Rebecca Lynn Seto Memorial Scholarship

In order to be successful, we must have people who believe in us—no one can do anything alone. It is because of my strong belief in supporting others that I have chosen to pursue a career in education, with hopes of working in the special education field. I was drawn to special education because of a life-changing experience I had while doing field work for my degree in education. I was placed at a special education school that worked to help big-hearted and wacky children just like Rebecca. Every day that I spent with the children at this school, I felt immense joy and love. I understand that working with children who have complex needs can be challenging, but I also know it is incredibly rewarding. When working with children like Rebecca, my goal is always to remember that they are human beings with thoughts, emotions, and potential—just like their peers. I aim to create a supportive environment that allows them space to grow and learn at their own pace. I believe in finding and creating moments of joy with each child, whether that means singing a favorite song, being pushed on a swing, or going for a walk. These small, joyful experiences can make a big difference in how children connect with the world and with their learning. Working closely with families is just as important. In order for a child to have success they must be supported in all facets of their lives and that includes their families. As educators it's important that we offer support to families and guide them though the journey of working with their children but its also important that we alow the families to guide us. Families know their children better then anyone and as educators we must have the humility to allow families of children to mentor us to get the best possible results for their children. In addition to my field placement, I’ve had personal inspiration to pursue special education. My mother is a special education paraprofessional who works one-on-one with miracles like Rebecca. Seeing the joy she experiences in her work and the difference she makes in her students' lives showed me exactly the kind of impact I want to have. She’s also been a fantastic mentor, offering me advice and encouragement as I begin my own journey into this field. That being said, working in special education is fulfilling—but not always financially rewarding. Paying for my education has been difficult. I currently attend college far from home, near the special education school where I hope to work after graduation. However, due to the debt I’ve taken on while attending school, I would not be able to live away from home or accept my dream job without additional financial assistance. This scholarship would help make it possible for me to continue pursuing this calling without being limited by financial constraints. I know the joy that can come from working with incredible students like Rebecca. The huge heart and wacky sense of humor she had in her short life are a reminder that, with the right support, any child can succeed. My hope is to work at a special education school and bring with me that same big heart and sense of humor—just like Rebecca.

Every child, student, and person deserves to be seen and heard, even if they do not have a voice. All of us have the desire to be truly understood; this is especially true for those with disabilities like Rebecca. With true compassion, there is no barrier to language that cannot be overcome. There is nothing more essential in working with individuals with disabilities than patience, heart, and connection. Every person has their own way of expressing joy and engaging with the world. Figuring this out as an educator is where teaching really begins. My approach to working with a child like Rebecca would begin with becoming a friend. Meaningful relationships begin when trust is formed. Relationships flourish when respect is tangible. By establishing trust and respect, educators can learn what a child’s true passion is. Once someone’s motivation is revealed, a real connection begins. After I learn what sets a student’s excitement on fire, I can use those interests in their everyday tools. In working with a student like Rebecca, I would use objects like visual or music based schedules or sensory items that tie in with what brings them joy. I would communicate with those close to the student to create strategies that align with their needs, motivations, and goals. Most importantly, I would never put limitations on anyone like Rebecca. I will celebrate every inch of success and progress. There is nobody who knows a child’s interests more than their own family. Family plays the most important role in the education and growth of a child or student with disabilities. Parents are everything to these children. There is nobody who knows a child better than the people who were there at their first breath. They know every improvement and hardship their children have faced. The importance of building a strong partnership with the family cannot be overlooked. Having strong communication with the family is essential to the progress and wellbeing of people like Rebecca. The members of these families are equal, if not more important, than the professional players in a child’s educational journey. My goal is to work in special education, specifically in prekindergarten through twelfth grade. My passion has been instilled in me through both my life and professional experiences. I have always wanted to be a teacher, but when I called my mother during my first year of undergrad to share that dream, she told me she would no longer support me. I earned a criminal justice degree and graduated summa cum laude from Eastern Washington University, but teaching never left my heart. Today, I am finally pursuing my Master’s in Special Education. I am chasing the dream I almost gave up on. I will not give up on my dream or my future students. My journey has been shaped by hands on experience as a certified behavior technician. I have worked with children with disabilities at home and school. One of my most cherished memories is when a nonverbal client began speaking for the first time. That moment changed the lives of my client, their family, and me. Financially, this journey has been challenging. As a single woman returning to school for my master’s, I don't qualify for Pell Grants and must use loans that accrue interest. Despite these obstacles, I'm committed to becoming the special education teacher I am meant to be. Receiving this scholarship would help change my life and honor Rebecca’s legacy by supporting someone who is dedicated to helping others like her shine. I am moved by Rebecca’s story and hope to carry her legacy into every classroom I enter.

