This spotlight is of Fidah Williams, a Lead Teacher at Ocala Preparatory Academy. Fidah 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.
In the heart of Ocala, Florida, Fidah Williams has spent 28 years shaping the minds and futures of students at Ocala Preparatory Academy, where she serves as the Lead Teacher. Throughout her career, Fidah has specialized in teaching students with a wide range of special needs, including autism, ADHD, learning disabilities, emotional disabilities, and intellectual disabilities. Today, Fidah’s classroom is a testament to the philosophy that education should meet students where they are, adjusting to their unique needs to foster success.
Fidah is currently applying for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant, run by the nonprofit KFM Making a Difference, to continue her mission of individualized education and further enhance the classroom environment for her students. As an advocate for special education, Fidah’s approach is deeply rooted in a personalized, student-centered teaching style that ensures every child is given the opportunity to succeed.
Teaching the Way Our Students Learn
For Fidah, the philosophy of “Teaching the Way Our Students Learn” is at the core of her educational practice. She believes that every child is unique, and that teaching methods must be adapted to meet each student’s learning style, strengths, and challenges. Fidah explains that this approach is not just about adjusting lesson plans but about recognizing and celebrating the individuality of every student.
In her classroom, this philosophy comes to life through a variety of methods designed to engage students at different cognitive, emotional, and physical levels. For example, she incorporates multisensory learning techniques to cater to a range of needs—using visual aids, kinesthetic activities, auditory tools, and hands-on learning experiences. Fidah recognizes that many of her students thrive when they can engage with material through more than just reading or listening. This means creating opportunities for students to interact with the content in ways that make sense to them, whether through movement, tactile activities, or visual reinforcement.
Fidah also places a strong emphasis on fostering independence. She encourages her students to build self-confidence and problem-solving skills by helping them tackle challenges in a supportive environment. Whether a student struggles with fine motor skills, emotional regulation, or academic content, Fidah’s goal is to teach in a way that empowers students to take ownership of their learning, pushing them toward success on their own terms.
By integrating collaborative support from families, therapists, and other professionals, Fidah ensures a holistic approach to education. She views these partnerships as essential to the growth and development of each student. It’s not just about teaching facts; it’s about teaching students to learn, to communicate, and to grow in ways that honor who they are.
A Success Story: Building Confidence Through Collaboration
One of Fidah’s most heartwarming success stories comes from a young student in her K-2 classroom who faced significant challenges with fine motor skills. These challenges made it difficult for him to engage in fundamental classroom activities such as writing, cutting, and participating in math manipulatives. Recognizing the importance of addressing these issues, Fidah teamed up with the school’s occupational therapist, Mrs. Laurel, to design a plan that would support the student’s development.
Together, they introduced a variety of adaptive tools and strategies. For instance, Mrs. Laurel provided pencil grips and spring-assisted scissors, which helped the student gain better control during tasks. They also incorporated fine motor skill-building exercises, such as stringing beads and using tweezers, into the center rotations. These exercises allowed the student to practice essential skills in a low-pressure, natural classroom setting.
The partnership between Fidah and Mrs. Laurel extended beyond just the student. They also introduced class-wide “brain breaks” to benefit the entire class, with activities like finger aerobics and chair push-ups. These exercises not only supported the student with fine motor challenges but also helped all students stay focused and energized throughout the day.
As a result of these collaborative efforts, the student began to show remarkable progress. His writing became more legible, he participated confidently in art projects, and he started to engage more fully in classroom activities. Perhaps the most profound change was in his self-esteem. As his fine motor skills improved, so did his confidence in his abilities, and he began to feel more included in the classroom community. Fidah observed that this progress went beyond physical improvements; it was a transformation in the student’s overall outlook on learning.
This success story is a perfect example of the power of interdisciplinary collaboration in special education. Fidah’s ability to work alongside an occupational therapist, and her commitment to creating an inclusive classroom environment, ensured that the student received the support he needed to succeed. Moreover, Fidah’s openness to learning new strategies and sharing them with her colleagues empowered the entire team to better meet the diverse needs of their students.
The Future of Education in Fidah’s Classroom
As Fidah continues to evolve as an educator, the Kerry Magro Special Education Teacher, Therapist, and Aide Grant presents an exciting opportunity to further enhance her students’ educational experience. With the grant, Fidah plans to expand her use of adaptive tools, collaborate more closely with specialists, and provide even more individualized support to her students. Above all, she remains dedicated to her philosophy that every student deserves to learn in a way that suits them, giving them the tools and confidence they need to succeed both in and out of the classroom.
Fidah’s journey as an educator is a powerful reminder that teaching is not just about delivering content—it’s about meeting students where they are, embracing their uniqueness, and helping them find their path to success. Her commitment to individualized education and her unwavering belief in her students’ potential make her a true champion of special education. Through her dedication, Fidah is not only changing the lives of her students but also paving the way for a more inclusive and supportive educational future.
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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.
