NEWMAN – In the daily bustle of activity on local school campuses, one group of educators go about their work with little public fanfare – but with a particularly profound impact on the lives of the students they serve.

More than 30 classroom teachers, aides and specialists – often working closely with general education classroom teachers – devote themselves to serving students with special needs in the Newman-Crows Landing Unified School District.

Today (Thursday), special education professionals across the state are being acknowledged by the California Organization for Special Educators during its designated “Day of the Special Educator.”

It is, district administrators say, well-deserved recognition for a group of dedicated professionals.

The umbrella of special education covers a full gamut of student needs, from those in need of speech therapy or the support of a resource class to those with more severe learning disabilities or health-related needs.

Collectively, district Director of Curriculum Jeri Hamera said, those involved in special education share a collective goal which transcends individual accomplishment.

“There is a real lack of ego in the special education department. It’s not about how good ‘I’ can be. It’s about how we can perfect what we are doing,” she remarked. “There is also an outstanding bond between teachers and the support staff. It is a very tight community.”

As demanding as special education can be, Hamera added, it is also deeply rewarding to those who choose the profession – or to those guided by fate to the special education classroom.

Their ranks include Randy Rocha, a resource teacher at Orestimba High School, and Aaron Souza, who teaches a special day class at Hunt Elementary.

Neither envisioned themselves in special education when they decided to pursue teaching careers, but both have found their calling in working with special needs students.

Rocha accepted a position as a business teacher at OHS seven years ago when trading a corporate position for an educational career.

“That was my passion,” he said of the business class.

But the business teacher position was eliminated after a year, and Rocha agreed to take a resource job.

Before the first day was out, Rocha knew he had found a new passion.

His contributions have earned the recognition of his peers in education. Rocha is one of nine finalists for the Region 6 California League of High Schools Educator of the Year Award. Finalists were honored and a winner announced at a dinner Tuesday night.

In his time at Orestimba, Rocha has seen significant strides in the special education program.

As a resource teacher, many of Rocha’s students are in general education classrooms through most of the day; he provides necessary support in specific subjects as needed during the time he has those students.

The working relationship between special education and general education teachers is strong, he added, as the educators collaborate to create as many opportunities as possible for students to be involved in a general education setting or programs.

“It is very team oriented. We work with the staff, the administrators and the parents,” Rocha explained.

He works with students not only to hone their study skills for success in general ed classrooms, but on skills and plans for success in life after high school.

“We don’t want students just to cope,” said Rocha. “We want them to be accountable, to be self-advocates in communicating with their other teachers and learning life skills. I want them to be able to say, ‘This is how I’m going to be successful; this is what I’ve got planned’.”

He also monitors about 25 special needs students, conducts meetings to review the individual educational plan (IEP) for each student and works closely with families. Each special education teacher has their own caseload to manage in addition to their classroom teaching responsibilities.

Souza planned to be a history teacher, but his career path also took an unexpected turn – one that he has never regretted.

“It is a unique way to impact a child’s life,” commented Souza, who taught at a Modesto school for emotionally disturbed students for two years before coming to Hunt this year. “I never thought that I would be teaching special education; now I would never go back to a mainstream classroom. It has changed my perspective on life.”

Souza has 18 students in grades 2-5 in his special day class, which is more self-contained than a resource class.

“My students spend 60 percent or more of the day in the special day class,” Souza noted.

Working with parents is a significant part of their responsibilities.

“The gifts these children bring are remarkable, and because of the relationships you have with the parents you get to know the special things that the kids and their family have to offer,” Hamera remarked. “We have some phenomenal parents. They not only stay involved to make sure that the IEPs are being implemented and we are meeting their children’s needs, but they are quick to support us and assist us at home.”

Hamera said that about 7 percent of students in the district have individualized education plans, meaning that they are designated to receive special services.

Not all those services are provided locally, as 35-40 students attend educational programs outside the district.

The district’s goal is to reduce the number of students on IEPs to 5 percent through intervention and support programs.

Hamera said the district currently employs 11 resource and special day class teachers, nine classroom aides, 10 one-on-one aides working locally plus others assigned to NCLUSD students receiving outside services, a psychologist and a speech pathologist. A part-time psychologist and speech therapist supplement the services provided by the full-time district employees.

Those staff members, Hamera and Superintendent Rick Fauss said, are the backbone of a highly-regarded special education program.

“Often the parents of our special needs students are deeply involved with their child’s education because of the challenges they know he or she will be facing,” Fauss commented. “The special education teacher is the one person they trust to prepare their child for a productive life in society. That level of trust is earned over time. I am proud that our teachers have earned that place of honor with with parents and students.”

As a special education teacher, Rocha reflected, his most meaningful reward is seeing his students overcome barriers to success.

“I get emotional when I start talking about my students, or when I hear that somebody is doing well in college or at work,” he commented. “That makes it all worthwhile.”