The Heart and Soul of Our School

At John A. Ferguson, some of the most meaningful work is happening quietly, all through structure, patience, and consistency. Inside the ASD (Autism Spectrum Disorder) Unit and the STEPS Entrepreneurship Program, students are not only learning essential life skills but also challenging the way people often view autism and neurodiversity in schools.

The ASD Unit itself supports students with autism and ADHD through routines that meet their individual needs. These behaviors are actively managed by teachers like Ms. Blanco-Morales and Mr. Arguelles, where students are guided both academically and socially in an environment that seeks to understand rather than judge. Not changing who they are—but encouraging and giving them the tools to grow in their own way.

Mr. Arguelles explains, “After years of working with neurodivergent students, the biggest lesson I’ve learned is patience. Change can be overwhelming, so I’ve learned to slow down, meet them where they are, and celebrate the small steps forward.” While routine offers comfort, flexibility is also built in. By gently introducing change, students learn to adapt, preparing them for a life that isn’t always predictable.

Part of that comes through the STEPS Program, under shared leadership of Ms. Menendez. In the Production Steps track, students are guided through organizational means and communication regarding task management. To others it may sound excessive but for many of these students, it means independence and readiness for the real world.

For one, the ASD Unit carries 9th to 13th-grade students, initiating to organize and deliver coffees and tostadas to the staff and students throughout the school. From preparing, timing, and delivering the orders placed—every step out there is instilling responsibilities along with being a team player and professional in behavior.

“When these kids are given the chance to carry out these significant roles, it allows for this bridge to be built between our falcons and creates friendly exposure,” Ms. Blanco-Morales adds.

More importantly, it breaks the stigma. Instead of seeing these students through outdated assumptions, the program gives others a chance to see their consistency, effort, and capability firsthand. They’re not being sidelined or “helped” but rather they’re actively contributing to the school community and doing it exceptionally.

There’s still work to be done. Like any program, it’s not perfect, and awareness doesn’t happen overnight. Ms. Menendez elaborates with “I appreciate the diversity of our program, but we are looking to explore various ways to become more inclusive by expanding our focus to include additional disabilities beyond ADHD in order to provide a greater support to other children who need our assistance.” These efforts make a difference, not just in what students learn but in how they’re seen, and that especially matters.

At Ferguson, the ASD and STEPS programs are proving that support and structure can go a long way. When students are given the space to participate and be recognized, we take a significant step as a society—quietly, steadily, and with purpose.