Interview: Teacher of the Year Finalist Megan Gross on Embracing Students With Severe Disabilities
The power of working with adults who have special needs and the impact of a simple act like signing their name inspired Megan Gross to pursue a career in special education. With nine years of experience, Gross currently teaches at Del Norte High School in San Diego. She is passionate about providing students with disabilities opportunities to participate in challenging academic classes. Gross believes that now is the time for our society to fully embrace students with significant disabilities. Although Gross was not named National Teacher of the Year, she, along with the other three finalists, shared their thoughts with during their final interviews in Washington, D.C. The conversation has been edited for clarity and brevity.
When asked about her motivation to become a teacher, Gross shared that after college, she worked in a group home for adults with developmental disabilities. One of the residents, who had Down syndrome and Alzheimer’s, would often forget her due to her new staff position. However, Gross recalls a particular day when this resident spoke passionately about his teacher teaching him how to write his name in cursive. This moment made her realize the profound impact a teacher can have on someone’s life. It inspired her to pursue special education and support younger individuals with disabilities, helping them develop lifelong skills.
Gross’s national platform, if she were named National Teacher of the Year, would focus on inclusion for students with significant disabilities. She believes that it is essential to fully embrace these students in general education classes and prioritize their academic growth. Gross highlights that significant progress has been made in understanding and appreciating the strengths of people with disabilities in recent decades. However, there is still work to be done in terms of academic inclusion and providing access to grade-level content. She emphasizes the need for policymakers to focus on creating assessments that align with standards and are accessible for students with severe disabilities. This will help demonstrate their growth and progress.
Regarding the current education climate and the roles of President Trump and Secretary DeVos, Gross believes that her experience of working with colleagues who are new to inclusive education gives her a unique perspective. She advises President Trump and Secretary DeVos to listen and learn from educators like her, who have experience in inclusive classrooms. It is important for them to prioritize and support inclusive education initiatives, as they have the potential to make a positive impact on students with disabilities.
I believe that all good teachers have a desire to improve and strive to do their best. In 2017, it became evident to us that we need to demonstrate this to our legislators and education leaders. We need to show them what effective teaching looks like and the best practices that are based on research and actual classroom experience. It is important for us to highlight how educational policies impact the classroom, and this can be achieved by visiting schools across different regions, as schools in D.C. differ from those in Florida, which in turn are different from schools in California.
If there was one thing I wish the public knew about my classroom and my students, it would be the importance of IDEA (Individuals with Disabilities Education Act) and how it positively impacts students with severe disabilities. It is essential for policymakers to recognize the tremendous value of IDEA and understand that it has never been fully federally funded. This lack of funding places a significant burden on states and local education agencies.
We need to acknowledge the incredible potential that lies within students with significant disabilities. They have the ability to learn and can actively participate in discussions surrounding college and career opportunities. It is important for these students to be included in these conversations so that they can contribute to their communities, have access to competitive pay, and obtain integrated employment. Ultimately, we should strive to provide all students, regardless of their abilities, with an inclusive and successful life.
Reflecting on my teaching career, it is difficult to pinpoint a single best moment as every day brings unique experiences. However, one particularly rewarding aspect has been reconnecting with my former students who were in seventh grade when I first started teaching. Through the Teacher of the Year process, I have had the opportunity to follow their journeys on Facebook and witness how education and inclusion have shaped their lives as adults in the community. It is heartening to know that my role in their lives has made a positive impact. One of my former students even wrote a recommendation letter for me for Teacher of the Year, highlighting how being included in education equipped her with skills that she continues to utilize as a community college student. She is able to navigate accommodations and has excelled in her job at a local grocery store, being named employee of the month. It is truly gratifying to see that she still remembers the lessons we discussed in seventh grade. I feel immense pride for all my students, making it difficult to choose just one best moment.
