Navigating Diversity and Inclusion in Special Education: A Conversation with Nicole, CEC Diversity Committee Member
In the ever-evolving field of special education, fostering an inclusive and supportive environment for diverse learners is crucial. Nicole, a seasoned special education teacher, current member of the Council for Exceptional Children (CEC) Diversity Committee, and National Board Certified Teacher, has spent over a decade in the classroom helping students with varying needs and backgrounds succeed. We sat down with her to discuss her journey, her approach to diversity and inclusion, and how being part of CEC’s Diversity Committee has shaped her work.
Nicole’s Role in the Classroom: A Passion for Supporting Diverse Learners
Nicole’s career as a special education teacher spans 12 years, during which she has taught in both private and public-school settings. Currently, she teaches 6th grade in a public school in New York, a critical transition year where students face the challenges of moving from elementary to middle school. "It's a big transition year, and it can be overwhelming and scary for students," she says. "I love being a happy, supportive presence for them during this time."
Nicole's role has shifted over the years, from being a self-contained math, Science and ELA teacher to running academic support classes for IEP goals. While she still spends part of her day in the self-contained classroom, she also now works as part of an integrated co-teaching team (ICT) model. "In my second year of ICT, I’ve been pushing to revamp the program to better suit my students’ needs," she explains. "Right now, I co-teach science and social studies, which is both challenging and rewarding."
What Motivated Nicole to Join CEC?
For Nicole, the motivation to become involved with CEC was deeply rooted in her commitment to improving educational practices and supporting students. "It’s always been about the students first," she explains. Early in her career, she became passionate about understanding disabilities and differences in learning. "Even in my first five years, I realized that teaching and research are constantly evolving. I wanted to stay up to date on best practices and find ways to connect with others who share the same commitment."
Nicole first encountered CEC during her master's program at the University of Virginia, where she studied High-Leverage Practices (HLPs) for special education. "I remember reading a CEC text on HLPs, and it was transformative for me," she says. "It reinforced my life mantra: leave things better than you found them—whether that’s for my students or for the field of education."
Approaching Diversity in the Classroom
As a special education teacher, Nicole understands the importance of supporting students from diverse cultural, linguistic, and socioeconomic backgrounds. "It can feel overwhelming," she admits. "With just six students, I still might have six different learner profiles and backgrounds." However, she believes that building strong relationships with her students is key to their success. "Connection is everything. If you don’t have a connection with your students, progress will be limited."
Nicole also stresses the importance of viewing families as collaborators in the educational process. "If we aren’t seeing families as partners in their children’s education, we are failing," she says. "They know their children better than anyone, and we need to work with them to create an inclusive and supportive environment."
One of her key insights is the need for teachers to constantly reflect on how they connect with their students. "We need to change our pedagogy to meet the needs of today’s learners. If students aren’t motivated by grades, what are they motivated by? Our connection must be what gets them the extra mile."
Nicole is a big advocate of trauma informed pedagogy, and shared that in recent years she's leaned heavily into understanding intersectionality and the role that it plays in the personal and academic lives of the learners in front of her. "When we think of trauma informed teaching, we often think of the trauma students experience outside of school. The harsh truth is that school can be a very traumatizing place for students who think and learn differently" Nicole adds. "And that's true not just for students but their families, as well". She believes that nurturing relationships with caregivers is equally as important as with students. "The rhetoric around our field is alarming, and I firmly believe we need to change it. Recognizing and supporting the trauma our students and their families have experienced at the hands of our educational systems is a big step in rebuilding trust". That trust, Nicole feels, is essential to making the academic and social-emotional progress we aim for with our students who think differently.
Connection with caregivers and students helps all teachers, general or special education, service providers, and professionals focus on what matters most. Nicole is a big fan of "getting down to the function of the behavior", which often requires a strong connection with families. "When the trust is there, and the communication flows regularly, parents want to share their child's experiences and emotions with us. When they do that, we can get a full picture of what's happening, allowing us to identify what supports will best solve the challenge at hand." Nicole says, adding "You can't choose the appropriate interventions if you don't know what you're intervening". Having a rich knowledge of diversity and equity can help us create inclusive spaces for caregivers, Nicole believes. That knowledge gets put to use when special educators and social justice advocates set the tone for meetings with their colleagues, bringing to light potential biases and discomforts our families may feel during the meeting. Recently Nicole shared, she attended a meeting with a teaching team and a mom whose son was struggling with impulsivity in the classroom. Because of the tone of the teaching team and the strong relationship the team had with the child's parent, she was comfortable sharing that he was struggling to connect socially outside of school. "What looks on the surface like attention seeking behavior often turns into something else when we dig deeper. And what a beautiful flip it is when we reframe attention seeking as connection seeking" says Nicole.
