Former school librarian and current student Danielle Diamond is enrolled in the Department of Special Education’s Paraprofessionals Unlocking Licensure in Special Education (PULSE) program. She was inspired to make a career change by a group of special education teachers and students while working as an early childhood and elementary school librarian. Diamond transformed the educational experience of two special education classes by creating unique and accessible library programming.
The PULSE program is designed for special education paraprofessionals with at least two years of classroom experience seeking to earn their bachelor’s degree in special education and their Professional Educator’s License (PEL) with a Learning Behavioral Specialist 1 (LBS 1) endorsement. This program is fully online with coursework completed both synchronously and asynchronously. PULSE is streamlined from the traditional LBS 1 program and is designed to specifically meet the educational needs of adult learners and capitalize on their experiences as working paraprofessionals.
Diamond started her career in as a public librarian but pivoted to working in schools after the COVID-19 pandemic. She quickly befriended teachers in the special education classes at her first school, but questioned why their classes did not take trips to the library.
“The teachers told me that there were just too many factors which would disrupt the students and their needs, but it still made me sad that the kids couldn’t enjoy all of the books and activities the rest of school could,” said Diamond.
In response, she created a library program specifically designed to include students with disabilities. For thirty minutes a week, Diamond would pack her cart with books and activities, and bring the full library experience to the special education classrooms.
She developed reading and literacy education activities for the students by using and creating adaptive books, or books that have been physically modified to be more accessible. These books make reading comprehension fun and engaging for students with disabilities. Diamond went on to research how to create adaptive materials, and began modifying non-adaptive, popular children’s books for her students. She also provided graphic organizers, sensory toys, and other independent activities for students during library time to practice their focusing skills while also meeting their sensory needs.
Every session included a welcome song, a traditional book read to the class by Diamond, other songs and art activities, and time to engage with adaptive books.
After seeing the success of her programming, she decided to pursue a career change to solely working with students with special needs. After support and encouragement from her previous school administration and special educators, Diamond now works as a high school SED paraprofessional while enrolled in the PULSE program.
The PULSE Program provides her with an affordable opportunity to pursue a teaching license while still feeling supported.
“As it stands, working in education just as a librarian or paraprofessional isn’t sustainable for me, but quitting my job to go back to school isn’t a secure option either,” said Diamond. “Having a way to get my teaching license without putting my life on pause lets me do something I love while still supporting myself and my future.”
Diamond said that while overwhelming, she is enjoying her experience as a PULSE student.
“Until starting classes I had never actually seen an IEP or Individual Education Plan, or any other SED jargon! But what’s exciting is that I get to learn about these patterns and terminology, and then watch them play out right in front of me in the classroom,” she said. “Before, I was trying to teach skills without any practical knowledge, but now I’m actually learning how to teach!”
Her enthusiasm for teaching and her creation of accessible pathways marks Diamond as an outstanding reflection of the PULSE cohort. When asked about her favorite experiences as a PULSE student, she said, “I just love seeing the real-life application of my teaching skills actually working to help these kids, even when I’m just an aid. I’ve come so far as a professional in these last few months, and at the same time I’m watching my whole life change for the better.”
