Empowering Independence Through Student-Centered Learning at Netzaberg Elementary
NETZABERG, Germany — In Mrs. Stephanie Gannon’s Learning Impaired Moderate to Severe (LIMS) classroom at Netzaberg Elementary School, lessons are designed to build confidence, independence and practical problem-solving skills through structured, student-centered instruction.
Gannon, who has served with the Department of Defense Education Activity for 17 years, focuses on helping students progress academically while developing skills they can apply in real-world settings. “The goal is always to push them to the next level,” she said.
Instruction begins with targeted vocabulary and is scaffolded to support individual learning needs. Using the Unique Learning System curriculum, Gannon aligns lessons to grade-level concepts while adjusting activities and expectations to meet students where they are academically. “We work on the same vocabulary but just different skills,” she said.
Learning frequently extends beyond the classroom. Students participate in activities such as cooking projects, science fairs and community outings, where they practice everyday skills including ordering food, handling money and following routines in public settings. These experiences are structured to help students build independence and confidence over time.
Gannon recalled one student who initially required significant support during community outings. By the end of the school year, the student was able to ride a community bus with peers, shop using visual supports and independently order lunch. Gannon said the progress was the result of consistent classroom routines and close coordination with the student’s family to reinforce skills at home.
Preparation for future success is embedded in daily instruction. Gannon emphasizes confidence, independence and problem-solving through visual supports, structured tasks and planned challenges that encourage students to think critically and self-regulate. “Sometimes we intentionally make something incorrect to prompt them to problem-solve,” she said.
Collaboration also plays a key role. Gannon works with general education teachers, speech-language pathologists and families to support students across settings. Students participate in classes such as science, social studies, lunch and recess alongside peers, with modified materials and pre-taught vocabulary as needed.
Student progress is monitored through data tracking and visual charts that allow students to see their own growth. Gannon said students take pride in tracking their progress and sharing their learning during events such as science fairs and classroom showcases.
Through intentional planning, collaboration and real-world learning opportunities, Gannon’s classroom exemplifies DoDEA’s Blueprint priorities—Student-Centered Learning, College & Career Readiness, Partnerships, and Assessment & Growth—proving that with intentional planning and authentic experiences, every student can thrive.
