Everything in Rebekah Ozuna鈥檚 classroom is designed for the little bodies and fast-firing neurons of 3- and 4-year-olds.
Tiny chairs. A carpet for story time. Colorful bins full of blocks and toys. Even the windows are low to the ground so her students can see outside.
Ozuna teaches in an inclusive special education setting at Knox Early Childhood Education Center on San Antonio鈥檚 South Side. Half of her students have disabilities; half don鈥檛.
Two years ago, one of her students, Naomi Campos, made the teacher take a closer look at her priorities. She realized that sometimes the way she taught didn鈥檛 fit her students, as well as her classroom, does.
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Ozuna had been teaching special education for six years when 3-year-old Naomi came zooming into her classroom at a Meet the Teacher event and started pulling books and toys off shelves.
鈥淪he just came right in full force,鈥� said Ozuna with a laugh. 鈥淢om was a bit emotional 鈥� crying, trying to fill out paperwork, and Dad鈥檚 patting her on the back going, 鈥業t鈥檚 okay. Everything鈥檚 fine.鈥� And Naomi鈥檚 like tearing up the room.鈥�
Naomi鈥檚 mom, Rebecca Campos, remembers Ozuna reassuring her that her nonverbal, strong-willed daughter would adjust to school.
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鈥淢y husband and I were so worried that she was either going to stay where she was: Barely saying one, two, three; barely saying A, B, C 鈥� or continue to move back, or not even want to try, or just shut down,鈥� Campos said.
Naomi was developmentally delayed by two years, and even further behind in speech. She was 3, but Campos said she spoke like an 8- or 9-month-old.
The first few weeks of school were a struggle for Naomi. She didn鈥檛 want to leave her mom鈥檚 side, and often threw herself on the floor when she arrived.
鈥淭he very beginning, it was a lot of yelling. A lot of, like, stomping the feet and maybe slamming the hands on the lap,鈥� Ozuna said. 鈥淲e鈥檇 walk over to her, and it would be like, 鈥榯eacher, teacher, no.鈥� 鈥� Again, very bold to say, 鈥楴o.鈥� 鈥�
Ozuna said that happened pretty much every day for the first two months. Nothing the teacher said or did made a difference.
鈥淚 could easily write those things down and say, 鈥楽he needs a more restrictive environment. She鈥檚 throwing blocks in class. She鈥檚 going to hurt somebody.鈥� And I didn鈥檛 want to do that,鈥� Ozuna said.
Then, the time came for first quarter report cards. The results were discouraging.
鈥淚 looked at where she was, pacing wise, within her own goals and objectives, and she wasn鈥檛 there. Some of the items for doing shapes and letters and counting, they just 鈥� they weren鈥檛 there,鈥� the teacher said.
Ozuna realized that if she didn鈥檛 find a way to reach Naomi, the 3-year-old would continue to speak and act like a 1-year-old.
Naomi wasn鈥檛 learning because she wouldn鈥檛 participate in class, but harping on her to change her behavior did nothing. So Ozuna went back to the drawing board.
鈥淚 started to change my (way of) thinking (from) making sure that she鈥檚 in compliance with everything that we do in the day to: 鈥楢m I meeting her needs with a child with a disability?鈥� 鈥� Ozuna said. 鈥溾�楢m I going off of her abilities in our classroom? Am I using her strengths in our classroom?鈥� 鈥�
Naomi likes to take charge, so Ozuna started giving her opportunities to be a leader, like being at the front of the line to guide students to activities.
鈥淚t was an easy transition for (Naomi) in terms of: 鈥極h finally, now she鈥檚 going to listen to me. ... And: 鈥業鈥檝e been trying to show them the whole time that I could do this stuff,鈥� 鈥� Ozuna said. 鈥淚t kind of just threw her through a loop that we were a little more accepting of different things she was doing.鈥�
Naomi likes to be active, so during story time, Ozuna had the 3-year-old help tell the story by acting it out.
鈥淚 saw her go from like hiding in the classroom or saying she had to go to the bathroom just to escape it, to being included,鈥� Ozuna said. 鈥淚f you think about children who are like completely nonverbal and don鈥檛 have a lot of language, and they鈥檝e never been able to make connections and share that kind of stuff, getting to share that kind of success with mom and dad was huge for us.鈥�
By the end of her first year in pre-K, Naomi鈥檚 mom said her daughter was excited to go to school.
鈥淪he popped up like a rocket. They saw what things interested her, and they used that to get to her little brain,鈥� Campos said.
By the end of her second year in pre-K, Naomi had almost caught up to where a 5-year-old is expected to be developmentally. She was speaking, singing, counting and speaking in full sentences.
Looking back on it now, Ozuna said sometimes she thinks about what would have happened if she hadn鈥檛 been able to reach Naomi. The preschooler would have ended up two, three, four years behind her peers. And that would have set the bar lower for the rest of her academic career.
鈥淚 feel like she came a long way,鈥� Ozuna said.
Campos said Naomi sees a behavioral therapist and still has a slight speech delay, but the school decided she was ready for a general kindergarten classroom instead of a special education class.
Even though Naomi has a different teacher this year, she and her mom are still close with Ozuna. A picture of Naomi鈥檚 preschool class hangs on the wall by the kitchen table, and kindergartener likes to point out her former teacher.
Her mom says she had a bit of a rough start at school again this year, but whenever she starts to worry she texts Ozuna and she鈥檚 reminded how far Naomi has come.
This story is part of the "What My Students Taught Me" podcast, and was produced in partnership with the Teacher Project at Columbia Journalism School.
Camille Phillips can be reached at Camille@tpr.org or on Twitter
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