All About Autism

At the Elizabeth Lee Black School, movement is more than just physical activity—it’s an opportunity for connection, confidence, and fun. That’s what made the arrival of the Mini Beast such an exciting moment for our school community. 

Designed with adaptability and engagement in mind, the Mini Beast has quickly become a favorite among students. Whether students are pedaling independently, enjoying support from staff, or cheering on their peers, the Mini Beast turns exercise into an experience that feels playful, empowering, and accessible to all. 

Why Movement Matters 

For students with autism and intellectual disabilities, regular physical activity plays a critical role in overall well-being. Exercise supports motor development, coordination, and strength, while also promoting focus, regulation, and emotional health. Just as importantly, movement provides students with opportunities to practice independence, build confidence, and experience success in a meaningful way. 

At the Elizabeth Lee Black School, we recognize that traditional forms of exercise don’t always meet the diverse needs of our students. That’s why adaptive equipment like the Mini Beast is so important—it removes barriers and allows students to engage physically in ways that feel safe, achievable, and enjoyable. 

When Exercise Feels Like Play 

What truly sets the Mini Beast apart is the element of fun. Students aren’t just exercising—they’re smiling, laughing, and asking for “another turn.” The combination of movement and enjoyment creates powerful motivation, encouraging students to stay active longer and engage more willingly. 

These moments also create natural opportunities for social interaction. Students cheer each other on, take turns, and celebrate accomplishments together. The result is an activity that supports physical health while also strengthening social skills and community connections. 

Creating Opportunities for Every Student 

The Mini Beast reflects Elizabeth Lee Black School’s commitment to inclusive, student-centered learning environments. By thoughtfully integrating adaptive physical activity into the school day, we’re helping students discover that movement can be positive, exciting, and empowering. 

Small moments—like a student confidently pedaling for the first time or sharing a laugh during an activity—add up to big outcomes. With tools like the Mini Beast, we continue to create opportunities where exercise supports growth, joy, and lifelong healthy habits. 

At the Elizabeth Lee Black School, we’re proud to keep finding ways to blend activity and fun, ensuring every student has the chance to move, thrive, and feel included. 

From April 11–17, communities nationwide celebrate the Week of the Young Child, a national initiative led by the National Association for the Education of Young Children (NAEYC) to spotlight early learning, young children, and the dedicated adults and organizations supporting them. This year, NAEYC celebrates its 100^th year, and Week of the Young Child celebrates its 55^th year.  

This special week powerfully reminds us that the earliest years—birth through age eight—are crucial for lifelong success in school, relationships, and well-being. At the Barber National Institute, this belief guides our mission and daily work with children and families. 

Developing the Whole Child 

High-quality early childhood education nurtures the whole child—fostering social-emotional growth, communication, physical development, creativity, independence, and belonging. 

The Week of the Young Child highlights this holistic approach through themed days centered on play, creativity, collaboration, and family engagement. Whether making music, creating art, preparing meals together, or working as a team, these experiences help children build essential skills like problem-solving, self-expression, cooperation, and resilience—key building blocks for lifelong learning. 

Why Early Childhood Matters 

Early childhood is a period of rapid brain growth, shaping how children learn and interact for years to come. High-quality programs offer safe, nurturing spaces for exploration, relationship-building, and self-discovery. For children with developmental disabilities, these environments provide individualized support that encourages independence, confidence, and inclusion. 

At Barber National Institute, we believe every child deserves to be recognized for their unique abilities and supported in ways that help them thrive. This aligns with the purpose of the Week of the Young Child: ensuring all children receive nurturing, enriching early experiences. 

Families and Communities: Partners in Success 

Children grow best with strong partnerships between families, educators, and communities. The Week of the Young Child celebrates these essential relationships, emphasizing that learning happens everywhere—at home, in classrooms, and throughout the community. Strengthening these connections helps children feel supported, valued, and empowered. 

Investing in Today’s Children, Shaping Tomorrow’s Future 

Investing in young children means investing in the future of our communities. Supporting early development leads to stronger schools, healthier families, and more inclusive communities. 

