This spotlight is of Joshua Pigott, a Behavior Specialist (Social and Emotional Learning Team) at Highline Public Schools. Joshua 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.
Joshua Pigott, a Behavior Specialist at Highline Public Schools in Burien, Washington, is dedicated to creating a supportive and inclusive learning environment for students with a variety of special needs. With three years of experience in the field, Joshua works with students across grades K-6, focusing on general education support and behavioral interventions. His commitment to fostering inclusive practices and supporting the social-emotional growth of his students is at the core of his educational philosophy. Joshua is currently applying for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant, run by the nonprofit KFM Making a Difference, which would provide essential resources for both his students and the educators he collaborates with.
For Joshua, the philosophy of “Teaching the Way Our Students Learn” is central to his approach to special education. He believes that every student brings a unique set of learning strengths, challenges, and needs to the classroom. This understanding drives his commitment to individualized education and his desire to create learning environments that honor and accommodate the diverse ways in which students process and respond to the world. In his role, Joshua works primarily with students who have Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Down Syndrome, Emotional and Behavioral Disorders (EBD), and other developmental delays. He understands that these students often face barriers to learning that require tailored interventions and strategies.
To Joshua, teaching in a way that meets students where they are means using adaptive strategies, innovative tools, and evidence-based techniques. For instance, students with sensory sensitivities might benefit from sensory-friendly environments, such as quiet spaces or sensory breaks, while students with ADHD may thrive with movement opportunities or hands-on learning. Joshua’s approach goes beyond traditional methods, aiming to create an environment where each student can engage in meaningful learning experiences that are aligned with their specific needs.
This philosophy also requires constant reflection and adaptation. Joshua believes that as educators, we must be open to learning from our students and adjusting our strategies based on their responses. This ensures that the classroom remains dynamic and responsive to the ever-changing needs of the students. Whether through the use of visual schedules, de-escalation techniques, or flexible seating arrangements, Joshua’s goal is to create a classroom where diversity is celebrated, and every student has the opportunity to thrive.
Joshua’s work setting spans multiple general education classrooms, where he collaborates closely with teachers, families, and administrators to support students with special needs. He provides direct support to students, designs behavior intervention plans, and helps educators implement strategies to foster positive behaviors. However, many of the classrooms he supports lack essential tools to effectively address the needs of students with diverse learning styles. Sensory equipment like fidget tools, noise-canceling headphones, and adaptive seating options are often not available due to budget limitations. Additionally, assistive technologies like communication devices are out of reach for many students, even though they could significantly enhance their ability to communicate and learn.
Receiving the Kerry Magro Grant would allow Joshua to provide these essential resources, creating a more inclusive and supportive environment for all students. Sensory tools, communication devices, and flexible classroom setups would not only help students with special needs but also benefit the entire classroom by promoting a more engaging and responsive learning space. Additionally, the grant would allow Joshua to offer professional development workshops for educators, equipping them with the tools and strategies they need to effectively support students with diverse needs. These workshops would focus on evidence-based interventions, behavior management techniques, and inclusive teaching practices.
With the funding from the grant, Joshua would also be able to implement pilot programs that explore innovative approaches to inclusion. For example, flexible classroom configurations could be introduced to better accommodate students’ needs throughout the day, or new assistive technologies could be tested to improve communication for students with speech and language challenges. These programs would serve as models for other classrooms, demonstrating how targeted resources can improve educational outcomes for students who need them most.
One of the most rewarding success stories in Joshua’s career involved a student diagnosed with both Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) who was also experiencing homelessness. Prior to receiving support, this student was disengaged from schoolwork and exhibited frequent behavioral escalations, which made it difficult for them to participate in the classroom. Joshua’s holistic, proactive approach led to a remarkable transformation in the student’s behavior and academic engagement.
The first step in supporting this student was addressing their basic needs. With stable housing and consistent access to food being major concerns, Joshua coordinated with local resources and school programs to ensure the student had access to meals and other essentials. By addressing these fundamental needs, the student was able to feel more secure at school, laying the foundation for learning and growth.
Joshua then worked closely with the school staff to provide targeted professional development, focusing on strategies for supporting students with ASD and ADHD. Staff were trained on creating a predictable and supportive classroom environment, using clear communication, visual schedules, and flexible approaches to assignments. With these new tools and strategies in place, the classroom became a more welcoming and manageable space for the student.
Additionally, Joshua introduced sensory supports, including noise-canceling headphones and structured breaks, to help the student self-regulate. A behavior support plan was developed, focusing on positive reinforcement and proactive interventions. These strategies empowered the student to take control of their learning and behavior, reducing anxiety and frustration.
The results were nothing short of transformative. The student became actively engaged in their schoolwork, and the frequency of behavioral escalations decreased to zero. The student also began forming positive relationships with peers and staff, further enhancing their social and emotional growth. By the end of the year, this student had made significant academic and behavioral progress, illustrating the power of individualized support and a compassionate approach to education.
This success story serves as a testament to Joshua’s dedication to creating environments where every student can succeed. By addressing both the academic and emotional needs of his students, Joshua helps them overcome barriers and realize their potential. This experience also reinforces the importance of collaboration, resourcefulness, and a personalized approach to special education.
Joshua Pigott’s work as a Behavior Specialist is rooted in a deep commitment to inclusivity, early intervention, and personalized support. His work has already made a profound impact on the students he serves, and the Kerry Magro Grant would enable him to further expand his efforts, providing even more resources to help students succeed. With the support of this grant, Joshua can continue to create classrooms that are responsive to the diverse needs of all students, ensuring that every child, regardless of their background or challenges, has the opportunity to thrive academically, socially, and emotionally.
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.
