When Saúl Juarez Santillán, a school principal, temporarily left his home in Aguascalientes, Mexico, to study at Perkins, he sought new strategies and best practices in disability education to bring back to his school. 

For over 100 years, Perkins’ Educational Leadership Program (ELP) has trained educators from 97 countries into leaders who enact change for children with disabilities in their communities. 

Saúl recognized that while CAM 3, the special education school he leads,  did  excellent work, they still lacked adequate spaces and strategies to meet their students’ needs. Like Oswaldo, a boy with cerebral palsy whose family was told by doctors that he wouldn’t develop much and should be kept at home. 

Oswaldo’s journey

Together, they taught Oswaldo how to use gestures and sounds for receptive and expressive communication, helping him signal when he’s hungry or uncomfortable. Unlocking this ability helped  Oswaldo become more aware of his surroundings and allowed him to actively participate in activities—whether it’s something he hears, sees, or manipulates.

When Oswaldo arrived at CAM 3 at five years old, things seemed bleak. But by eight years old, Oswaldo became fully integrated into his school routine, and his family found a support network, thanks to Perkins Family Coordinator, Maricarmen Schleske. Saúl and his team believed that the school could prove that every child, regardless of disability, can make. 

CAM 3 and Saúl were already connected to Perkins through the Model Programs Approach, but Saúl realized that he could create more opportunities for his students and staff by training with Perkins’ experts in Boston. 

Throughout his time at Perkins, his focus remained on how he could apply his learning to enhance the support for both teachers and students at CAM 3.

All children need to be able to communicate their needs, likes, dislikes, dreams, and more. But many children with complex disabilities need extra support. They need teachers with special skills to help them learn and communicate, materials that they can access as well as classroom environments  that meet their needs and learning preferences.

Saúl Juarez Santillán, School Principal and ELP grad class of 2023

A funded final project 

Though Saúl came from a family of educators, teaching wasn’t his first choice. He considered a career in optometry but after realizing it wasn’t for him, he enrolled in a special education teaching program — and never looked back.  

Saúl firmly believes that every child can learn and communicate, and the opportunity to study at Perkins empowered him to build a plan that could improve his school and even his broader community. 

Towards the end of the ELP class year, each scholar is required to draft a final project proposal that they will implement upon returning home. Some focused on developing model classrooms or inclusive family adventure camps.

As a school principal, Saúl knew he was in a unique position to develop a multi-tiered system that supports three crucial groups: teachers, students with disabilities, and their families. 

The focus on teamwork and the diversification of activities that I witnessed at Perkins provided me with essential tools for my role as a principal. I had the opportunity to make observations and participate in meetings with leaders from various programs at Perkins. I can say that I was able to establish a more systematic and effective approach to serving the school population we work with.

Saúl Juarez Santillán, School Principal and ELP grad class of 2023

How one person empowers a community

Upon his return to Mexico, Saúl began applying what he learned to help his students unlock new opportunities every day. His final project focused on classroom adaptations, the creation of classroom routines, and the use of diverse forms of communication such as speech, signs, gestures, and objects. 

Called “Every child can learn… let me show you how”, the final project implementation at CAM 3 received full support from the school’s community. CAM 3 and Perkins were connected already through the Model Program Approach, where Perkins collaborates with local schools, governments, and partners to strengthen the quality of education for children with disabilities. 

With the support of the school,  Saúl and his team renovated the classrooms, adding new student furniture, colorful toys, sensory materials, and air conditioners. CAM 3 adopted a new scheduling system for activities in the classroom. The clear organization provides students with a sense of routine and predictability. Saúl also offers training to teachers and parents in Mexican Sign Language, crisis prevention, and how to use electronic tablets for augmentative and alternative communication. His work impacts 95 children, 26 educators, and other professionals at CAM 3.

I was able to systematize the planning process using Martha Majors’ matrix. This allowed students, especially those with autism, to understand the concept of work routines. What impact did this have? Disruptive behaviors significantly decreased, and in the case of younger children, they are now toilet trained. 

Saúl Juarez Santillán, School Principal and ELP grad class of 2023

Jiu Jitsu informs teaching and leadership

Although Saúl has had extensive educational training and over a decade of teaching experience, his hobbies have also influenced his approach as an educator. His passion for Jiu Jitsu — originally a Japanese martial art with various styles adopted by other countries — enables him to be the best leader he can be.

Jiu-Jitsu requires discipline, focus, and mutual respect, which are lessons Saúl imparts to his staff and students. 

However, Saúl didn’t stop there. He decided to create a safe space for children with disabilities, including neurodevelopmental disorders, by starting an inclusive Brazilian Jiu-Jitsu and Judo workshop. 

In partnership with the Jesús María Municipality, and the Department of Social Development, Saúl uses his expertise to ensure that children with disabilities can access sports and develop new skills.

The Ripple Effect

Saúl’s vision goes far beyond transforming a few classrooms in his school — he wants systemic change. Saúl is working on a proposal to the state of Aguascalientes, collaborating with two other principals to standardize evaluation tools across all special education services in the state, including CAMs and Regular Education Support Services Units (USAERs), which are inclusive schools. 

The project focuses on life skills development and functional evaluation. These tools have already been presented to special education supervisors from Instituto de Educación de Aguascalientes (Secretary of Education), and the project is on its way to full implementation.

Like Perkins’ ELP and Model Programs Approach, Saúl seeks to positively impact as many schools as possible. In coordination with the Secretary of Education and Project PIXAN (Perkins Project in Mexico), he is also providing support and training to “Centro de Atención Múltiple” XX and VII, other special education schools in his state. 

Saúl’s work reflects his experience, tenacity, and deep commitment to education. His time at the Perkins ELP not only sharpened his professional skills but also equipped him to better support his school, while extending his impact beyond the classroom walls. By working with families, communities, and children with disabilities, Saúl is driving change that will leave a lasting legacy.