Staff Appreciation

In celebration of National Disability Employment Month, the Northshore Special Education Community PTSA is highlighting two of our teachers at Adults Transitioning to Independence and the Adult Transition Pathways. ATI is a vocational training program that places students in internships with local businesses with school staff serving as job coaches. ATP is designed to give students instruction in life skills, community access and pre-vocational activities. Recently, the students from the program provided desserts for a Northshore Schools Foundation event, doing everything from shopping for the ingredients to the preparation and baking. The treats were delicious and beautiful! 

Corbin Young, special education secondary TOSA and special education teacher for more than 10 years, and a paraeducator for a few years before that.

Q: What inspired you to become a teacher? 

A: To be honest, the inspiration to become a teacher didn’t arise until I became a paraeducator a few years after I finished my bachelors degree in the Recreation/Health/Fitness field. I worked in recreational and sport programs with adults and youth with disabilities in the community, then learned about a paraeducator role. A teacher I worked with encouraged me to become a special education teacher, though it wasn’t a career path I considered for me before those moments and experiences as a paraeducator. 

Q: What is the best lesson you have learned from a student (or multiple students)?

A: Flexibility, the need for time to process information, and understanding that everyone learns and grows differently.

Q: What is your favorite way to spend time when you are not teaching? 

A: Coaching my daughter’s sports, exercising, watching/writing about sports, and doing more educational work.

Q: Life and job skills are so important, what one thing do you hope you instill in your students?

A: The soft skills and people skills of good communication, problem solving, work ethic, and developing relationships matter a ton in life and work. I often tell students and families that those people skills will help us to continue making growth in all areas of life. 

Casey Klinich, MA.Ed, NBCT, special education teacher since 2006 and adjunct professor for Seattle University

Q: What inspired you to become a teacher?

A: I personally started my college career out as a cell & molecular biology major. My plan was to become a genetic counselor as it always interested me. I started working as a home ABA tutor and realized I wanted to work with students more than parents. I changed my major to society, ethics, and human behavior. I then got a M.Ed. in severe/profound special education. As I finished up my college courses, I worked in a FSA K-1 classroom in NSD. At time of graduation, I interviewed to help start a second program for FSA on the eastside of the district. I was there for 16 years before moving to S/E for a year, and then to FSA ATP. 

In short, what inspired me was my own raising and wanting to provide and instill in students that aren't as fortunate (disability, race, wealth, mental health, etc.)  as others that it didn't mean they don't matter and can't succeed with the right guidance. I look to close all those gaps and help everyone understand that all people have a unique set of skills that need to be utilized in places that match those skills. 

Q: What is the best lesson you have learned from a student (or multiple students)? 

A: I am not sure if it is students or community, but students have opened my eyes to community-based beliefs, old theory/teaching style, and how cruel the world can be. I have had many students over the years who I see being able to contribute to the community in some capacity, but many don't see the same. Many outside businesses, people, and services are quick to think "incapable" based off an appearance and/or action. All my students have been gifted in so many ways and it breaks my heart to see that others miss those connections and can be scared or offended.

I had a student in my first year with severe CP and it impacted her speech, eye contact, movements were rigid, etc. She had virtually no way to communicate. Got placed in my room. Didn't belong there and sent her to gen ed with a para. She went to a communication school for two years. Came back to school and spent the rest of her days in gen ed. Went off to college. We are friends to this day. She wrote me a letter and thanked me for believing in her. The heartbreaker and what kills me is that she is totally cognitively intact. In 4th grade or so, she came down to my room (for chocolate of course ... and to give me a hard time). I asked what she was supposed to be doing. She said, "silent reading." When I asked why she wasn't doing it, she stated, "they don't think I can read or answer questions anyway." Broke my heart ... simply broke my heart. Big learning experience for me that even in schools that have programs, adults can be just as cruel as students when it comes to differences and very judgmental on presentation vs. intelligence. 

Q: What is your favorite way to spend time when you are not teaching? 

A: Spending time with my lovely wife Melanie and my dog Hank. We enjoy hiking, rock climbing, gardening, concerts, and sporting events. I also spend a lot of "free time" doing things for those of differing abilities, such as non-profit, adjunct professing, attending conferences, etc.

Q: Life and job skills are so important, what one thing do you hope you instill in your students? 

A: That they can achieve anything, be part of anything, and that they matter. To encourage for themselves to be heard and represented. This comes when we set high expectations for them to achieve and treat them like any other person.