Philip and Jacqueline Benincasa Education Scholarship

As the only child of a single teenage parent. I spent much of my time in solidarity soaking up any knowledge like a sponge. Observing the behaviors of the adults I was constantly around. As a child, I began to notice my family dynamic was not quite like my peers. My mother was always the youngest parent at school events. On top of that most of my peers didn't live at home with their grandparents. I spent most of my time at home with my elderly grandfather if I wasn’t at school. I read books, I taught my stuffed animals or I would express myself through art. Within our immediate family relationships we had developed an avoidant attachment to each other and the outside world. Problems were never solved with conversations or resolutions, but rather elaborate mind games that came with harm if you lost. Overtime, I learned to study my family's behaviors. I would listen for the slightest change in tone or examine their facial expressions to avoid confrontations and ridicule. My mother began to abuse substances, specifically alcohol and the behaviors became more erratic and unpredictable. In our now dysfunctional family dynamic, I had been labeled the scapegoat. My body and behavior began to revert to a constant flight or fight state. I developed a heavy fear of failure and shame. This fear gave me anxiety and led me to try my best and strive for perfection at everything to avoid the tactics and manipulation. I observed how alcohol played a role in my mothers behaviors and created a wedge within our family. Through my observations and experiences, I also developed a deep empathy for people and a desire to create a safe space for others. When pursuing my undergraduate I decided to double major in Early Education and Sociology. This decision came from my passion for education and curiosity about society, specifically how trauma played a role in our society. My studies in sociology opened a whole new way of thinking for me. This way of thinking and area of study increased my understanding of childhood trauma relating to my own experiences with a dysfunctional family dynamic. With my new lens and understanding of systematic patterns I have faced, I strategically chose coursework in areas relating to children, families, race and education to grasp a better understanding of myself and the population of people I wanted to work with. I didn’t want to become another statistic and I wasn’t going to allow my past to define my future. I am currently enrolled at Northeastern University to pursue a Master’s in Applied Behavioral Analysis in hopes of becoming a BCBA. I work as a specialized paraprofessional in a program geared toward helping children with trauma. Within this position I am expected to be a 1:1 for students in order to help them succeed when it comes to their behaviors. Through my time in this position, I have watched how ABA can be beneficial for children experiencing trauma and I’ve been a part of our students' growth. As a BCBA I will be able to give compassion, empathy and resourcefulness to all individuals in need that I encounter. I have accomplished milestones and unlearned behaviors by gaining knowledge through my experiences. I want to be able to help others do the same and overcome trauma in a way that gives them confidence and empowerment. As someone who grew up not having many people to rely on, I take pride in being reliable to others.

Two boys and one girl are connected by one life-changing surgery. They bound into the classroom, laughing as they take their seats. Kicking her feet beneath the desk, the girl anxiously waits for class to start. She has been practicing her “th” sounds with her father, and she is excited to show her friends. This has been a challenge for her all year, and today she knows she can succeed. After the pledge of allegiance, the teacher allows her to stand in front of her peers. She begins reciting a few sentences from a worksheet. She tries her best to read the sentences, using all of the phonics lessons she had been taught. Even when she stutters or messes up a “th,” her friends cheer her on. How far she had come in just a few months. The teacher admired her with pride and congratulated her as she went back to her seat. The girl and her two friends get pulled out of their third-grade classroom a few times a day for a program called Auditory-Oral Foundations. Here, they work on speech and auditory comprehension skills with their cochlear implants, a device that allows people with moderate to severe hearing loss to perceive sounds. For the remainder of the day, they participate in the mainstream classroom to apply these skills. I had the privilege of shadowing the auditory-oral specialist at this elementary school for a day in the spring of 2023. This was a career path of education that I had not yet explored, and it piqued my interest. At this point in my educational career, I was majoring in Elementary Education and minoring in American Sign Language at Framingham State University, but was not completely sure where I wanted to take these areas of study. When I came across this elementary school, I was excited to learn about the program and how I could apply my courses in this setting. Although the students do not use sign language to communicate in school, they have the opportunity to converse in English using modern technology, and this gave me a deeper understanding on one perspective of deaf education. This experience not only confirmed my calling to be an educator, but also helped me realize that I would like to be a specialist who works with a small group of students. Shadowing this auditory-oral specialist was my first time formally observing in a classroom. I had worked with children before, in after-school settings and summer camps, but never in an academic setting. I was afraid that I would be pushed too far outside my comfort zone, or that I would realize the path of education is not for me. However, since this day, I have completed my first Pre-Practicum in a Framingham public elementary school, transferred to Worcester State University (where I now major in Elementary Education and minor in Communication Sciences and Disorders), began substitute teaching in my hometown, and, through it all, my passion for education persisted and even enhanced. Through these experiences, I have gained an understanding that every day in the classroom is unique and will provide an abundance of opportunities to improve. I will constantly be challenged and pushed outside my comfort zone, but that is not a bad thing. If I am always comfortable in an environment, I am not learning or growing. Without higher education, I would not have had these incredible opportunities to recognize my strengths and areas of continued development as an educator or demonstrate my skills in the classroom.

Empowering Futures Through Education: My Scholarship Journey In the intricate tapestry of life, education forms the resilient thread binding individuals to the promise of a fulfilling future. It is the conduit through which dreams become tangible realities and aspirations transform into meaningful careers. For me, education embodies not just a pathway but a profound passion, a driving force that fuels my desire to learn, inspire, and share knowledge with others. The notion that education should be universally accessible has been a recurring theme. I fervently wish for a world where the pursuit of knowledge is unbounded by financial barriers. This wish stems from my love for learning, a sentiment that finds its roots in the depths of my being. I yearn to see education as a beacon of hope, illuminating the lives of those who seek it unreservedly and without constraints. My journey toward becoming an educator has not been devoid of challenges. In my youth, I harbored a genuine ambition: to become a teacher. However, an insidious inner voice, echoing doubts of inadequacy, threatened to stifle my dreams. Yet, I refused to succumb. I discovered that the human mind, inherently designed to challenge us, also possesses the remarkable capacity to silence self-doubt. Through resilience and determination, I learned to silence the disparaging whispers and embrace the empowering truth: "I am enough." This realization catalyzed my transformation, propelling me toward the path of leadership I was always meant to tread. Currently, I am privileged to work with students and guide them toward their untapped potential. However, I am acutely aware of the vastness of unexplored territories, of countless young minds awaiting guidance. I recognize the need for advanced education to make a more substantial impact. I am resolute in my ambition to complete my degree and attain a Master's in education. More specifically, I aspire to master the Orton-Gillingham reading program, a profound tool aiding children with dyslexia. This skill would empower me to support more students effectively, particularly those in my town who lack these crucial resources. Yet, financial constraints have emerged as a formidable hurdle. The field I am deeply passionate about often does not readily facilitate advanced training opportunities. This scholarship, to me, represents more than financial aid; it embodies the gateway to transformative change. By investing in my education, you are investing in the future. You are enabling the growth of future leaders, the nurturing of young minds, and the shaping of generations to come. I implore you to consider my earnest plea for this scholarship. Your support transcends mere financial assistance; it is an investment in the future of education, a testament to your belief in the power of knowledge. With your assistance, I will fulfill my dream and become a beacon of inspiration for others. Together, let us light the way toward a future where education knows no boundaries, where every eager mind finds the guidance it seeks. Thank you for considering my application. Gratefully, Amy Malone Malonam@Merrimack.edu