This spotlight is of Chloe Wise, a Special Education Teacher at Ashley River Creative Arts Elementary School. Chloe 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.
As a Special Education teacher at Ashley River Creative Arts Elementary in Charleston, South Carolina, Chloe Wise has dedicated herself to supporting students with autism, helping them grow academically, socially, and emotionally. With three years of experience in the field, Chloe’s passion for her students shines through in her approach to teaching, and she is now applying for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant, which is run by the nonprofit KFM Making a Difference. This grant would provide essential tools that could significantly impact her classroom and her students’ success, and it would also support Chloe’s ongoing efforts to foster an inclusive learning environment.
To Chloe, the philosophy of “Teaching the Way Our Students Learn” is a foundational principle that guides every aspect of her work. Special education, in her eyes, is all about being a problem solver. Each student has unique needs, and Chloe’s role is to adapt and find creative solutions that help them succeed. Whether it’s designing a new visual aid to promote independence or rethinking classroom structures to accommodate different learning styles, Chloe’s commitment to teaching is rooted in flexibility and resourcefulness.
Her school, Ashley River Creative Arts, supports this inclusive mission by fostering an environment where every student is embraced for who they are, including those with autism. The school integrates arts into the curriculum, allowing students to explore different forms of creative expression. Students in Chloe’s class are not only part of the special education community but also actively participate in general education settings, attending events like PE, music classes, and lunch with their peers. This inclusive approach ensures that students with autism are part of the larger school community, building social skills and self-confidence.
Chloe’s classroom is a place where inclusion thrives, and she is committed to making sure her students have access to the resources and support they need to thrive. She understands that teaching must be adaptable and tailored to the individual. For example, when a student struggles with a specific area, like communication, Chloe finds ways to address those challenges in a holistic way, incorporating both academic skills and social-emotional development into her teaching strategies.
In addition to classroom strategies, Chloe also works to ensure that her students feel valued and included outside of the classroom. She appreciates that inclusion is not only about academic integration but also about social connection, and she fosters this by helping her students engage in all aspects of school life, from performances to recess to school-wide events. Her work is not just about academic success—it’s about creating an environment where all students can flourish, regardless of their individual challenges.
Chloe’s application for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant comes at a time when she is seeking to further enhance the learning experience for her students. One of the major challenges at Ashley River Creative Arts is the lack of proper assessment tools, which are essential for developing targeted IEP (Individualized Education Plan) goals and providing appropriate support to students. The grant would allow Chloe to purchase valuable assessment tools that would help her better understand the specific needs of each student, enabling her to plan more effective interventions.
For example, Chloe wants to acquire an assessment tool that evaluates the language skills of her students. By having access to such tools, she would be able to focus on the most relevant and critical areas of communication, helping students build functional language skills that are applicable to their daily lives. In addition to language assessments, Chloe would also like to invest in tools that assess daily living skills, which are crucial for fostering independence and self-advocacy in her students. With the right tools, Chloe could target specific areas, such as hand-washing or other daily routines, and develop individualized goals that would help students achieve greater independence.
Another important resource Chloe seeks is a speech-generating program for an iPad, such as LAMP or a similar application. Several of her students are non-verbal and currently rely on alternative communication devices during speech sessions. Having a speech-generating program available in her classroom would allow Chloe to build on these speech skills and further develop communication abilities for her non-verbal students, supporting their overall growth and helping them to express themselves more effectively.
One of the most rewarding moments of Chloe’s teaching career came when one of her students—a young boy with autism—learned to communicate functionally for the first time. This student, who had a strong attachment to his toys, often struggled when his toys weren’t available during certain activities. Chloe worked with him to develop a way for him to communicate his need for toys during times when they weren’t immediately accessible, such as during art or computer time.
Through consistent reinforcement, the student began to use functional communication to ask for his toys when they were unavailable. This small change had a significant impact on his behavior, as it led to a reduction in problem behaviors that had previously been triggered by the loss of access to his toys. Over time, this communication skill also translated into his home life. His mother reported that he had started to ask for his toys at home and that his aggression towards his siblings had decreased.
This success story is a testament to Chloe’s dedication to her students and her belief in the power of communication. As Chloe continues to work with this student, her goal is to expand his verbal communication, helping him to ask for more things and even answer questions. The progress he has made so far is a reminder of the profound impact that small victories can have on a child’s life. Chloe is proud of the progress he’s made and is eager to see how far he can go with the right support and resources.
For Chloe, success in special education is not just about meeting academic milestones; it’s about seeing her students develop the skills they need to navigate the world around them. Each step of progress, no matter how small, is a victory. Chloe is deeply proud of the strides her students have made, and she’s motivated to continue her work, knowing that every achievement brings them closer to a future where they can thrive independently and confidently.
As Chloe applies for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant, she is excited about the opportunities it will bring to her classroom. She knows that with the right resources, she can continue to support her students in even more meaningful ways, helping them to reach new levels of success. Chloe’s commitment to teaching the way her students learn, combined with her dedication to inclusion and student growth, makes her an invaluable asset to the Ashley River Creative Arts community.
Chloe’s journey as a special education teacher has been marked by her deep care for her students and her unrelenting desire to find solutions that help them succeed. As she continues to work alongside her students and their families, she remains steadfast in her mission to foster an inclusive environment where every child can flourish, grow, and reach their full potential.
Have Dr. Kerry Magro give a student assembly, staff development for your educators or a parent talk for your parents by contacting him here for more details.
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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.
