September 19, 2025
Access Services helps student find pathway and goals as an aspiring educator
The Josh Filley of today would be hardly recognizable to his high school self. Now on track to graduate in fall 2025 with an Associate Degree in Elementary Education, Josh has been a highly engaged student – he participated in the CLEAR and CONNECT programs, got involved in the Center for Future Educators, and completed a study abroad program. Josh’s campus involvement, resilience in overcoming personal struggles, and hard work in his studies – earning a 3.9 GPA – led to him winning the “Outstanding Student Award” in 2024.
These experiences contributed to Josh’s passion for education – a miraculous transformation, as when he left high school, he swore he would never step into an educational institution again.
Understanding the misunderstood student
Miscommunication, misunderstanding, and “rudeness” had Josh sent to the principal's office in his K-12 years more times than he could count. Although eventual diagnoses of AuDHD (Autism and ADHD), dysgraphia, and eye sensitivity helped explain his experiences, he couldn’t erase the feeling that education wasn’t the place for him.
After high school, Josh applied to 70 different jobs over seven months, eventually finding work as a school paraprofessional. Despite his personal history in education, in working with misunderstood children, Josh found both answers and an ambition.
One student with autism, “Joe,” was always seen by his teachers as causing problems. Noticing he often looked sad, Josh pulled Joe aside to ask how he was doing. “I’m okay.” Joe said.
“No, how are you really doing?” Josh asked
Joe seemed astonished. When prompted, he explained that he had been at school for three years but not once had anyone stopped to ask how he was doing. On a walk together, Joe then revealed that he was going through a tough time at home, a situation that contributed to problems with his health, his medication, and missed classwork. Compounded by difficulty communicating with others due to his autism, Joe felt desperately misunderstood. Encouraged by the teacher, Josh started to meet with Joe regularly, taking the time to walk, check in, assist with his schoolwork — helping him improve emotionally and academically little by little.
“Even if just for two minutes, I wanted to be a safe space.” Josh confided.
Seeing a lot of similarities between the children he worked with and his own educational struggles, Josh was inspired to learn how to be a better advocate for students in need – a decision that motivated him to apply to JCCC to pursue elementary education.
Access to accommodations makes learning possible
Knowing that seeking help early could impact his success, Josh reached out to Access Services.
“Holly Dressler was a huge help. She asked about my struggles, I gave her my IEP from high school, and they were able to work with that.”
Access Services provided AuDHD testing accommodations, including extra time and taking exams in the Testing Center, free from distractions. To accommodate Josh’s eye sensitivity and dysgraphia, Access Services worked with Josh’s course instructors to facilitate digital accessibility and assignments (even for in-person classes.) Josh was unsure how his science lab could be made accessible, but Holly met with his professor and found a solution for Josh to use an iPad to record his labs digitally.
“Without Access Services,” Josh explained, “I physically wouldn’t have been able to complete the work or finish on time and failed the class.”
Josh believes that Access Services was essential in creating trust and a dialogue that allowed him to lean on them for support. As someone who often struggled understanding people’s tones and voices, Josh quickly felt comfortable asking his mentor or JCCC Counselor advice on handling personal interactions.
“They know me,” he said. “I felt comfortable telling them the context of a situation, and they were able to explain it to me.”
Education is a partnership
“I think the more I can share my struggles, the more it could potentially help someone else,” Josh said.
Empowered by his self-advocacy and the help he received at JCCC, Josh felt confident using his voice and got to know faculty well, many of whom wanted to learn about his experience.
In a lesson that started with students like Joe and continues at JCCC, Josh has learned that a caring, customized approach to individuals is key in making each student feel a sense of belonging inside a classroom and a community – no matter their background or needs.
Josh credits JCCC’s openness and warmth in fostering a positive community.
“That’s where the community part really comes in – we’re not just in a “community college,” we’re in a community. A student community, staff community, and mixed community. It’s something that JCCC teaches us: “We’re all humans – let’s figure this out together.””
Are you ready to figure out your life path, too? We’ll help you!