The Role of CEC’s Diversity Committee
Nicole's work with CEC’s Diversity Committee plays an important role in helping her navigate the challenges of supporting diverse learners. "As a white female, I’m aware of my privilege," she shares. "Being part of the Diversity Committee has made me an ally and helped me to be more confident in navigating issues related to race, equity, and inclusion in the classroom."
She explains that the committee’s work helps her stay informed about current issues in special education and offers research and strategies that she can apply in her own teaching. "The committee pushes me to be a better educator and to help support my colleagues as well," she says. "It's also an exciting opportunity to uplift the voices of special educators of color and improve outcomes for their students."
Serving on CEC’s Diversity Committee has been one of the most rewarding aspects of Nicole’s career. "The work is action-oriented," she says. "We get to approve grants for social justice projects, and being part of the review process is so validating. It’s fulfilling to know that the initiatives we’re working on are making a difference."
While it’s not always easy to see immediate results, Nicole finds the work worthwhile because it drives change in meaningful ways. "Sometimes you plant seeds and you don’t know if they’ll grow, but the small victories are worth it," she says.
Nicole is also involved in her school’s Diversity, Equity, and Inclusion (DEI) team, working on projects that support marginalized communities and build networks for educators of color. "It’s a layered experience—learning from others, supporting each other, and growing together," she says.
Staying Current on Best Practices
Continuing education is a cornerstone of Nicole’s teaching philosophy, and CEC’s professional development opportunities have been instrumental in keeping her up to date. "I’ve found CEC’s convention to be top tier in terms of learning, but not all teachers have access to that level of PD," she says. "That’s where CEC’s member forums and low-cost, low-stakes professional development opportunities come in. These forums allow us to connect with other educators, share strategies, and find solutions to challenges we face in our classrooms."
In addition to these forums, Nicole makes use of resources like TEACHING Exceptional Children (TEC) journal, which help her integrate new research into her daily practice. She keeps this by her desk and encourages other educators to do the same for those quick 5-10 minutes available for low hanging PD fruit.
Advice for New Special Education Teachers Passionate About Diversity and Inclusion
Nicole’s advice for new special education teachers is straightforward: "Start small and local." She emphasizes the importance of understanding the community you serve. "Get to know the community—what holidays do they celebrate, what do they do when they leave the building? Understanding your students and their families is crucial to fostering an inclusive environment."
She also encourages new teachers to be mindful of the sources they turn to for learning about diversity and inclusion. "When you want to learn about a group, learn from that group. Amplify their voices and experiences, don’t make it about your own," she advises.
Nicole also recommends using manageable goals, such as focusing on one or two standards in social justice or diversity, to make the process feel less overwhelming. One key resource she has found of utmost importance is from a Learning for Justice presentation on the social justice standards. She emphasized that this work can be quite overwhelming to educators and can even cause them to silence their voices. She grounds herself in remembering that the presenters taught them to focus on 1-2 standards for the entire school year, acknowledging that this work will continue much past her lifetime, and it is more about the legacy we leave behind than the immediate return on investment.
"The work will never be done, but every small step counts," she says. "Maya Angelou said it best: 'Do the best you can until you know better. Once you know better, do better.'"
Encouraging Others to Get Involved in Diversity and Inclusion
When asked how she would encourage others to get involved in CEC’s Diversity Committee, Nicole emphasizes starting with what’s in front of you. "Start with what matters to you and let that momentum carry you forward. The inequities are everywhere, and even small actions can make a big difference."
For those who are hesitant about the time commitment, Nicole encourages them to consider smaller contributions. "If you’re feeling overwhelmed, there are still ways to get involved," she says. "Even a little bit of time matters, and your voice is needed."
If you’re interested in getting involved or learning more about the work of CEC’s Diversity Committee, visit our committees webpage for more information. Not ready to join a committee just yet but you’re inspired to support in some manner? Complete your volunteer square profile today and indicate areas you are interested in volunteering to work with CEC on.
Nicole’s journey as a special education teacher and her involvement in CEC’s Diversity Committee reflect her deep commitment to making education more inclusive and equitable for all students. Whether you're a new teacher or a seasoned educator, Nicole’s insights remind us that every small step toward diversity and inclusion counts. Nicole may be contacted at [email protected].