Rising Stars: Meet Amanda Krell of Firestone

Today we’d like to introduce you to Amanda Krell.

Hi Amanda, we’re thrilled to have a chance to learn your story today. So, before we get into specifics, maybe you can briefly walk us through how you got to where you are today?
My path into special education began unexpectedly after high school in San Diego. A summer job as a paraprofessional opened my eyes to the needs of students with diverse learning styles, and I found a deep connection to teaching. Working within a preschool Autism class allowed me to develop essential skills, and I was genuinely inspired by the dedication of my colleagues.

When my husband and I decided to move to Colorado, it was a seamless transition, and we quickly embraced the outdoor lifestyle. Settling in St. Vrain Valley Schools, I joined a local elementary school, where my commitment to students with Autism and special needs grew.It wasn’t long before the COVID-19 pandemic shifted all us to online learning and significant challenges, particularly for my students with unique learning needs.

The following year, with a new baby and a Master’s in Special Education, I embraced the opportunity to create a “Significant Support Needs” (SSN) classroom. This self-contained environment has proven to be an ideal setting, enabling me to build close relationships with a small, consistent group of students. We grow together, sharing in each other’s experiences.

My students have witnessed my journey as a mother and my ongoing professional development. My dedicated paraprofessionals and I work tirelessly to promote inclusion and equity, empowering our students to reach their full potential. These students have given me a profound sense of purpose, and I am deeply invested in their success.

This year, I’ve taken on roles as a building Union Rep and board member, driven by a strong desire to advocate for these students and protect the work of my colleagues. Students with significant needs deserve unwavering support. I plan to expand my advocacy efforts, collaborating with state legislators and urging our district to prioritize these students, regardless of financial constraints. I am determined to ensure their voices are heard.

Alright, so let’s dig a little deeper into the story – has it been an easy path overall and if not, what were the challenges you’ve had to overcome?
Special education presents a complex and demanding landscape. Managing a classroom of as many as 12 students with diverse academic, social, behavioral, and physical needs ensures that each day is unique and challenging.

My paraprofessionals and I have encountered physical injuries, navigated unexpected situations in various environments, and managed the dynamic and sometimes loud atmosphere of our classroom. Like many special education professionals, we understand that these challenges are inherent in our work.

District and state limitations further complicate our responsibilities because they don’t know what it is like to work in our classrooms, environments, and challenges on a day-to-day basis.

However, for me, the most significant challenge as a special educator is addressing the ignorance and fear that my students often face from those unfamiliar with their needs.

It’s a constant effort to educate and advocate, striving to create a more understanding and inclusive environment for these children.

Can you tell our readers more about what you do and what you think sets you apart from others?
Looking back, those years in Autism-specific preschool and as an RBT(Registered Behavior Technician) with an ABA (Applied Behavior Anaylsis) company really solidified my connection with students on the spectrum. It’s striking how often these students are underestimated, because each one has such unique strengths and focused interests.

I remember one student, a true astronomy enthusiast, who could recall planetary distances and Milky Way facts with remarkable precision. And that was just the beginning! Right now, I’m working with a student, an English language learner, whose interests evolve each year. In kindergarten, he was deeply engaged with complex numbers, many I had never heard of. First grade? He was exploring the world around him through online research of plants, animals, and even his friends’ homes. Now, in second grade, he’s mastering analog clocks and managing everyone’s schedule. He does this all without speaking, using his own effective methods to communicate including a district provided iPad with an Augmented Alternative Communication(AAC) app installed on it. It’s truly inspiring.

Beyond the Autism focus, I’ve developed a strong interest in behavior management. It’s been incredibly beneficial, not just with my students, but in understanding my own children and interpersonal dynamics. I believe anyone who works with these students shares that same dedication. However, it’s important to recognize that special educators, who perform demanding work, are often overlooked. When discussing teacher support, the special education community—parents, students, and educators—frequently receives insufficient attention, despite their significant needs.

I entered this career somewhat unexpectedly, but I’m fully committed to continuing this work for the long term.

What matters most to you?
Honestly, what drives me most is protecting, educating, and advocating for these students who can’t always do it for themselves. Our education system, while it can be nurturing and progressive, often feels outdated and inflexible, especially when it comes to supporting the diverse needs of our students—special education or otherwise.