Our dedicated team of teachers, specialists, job coaches, volunteers, and community partners are among the very best in the field of transition education. Together, they bring knowledge, passion, and hands-on experience to help every participant build confidence, gain skills, and successfully move from school to the workforce.
Dr. Lisa B. Jester, who serves as the Executive Director. With more than 15 years of experience working alongside transition-age youth with disabilities, Dr. Jester has dedicated her career to helping young people discover their strengths, develop real-world skills, and take confident steps toward independence.
Her background is deeply rooted in both education and advocacy. She holds a Doctorate in Educational Leadership from the University of Central Florida, along with a Master’s in Exceptional Education, where she specialized in Autism and Severe/Profound Disabilities. In addition, as a Certified Employment Support Professional, Dr. Jester understands the importance of connecting classroom learning to workplace success.
What truly sets Dr. Jester apart is her belief that every young person deserves the opportunity to reach their fullest potential. She combines her expertise with compassion, guiding families and students through the transition process and creating opportunities that open doors to meaningful futures. Under her leadership, our programs are designed not just to teach skills, but to inspire confidence, self-advocacy, and lifelong growth.
Abigail Hondorp-Ring serves as Operations Coordinator. bringing both professional expertise and personal passion to our team. A graduate of Full Sail University with a Bachelor’s degree in Digital Marketing, Abigail combines her creativity with a strong commitment to helping young people succeed.
Her dedication to supporting children and young adults with unique abilities comes from her own experiences with learning disabilities, giving her a personal understanding of the challenges many families face. Abigail’s role allows her to use her skills in organization and communication to ensure our programs run smoothly and reach those who need them most. Her compassion, energy, and drive make her an invaluable part of our mission and our community.
Brittany Denihan serves as Director of Education and is dedicated to ensuring that every participant receives the guidance, support, and encouragement needed to succeed. With a strong foundation in counseling, Brittany approaches her work with compassion and a genuine commitment to helping individuals grow in confidence, develop essential skills, and achieve their personal and professional goals.
She holds a Bachelor’s degree in Counseling and is currently pursuing her Master’s degree at Florida State University, further strengthening her expertise and leadership in the field. Brittany’s passion for counseling and education drives her to create learning experiences that are not only practical but also empowering, giving each participant the tools to thrive both inside and outside the classroom.
Under Brittany’s leadership, our educational programs are built to inspire self-advocacy, resilience, and independence, ensuring that every participant is prepared for lifelong growth and success.
Juan Roman serves as our Director of Finance, bringing expertise and dedication to overseeing the organization’s financial operations. With a strong commitment to accountability and sustainability, Juan ensures that our programs and services are supported by sound financial practices.
His work allows our team to focus on what matters most—serving participants and their families—while maintaining the resources needed to grow and thrive. Juan’s attention to detail, reliability, and leadership make him an essential part of our mission and long-term success.
Kherya Acosta serves as Program Coordinator for SOAR Beyond 22, an affiliation of The Florida Institute for Community Inclusion. With a strong background in psychology and human services, Kherya is passionate about creating supportive, meaningful opportunities for individuals with developmental and neurological diagnoses.
She earned her Bachelor’s degree in General Psychology in 2016, followed by a Master’s degree in Human Services in 2018. For over seven years, Kherya has dedicated her career to working alongside individuals with diverse abilities, helping them develop skills, build confidence, and achieve greater independence. Kherya brings warmth, knowledge, and dedication to her role, ensuring that every participant feels valued and supported as they transition into adulthood and beyond.
Heidi Schuhmann serves as a Program Assistant with the SOAR Beyond 22 Adult Day Training program. With more than 25 years of experience supporting individuals with special needs, Heidi brings both deep knowledge and a compassionate approach to her work.
Her career has taken her across Florida and Ireland, where she has dedicated herself to helping individuals thrive by fostering independence, building essential life skills, and creating inclusive environments. Heidi’s commitment and warmth make her a valued member of our team and a trusted support for the participants she serves.
Alexandria Sadler serves as an Employment Specialist, bringing both professional expertise and personal insight to her role. With a deep understanding of working alongside individuals with unique abilities, Alexandria is passionate about helping participants discover their strengths, develop workplace skills, and achieve meaningful employment.
Her dedication ensures that each person she works with feels supported, empowered, and prepared to take the next step toward independence and success. Alexandria’s compassion and commitment make her an invaluable part of our team and a strong advocate for the participants she serves.
Ethical Conduct, Training Requirements and Reporting Misconduct
Standards of Ethical Conduct
1. Our school values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all.
2. Our primary concern is the student and the development of the student’s potential. Employees will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.
3. Concern for the student requires that our instructional personnel:
a. Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student’s mental and/or physical health and/or safety.
b. Shall not unreasonably restrain a student from independent action in pursuit of learning.
c. Shall not unreasonably deny a student access to diverse points of view.
d. Shall not intentionally suppress or distort subject matter relevant to a student’s academic program.
e. Shall not intentionally expose a student to unnecessary embarrassment or disparagement.
f. Shall not intentionally violate or deny a student’s legal rights.
g. Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination.
h. Shall not exploit a relationship with a student for personal gain or advantage.
i. Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
4. Aware of the importance of maintaining the respect and confidence of colleagues, of students, of parents, and of the community, employees of our school must display the highest degree of ethical conduct. This commitment requires that our employees:
a. Shall maintain honesty in all professional dealings.
b. Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization.
c. Shall not interfere with a colleague’s exercise of political or civil rights and responsibilities.
d. Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual’s performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination.
e. Shall not make malicious or intentionally false statements about a colleague.
Training Requirements
All instructional personnel and administrators are required as a condition of employment to complete training on these standards of ethical conduct.
Reporting Misconduct by Instructional Personnel and Administrators
All employees and administrators have an obligation to report misconduct by instructional personnel and school administrators which affects the health, safety, or welfare of a student. Examples of misconduct include obscene language, drug and alcohol use, disparaging comments, prejudice or bigotry, sexual innuendo, cheating or testing violations, physical aggression, and accepting or offering favors.
Reports of misconduct of employees should be made to Dr. Lisa B. Jester, Executive Director.
Reports of misconduct committed by administrators should be made to Dr. Lisa B. Jester, Executive Director.
Legally sufficient allegations of misconduct by Florida certified educators will be reported to the Office of Professional Practices Services.Policies and procedures for reporting misconduct by instructional personnel or school administrators which affects the health, safety, or welfare of a student are posted in school office and on our website at www.FloridaIncludesMe.org .
Reporting Child Abuse, Abandonment or Neglect
All employees and agents have an affirmative duty to report all actual or suspected cases of child abuse, abandonment, or neglect. Call 1-800-96-ABUSE or report online at: http://www.dcf.state.fl.us/abuse/report/.Signs of Physical Abuse: The child may have unexplained bruises, welts, cuts, or other injuries; broken bones; or burns. A child experiencing physical abuse may seem withdrawn or depressed, seem afraid to go home or may run away, shy away from physical contact, be aggressive, or wear inappropriate clothing to hide injuries.