The Week of the Young Child reminds us that children’s opportunities are our shared responsibility. By nurturing the whole child—mind, body, and heart—we lay the foundation for lifelong success. 

At the Barber National Institute, we proudly stand alongside families, educators, and community partners in this commitment, celebrating children for who they are today and who they will become. 

April is a meaningful month at the Elizabeth Lee Black School. It is a time when two important observances intersect—Autism Awareness Month and Occupational Therapy Month—offering us an opportunity to reflect on inclusion, ability, and the dedicated professionals who help our students grow, thrive, and succeed each day. 

Autism awareness invites us to deepen our understanding of neurodiversity and recognize that every individual experiences the world in their own unique way. At the Elizabeth Lee Black School, awareness is not limited to a single month—it is embedded into our classrooms, our approaches, and our belief that every student deserves opportunities to learn, communicate, and participate meaningfully. 

Occupational therapists play a vital role in turning that belief into action. 

Supporting the Whole Child 

Occupational therapy is about far more than fine motor skills—it’s about helping students build the tools they need to navigate daily life with confidence and independence. At the Elizabeth Lee Black School, our occupational therapists work closely with students on the autism spectrum to support skills that impact learning, self-care, regulation, and social participation. 

Through individualized, thoughtful intervention, occupational therapists help students: 

• Develop fine and gross motor skills needed for classroom activities 

• Build independence in daily routines such as dressing, eating, and transitions 

• Strengthen sensory processing and self-regulation skills 

• Improve attention, coordination, and functional movement 

• Increase confidence and participation in school and community environments 

Each goal is rooted in understanding the child as a whole—not just their challenges, but their strengths, preferences, and potential. 

Creating Calm, Confidence, and Connection 

Many students experience the world through heightened or altered sensory input. Occupational therapists are instrumental in helping students make sense of those sensory experiences. By creating structured strategies and supportive environments, OTs help students feel safe, regulated, and ready to learn. 

Whether it’s through adaptive tools, calming techniques, or movement-based activities, occupational therapy empowers students to better understand their bodies, communicate their needs, and engage more fully with their surroundings. These skills don’t just impact the school day—they support lifelong independence and well-being. 

A Collaborative Approach 

At the Elizabeth Lee Black School, occupational therapists are integral members of each student’s educational team. They collaborate closely with teachers, classroom staff, families, and other related service providers to ensure goals are meaningful, consistent, and aligned across settings. 

This team-based approach allows strategies developed in therapy to carry over into the classroom, the home, and the broader community—maximizing impact and reinforcing success. When everyone works together with shared understanding and purpose, students benefit in powerful ways. 

Awareness in Action 

Autism Awareness Month reminds us that understanding leads to acceptance, and acceptance leads to opportunity. Occupational Therapy Month gives us a chance to shine a light on the professionals who help make those opportunities possible every day. 

This April, we celebrate not only awareness—but action. Action that looks like patience, creativity, collaboration, and unwavering belief in our students’ abilities. We celebrate occupational therapists who meet students where they are, celebrate every milestone, and help open doors to greater independence and confidence. 

Each April, communities across the country recognize Autism Awareness Month—a time to learn more about autism spectrum disorder (ASD), reflect on how far understanding has come, and recommit ourselves to creating more inclusive, supportive environments for individuals of all abilities. 

Autism Spectrum Disorder is a developmental condition that affects how individuals communicate, interact, learn, and experience the world around them. Because autism exists on a spectrum, no two individuals with ASD are the same. Some may need significant support in daily life, while others live very independently. What unites them is not their limitation, but difference—and those differences often come with unique strengths, perspectives, and talents. 

Over the years, national conversation around autism has evolved. While awareness remains important, the focus has increasingly shifted toward acceptance, inclusion, and understanding. Autism Awareness Month is not only about recognizing a diagnosis—it is about recognizing people. It is about seeing individuals for who they are, appreciating how they contribute to our schools, workplaces, and communities, and ensuring they are given opportunities to thrive. 

