This spotlight is of Jessica Borkowski and Samantha McClurg, Special Education teachers. Jessica and Samantha are applying for The 2026 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 and learn more about my autism journey from nonspeaking to professional speaker in the video below.
Jessica Borkowski and Samantha McClurg are special education teachers at High Point Regional High School in Sussex, New Jersey, where they work with students in grades 9–12. Together, they support a classroom of 6–9 students with diverse needs including autism, Down syndrome, ADHD, cerebral palsy, communication impairments, and severe intellectual disabilities.
For Jessica and Samantha, the philosophy of “Teaching the Way Our Students Learn” begins with meeting students exactly where they are and building upon their strengths. Their classroom includes students with a wide range of learning styles and communication methods. Some students use AAC devices, while others communicate through sign language, gestures, or verbal language. Students may also require additional physical accommodations such as wheelchairs, braces, modified writing utensils, or extra time to complete tasks.
Because every student communicates and learns differently, Jessica and Samantha design lessons that allow students to demonstrate understanding in multiple ways. Some students might write a sentence to show comprehension, while others might point to pictures, arrange visual symbols to create a story, or present their understanding through a project or poster. They also see value in using tools such as a document camera, which allows verbal instructions to become visual, step-by-step demonstrations that students can easily follow. This tool would also allow students who use AAC devices to share their work with the class and participate more fully in daily lessons.
Movement is also an important part of learning in their classroom. While some traditional classrooms might see movement as distracting, Jessica and Samantha recognize that movement can be essential for many neurodivergent students. Sensory input can help students stay focused, regulated, and engaged during lessons.
Currently, their classroom is set up as a traditional learning space with individual desks and plastic chairs. However, they hope to transform this environment into a more responsive space that supports the sensory and physical needs of their students. If awarded the Kerry Magro Special Education Teacher Grant, they plan to purchase adaptive seating options such as wobble chairs, rocking chairs, and swivel chairs. These options would help students who benefit from movement remain focused at their desks without needing to leave their seats or seek sensory input that may distract their peers.
Jessica and Samantha also shared a powerful success story about a student in their classroom who communicates using assistive technology. The student uses an iPad and works closely with the classroom team and speech therapist to ensure their communication system reflects the topics being covered in class. Previously, when asked questions, the student would typically repeat words heard from others or choose the second option when given two choices.
Through consistent support and collaboration with the speech therapist, the team has worked to expand the student’s communication abilities. Recently, the student independently brainstormed and created their own “what” and “who” questions related to spring, something that previously required significant prompting. Shortly afterward, when asked what skill they would most like to wake up and be good at, the student independently responded: “drumming.”
This moment was incredible for the classroom team, as it demonstrated the student’s growing independence and expressive communication skills. The student can now also independently say hello and goodbye to teachers and remember their names—milestones that represent tremendous growth.
Jessica and Samantha believe their classroom should reflect the brilliance and individuality of their students. With the help of the Kerry Magro Special Education Teacher Grant, they hope to begin transforming their classroom from a traditional space into one that truly reflects the needs of their neurodivergent learners.
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.
