For Sandra Guzman, education wasn’t just a career choice—it was in her DNA.
As the youngest of five sisters, all of whom became educators, her path to the classroom seemed inevitable.
Guzman, a special education coordinator at Felicitas and Gonzalo Mendez High School, has dedicated 26 years to education. That experience, she says, has taught her about the importance of making a connection with her students.
“I believe being a special education teacher requires a lot of patience, empathy and ability to build a rapport with the students and also the staff, and recognize their strengths and interests,” said Guzman.
In her role, Guzman is in charge of students with an Individualized Education Program (IEP) and works to ensure schools are abiding by guidelines, activities, and services so that students receive the resources they need. She connects students to services such as speech therapy, behavior intervention and adult assistance.
She also communicates with the school district, parents, students, and special and general education teachers.
“I support the principal and teachers to make sure that we close the achievement gap for students with disabilities,” Guzman said.
However, not all students and families immediately understand the need for special education services, she said.
In some cases, Guzman said she’s had to speak to parents who don’t believe their child has the attributes to be considered for special education. She often has to explain that it’s not always a physical disability that qualifies a student for special education, but rather differences in how they learn—such as being visual or kinesthetic learners.
Guzman recalled that in the 1970s and 1980s, students with diverse learning needs were isolated in separate buildings. She noted that this negative association has carried on throughout the decades, with many still viewing these students as incapable of learning.
Because of this stigma, many schools like Mendez have started inclusive education programs. Supporting teachers are placed inside general education classrooms and help everyone in the class so the student with the IEP isn’t singled out.
Kit McConnell, an English teacher at Mendez, works collaboratively with Guzman and says he sees the importance of having her as part of the classroom team.
“We are really fortunate that we are able to have her in that role,” McConnell said. “She is dependable and reliable, also someone that is good at planning and scheduling. She’s also considerate of everyone’s workload and tries to make decisions that don’t give people extra work.”
While it has been more than a decade since she’s led her own classroom, Guzman said she strives to make students with disabilities feel included and welcomed at Mendez.
“Students with disabilities are unique individuals with a variety of needs. As a special education teacher, we are challenged to discover specific interventions that fulfill the needs of students,” she said. “Also knowing that I am part of the growth, progress and success of students is very rewarding.”
The school has two different alternative curriculums for students with disabilities depending on their needs. One works toward a diploma and A-G requirements, while the other works toward a certificate of completion where they are taught life skills.
Kaitlyn Guzman Arreola, Guzman’s daughter, admires how dedicated her mother is to her job and to helping people in vulnerable situations.
“My mom dedicates a lot of time outside of school to her job. Whether it’s her bringing work home or going out of her way to get the kids rewards for bringing back their forms, she is always doing something for her job,” she said.
At Mendez, students with disabilities are fully integrated into school life, participating in everything from their own social club to Folklorico, mariachi, school events, and sports. Guzman emphasizes the importance of making her students feel included, respected, and safe.
She hopes to continue fostering environments where all students feel welcome and supported.
“I always say, I get up in the morning and I’m ready to go. I don’t drag my feet. I’m excited to come to work because I know that I come to a good place,” she said.
