Dana Battaglia has dedicated over 30 years to advocating for students with special needs, working tirelessly to create inclusive, supportive environments that celebrate each student’s unique learning style. As the Assistant Director of Pupil Personnel Services at Seaford Union Free School District in Seaford, New York, Dana oversees a districtwide program that supports more than 400 classified students. Her passion for special education, combined with her belief in the power of collaboration and innovation, has driven her to pursue the Kerry Magro Special Education Teacher, Therapist, and Aide Grant. This grant would allow Dana and her team to further enhance the district’s inclusive classrooms, ensuring that all students, regardless of their abilities, can participate meaningfully in the educational experience.
For Dana, the philosophy of “Teaching the Way Our Students Learn” is about more than just individualizing instruction; it is about creating an environment where all learners, no matter their abilities, have equal access to success. Dana’s approach aligns with the principles of Universal Design for Learning (UDL), which emphasizes providing multiple means of engagement, representation, and expression. “When teaching a vocabulary lesson, for example, students can either share out an answer verbally, using a gesture, exchanging a picture, or using a voice-output device,” she explains. This approach exemplifies how UDL meets the diverse needs of students by offering different ways for them to express themselves and engage with content. Whether it’s through movement, writing, or hands-on activities, Dana believes that students should be given the opportunity to demonstrate their knowledge in ways that make the most sense for them.
As Dana explains, UDL is not just a framework—it’s a mindset that informs all of her work. “The spirit behind UDL is to mitigate obstacles to learning for all students, regardless of ability,” Dana says. “When UDL is implemented with authenticity and fidelity, the entire learning community is inherently elevated.” In her role as an administrator, Dana helps guide teachers in the use of these principles to ensure that every student, from preschool through to high school, has the support they need to thrive academically and socially.
One of Dana’s key initiatives has been to support Seaford’s commitment to inclusion by equipping classrooms with the resources needed to help students with special needs fully participate in the general education environment. The district has successfully launched two cohorts of students in its 8:1:2 kindergarten classrooms, and Dana is currently planning for a third cohort of students to transition from self-contained preschool settings. In order to support this transition, Dana is seeking funding from the Kerry Magro Grant to purchase necessary supplies such as adapted art materials, iPads with communication apps, small travel bags, and other consumable materials. These resources will allow the students to engage in schoolwide events and activities, helping them feel connected to the larger school community.
Dana’s belief in the power of collaboration and creative problem-solving has been key to the success of the district’s inclusive initiatives. A recent success story from Seaford’s newest 8:1:2 kindergarten class highlights the importance of teamwork and persistence. The students in this class, all of whom have autism, faced significant challenges with transitions, particularly when moving between activities. At the beginning of the school year, the team, which included the special education teacher, behavior analyst, and special area general education teachers, decided to implement a “push-in” model, where special area teachers would come to the classroom for instruction. While this approach was initially seen as a temporary measure, it allowed the team to develop a structured plan for students to leave the classroom and engage in special area subjects.
Through collaboration, they developed visual charts, social stories, and reinforcement systems to support transitions. Small travel bags were created for each student to help them manage these transitions more effectively. Special area teachers also began their lessons in the students’ classrooms before walking the students down to art, gym, or music. The teachers would then return to the classroom for a second adapted activity. By systematically collecting data on these transitions, the team was able to make informed decisions on the activities and duration of task-time, helping students adjust gradually.
The results have been remarkable. As the year progressed, the students became more comfortable transitioning between classrooms and participating in special area activities for longer durations. The team has also worked together to create adapted experiences for schoolwide events, such as a modified pumpkin patch, an Autumn Classic athletic event, and a Halloween Parade. Most notably, these students, who once faced challenges with basic transitions, are now not only making academic progress but are also becoming active participants in the school community.
As the administrator overseeing this inclusive initiative, Dana is in a unique position to support and guide these efforts. “It’s a privilege to field creative ideas and support the execution of these endeavors,” she says. “When teachers work collaboratively, students benefit in ways that we never could have predicted. Inclusion is not just about providing access to the curriculum; it’s about helping students build relationships and feel connected to their peers.”
Through Dana’s leadership and the district’s ongoing commitment to inclusion, students with special needs at Seaford Union Free School District are not only succeeding academically but are also finding their place in the fabric of the school community. With the support of the Kerry Magro Special Education Teacher, Therapist, and Aide Grant, Dana hopes to continue expanding these efforts, ensuring that every student has the resources and support they need to thrive.
