Posted on May 7, 2025 by Katelyn Juarez
Breaking Barriers, Building Futures in Higher Education
Haley Aguilar, B.A. Interdisciplinary Studies, Special Education '25
Meet Haley Aguilar, a first-generation college student who has transformed her educational journey at UTSA into a narrative of resilience, advocacy, and compassion. Aguilar is in the Honors College and will graduate this May with a B.A. in Interdisciplinary Studies with a concentration in Special Education. While completing her degree, Aguilar has also become a transformative force within the College of Education and Human Development (COEHD) and plans to continue her education at UTSA.
What inspired you to become a special education teacher?
My path began with a childhood friendship with a deaf student, which opened my eyes to the importance of inclusion. During high school, I would spend my early release hours working with students in special education, discovering my passion for supporting individuals with disabilities.
What opportunities has the Honors College provided you?
Where I have really shined is the networking that I have had within our COEHD community and being able to branch that through the Honors College. There has been increasing interest in integrating the Honors College more intentionally into the College of Education and Human Development (COEHD), particularly with a focus on designing experiences that support students in preparing for careers in teaching. In Fall 2024, I had the honor of participating in one of the initial planning phases through a kickoff Zoom meeting, where I was invited to share insights based on my experience as both a COEHD student and an Honors College member.
In that meeting, I contributed by offering a student perspective on how the Honors College has supported my professional growth. I emphasized the value of the enriched coursework, access to research opportunities, and the supportive academic community the Honors College provides. These elements have significantly shaped my development as a future educator.
I also spoke about how the program’s foundational values, represented by the HERBS (Honorable, Equitable, Just and Fair, Resilient, Benevolent, and Supportive) and SPICES (Service, Professional Development, Intellectual Achievement beyond the Classroom, Cultural Exploration, Engaged Living, and Skill Development) frameworks align closely with the core competencies we aim to instill in clinical teachers. These values serve as a meaningful foundation for integrating Honors programming into COEHD in a way that elevates both academic and professional preparation.
I hope to continue to bridge these communities together throughout my graduate program.
You played an instrumental role in forming the COEHD Dean’s Student Advisory Council. What motivated this?
It started when I began to notice communication gaps between students and faculty. I realized that change doesn’t happen unless we speak up. By connecting with Dean Torres and other administrators, I have worked to highlight the challenges and successes within our program. It’s not about immediate change, but about sharing experiences for future students.
What has your clinical teaching experience been like?
Currently, I assist in the Alternative Learning Environment (ALE) classroom, working with students aged 4–10 across kindergarten through fourth grade. Each week, my mentor teacher and I develop detailed lesson plans aligned with the district’s curriculum and pacing calendar. We intentionally differentiate instruction and anticipate student behaviors to ensure a supportive, engaging learning experience.
An ALE is a specialized educational setting designed to support students with significant academic, behavioral, or functional needs. Unlike a typical classroom, ALEs often feature modified instruction, individualized schedules, adaptive equipment, and flexible seating to accommodate diverse learning styles and promote student success.
Instruction is highly individualized, and student supports are structured across three levels—ranging from full independence (Level 3) to high levels of assistance involving prompts, cues, and support from instructional aides (Level 1). I help facilitate academic activities, support transitions and routines, and reinforce emotional regulation using strategies such as PECS, visual cues, and verbal prompts. My goal is to foster an inclusive, student-centered environment where every learner can thrive.
You are planning to pursue a master’s degree in special education at UTSA. How does that support your career goals?
My ultimate goal is to become a district liaison, particularly for students experiencing challenges like homelessness. I’ve personally experienced how a lack of compassion and support can impact a student’s educational journey. By obtaining my master’s, I hope to create systemic changes and provide the support I wish I had received.
As a first-generation college student, what advice would you give to others?
Be resilient and stay self-driven. Remember, success doesn’t happen overnight, and failure may be part of the journey — that’s okay. What matters is how you respond and grow from those setbacks. As the Japanese proverb says, “Nana korobi, ya oki” translating to “Fall down seven times, stand up eight.” This captures the reality that everyone will face challenges with determination, you can achieve anything you set your mind to.
When starting at a university, I recommend beginning with a manageable course load of four classes in your first semester. From personal experience, this allows for a smoother transition and the flexibility to push yourself more in future semesters!
Finally, don’t be afraid to ask questions. Build connections, seek out support, and remember that the UTSA community genuinely wants to see you succeed.
— Katelyn Juarez
