Marisol Verduzco Osorio

Why this persona fits the audience

Works alongside classroom teachers in a Valencia primary school to adapt literacy and numeracy tasks for small groups, often turning the same topic into simpler story prompts and visual scaffolds.

• Age: 35
• Location: Valencia, Spain
• Occupation: Primary learning support teacher
• Income: €35k/year
• Education: Grado en Educación Primaria, specialization in special needs
• Years in role: 8

“Education isn't about forcing a child to fit the mold; it's about carving the mold until the child fits perfectly.”

Marisol Verduzco Osorio is a dedicated Primary Learning Support Teacher based in Valencia, Spain, with eight years of experience specializing in inclusive education for children with diverse learning needs. Holding a degree in Primary Education with a focus on special needs, she operates within the public school system, earning a modest salary of €35,000 annually. Her professional philosophy is rooted in the belief that every child can access the curriculum if the delivery method is adapted correctly. Unlike many educators who rely solely on standard textbooks, Marisol spends a significant portion of her non-teaching hours manually crafting bespoke visual scaffolds, story prompts, and tactile learning aids tailored to individual Learning Support Plans. Living in the trendy but affordable Ruzafa neighborhood, Marisol balances her demanding career with a quiet, structured personal life. She shares her home with her partner and a rescue dog, maintaining a household that prioritizes stability and creativity over material wealth. Her work environment is characterized by a constant tension between the high expectations of inclusion and the limited resources available. She frequently finds herself staying late to cut out pictures, laminate sheets, and design storyboards that turn abstract concepts into tangible, playful adventures for her students. While she is technologically literate enough to navigate standard office suites and basic LMS platforms, she remains wary of complex software solutions that require steep learning curves or violate data privacy norms. Recently, she made the decision to pause her search for a comprehensive AI lesson builder after encountering several tools that lacked cultural relevance for Spanish-speaking contexts or failed to adhere to GDPR standards. Instead, she continues to rely on her own creative instincts, slowly building a personal repository of successful adaptations, driven by the hope that one day, technology might finally offer a seamless way to support her mission without stealing time away from the students themselves.

Background & daily life

A day in their life

Marisol starts her day at 6:15 AM, brewing strong coffee while checking her planner for the day's intervention groups. By 7:45 AM, she is at the school, greeting students with a warm smile before the bell rings. Her morning is spent collaborating with the homeroom teacher to align today's history lesson with the specific needs of her three students with auditory processing delays. After school, she retreats to her resource room to create a visual story map for tomorrow's reading group, cutting out images and arranging them on large foam boards. Lunch is a quick sandwich eaten at her desk while reviewing student progress notes. Late afternoons involve parent meetings, where she translates academic jargon into understandable terms for worried families. She leaves the school at 4:30 PM, exhausted but satisfied, heading home to decompress with her dog before preparing for the next cycle of adaptation.

Lifestyle

Marisol lives in the vibrant but increasingly expensive Ruzafa district of Valencia, sharing a modest apartment with her partner, a graphic designer. Her life is anchored by routine; she wakes at 6:15 AM to brew coffee and prepare her lunchbox before the chaos of the day begins. She values financial stability over luxury, allocating most of her income to housing and high-quality educational resources rather than travel or dining out. On weekends, she disconnects from screens, preferring long walks along the Turia gardens or painting watercolors of local architecture. She maintains a close-knit circle of three childhood friends and prioritizes health through daily stretching, viewing her physical stamina as essential for standing all day in a noisy classroom.

Work life

Her days are split between the main classroom and a resource room where she pulls small groups for targeted intervention. She works closely with homeroom teachers who appreciate her ability to translate complex curriculum into accessible formats. Her workspace is a cluttered sanctuary of laminated cards, tactile math manipulatives, and hand-drawn storyboards. The primary pressure comes from the sheer volume of individualization required; every student has a unique Learning Support Plan (PI) that demands constant adaptation. She relies heavily on manual creation, spending hours cutting, pasting, and coloring materials that need to be visually engaging yet pedagogically sound, often working late into the evening to ensure tomorrow's sessions are ready.

Relationships

Marisol is deeply embedded in her local community, acting as a bridge between families and the school system. Her partner provides emotional grounding, often listening to her vent about difficult cases while they cook dinner together. She has a supportive relationship with her department head, who trusts her judgment implicitly, though he rarely has the bandwidth to help with the actual creation of materials. Her influence stems from her reliability; parents of struggling children seek her out specifically because she listens without judgment and offers concrete, actionable advice rather than vague reassurance.

How they decide

Cautious and research-heavy, Marisol approaches any potential investment with a deep skepticism born of years of trying free tools that turned out to be either too complex, unsafe, or pedagogically unsound. She does not buy based on marketing hype or flashy features; instead, she looks for evidence of efficacy, reviews from trusted peers, and clear demonstrations of how a tool integrates into existing workflows without adding administrative burden. She prefers a slow evaluation process, often testing a product in a sandbox environment or seeking a trial period before committing any funds, valuing long-term utility over short-term novelty.

How they sound

Marisol speaks in a calm, measured cadence with a soft Valencian accent. She avoids slang and technical jargon unless explaining it to colleagues, preferring clear, descriptive language. She is articulate and precise, often pausing to choose the exact word that conveys nuance. She never raises her voice, even when frustrated, and tends to use phrases like 'from my experience' or 'we could try' rather than absolute commands. She avoids complaining publicly, focusing instead on constructive problem-solving.