In our schools, this means creating learning environments that honor diverse ways of thinking and learning. For some students, this may include assistive technology, sensory‑friendly spaces, flexible instruction, or additional supports that promote engagement and independence. When we design classrooms with neurodiversity in mind, we benefit all learners—not just those with an autism diagnosis. 

In the workplace, being open‑minded and inclusive may look like offering clear communication, predictable routines, or alternative ways to demonstrate skills and productivity. Many individuals with ASD bring exceptional focus, creativity, honesty, problem‑solving ability, and attention to detail to their work. When employers value these strengths and provide supportive environments, workplaces become more innovative, effective, and inclusive. 

In our communities, embracing neurodiversity starts with empathy. It means reserving judgment, being patient, and understanding that behaviors or communication styles may differ from what we expect. A little compassion can go a long way in helping individuals with ASD—and their families—feel welcomed, respected, and understood. 

Autism Awareness Month also invites us to challenge misconceptions. Autism is not something to be “fixed.” Rather, it is a different way of experiencing the world. By listening to individuals with ASD and learning from their lived experiences, we can move beyond stereotypes and toward genuine acceptance and advocacy. 

Throughout April, I will be sharing more information, stories, and opportunities to engage in meaningful conversations around autism. My goal is to celebrate individuals with ASD, highlight the many talents they offer, and explore ways we can all contribute to a culture of tolerance, inclusion, and advocacy. 

Together, by staying informed and open‑minded, we can help build schools, workplaces, and communities where everyone is valued—not for how closely they fit into a mold, but for who they truly are. 

Last week, the Barber National Institute had the distinct honor of welcoming Erie Mayor Daria Devlin and Erie County Executive Christina Vogel. The excitement among our students was evident as they eagerly greeted these esteemed guests. Special Education Teacher Julie Moore led the classrooms in song, creating a joyful atmosphere. One of our talented students, Christina, proudly presented her artwork to the Mayor and County Executive, adding a heartfelt, personal touch to the occasion. 

These moments underscore the importance of strong relationships with elected officials, community partners, and collaborators in advancing our mission. The presence of Mayor Devlin and County Executive Vogel not only acknowledged the meaningful work taking place at the Barber National Institute and the Elizabeth Lee Black School but also highlighted our shared commitment to making a lasting difference in our region. 

When organizations like the Barber National Institute cultivate these connections, they gain dedicated advocates who support programs, champion causes, and help drive positive change. Partnerships amplify our impact, ensuring the voices and needs of those we serve are heard, understood, and addressed locally and beyond. Collaborating with leaders, community partners, and diverse array of stakeholders enables us to innovate, access new resources, and create opportunities for growth and inclusion. 

By inviting community partners into our classrooms, we offered a firsthand look at the dedication, creativity, and compassion that define our learning environment. Our guests witnessed genuine joy, unwavering staff support, and the deep sense of belonging felt by every student. These experiences reflect our team’s tireless efforts to empower individuals, celebrate achievements both big and small, and nurture growth that transforms lives. 

Community partnerships, especially those with our elected officials, are crucial to amplifying positive change. Their support strengthens our voice, expands our reach, and allows us to advocate more effectively for those we serve. As our guests interacted with students and staff, they saw firsthand the meaningful relationships that form the foundation of success at the Barber National Institute. These partnerships not only benefit us today, but also lay out the groundwork for future progress, opening doors to new resources, opportunities, and collaborative initiatives. 

The impressions made during this visit extend far beyond our school’s walls. The inspiration and hope sparked in our guests and students exemplify the power of inclusion and community. Every smile, shared moment, and act of encouragement embodies our commitment to excellence and positive change. These guiding values drive our work and connect us to broader organizational goals—building a more inclusive, supportive, and empowered community for all. 

Looking ahead, the Barber National Institute remains steadfast in its commitment to ongoing collaboration. We are grateful for the continued partnership and advocacy of our community leaders, and we invite all stakeholders and educators to join us in creating opportunities, fostering understanding, and inspiring lasting change. Together, we can achieve greater impact, ensuring every individual is valued, celebrated, and empowered to reach their fullest potential. 