As a future speech-language pathologist and a mother of two children on the Autism spectrum, I have gained an understanding that therapy can only be effective when you build a genuine connection with those you serve. Working with a child who has a rare disorder like Rebecca's requires empathy, creativity, patience, and a commitment to understanding their unique needs and personality. Someone who is nonverbal, like my boys once were, requires you to focus on more non-traditional methods of communication. In my personal experience as a mother, giving a child a way to express themselves gives them a freedom that nothing else can. The first step in working with a child like Rebecca would be to spend meaningful time learning about who she is beyond her diagnosis—her likes, dislikes, and ways she communicates without words. Observations at home or school can provide an accurate representation of a child’s communicative abilities in a low-pressure setting. I would take note of her interests, such as her love for music and the NY Giants and incorporate these into our sessions. For example, Rebecca’s excitement about birthday parties and singing could be honored by using birthday themed speech games during speech therapy sessions. Technology has evolved in a way in which nothing is too far out of reach, making integrating personal passions into goal achievement seamless. Because traditional verbal communication might not be possible, introducing alternative and augmentative communication (AAC) tools like a PECs book, speech-generating devices, or visual supports that are built on her strengths will allow for meaningful interaction. I'd also encourage multi-sensory learning experiences that integrate movement, tactile activities, and music with a child like Rebecca who enjoyed dancing, drumming, and swimming. One of my boys likes to seek sensory input by outwardly moving his body, while my younger boy prefers deep pressure. Learning a child’s preferences such as these can be instrumental to their success in therapy. I personally know how family involvement plays such an essential and indispensable role in the education and progress of a child with disabilities. Family members provide insights into a child's personality, interests, behaviors, and communication methods that could be overlooked. Parents should be recognized as what they are, the support system and advocate for each child. Their input is invaluable because they are the ones who know the child best and will be present across all contexts. Providing family members with tools, resources, and ongoing encouragement not only enhances their confidence as caregivers but significantly improves the child’s overall development and quality of life. Family members become powerful co-therapists, reinforcing skills and fostering a nurturing, supportive environment that is crucial for sustained progress. When my boys first started talking, collaboration with their speech-language pathologist allowed a continuity of skill use across all contexts, providing my sons with 24/7 guided support towards their language acquisition. Rebecca’s life vividly demonstrates that each child has the capacity to profoundly touch and inspire others. Honoring a child’s individuality, honoring their voice – however that may manifest – allows them to be an individual and change the lives of others. My goal as a speech-language pathologist is to help as many children as I can communicate effectively with the world, in whatever way suits them best. My career aspirations were inspired by the speech-language pathologist who gave my boys the ability to communicate through playing games, always honoring their interests. I would love nothing more than to spend my life doing the same for children like Rebecca, giving them the lifelong ability to connect.

Working with a child who has a rare disorder, like Rebecca, requires a blend of creativity, patience, empathy, and a deep commitment to connection. No two children are alike, and this becomes especially true when a diagnosis is rare or undefined. As someone pursuing a career in social work with a focus on children, I believe the most essential first step is to get to know the child as an individual—beyond their diagnosis. That means taking time to observe, listen, and learn how they express themselves, what makes them smile, and what brings them comfort. Every behavior is a form of communication, and part of the work is learning to understand that language. For a non-verbal child, I would explore a range of alternative communication methods. These may include picture exchange communication systems (PECS), sign language, or assistive technology like speech-generating devices and tablet-based applications. These tools are most effective when paired with genuine engagement and responsiveness. I would work closely with speech and occupational therapists to ensure that the communication method chosen aligns with the child’s developmental abilities, interests, and sensory preferences. It's also important to be consistent and encouraging, so that the child feels heard, validated, and empowered to communicate in their own way. Reaching and teaching a child with a rare disorder requires both adaptability and collaboration. I would approach each child with flexibility, recognizing that progress may look different than traditional expectations. I would also ensure that their learning goals are personalized—tailored not only to what they need to work on but to what excites and motivates them. For example, if a child like Rebecca is energized by music, I would find ways to incorporate rhythm, melody, and movement into our work. I believe joy is a powerful teaching tool, and when children are engaged in activities they love, learning naturally follows. Family plays an irreplaceable role in the education and progress of a disabled child. Parents and caregivers know their child best. Their insight is critical in understanding daily patterns, reactions, fears, and comforts. I see family not only as collaborators, but as co-educators and lifelong advocates. I would prioritize building strong, respectful relationships with family members by maintaining open communication, actively listening to their concerns and hopes, and including them in every stage of planning. I believe that progress is most sustainable when there is consistency between school and home, and that can only be achieved through teamwork. Rebecca’s story touched me deeply. Her life is a reminder of how much joy, connection, and impact a person can have, regardless of the challenges they face. The people who worked with her—those who learned her unique way of communicating and respected her individuality—made a lifelong difference, not only for her, but for everyone who knew her. That is the kind of professional I strive to be. I want to be someone who looks beyond labels and sees the whole person, someone who helps build a world where all children, regardless of ability, are valued and supported. If awarded this scholarship, I will carry Rebecca’s spirit with me throughout my education and career. I am committed to honoring her memory by becoming the kind of social worker who makes children feel excited to go to school, safe in being themselves, and proud of what they can achieve.