For special education teacher Britni Maddocks, education is not just about the academic skills that students acquire in her class. “It’s about shaping the whole individual,” said Maddocks, an integrated co-teaching 1st-grade teacher with the Autism Nest program at PS 59 on Staten Island.

Working with elementary school students on the autism spectrum was not Maddocks’ original plan. Though she always knew she wanted to be a teacher, she thought that her love of math would lead her to a career as a high school educator. But Maddocks developed a particular interest in and empathy for younger children with disabilities during the three years she spent working as a paraprofessional like her mom.

She said she came to believe that there was “more for me to do in that setting, given that they’re so young and ready to absorb so much. I want to lay the foundation of their education from the start.”

Maddocks, who is in her third year of teaching, takes a strengths-based approach to assessing her students’ needs. In her ICT classroom, she and her co-teacher, Gina Demontreux, have developed a culture of support and appreciation for each student’s unique skills and interests. The class participates in compliment circles for children’s birthdays, and Maddocks emphasizes social-emotional learning for all students.

“We work on manners and on being kind,” she said.

Maddocks routinely asks students to write an “About the Author” to accompany a classmate’s writing assignment. “They have to think about something special about the other person — their favorite color or that they like to play trains,” she said.

This strategy of building students’ confidence and assuring them that the classroom is a safe, supportive space has yielded results.

Christina Rodriguez, the UFT delegate at PS 59, recalls witnessing a recent triumphant moment for a child who was struggling in the transition from a cluster to the classroom and then to lunch. To add to the difficulty, Rodriguez said, “the child had misplaced something he wanted for recess.” It was a stressful moment that could have led to a meltdown.

Maddocks was able to soothe the child by using strategies she knew would work with him, such as getting down on his level. He was able to remain calm, and together they even found the missing item. “And then he said, ‘Thank you, Ms. Maddocks!’” Rodriguez recalled. “This was a child who hadn’t had that kind of language at the beginning of the year. It was touching.”

Maddocks and her co-teacher also attend to the social-emotional growth of their general education students.

“Sometimes it’s difficult with the gen ed kids, because they might look at the special education kids and not know how to respond,” she said.

But through read-alouds and lessons emphasizing the benefits of diversity, the pair has been able to create a culture of acceptance in the classroom.

“Now,” said Maddocks, “everyone can point out the others’ superpowers.”