Each year on March 21, communities around the world come together to recognize World Down Syndrome Day—a global day of awareness, advocacy, and celebration. The date itself is symbolic: 3/21 represents the triplication of the 21st chromosome, which causes Down syndrome. Officially observed by the United Nations since 2012, the day serves as a powerful reminder that people with Down syndrome have the right to be seen, heard, included, and valued in every part of society.  

Why World Down Syndrome Day Still Matters 

World Down Syndrome Day is as relevant today as ever. While progress has been made in education, healthcare, employment, and community inclusion, many individuals with Down syndrome still face barriers rooted in misunderstanding, outdated assumptions, and limited access to support. Globally, advocacy organizations continue to emphasize the importance of inclusive systems that respect dignity, choice, and human rights—not only for individuals with Down syndrome, but also for the families who support them. 

Each year, World Down Syndrome Day highlights a specific theme to focus global attention on issues impacting the Down syndrome community. Recent themes, including togetherness and reducing loneliness, underscore the importance of connection and belonging—reminding us that inclusion is not just about services or policies, but about relationships, understanding, and community.  

Recognizing Contributions and Changing Narratives 

People with Down syndrome make meaningful contributions to their schools, workplaces, families, and communities every day. They are students, employees, artists, athletes, advocates, neighbors, and friends. Their contributions challenge outdated stereotypes and help shift the narrative from limitation to possibility, ability, and strength.  

Advocacy organizations emphasize that when individuals with Down syndrome are supported through inclusive education, meaningful employment opportunities, and community‑based services, they are empowered to lead fulfilling lives and actively participate in society. These contributions enrich communities and demonstrate the value of embracing differences.  

Listening to Lived Experience 

One of the most powerful aspects of World Down Syndrome Day is its emphasis on self‑advocacy. Globally, individuals with Down syndrome are using their voices to influence policy, raise awareness, and educate others about what inclusion truly means. Events hosted at the United Nations provide platforms for self‑advocates to share their lived experiences directly with decision‑makers, reinforcing the message that policies affecting people with disabilities must include their voices.  

Listening to individuals with Down syndrome—and respecting their expertise in their own lives—is essential to building more inclusive communities where everyone has the opportunity to thrive. 

How We Can All Take Part 

World Down Syndrome Day invites everyone to move from awareness to action. Simple acts—like wearing mismatched socks, sharing stories, learning from individuals with Down syndrome, and supporting inclusive practices—can spark important conversations and promote understanding. These visible expressions of solidarity help amplify voices and remind the world that difference is something to be celebrated.  

A Day to Celebrate—and a Commitment to Continue 

While World Down Syndrome Day is observed once a year, its message extends far beyond March 21. It calls on all of us to continue advocating for inclusion, celebrating contributions, and creating environments where individuals with Down syndrome are respected, supported, and empowered every day. 

Today, we celebrate the talents, resilience, and contributions of people with Down syndrome—and reaffirm our commitment to building a world where everyone belongs. 

March is Developmental Disabilities Awareness Month, a time to recognize the strengths, talents, and contributions of individuals with developmental disabilities—and to reaffirm our shared commitment to inclusion, dignity, and opportunity for all. At the Barber National Institute, this month is not only about awareness, but about celebration, connection, and community.  

Every day, the Institute works alongside children, adults, and families to ensure individuals are supported to live lives filled with purpose, belonging, and possibility. Developmental Disabilities Awareness Month gives us a meaningful opportunity to pause, reflect, and shine a light on the people at the heart of our mission—the individuals we serve and the families who walk beside them. 

Honoring Individuals and Their Unique Strengths 

Individuals with developmental disabilities bring creativity, perspective, resilience, and joy to our communities. At Barber National Institute, we believe that difference is not something to be fixed—it is something to be valued. Through education, employment, community participation, and creative expression, individuals are supported to grow, explore, and thrive in ways that are meaningful to them.  

Throughout the month, the Institute highlights these strengths through storytelling, community outreach, and opportunities for the public to engage more deeply with the lived experiences of people with disabilities. These moments remind us that inclusion is not just a concept—it is built through relationships, respect, and everyday actions. 

