This spotlight is of Michelle King, a Special Education– Functional Academics Teacher at Wylie East Elementary. Michelle is applying for The 2024 Kerry Magro Special Education Teacher, Therapist, and Aide Grant via the nonprofit KFM Making a Difference started by me, Kerry Magro. I was nonverbal till 2.5 and diagnosed with autism at 4, and you can read more about my organization here.
Michelle King is a Special Education teacher at Wylie East Elementary in Abilene, Texas, where she works with students in a Functional Academics classroom. With three years of experience, Michelle teaches students from kindergarten through third grade, focusing on all core subjects as well as life skills. Currently, she is applying for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant through KFM Making a Difference, a nonprofit that recognizes educators who make a difference in the lives of students with special needs.
For Michelle, the philosophy of “Teaching the Way Our Students Learn” goes beyond just adjusting lesson plans. It means embracing a classroom that, at times, may appear chaotic or loud. It’s about understanding the needs of each student and creating a learning environment that’s flexible and responsive. In Michelle’s classroom, there is no one-size-fits-all approach. Her students, many of whom have autism, intellectual disabilities, and speech disorders, learn best in ways that allow them to move, vocalize, and express themselves freely. As Michelle puts it, “Sometimes our classroom will look like chaos, sometimes it will be loud, and often it will look more like playing.” But for Michelle, this is exactly how her students learn and thrive.
As the parent of two autistic children, Michelle is particularly empathetic to the importance of accommodating neurodiverse needs. She recognizes the value of movement and self-expression for regulating emotions and energy levels. Rather than stifling stims or vocalizations, Michelle encourages her students to use these tools to help them refocus and re-engage in the learning process. The classroom may often look like students running around or engaging in self-directed behavior, but to Michelle, this is part of creating a neuro-affirming space where students feel safe and loved for who they are.
Michelle believes that her role as a teacher is not just about academics but about creating a safe and fun environment where her students feel valued. For many of her students, school can feel overwhelming or frightening, particularly if their educational experience is not designed to accommodate their needs. Michelle works hard to prevent her students from experiencing trauma or stress by providing a classroom that is flexible and understanding of their unique neurotypes. “School should be fun for everyone,” she says. “And I try my hardest to ensure that my students don’t experience trauma that can come with being forced to fit somewhere that was designed for a different neurotype.” Flexibility is key, and Michelle finds joy in watching her students grow, no matter what that growth looks like.
Michelle’s classroom is a place where students can learn, play, and grow, but it’s also one where they need specialized resources to succeed. This is why Michelle is applying for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant. With the grant, Michelle hopes to purchase flexible seating furniture that would allow her students to rotate through centers-based activities while staying comfortable and engaged. Additionally, she aims to expand her sensory corner with rain sticks, bubble lamps, and handheld kaleidoscopes, providing her students with a variety of visual and auditory sensory tools to explore. These resources will allow Michelle to further tailor her classroom to meet the sensory needs of her students, supporting their emotional regulation and academic progress.
One of Michelle’s proudest accomplishments is the growth and progress of one particular student, who started in her class with severe behavioral challenges. This student came to Michelle needing a 1:1 teaching setting due to behaviors such as hitting, biting, pinching, and disrobing. However, after spending two years building a trusting relationship, Michelle implemented neuro-affirming behavior techniques such as color-coding emotions, explaining the physiological feelings behind emotions, and teaching sensory input replacements. With patience and consistency, Michelle was able to teach this student how to communicate feelings using speech instead of harmful actions. Eventually, the student was ready to join a classroom with other students with varying needs and behaviors, and Michelle is proud to report that the student is now safe and able to functionally communicate her wants and needs.
This success story is a testament to Michelle’s approach to teaching: one that prioritizes relationships, trust, and understanding before all else. Michelle’s commitment to her students, combined with her passion for creating a flexible and supportive learning environment, has made a tremendous impact on the lives of the children she serves. The Kerry Magro Special Education Teacher, Therapist, and Aide Grant would allow Michelle to continue this important work, providing her with the resources she needs to create even more opportunities for growth and success for her students.
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My name is Kerry Magro, a professional speaker and best-selling author who is also on the autism spectrum. I started the nonprofit KFM Making a Difference in 2011 to help students with autism receive scholarship aid to pursue post-secondary education. Help support me so I can continue to help students with autism go to college by making a tax-deductible donation to our nonprofit here.
