In a world where voices are often lost, some strive to listen and understand. Malena Martínez Barrero's story is not just that of a teacher; it is that of a warrior fighting for a future where every child, regardless of their differences, can shine.
She walks through the halls of the Ramón Téllez Peña special school as if returning home, with steady steps and a discreet smile. She carries with her 22 years of dedication, a career that began in 2003 and has been woven together by her students, projects, and great achievements.
Her voice conveys the calm of someone who has seen generations grow up, of someone who chose a vocation that knows no days off. She has been a core coordinator since 2009, but she has never stopped being the teacher who kneels to listen, who adapts an activity until it fits each child's way of learning.
Diverse realities coexist in the classrooms, including children with low vision, hearing impairments, and others with unique combinations of needs. This mix requires thinking of teaching as a fabric, threads of language, touch, sound, and silence that must be carefully woven together.
Today, her days revolve around Diego, a 9-year-old boy with visual impairment and autism spectrum traits, whose uniqueness demands creativity, patience, and a constant ability to adapt the daily teaching program.
“I have designed different methods for him, because not all children access content in the same way. There are subjects such as mathematics that he does not like and sometimes resists, so innovative teaching methods are required to ensure that learning is no longer an impediment.”
Malena speaks of Diego with professional tenderness. “He is an unsociable child who sometimes gets upset and finds his place in activities with few people or in spaces where movement and play contain him. I have managed to get him involved in sports and in specific moments of socialization with other classmates.” Those moments, although brief, are small victories for her that confirm that constant work pays off.
Her practice involves differentiated activities and individualized support. She acknowledges that Diego spends a lot of time alone in the classroom, but that he responds when the proposal is appropriate, when the environment is adjusted to his sensory and emotional requirements.
In addition to being a teacher-therapist, she has the art of making people smile through her eye-catching costumes, and that dual identity has helped her build bridges. She uses humor, surprise, and theatricality as teaching tools to invite Diego to participate, to create rituals of trust that bring him closer to the group without forcing him.
“When I put on my red nose and start an activity, I see how the children relax, and that makes me immensely happy. Laughter is a powerful tool for connecting, and being able to use it in my work is a privilege.”
Diego's family is a pillar in this process. His mother is actively involved, and her commitment provides Malena with an essential alliance between school and home, allowing the little boy to feel more secure and ensuring that the educational process is consistent.
She speaks proudly of her profession with a simplicity that does not hide her passion. She loves her work, enjoys being at school, and feels fulfilled when she sees how, despite the difficulties, every day brings a new opportunity to learn and teach.
"I feel fortunate. It is wonderful for me to see how the students at the center evolve, how they manage to convey gestures that previously seemed impossible. Being a teacher means accompanying, celebrating even the smallest advances, and building confidence in each student. I love my job, I am excited by every achievement, no matter how small, and I enjoy being close to the children; there is a tenderness in this profession that fills my heart and makes me feel fulfilled."
She has no plans to leave the school for now. Her commitment is to the children and the educational community she has built over more than two decades, confirming that inclusion is built with patience.
As she tells her story, one senses the professionalism and humanity that define her career, her accumulated experience, her ability to adapt each subject to the needs of the student, her use of creative resources, her collaboration with families, and the joy of someone who finds personal meaning and happiness in her work.
Malena is a teacher who transforms difficulties and who, every day, is committed to helping children find their place and their voice, even if that voice is sometimes expressed in a smile, a gesture, or silent participation in a game.