Creativity as a Bridge to Understanding 

One powerful way Barber National Institute celebrates Developmental Disabilities Awareness Month is through Creative Connections, a community art exhibition featuring original works by adults and students, including those from the Elizabeth Lee Black School. Displayed in a public gallery space, the exhibition invites the community to experience creativity through a more inclusive lens—one that honors self‑expression, individuality, and voice. 

By sharing this artwork publicly, Barber National Institute creates opportunities for connection and dialogue, helping the community better understand the talents and perspectives of individuals with developmental disabilities. Creativity becomes a bridge—bringing people together across differences and fostering a deeper sense of belonging. 

Creative Connections Art Exhibit Details 

Monday, March 2-Tuesday, March 31  

Monday – Wednesday, 10 a.m. to 4 p.m.  

Location: Erie Arts & Culture Gallery, 419 State Street, Second Floor, Erie, PA  

Free and open to the public! 

Creative Connections: Teaching Artists with Disabilities  

As part of the Creative Connections learning sessions, you can join an artist panel discussion on working with adults and children with disabilities.  

This free session will be held on Wednesday, March 11 from 6-7 p.m. at the Erie Art Museum, 20 East 5^th Street, Erie, PA  

Register for the event using this online form.  

Supporting Families and Strengthening Communities 

Behind every individual is a network of support, and families play a vital role in the journey. Developmental Disabilities Awareness Month is also a time to recognize and celebrate the families, caregivers, and professionals who advocate, encourage, and stand alongside individuals at every step of the way.  

Barber National Institute is committed to being a trusted partner for families—providing guidance, education, and support across every stage of life. By strengthening families, we strengthen communities and ensure individuals are surrounded by care, understanding, and opportunity. 

Moving from Awareness to Action 

While March brings special focus, Barber National Institute’s commitment to inclusion extends far beyond one month. Awareness leads to understanding and understanding leads to action—action that builds more inclusive schools, workplaces, and communities. 

As we celebrate Developmental Disabilities Awareness Month, we invite you to join us in recognizing what is possible when individuals are supported, differences are embraced, and everyone belongs. Together, we can continue building a community where all people are seen, valued, and empowered to reach their fullest potential. 

Want to join us in promoting a more inclusive world? Here are some steps you can take today! 

• Educate yourself – knowledge is the foundation of strong advocacy  

• Use your voice – share personal stories and real-life examples 

• Engage with legislators – contact state, local, and national legislators to support policies that protect and enhance the rights of individuals with developmental disabilities 

• Promote accessibility – advocate the accessible spaces, transportation, technology, housing, and access to resources 

• Be an ally – listen and uplift voices of individuals with developmental disabilities, their families, and caregivers  

Each year, Read Across America Week reminds us of the powerful role reading plays in shaping young minds, opening doors to imagination, and building lifelong skills. At the Elizabeth Lee Black School, this celebration goes far beyond books—it becomes a week rooted in connection, inclusion, and community. 

For our students, reading is not just an academic activity. It is a gateway to communication, independence, and confidence. Many of the children we serve learn in unique and highly individualized ways, and Read Across America Week provides meaningful opportunities to experience stories through shared moments, expressive voices, visuals, and relationship‑building. Whether a student is listening intently, engaging through assistive technology, or responding with a smile or gesture, every interaction with a book matters. 

This year’s celebration was made even more special by the participation of over 70 guest readers who volunteered their time to read with our students. These readers—representing community partners, staff, families, and friends of the Barber National Institute—brought stories to life while reinforcing an important message to our students: you are valued, supported, and surrounded by people who care. 

Why Read Across America Week Matters for Our Students 

At the Elizabeth Lee Black School, literacy is woven into a broader educational experience that supports communication, social‑emotional growth, and life skills. Read Across America Week offers a joyful and engaging way to reinforce these goals. Familiar stories and new voices help students practice listening, comprehension, and social interaction within a predictable and supportive environment. Just as importantly, the shared experience of reading together fosters trust, connection, and excitement around learning. 

