Centering Relationships in Teaching

As long as University of Delaware alum Sara Colmorgen, EHD14, 15M, can remember, she wanted to be a teacher. As Colmorgen recalls fondly, she was “that sister who made [her] brother play school, much to his dismay!” But it was a high school friend and his family who set the trajectory for her career as a special education teacher. 

“In high school, I met a friend’s twin brothers, who have autism in addition to many other wonderful qualities,” Colmorgen said. “This was my first true introduction to the world of autism and I learned so much from this family. I carried that with me when I began attending the University of Delaware and was inspired to include special education with my elementary education major.” 

In addition to graduating from the College of Education and Human Development’s (CEHD) K-8 teacher education program, Colmogen was a member of the first graduating class of the M.Ed. in exceptional children and youth 4+1 program. Now a special education teacher at Georgetown Elementary School, she’s been working with autistic students ever since. 

Building relationships with autistic students and their families 

Over the last 10 years, Colmorgen has distinguished herself as an exemplary special education teacher in her school and district. Yet, she identifies the relationships she’s built with her autistic students and their families as her greatest accomplishment. 

“I have been honored to be selected as teacher of the year for my school, a special education ambassador for my building, and serve in various leadership roles since graduating from UD,” Colmorgen said. “However, what I am most proud of is the relationships I have formed with the families of my students. On a daily basis, my students and their families teach me, inspire me and help me to be a better person and educator.”

A distinguishing feature of Colmorgen’s teaching is frequent and supportive communication with families. Among other characteristics, autistic students communicate differently from their neurotypical peers and often struggle with social interactions. Colmorgen keenly understands how much her students and their families value communication with a trusted teacher. 

“I strive to maintain very regular—often daily!—communication with the families of my students, so they are kept informed and feel supported,” Colmorgen said. “Many of my students don’t yet have the communication abilities to tell their families about their day, so I do what I can to help make their school day more accessible and give families information they can talk about with their students.” 

Colmorgen also shares resources for supporting neurodivergent children. For many families, the special education system can feel daunting, and community resources—like summer camps that specialize in supporting neurodivergent youth—can be hard to find. 

“I work hard to help connect families with needed resources in the school and community, so they are better able to support their students,” Colmorgen said. “While it does take time and isn’t always easy, I see the way my students make progress due to the relationships I have formed with them and their families.”

“Mrs. Colmorgen has been an incredible teacher for my son,” said a parent of one of Colmorgen’s third graders. “He frequently expresses how wonderful he thinks she is and it warms my heart to see him so enthusiastic about learning. Mrs. Colmorgen consistently keeps me informed about my son’s progress in school, sharing updates that reflect genuine care and commitment to her students.”

Supporting families during National Autism Acceptance Month

For Colmorgen, supporting families with autistic loved ones is important year-round. During National Autism Acceptance Month this April, Colmorgen hopes to show more people that with the right accommodations and some creativity, the world can be more accessible to autistic children. 

“Some autistic children have sensory differences and a difficult time with loud noises, which can make attending a birthday party, school assembly, concert or even riding the bus an overwhelming experience,” Colmorgen said. “But offering noise-canceling headphones, giving access to visual supports and preparing the child for what will happen can make daily activities and special events more accessible and enjoyable. So often, a few simple accommodations and some creative thinking and planning can lead to more successful outcomes and inclusive opportunities for autistic children.”

Returning to CEHD

Since graduating from UD, Colmorgen and her husband have returned many times to participate in Decision Days for admitted prospective students and annual alumni weekends. Last year, she also brought her CEHD experience full circle when she served as a clinical educator for a graduate intern in the same 4+1 program. 

“I truly loved being part of CEHD and cherish so many memories from my time as an undergraduate and graduate student,” Colmorgen said. “I was privileged to learn from outstanding clinical educators across multiple school districts, as well as amazing CEHD professors who helped me become the teacher I am today including Dr. Stephanie Kotch-Jester, Dr. Gary Allison, Dr. Bridget Duda and Dr. Joshua Wilson. UD will always be home for me!”

In addition to programs in special education, CEHD is home to UD’s Center for Disabilities Studies, which supports several autism initiatives, including its Delaware Network for Excellence in Autism and Spectrum Scholars program, among others. CEHD faculty also conduct research in special education and disabilities.

Article by Jessica Henderson. Photos courtesy of Sara Colmorgen.