to kindergarten and beyond.
The AIU’s Speech/Language Support Program provides school-based speech and language services to students across Allegheny County. Through individual, small group, and classroom support, the program helps students strengthen communication skills that support learning, participation, and success in school.
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Special Education-Related Services
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