For many students, these moments become memories associated with comfort, encouragement, and success—foundational elements that support growth far beyond the classroom. 

More Than a Reading Event: The Power of Friendraising 

While the week centers on literacy, it also plays a vital role in something equally important to our mission: friendraising. 

Friendraising is about creating meaningful relationships with individuals who become invested in our organization—not just as supporters, but as advocates and champions for our students. When guest readers step into our classrooms, they gain firsthand insight into the incredible abilities, determination, and joy our students bring to their learning each day. These personal connections transform awareness into understanding and interest into long‑term engagement. 

By welcoming guest readers into our school, we open the door to lasting relationships built on shared experiences. A single reading session can spark ongoing involvement, whether through volunteering, advocacy, partnership, or continued support of the Barber National Institute’s mission. 

A Community United by Stories 

Read Across America Week beautifully illustrates how stories can bring people together. For our students, the presence of new faces reading familiar books reinforces confidence and belonging. For our guest readers, the experience offers perspective, inspiration, and a deeper connection to the important work happening within our classrooms. 

Together, these shared moments strengthen our community and remind us that literacy, inclusion, and human connection are deeply intertwined. 

As we turn the final pages of this year’s celebration, we are grateful—for the stories read aloud, the smiles shared, and the friendships formed. Read Across America Week is more than a tradition at the Elizabeth Lee Black School; it is a reflection of who we are and how, together, we build a more inclusive and compassionate community—one story at a time. 

At the Elizabeth Lee Black School, engagement is more than participation—it is a deliberate, values‑driven practice that shapes culture, strengthens relationships, and builds a true sense of belonging. When engagement is intentional and sustained, it becomes the foundation upon which trust is built, alliances are formed, and collaboration and long‑term commitment naturally follow. 

Engagement begins with a connection. By fostering meaningful relationships among students, families, staff, and community partners, the school creates an environment where individuals feel seen, valued, and included. These connections are not incidental; they are purposefully cultivated through shared experiences, open communication, and opportunities for collaboration that extend beyond the classroom. When people feel they belong, they are more likely to invest their time, talents, and perspectives in ways that enrich the entire community. 

A powerful example of this is the school’s approach to community engagement. Initiatives such as Read Across America Week invite local leaders, families, volunteers, and partners into the heart of the school. These shared moments reinforce the idea that education is a collective responsibility and that learning thrives when diverse voices come together with a common purpose. Over time, these experiences transform one‑time interactions into enduring relationships—alliances rooted in mutual respect and a shared commitment to student success. 

Family engagement further deepens this sense of belonging. By viewing parents as true partners in their child’s educational journey, the Elizabeth Lee Black School builds trust and consistency between home and school. Parents are not only informed but actively involved in conversations, planning, and celebrations. This collaborative approach ensures that families feel respected and empowered, strengthening their long‑term commitment to the school community, and reinforcing a shared vision for student growth. 

Engagement also plays a critical role in building alliances that shape the future. Partnerships with colleges and universities, for example, extend the school’s impact beyond its immediate community. Through internships, graduate assistantships, and service‑learning opportunities, the school creates mutually beneficial relationships that support both current students and the next generation of educators and clinicians. These alliances, built over time, foster collaboration grounded in trust, shared learning, and a commitment to continuous improvement. 

Similarly, workforce‑focused engagement—such as job shadowing programs—connects the school with young people exploring future careers. These experiences not only raise awareness of the school’s mission but also plant seeds for future collaboration and recruitment. By opening its doors and sharing its work, the school builds early relationships that may evolve into long‑term professional commitments aligned with its values. 

Engagement within the organization is essential. The Elizabeth Lee Black School’s emphasis on staff recognition and appreciation reinforces a culture where employees feel valued and connected to a shared mission. Celebrating milestones, contributions, and dedication strengthens morale and fosters loyalty. When staff feel recognized and supported, collaboration flourishes, and commitment to students, colleagues, and the organization deepens. 

