This spotlight is of Sarah Watters, an Instructional Aide at Chrysalis Center. Sarah 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 her first year as an instructional aide at the Chrysalis Center, Sarah Watters has already made a profound impact on the students she works with, each facing unique challenges associated with autism spectrum disorder (ASD). Working with students in grades 1-3, Sarah has embraced the philosophy of “Teaching the Way Our Students Learn” to create an inclusive, supportive environment where each child can thrive. She is now applying for the Kerry Magro Special Education Teacher, Therapist, and Aide Grant, run by the nonprofit KFM Making a Difference, to further enhance her classroom and better meet the individual needs of her students.
At the Chrysalis Center, Sarah works with a team of professionals dedicated to providing personalized education to students with autism. The center serves children from preschool through 12th grade, offering a range of specialized services to support students with diverse needs. As part of a committed staff, Sarah’s role is critical in helping students develop academic, social, and communication skills. She has quickly realized that the key to success lies in meeting students where they are and providing them with the tools and strategies they need to reach their potential.
Teaching the Way Our Students Learn
For Sarah, “Teaching the Way Our Students Learn” is more than just a philosophy—it’s a guiding principle that shapes every aspect of her teaching. She believes that every child is unique, and that education must be tailored to meet their individual needs, strengths, and challenges. In the context of special education, particularly for students with autism, this approach means creating an environment where students feel supported, understood, and respected.
Sarah applies this philosophy through a flexible, individualized approach to teaching. She explains, “Rather than sticking to a rigid method, it’s about being flexible and finding what works best for each student to help them succeed.” This means using differentiated instruction—offering students multiple ways to access the same content. For example, when teaching a lesson about identifying coins, Sarah might use matching techniques for some students while others work with real coins to “buy” reinforcing items like stuffed animals. This flexibility ensures that every student can engage with the lesson in a way that suits their learning style.
Sarah also uses a range of visual aids and hands-on activities to make learning more accessible. Many students with autism respond well to these tools, as they provide concrete, tangible ways to understand abstract concepts. In math lessons, for example, Sarah might use blocks or interactive apps to explain addition or multiplication. By making learning more visual and interactive, she helps students better understand complex ideas in a manageable way.
Creating a positive, structured classroom environment is another key aspect of Sarah’s approach. She emphasizes the importance of predictability and routine, using visual schedules to help students feel more in control of their day. By offering choices and using positive language, Sarah fosters a sense of autonomy in her students, which in turn boosts their confidence and engagement. She also encourages peer interactions to help students develop social skills, an area where many students with autism face challenges.
For Sarah, “Teaching the Way Our Students Learn” is not just about adapting lesson plans, but about building relationships with students, understanding their needs, and creating an environment where they feel safe, valued, and supported.
A Success Story: Encouraging Communication and Reading Through AAC
One of the most rewarding moments in Sarah’s classroom came when she worked with a non-verbal student who uses an Augmentative and Alternative Communication (AAC) device to communicate. This student had difficulty consistently using the device to express themselves, which posed a challenge for one of their Individualized Education Program (IEP) goals—reading kindergarten-level texts and demonstrating reading comprehension.
Initially, Sarah found it difficult to assess whether the student was truly reading and comprehending the text. The student would point at each word as they read, but without verbal or AAC responses, it was unclear whether they were fully grasping the material. Determined to help the student meet their goal, Sarah came up with a creative solution: she wrote a simple, personalized book about animals and their actions—topics the student was interested in—and included illustrations alongside the text to make it more engaging.
In the story, Sarah selected animals and actions that were easily represented on the student’s AAC device. She then demonstrated how to tap the corresponding words on the AAC device as they read through the book together. After a few rounds of this practice, the student began to independently “read out loud” by tapping the words on their device. It was a breakthrough moment: the student was actively engaging with the text and demonstrating reading comprehension through their AAC device.
Now, the student frequently requests the “animal book” and has made significant progress in reading other simple books with the help of their AAC device. Not only has this approach helped the student with reading comprehension, but it has also encouraged them to use their AAC device more consistently as a communication tool.
This success story highlights the importance of creating personalized, interest-based learning experiences for students with autism. By tailoring the lesson to the student’s interests and using their preferred method of communication, Sarah was able to create an engaging and effective learning experience that helped the student reach their goal. It’s a testament to the power of individualized education and the positive impact that flexible, creative teaching can have on students’ lives.
Looking Ahead: Supporting Student Growth with the Kerry Magro Grant
The Kerry Magro Special Education Teacher, Therapist, and Aide Grant represents an exciting opportunity for Sarah to expand her ability to meet the unique needs of her students. With additional funding, she would be able to purchase more individualized learning materials, such as books and tools that cater to the specific interests and learning styles of her students. These resources would allow Sarah to continue fostering a learning environment where every student has the opportunity to thrive, and where their individual strengths and challenges are recognized and addressed.
Sarah’s first year at Chrysalis Center has been one of growth, discovery, and transformation. Her commitment to meeting students where they are, using flexible and creative teaching methods, and building a positive, supportive classroom culture has made a meaningful difference in the lives of her students. As Sarah continues her journey as an educator, she remains deeply dedicated to helping her students succeed—not just academically, but as individuals who feel empowered, valued, and capable. Through her work, Sarah is shaping a future where every student, regardless of their challenges, has the tools they need to reach their fullest 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.
