Student Spotlight: Zellanye Hutchins

Student Spotlight: Zellanye Hutchins

Program: Special Education (Ed.S.)

Hometown: Blakely, Georgia

When did you first discover your passion for working with children with special needs?

I have been comfortable rubbing shoulders with persons with disabilities for as long as I can remember. I was really close to my aunt who possibly had a dual diagnosis of mental illness and intellectual disability. She was my playmate and first friend.

In college, I volunteered at a sheltered workshop and just enjoyed being present with persons with disabilities. My major was education, but I didn’t realize that I wanted to work in the field of special education until I was a substitute in general education elementary classroom. I was certain that it was not who I wanted to be with and applied to the special education program at Florida State University.

Tell us about a memorable experience you’ve had as a teacher.

There are so many memories after teaching for over 29 years! One memory in particular involves one of our students who had great self-care skills and typically went about his morning independently. One day, he laid down to go to sleep which had never happened in the five years that I’d known him. He looked staff in the eye and said he needed help; he needed the doctor. As it turned out, his skull was cracked. He didn’t have the language to describe how he got hurt, but he was able to ask for help. This is probably the most important skill that student can gain—to tell someone that they need help or to have a way to advocate for themselves.

What has kept me coming back year after year is the encouragement I receive from my students’ achievements. While they make gains academically, it’s the additional things, such as learning to communicate in socially acceptable ways, that keeps me going.

What made you choose FSU for your degrees?

Honestly, I chose FSU for my bachelor’s and master’s because it was close to home. I received my B.S. and M.S. in the early 90s, but I kept working at my craft, taking advantages of opportunities to learn more. In 2019, I decided to pursue my specialist degree after I was presented with information about the K-12 Individuals with Developmental Disabilities (KiDDs) grant project. The purpose of this grant was to prepare current teachers to better support students with extensive support needs to be active learners in general curriculum classrooms. Even though my students were not going to be included in general education classes, I wanted to see what new information was floating around in special education and if there was anything that could be used with my students that needed extensive support. I was so excited to hear that there have been many gains in establishing evidenced-based practices for students just like mine. For the first time, I felt that my students were the focal point of the knowledge that I was gaining instead of being an afterthought. As a result of what I’ve learned, I’m ready to have a greater impact than just in my classroom. I believe I will have the skills to help others in their quest to engage students in high-quality instruction, providing them multiple opportunities to respond and show what they know.

Tell us about your research.

My research interest lies in impacting instruction for students with extensive support needs by supporting paraprofessionals through professional development in evidence-based practices. I am targeting paraprofessionals because they are a valuable resource. While they may not be the teacher of record, they are most definitely teachers. Paraprofessionals enter special education classrooms because they want to help students, but often they are ill-prepared. Like all of us, we are left to our personal experiences apart from training and being presented with new knowledge. Students are placed in special education because they need more than what works for the general population. If we want paraprofessionals to make the biggest positive impact in our classrooms, we must provide training for them in evidenced-base practices. Just like teachers, paraprofessionals may not be paid their worth, but if they see their students making progress, they will keep their commitment to help students because they see that they are making a difference.

What are your plans for after graduation?

I plan to continue to serve students with extensive support needs in some way. My skill set is highly specialized, but I know there is a need to share what I’ve learned. I would really like the opportunity to partner with teachers of students with extensive support needs to help them provide rigor using high leverage practices.

What advice would you give to someone thinking about becoming a special education teacher?

I tell teachers to examine their hearts to ponder why they are considering being special education teachers. They must want to do it to serve students. One critical aspect of special education is progress monitoring. While on the surface it may seem like a chore, it allows you to see how far your students have come. When you can see their achievements in color, it really motivates you and validates your practice.

Anything else you’d like to add?

All students need good teachers. Students with disabilities need the best and brightest teachers. This is a profession that makes a difference. It’s not easy, but the students are worth every effort.

Zellanye Hutchins