Ultimately, engagement is the thread that weaves together belonging, alliance‑building, collaboration, and commitment. It is through consistent, authentic engagement that relationships mature into partnerships and partnerships into lasting commitments. At the Elizabeth Lee Black School, this approach ensures that the community grows stronger over time—united by trust, purpose, and a shared dedication to creating meaningful, inclusive experiences for all. 

Erie, Pennsylvania’s educational story is inseparable from the leadership, dedication, and vision of Black educators, leaders, and pioneers who helped shape schools, uplift students, and strengthen the broader community.  

Trailblazers Who Built Opportunity 

Long before equity, diversity, and inclusion became widely used terms, Black educators in the Erie region were already doing the work—teaching, mentoring, advocating, and leading with purpose. These individuals served not only as classroom teachers, but also as changemakers who helped families and students find success through education, often in the face of significant barriers.  

Their impact extended beyond academic instruction. Black educators helped establish trusting relationships with families, modeled resilience and excellence for students, and contributed to the cultural and civic life of Erie. Their leadership laid foundations that continue to support student growth today. 

Ada Lawrence was a true trailblazer. On September 3, 1946, she made history as the first Black person hired as a full-time teacher by the Erie School District. While her groundbreaking role is widely recognized, I am especially grateful to have known Ada not only as a pioneer, but as a mentor. 

A graduate of Strong Vincent High School, Ada earned her bachelor’s degree from Cheyney State Teachers College and later completed her master’s degree at Gannon University. Over the course of 36 years, she dedicated her life to education, with a deep commitment to uplifting students, particularly those with intellectual disabilities. In 1952, her passion for inclusive education led Dr. Gertrude Barber to invite her to help launch one of the first classrooms for children who had previously been sent away to institutions—work that would shape the future of special education in Erie. Ada later continued this commitment through her service on the Board of Directors for the Barber National Institute. 

As a new teacher at Wayne School, Ada was my guiding light. She helped me understand both the responsibility and the profound reward of working in special education, offering encouragement during difficult moments and celebrating my successes as if they were her own. She extended that same care to countless families, empowering them with knowledge, resources, and confidence. Through her example, she taught me that perseverance could overcome any obstacle and that all students deserve the opportunity to thrive. 

Beyond the classroom, Ada’s impact on the Erie community was vast. She was an original incorporator of the Bayfront NAACP’s Martin Luther King Jr. Memorial Center and served with the Erie Chapter of the NAACP, the Harry T. Burleigh Society, and numerous other organizations. Through education and advocacy, she worked tirelessly for civil rights and social justice. 

Ada Lawrence passed away in 2014 at the age of 93, but her legacy endures. I remain deeply grateful for the wisdom, kindness, and unwavering dedication she shared so generously—and for the lasting example she set for educators, advocates, and communities alike. 

Education as a Living Legacy 

Other important Black leaders have shaped the educational landscape, including musician and composer Harry T. Burleigh, whose work inspired many. Pfeiffer-Burleigh Elementary School, which is part of the Erie School District, was named in part to honor the legacy of Harry T. Burleigh. 

Natalyn Gibbs, Ed.D., was appointed superintendent and chief executive officer of Erie’s Public Schools and began her tenure on July 1, 2025. In a letter to families posted on the Erie Public Schools website, Dr. Gibbs writes, “We believe that every child deserves a safe, inclusive environment, access to a high-quality education, and adults who care deeply about their well-being. This is our promise. This is how we ensure that every student discovers their unique path to success. Under Dr. Gibbs’ leadership, Erie’s Public Schools are making significant progress toward ensuring the path to educational attainment is achievable for students and that doors to a brighter future are open to unlock potential and benefit the entire community through continued educational growth and opportunity. 

Honoring the Past, Inspiring the Future  

As we reflect on the role Black educators have played in Erie, we are reminded that education is both an act of service and mobilizers of hope. The educators who came before—and those teaching today—have helped shape not only academic outcomes, but the character and confidence of countless students. 

By honoring their contributions, we affirm a shared responsibility to continue building schools where every student is seen, supported, and empowered to succeed. Erie’s future is stronger because of the Black educators who have helped lead the way—and whose legacy continues to guide us forward.