Rebecca Lynn Seto Memorial Scholarship

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.