When Anabel Orchard was looking for colleges, she was hoping to trade cold Illinois winters for a warmer climate. In the College of Education, she found a degree that matched her passion, research opportunities to further her studies, and support from faculty in special education that fuel her career goals. When the bachelor’s degree in special education was established in 2023, Orchard was one of the first students to transfer into the program. She had previously entered the college in secondary education program and knew she would have to complete the master’s in special education to reach her goals.
In high school, Orchard volunteered in inclusive classrooms across a variety of subject areas including culinary, physical education and others. During that time, she met a special education teacher who showed her what it was like to really connect with the students and support their growth. During her senior year, she used her free periods to volunteer in the special education program and fell in love!
“I love working with the kids,” says Orchard. “It’s rewarding to watch them grow and see myself growing alongside them as I learn to communicate and understand.”
During the summer months, Orchard continued her volunteering with special education summer programs. During these programs, she worked with her teacher, Mr. Garbis, on two grants that focused on special education. One project created an apartment simulation room and the other more recent grant is for a sensory garden that will be brought to life in the coming year.
“I was inspried to write these grants to give back to my high school’s special education program,” says Orchard. “This program ultimately led me to my own purpse in life and is the reason why I am so driven in this field.”
Orchard even nominated her teacher,Throughout her volunteer work, Orchard has been able to implement what she’s learning in her college classes.
“Being able to manage and understand the functions of behavior has been the biggest thing I have learned,” says Orchard. “Understanding more of why kids do what they do or how I can supplement replacement behaviors is crucial. It makes a huge difference in how you offer support.”
Orchard’s faculty interaction has continued into college. During her own Admitted Student Day before her freshman year, she met associate professor Ashley Holt who introduced her to the CarolinaLIFE program. CarolinaLIFE is the College of Education’s non-degree program for students with physical or intellectual disabilities. Even before Orchard was a student, she emailed professor Anthony Plotner to express interest in working with CarolinaLIFE.
“He was amazed that I hadn’t even arrived on campus yet,” says Orchard. “I explained that I was already working with students on employment and independent living skills in my volunteer work in high school. I started working with CarolinaLIFE as soon as I got to campus.”
During her six semesters working with CarolinaLIFE, Orchard was able to assist students with academics, independent living, social engagement and employment skills.
“It was one of the best experiences at USC,” says Orchard. “ Working with CarolinaLIFE taught me the value of collaboration with each student’s support team. I had the opportunity to work alongside incredibly knowledgeable professionals, while strengthening my own confidence and ability to make a meaningful difference for students at the transition age-level.”
Orchard’s courses played a large part her success. During her classes she was able to experience placements in all grade levels. She says seeing her CarolinaLIFE students on the other side of their transition to college gave her a greater understanding of the work educators do with middle and high school students. This semester, she will spend six weeks in an elementary school special education classroom and six weeks in a high school classroom during her internship. Next semester she plans to choose a high school classroom for her final placement.
“I love teaching independent living skills,” says Orchard. “I also find it easier to make connections with older students.”
These experiences will provide an excellent background of firsthand knowledge before she leads a high school special education classroom of her own. Orchard is also interested in pursuing a master’s degree and is considering the Applied Behavior Analysis (ABA) program.
“Maybe I’m biased because of how great our ABA professors are,” says Orchard. “Throughout my program, I have really enjoyed the discussions in our classes and the lecture style of my professors. I feel like they work hard to involve us in the discussion and make our classes a conversation. The interactive nature of the special education program is great.”
Beyond her work, Orchard has found time to participate in research as well. The Center for Transition Research and Leadership is led by professor Plotner. Orchard was able to work with Plotner on a project studying social engagement. Orchard’s work extended beyond the pilot to a revision phase, so she could see the research process in real time.
“I had never done research of my own,” says Orchard. “Professor Plotner asked me if I was interested and we studied how targeted lessons on social skills could improve students’ day-to-day use of those skills. We covered topics like boundaries, greetings and self-awareness. I was able to meet so many mentors on the project as well.”
Orchard shares that anyone interested in the special education program has a wealth of opportunities at their fingertips.
“The program is welcoming to everyone and their experiences,” says Orchard. “If you come in with no experience or a lot of experience, there are opportunities for you to expand your knowledge. From working with CarolinaLIFE or on a research project, your professors are there for you in the classroom and outside.”